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2,608,228 |
Hope College class of 1926 from Selkirk, New York. The collection contains his memory book of photographs and campus paraphernalia while a student at Hope College from 1922-1926, including material from the Fraternal Society fraternity.
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2,608,229 |
The unique linguistic experience of bilingualism purportedly produces cognitive control advantages. Although there is a significant body of evidence supporting this view, there are also several recently published research studies that failed to replicate bilingual advantages. Furthermore, there is some evidence of a publication bias that favors findings supporting a bilingual advantage. The purpose of this study was to address this discrepancy in the literature by examining performance of bilinguals and monolinguals on a variety of cognitive control tasks. A second purpose was to determine how bilinguals are able to achieve better performance if they do indeed have an advantage. Specifically, we were interested in whether there were differences in the tendency for bilinguals and monolinguals to mind wander, a phenomenon associated with poorer cognitive control performance. We hypothesized that bilinguals would demonstrate better performance than monolinguals on Operation Span, Numerical Stroop, SART, Color- Shape, and Letter Memory tasks, which are measures of working memory, proactive inhibition, reactive inhibition, shifting, and updating, respectively. We further hypothesized that if bilinguals outperformed monolinguals on these tasks, this would be associated with less mind wandering for bilinguals. Participants completed all measures of cognitive control and were probed periodically throughout the tasks for mind wandering. Accuracy and reaction times where appropriate were recorded for each task, and data from 52 monolinguals and 52 bilinguals were analyzed. The results did not reveal any bilingual advantages. For all tasks, performance of the two groups was equivalent with the exception that monolinguals had faster reaction times for Numerical Stroop, SART, and Color-Shape tasks. There were also no differences between language groups in mind wandering tendencies. Secondary analyses examining age of acquisition (i.e., early versus late) and similarity of languages (i.e., same-script versus differentscript) did not change the overall pattern of no bilingual advantages. The lack of a bilingual advantage supports recent calls to temper bilingual advantage claims and shows a need for future research to address which underlying factors of bilingualism may or may not have an effect on cognitive control.
Disciplines
Experimental Analysis of Behavior | Psychology
Recommended Citation
Shulley, Leah J., "The Relationship between Bilingualism, Cognitive Control, and Mind Wandering" (2015). Masters Theses & Specialist Projects. Paper 1507.
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2,608,230 |
Digital Media Warehouse’s return/refund policy expires 30 days from shipment. Failure to process a return/refund within this term will result in the rejection of the refund request.
Eligible return items must be unused and in the same condition as received in the original packaging.
Non-Returnable Items:
- Software
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Completed returns require proof of purchase. Please do not ship returns to the manufacturer unless directed otherwise from the processing department.
There are certain situations where only partial refunds are granted (if applicable)
- Product box is opened, but unused
- Any item not in its original condition, is damaged or missing parts for reasons not due to our error
- Any item that is returned more than 30 days after delivery
Refunds (if applicable)
Upon return receipt and inspection, email notification generates with approval/rejection notice.
If approved, the refund will be processed, and a credit will automatically be applied to the original payment method within 7-12 business days from approval.
Late or missing refunds (if applicable)
Unreceived refunds; first check account utilized for initial payment.
Then contact the account company, it may take some time before a refund is posted based on policies established with the account.
Next contact the bank tied to the payment account. There is often some processing time before a refund is posted.
Once these steps have been exhausted, please contact us at [email protected]
HP
All HP Ink Cartridges, Toner Cartridges, Printheads, Waste Ink Cartridges, and any other HP supplies or accessories will be charged a 20% restocking fee.
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All Media and Paper will be charged a 15% restocking fee.
Printers
All Printer sales will be charged a 20% restocking fee and any labor costs involved with the return.
Machine Parts
All machine part sales are final. There are no returns, refunds, or exchanges for any machine part sales.
Clearance, Demo, Used, and Flash Sale Items (if applicable)
Only regular priced items may be refunded, unfortunately clearance, demo, used, or flash sale items cannot be refunded.
Exchanges (if applicable)
Digital Media Warehouse only replaces items defective or damaged as a result of DMW’s neglect. Exchanges for the damaged items must initiate contact via email; [email protected]
Exchanges resulting from miss ships because of the ordering party may incur a restocking fee.
Shipping Charges
To return product, ship to:
Digital Media Warehouse
Attn: Returns
1825 North Walnut,
Oklahoma City, OK 73105
Shipping costs will fall in the responsibility of the returning party, unless otherwise notified. Shipping costs are non-refundable. All refunds will be subject to deduction of initial freight costs.
Physical shipping address will dictate travel time in the event of an exchange.
Items valued over $75, should consider a trackable shipping service and/or shipping insurance. Digital Media Warehouse holds no guarantee of receipt of items without trackable shipping.
ABOUT THE SHOP
Wide format printing has been a growing industry for many years, and as a result, wide format printers and supplies has become more affordable over the years. Whether you are printing point-of-sale graphics (pos graphics), outdoor banners, trade show displays, digital photo enlargements, fine art giclee, or cutting vinyl you will find a valuable resource in Digital Media Warehouse.
We have continued to focus on wide format print solutions over the years and we remain an industry leader in the wide format community. As we look to the future, we have partnered with specific technologies such as, InkJet printers, UV Flat-Bed printers, Digital Signage, Specialty Media, and Eco-Friendly print solutions and have added them to our catalog to ensure we have a leading-edge position. We have partnered with HP, Canon, Mutoh, Oce, and several print media manufacturers to be able to provide the best solutions for your printshop. That means when you shop with us you are getting the same standard that each company sets forth.
Here at Digital Media Warehouse, we provide solutions for POS Graphics, Outdoor Banners, Trade Show Displays, Vehicle Wraps, Window Graphics, Fine Art Reproduction, GIS and CAD applications, and any leading innovation. We have the wide format printers, software, ink supplies, wide format media, and the sales knowledge to meet any clients need.
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Alternative energy sources are the future. As people begin to understand the harmful effect of pollution caused by the use of fossil fuels, and the rapid depletion of the Earth’s natural resources, people are turning to energy sources that are both environmentally friendly and easily replenishable. A few of these alternative energy sources includes solar energy, wind energy, bio-gas energy and geothermal energy. Solar energy consists of solar panels that are used to collect sunlight that is converted into electricity. Wind energy is produced by giant turbines that are spun when the wind blows. The turbines transfer the wind energy to a generator which converts it into usable energy. Bio-gas energy is the production of energy through the anaerobic degradation of organic matter, which emits gasses that are used for electricity and as fuel. Geothermal energy, is the capturing of steam found in the Earth’s crust, to power generators that produce electricity. These few different types of renewable energy sources are key factors in man kinds journey to take care of the planet.
~EB
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March 30, 2014 in Life on Planet Earth. Tags: alternative energy, Pollution, Renewable Energy
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3 thoughts on “Green Future”
lkregula says:
April 7, 2014 at 1:24 am
Nicely done, your descriptions of some major renewable energy sources. One aspect that goes along with this is conservation, as well.
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Mariah Powell says:
April 18, 2014 at 5:03 pm
Ever since my junior year of high school my chemistry teacher would talk about our green future, and at the time the only thing green my family and I would do is recycle, and reduce the number of appliances we used like turning off the lights that were not in use. At the time I thought that was the only way to make way towards a green living environment, but after watching the documentary, and reading your presentation, I would not say the possibilities are endless, but I think we have options that we have only scratched the surface on.
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Alexandra Galvez says:
May 6, 2014 at 12:45 pm
In your presentation in did state that trying to go green would cost lots of money. Yes this is true and a bit unfair. They should make products like the panels and other energy saving products less costly so that more and more people can join in and as a whole improve our earth. We keep up the way we are going there will not be much of earth left.
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Digital Spidy is a unique organization giving you specialized services in the gambit of e-commerce. Our services range from website designing, Search Engine Optimization and an all-encompassing e-commerce port. We have a trustworthy and experienced team geared to provide service at global standards. We are the specialists in the field of SEO, Local Search Engine Optimization and Social media management.
We take the time to understand the client's requirements, problems that they face and work out a practical, economical and serviceable solution. We make no fake promises and we deliver on time. We cater to all levels of the industry may it be small or medium businesses or large one brand house.
Why People Choose Us
What We Do
It is not just enough to have a website designed for your company and hosted on the net. Unless you have customers visiting your site and making purchases, you are not achieving your objective. Here is where we come to your assistance. We are a professional team of qualified personnel dedicated in various aspects of campaigning and web designing.
Company Philosophy
Digital Spidy's philosophy is to provide the best of services to its clients. In the world of make believes and aggressive competition, we stand apart in our thought process and functioning abilities. We understand our clients, their requirement; we create a world for the client, utilizing advanced tech savvy platforms with easy adaptability and end user friendly programs.
Our Mission
Our mission is to help clients grow online utilizing marketing strategies through various inputs. We understand our clients, understand the products, analysis the reasoning behind the products and finally answer the most essential question, what needs to be done to ensure that the customer comes to you. We are here to understand your requirement, design your world and create a virtual space that fits your profile and business requirement.
What We Do
SEO
Search Engine Optimization is the process of increasing the visibility of your website through utilization of search engine friendly elements in your website.
Our services will guarantee top results. We are the best in the field of SEO and are at par with the best rated organization in this field. We offer not only redesigning of your website but also submission in the major search engines.
Pay per Click
Most of the sponsored section of the search engine have a feature of pay - per - click. Pay per click is a type of advertising feature which is not free. It is very easy for an individual or organization to make a loss if not managed properly. This is where we come in, we at Digital Spidy have the required experience in the field to manage your account for you. We provide traceability and even give return on investment reports to you at a frequency of your choice. We take care of the tracking codes, training, account set-up's and many other in depth requirements of the feature.
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The optimization of the visibility of the website is very much connected to the visibility of the business in its local location. Thus, you can summarize that local search engine is very important for any business. Hence we endeavor to ensure that your website is optimized locally, thus termed as local SEO. We ensure that you are listed in the local search engines, linked to the online directories and to review sites which shows your business is a better light.
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Digital Spidy is a unique organization giving you specialized services in the gambit of e-commerce. Our services range from website designing, Search Engine Optimization and an all-encompassing e-commerce port.
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Mumbai: 29 July 2016 Timing: 9.30 am to 5.00pm Venue: Will be available soon. A luxury hotel in South Mumbai or Bandra
August 2016
Delhi/ NCR: 5 August 2016 Timing: 9.30 am to 5.00pm Venue: Will be available soon. A luxury hotel in Gurgaon or Delhi
Bengaluru: 19August 2016 Timing: 9.30 am to 5.00pm Venue: Will be available soon. A luxury hotel around MG Road
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Hair by Aspire in Unit 15 Marsh Lane Industrial Estate, Hayle Industrial Park, Hayle, Cornwall, TR27 5JR
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Danger Close Consulting
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Our Instructors hold Nationally recognized credentials. They are certified and trained in a multitude of disciplines. Most of our staff have Law Enforcement and/or Military backgrounds; all of whom bring real world experiences and unique perspective to our organization. This allows us to ensure a level of professionalism that is unrivaled in the North West, as well as the ability Read more...
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This was my wife and my first course with Jerry. He was very knowledgeable of the myriad of Californ... Read more about this listing
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CONCEALED CARRY NOLA
I can't express how grateful I am for stumbling upon Mr. David and his informative course. I have so... Read more about this listing
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CONCEALED CARRY NOLA
Dave Newman is that rare concealed carry instructor that puts on an in-depth, yet very enjoyable cla... Read more about this listing
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It is safe to say that you are searching for the Goa accompanies? Indeed, in the event that indeed, this article is only for you! Here, you will get total data with respect to the escort administration in Goa and its subtleties. As of now, the greater part of entrepreneur, government officials, and rich individuals lean toward escort administration since it is protected and high profile administration also. Escort administration is far not the same as the whore administration. Here, you don’t have to go anyplace to make some good times! Young ladies reach to your objective and full fill all your secret longings without any problem.
Significant data is Goa escort is one of the protected approaches to make some fun and satisfaction. On the off chance that you are not fulfilled or voyaging Goa for business reason, attempt this assistance. You can get an opportunity to invest some quality energy with a delightful young lady here! She will full fill all your secret longings and make you cheerful and fulfilled. You simply need to follow some straightforward advances and recruit call young ladies in Goa without any problem. Presently, the inquiry is how to enlist a young lady and how to make the arrangement? Indeed, the interaction is extremely simple
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Goa is where you will get great food, convenience and travel region. Here, you never get exhausted! You can get a delightful young lady, delicious food, and bar or club whatever you need. The majority of the escort administration in Goa offers 100% fulfillment. They realize how to act with their customers outside and within the room. A young lady will comprehend your circumstance, listen you’re every one of the sentiments, request nothing from you. She will offer arousing body rub which causes you become hot and you to feel something for her!
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Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | Cheap Goa Escorts | Cheap Escorts in Goa | Female Goa Escorts | Female Escorts in Goa | Russian Goa Escorts | Russian Escorts in Goa | Goa Escorts Whatsapp Number | Goa Call Girls Whatsapp Number | High Profile Goa Escorts | High Profile Escorts in Goa | Model Goa Escorts | Model Escorts in Goa | Girlfriend Goa Escorts | Girlfriend Escorts in Goa | Goa Escorts Girls | Girls Escorts in Goa | Goa Girls | Girls in Goa | Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | https://sites.google.com/view/hotjesicca/home | https://in.pinterest.com/hotjesicca/ | https://hot-jesicca.business.site/ | http://www.hi5.com/hotjesicca | https://hotjesicca.tumblr.com/ | https://twitter.com/hot_jesicca | https://about.me/hotjesicca4u/ | https://myspace.com/hotjesicca/ | https://www.facebook.com/people/Jesicca-Kaur/100068199738332/ | https://www.blogger.com/profile/07825069765137283923 | https://hotjesicca4u.blogspot.com/ | https://hotjesiccababe.wordpress.com/ | https://profiles.wordpress.org/hotjesiccababe/ | https://github.com/hotjesicca | https://www.youtube.com/channel/UCImbd2lANs4kvejfr-RSqDQ/about | https://community.adobe.com/t5/user/viewprofilepage/user-id/20168388 | https://medium.com/@hotjesicca97 | https://soundcloud.com/user-524972933-622527792 | https://www.ted.com/profiles/29354311 | https://www.mediafire.com/file/eh9tkf32o3gj1h5/www.hotjesicca.com.pdf/file | https://archive.org/details/@hotjesicca97 | https://issuu.com/hotjesicca | https://gitlab.com/hotjesicca | https://hotjesicca97.wixsite.com/my-site | https://www.scribd.com/user/559171965/Hot-Jesicca | https://docs.google.com/document/d/e/2PACX-1vRbcQiKcSbpf8seo15nm7oUgipNJWuhJGYXIBpMu7xx6bupCAFsNt7VVVZP7WfsxAO_dMNfRDqgf8tq/pub | https://profile.hatena.ne.jp/hotjesicca/ | https://badbuyerlist.org/buyer/7e521462cf1f60bacbb3230d | https://en.gravatar.com/hotjesiccababe
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Contact details
MumbaiMumbai,India,400001 Show Phone Number8501898813 [email protected] https://www.hotjesicca.com
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"It is safe to say that you are searching for the Goa accompanies? Indeed, in the event that indeed, this article is only for you! Here, you will get total data with respect to the escort administration in Goa and its subtleties. As of now, the greater part of entrepreneur, government officials, and rich individuals lean toward escort administration since it is protected and high profile administration also. Escort administration is far not the same as the whore administration. Here, you don't have to go anyplace to make some good times! Young ladies reach to your objective and full fill all your secret longings without any problem. Significant data is Goa escort is one of the protected approaches to make some fun and satisfaction. On the off chance that you are not fulfilled or voyaging Goa for business reason, attempt this assistance. You can get an opportunity to invest some quality energy with a delightful young lady here! 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Each man needs a lovely evening with a delightful young lady who will full fill every one of her dreams and fulfill her totally. She can be your movement accomplice, individual secretary or date, and so forth she can assume any part for you! Invest your free energy with her in any 3 star or 5 star inns, or different spots. Be that as it may, before employ ensure you have clear about the installment mode and terms and condition. Continuously recall, Goa accompanies administration gives free escorts and on the off chance that they didn't pay the cash according to their terms, they can stop their administration whenever. Thus, never feel delay, clear about the installment terms and afterward continue. Appreciate limitless fun and energy, travel for 1-2 days inside Goa, and investigate the spot, the city of satisfaction with a young lady. You might discover paradise in the earth. The vast majorities of the escorts in Goa are strong and instructed. 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Another benefit of employing an escort administration from organization is, they won't ever uncover their customer personality to other. Furthermore, you won't ever confront any sort of legitimate issue. Simply make fun and appreciate limitless with no concern! They will conceal your personality and never unveil before everybody. On the off chance that you for the most part search the net with the term school accompany in Goa, you will discover a few benefits. You will get a few choices however don't call arbitrarily. Check the site and their administration subtleties and afterward continue. Right now, the majority of the organization incorporates their site where you will discover their administration subtleties, and pictures. Be that as it may, a few offices never uncover their young lady's personality because of security strategy. In the event that you wish, you can likewise get Russian call young ladies in Goa. They are sweet and hot also. Invest some quality energy with a hot young lady and you become go gaga for her. There are some free escorts in Goa likewise accessible on the lookout. You simply need to check and pick the best one without any problem. You can recruit from organization or then again in the event that you wish, you can enlist from any individual specialist. On the off chance that cash is certifiably not a matter for you, model escorts in Goa is the most ideal choice! Recruit delightful, striking, brilliant, and taught young lady and invest some quality energy which you will always remember. Attempt to utilize this assistance and fail to remember everything from your life. Attempt this assistance now and appreciate limitless. Recruit escort from Goa and investigate the city. Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | Cheap Goa Escorts | Cheap Escorts in Goa | Female Goa Escorts | Female Escorts in Goa | Russian Goa Escorts | Russian Escorts in Goa | Goa Escorts Whatsapp Number | Goa Call Girls Whatsapp Number | High Profile Goa Escorts | High Profile Escorts in Goa | Model Goa Escorts | Model Escorts in Goa | Girlfriend Goa Escorts | Girlfriend Escorts in Goa | Goa Escorts Girls | Girls Escorts in Goa | Goa Girls | Girls in Goa | Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | Goa Escorts | Goa Escort | Goa Escorts Service | Escorts Service in Goa | Independent Escorts in Goa | Independent Goa Escorts | Goa Escorts Agency | Escorts Agency in Goa | Goa Call Girls | Call Girls in Goa | https://sites.google.com/view/hotjesicca/home | https://in.pinterest.com/hotjesicca/ | https://hot-jesicca.business.site/ | http://www.hi5.com/hotjesicca | https://hotjesicca.tumblr.com/ | https://twitter.com/hot_jesicca | https://about.me/hotjesicca4u/ | https://myspace.com/hotjesicca/ | https://www.facebook.com/people/Jesicca-Kaur/100068199738332/ | https://www.blogger.com/profile/07825069765137283923 | https://hotjesicca4u.blogspot.com/ | https://hotjesiccababe.wordpress.com/ | https://profiles.wordpress.org/hotjesiccababe/ | https://github.com/hotjesicca | https://www.youtube.com/channel/UCImbd2lANs4kvejfr-RSqDQ/about | https://community.adobe.com/t5/user/viewprofilepage/user-id/20168388 | https://medium.com/@hotjesicca97 | https://soundcloud.com/user-524972933-622527792 | https://www.ted.com/profiles/29354311 | https://www.mediafire.com/file/eh9tkf32o3gj1h5/www.hotjesicca.com.pdf/file | https://archive.org/details/@hotjesicca97 | https://issuu.com/hotjesicca | https://gitlab.com/hotjesicca | https://hotjesicca97.wixsite.com/my-site | https://www.scribd.com/user/559171965/Hot-Jesicca | https://docs.google.com/document/d/e/2PACX-1vRbcQiKcSbpf8seo15nm7oUgipNJWuhJGYXIBpMu7xx6bupCAFsNt7VVVZP7WfsxAO_dMNfRDqgf8tq/pub | https://profile.hatena.ne.jp/hotjesicca/ | https://badbuyerlist.org/buyer/7e521462cf1f60bacbb3230d | https://en.gravatar.com/hotjesiccababe "
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Pendant - €45,00Pendant + Rolo chain - €105,00Pendant + Rope Chain - €110,00Pendant + Cuban Chain - €115,00
Style
Pendant
Pendant + Rolo chain
Pendant + Rope Chain
Pendant + Cuban Chain
Add to cart
More information View images
PRODUCTION TIME
Production time may vary, as most of our jewelry is produced to order (that is, once a ring or pendant is purchased, our team of jewelers begins to produce the order).
We usually take between 3 and 14 days from the order.
* Delays may be experienced due to the 100% handmade process (especially stone rings)
IMPORTANT
It is absolutely important to ensure the correct size. The size change is gratuitous but the shipments are borne by the customer .
SHIPPING
EXPENSES AND DELIVERY TIMES
(from date of shipment)
FREE SHIPPING TO SPAIN FROM 70€
- Spain
6€
Delivery with Express service 24h with Correos Express
- Canary Islands and Balearic Islands
15€
Delivery with Express service 3-5 days with Express Mail
- Europe
15€
For shipments in the European Community we use a 24-48h service with UPS
- Rest of the world
30€
Delivery between 3 and 6 days with Zeleris service
JEWELRY CARE
All our jewelry, unless specified in the product description, are made of 925 Sterling Silver.
Here are some tips on how to care for and maintain your jewelry.
Our jewelry is designed to show off personality and we think they look best with some character and personality, so don't worry if you notice that your pieces are slightly marked by small scratches or bumps while wearing them.
If you prefer to keep your jewelry looking new, we recommend that you do not wear it in situations where it can be hit, and that when you are not wearing it, keep it in the original box or a cloth bag to protect it.s.
Sterling silver will naturally oxidize when exposed to common everyday items that contain sulfur, such as leather, rubber, chlorine, salt water, and even air pollution. This can cause a slight blackening of the piece where there is more contact with the skin.
This factor will also give character and personality to your piece. But if you decide that you prefer to keep your pieces looking shiny and new, simply polish them with a silver cleaning cloth / chamois.
SIZE
If you do not know your size, the most reliable and professional way is to go to the nearest jewelry store and ask to have your finger measured where you want to wear the ring.
This is the safest way to know your size.
If you cannot go to any jewelry store, you can order our Ring Sizer for free (paying only shipping costs) at via this link:
https://dirtyparadisejewellery.com/products/ ring-sizer
*Once you know the diameter in millimeters of your finger, you can check in this conversion table, what size you have.
IMPORTANT
It is of absolute importance to ensure the correct size. The size change is free but shipments are paid by the customer .
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About the store
We offer our own designs and we also love making personalized and unique pieces. We are focused on the production of 100% handmade pieces, using artisanal methods.
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An senior air warrior and political observer who has the pulse of the region and can sense a change when it comes.
Introduction
Pakistan continues to be the bad child of the world. It is one of the few countries in the world singled out for financing terror groups and terrorist leaders. This will be an embarrassment to Imran Khan the Pakistan Prime Minister but in real terms, the blame falls on general Bajwa the de-facto ruler of Pakistan. Ever since general Ayub seized power, the Pakistan army has been directly ruling the country for half of its 74 years after independence and when not in direct power has been driving the government from the backseat. As pointed out by eminent jurists, Pakistan's supreme court is the only court in the world that has justified military rule in the last hundred years on the 'doctrine of necessity.' In case Pakistan continues now in the FATF list as a financer of terrorism the blame must go to the Army.
FATF stands for Financial Action Task Force. It is also known by its French name, Groupe d'action financière (GAFI). It is an intergovernmental organization founded in 1989 on the initiative of the G7 to develop policies to combat money laundering. In 2001, its mandate was expanded to include terrorism financing.
At the time of inception, it had 16 members which have now grown to 39 in 2021 and includes countries that are friendly to Pakistan like Turkey and China. The FATF issues two lists called the blacklist and the greylist. Blacklist is applied to those states which sponsor terrorism and do not listen to any advice like North Korea. The grey list is applicable to those countries that are financing terrorism and terror groups and they are given an action plan to remedy what they are doing. Pakistan has been on the grey list three or four times earlier and was given a reprieve and then again included in the list. In the last meeting of the FATF, the group has extended Pakistan's classification and it continues in the greylist as the group feels that Pakistan has not taken all the required steps to stop terror financing.
Terror financing
The first point we've to understand is that the FATF has no special grudge to put Pakistan on the greylist. They have some evidence that must be clinching that the Pakistan government is financing or allowing finances to be given to terrorist organizations that operate outside the country.
Terror financing in Pakistan is a complex web and to unravel it is not easy. The Pakistan government not without a nod from the army, allows funds to be collected and given to organizations that target India and the United States.
Terror financing started during the time of General Zia ul- Haq when he formulated a plan to consider terrorist groups targeting Pakistan's so-called enemies as a 'defense in depth'. Over the years the policy backfired as the government failed to realize that all terrorists are the same and there is nothing like good and bad terrorists. A section of the terrorists began to target the Pakistan state, asking for the imposition of sharia and the return of the caliphate. This is the time the Pakistan government woke up and launched operations against them but at the same time, it went soft on those groups that were operating outside Pakistan against their enemies.
Modus operandi
The entire web is not easy to decipher and stop. Much of what is happening is known to the Army, maybe not to the Prime Minister.
Militant groups have support networks all over the country. They have set up charity organizations that are registered and use them to collect funds on the plea the money is used for charitable purposes. They have a public support base as well.
Money is collected as donations from many sources. Donation boxes are placed in shops and other business centers. Earlier almost two decades back these boxes were called the ‘Jihad Fund Box’ but after 9/11, the government had to crackdown. These groups now collect funds in the name of charity.
Funds are collected in cash and in kind. Big businessmen also lend a hand.
Most of these groups have obtained legal permissions from courts by claiming they have no association with militants. The government knows it's a hoax but takes no action. There are also elements in the army that supports these groups. Donald Trump the US president had accused Islamabad of being a liar. He went on to add that the United States has foolishly given Pakistan more than 33 billion dollars in aid over the last 15 years, and they have given us nothing but lies & deceit, thinking of our leaders as fools.
Joe Biden has not changed anything from what Trump stated. Incidentally, the USA is also part of the FATF.
Last word
Pakistan has been on the FATF list for more than a decade. I think it was taken off the list but then brought back three or four times. The government has been accused of treating terrorists with kid gloves. The trial of the accused in the Bombay blasts is continuing for the last 10 years and in the case of Nawaz Sharif the Prime Minister, the entire proceedings were completed in six months and he was awarded 10 years jail. One can see the lopsided nature of politics in Pakistan and for the good of Pakistan, it's important it gets out of the quagmire of terrorism and terror financing. However, the Pakistan government has made some effort to stop terror financing but the FATF feels it is not enough.
Comments
MG Singh emge (author) from Singapore on June 27, 2021:
"A Charlie Brown Thanksgiving" Book Discussion and Pumpkin Cupcake Recipe
Meeting Self
The Writer's Mailbag: Installment #386
Thanks
MAB from Pakistan on June 27, 2021:
we are waiting for your article about positive side of Pakistan
MG Singh emge (author) from Singapore on June 27, 2021:
Ek Jadoon, what a wonderful comment. Yes, I have friends in Pakistan and very soon you will see an article on the positive side of Pakistan. We should not forget we are from the same racial stock with similar language and food.
MG Singh emge (author) from Singapore on June 27, 2021:
Bill, you are correct, it's the same everywhere.
Bill Holland from Olympia, WA on June 27, 2021:
I have very little trust in any government official in any country. I wish I had more faith in them, but I don't, nor will I ever. I have seen too many lies during my lifetime.
EK Jadoon from Abbottabad Pakistan on June 27, 2021:
In this world of hypocrisy, no one knows that who actually finance the terrorism. So, I would say that don't be so sure about Pakistan. I am not saying that there is nothing wrong in Pakistan, but there are many good things there to discuss. I hope you will cover them too.
Stay safe and healthy...
MG Singh emge (author) from Singapore on June 27, 2021:
Pamela, so nice you spared time and commented.
Pamela Oglesby from Sunny Florida on June 27, 2021:
This is an interesting article, MG, I didn't know about Pakistan supporting terrorism, and collecting money probably from some unsuspecting people. I always learn something from your articles. Thank you.
MG Singh emge (author) from Singapore on June 27, 2021:
Thank you, John, it's always a pleasure to interact with you.
John Hansen from Gondwana Land on June 27, 2021:
MG,I read your article:"Hark Back to the Past: How the USA Lost Influence in Iraq" but can't find it on the feed to leave a comment, so I am doing that here. I found it very well-written, informative and interesting. Thank you for sharing.
MG Singh emge (author) from Singapore on June 27, 2021:
Akbar, Nice of you to have commented on this article I am unhappy to read about the state of the Ahmediyya community in Pakistan. The blame for this must go to ZA Bhutto. I also hope that Pakistan will get out of its obsession and come back to normalcy with the army sent back to the barracks.
Akbar on June 27, 2021:
I am an Ahmadi from Pakistan. This is a nice article and eye-opener the government is not only turning a blind eye to the terror financing but also persecuting our community. I wonder if you could write about it.
By
MG Singh emge
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Development of in vitro procedures that can better predict the safety of therapeutic monoclonal antibodies - UCL Discovery
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Development of in vitro procedures that can better predict the safety of therapeutic monoclonal antibodies
Findlay, LA; (2012) Development of in vitro procedures that can better predict the safety of therapeutic monoclonal antibodies. Doctoral thesis , UCL (University College London).
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PhD Thesis MASTER 2012_04_24_FINAL for Viva_LFindlay_THIRD PARTY MATERIAL REMOVED.pdf
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Abstract
Pre-clinical safety testing (in vivo and in vitro) of the therapeutic monoclonal antibody (mAb) TGN1412 (developed for the treatment of autoimmune diseases) failed to predict the life threatening adverse events that occurred during its Phase I Clinical Trial. The treatment of disease using mAb therapy is becoming increasingly common, so, to ensure the safety of mAbs, pre-clinical safety tests that can better predict the toxicity of immunomodulatory mAbs, such as TGN1412, are required. The aim of this study was to investigate the hypothesis that cytokine-driven adverse effects of therapeutic monoclonal antibodies and the mechanisms involved can be better predicted with novel in vitro procedures using human cells, given the failure of animal models to predict the toxicity of TGN1412. Consistent with the results from pre-clinical testing, aqueous phase TGN1412 incubated with human peripheral blood mononuclear cells (PBMC) failed to stimulate the “cytokine storm” suffered by the six recipients of TGN1412. In contrast, TGN1412 immobilised onto polypropylene microtitre plates by “air-drying” stimulated cytokine release from PBMC. This technique was superior to other mAb immobilisation techniques, investigated in terms of predicting cytokine release. Immobilisation of TGN1412 may mimic the immunological synapse formed between this mAb and target cells in vivo. In a more physiologically relevant procedure, TGN1412 incubated in aqueous phase with PBMC over a monolayer of human endothelial cells stimulated cytokine release. Endothelial cell to PBMC contact was crucial to these responses. Furthermore, interactions between lymphocyte function-associated antigen-3 (LFA-3) and intercellular adhesion molecule-1 (ICAM-1) expressed by endothelial cells with their counterstructures CD2 and LFA-1, respectively, expressed by T cells, mediated these TGN1412-stimulated responses. Both procedures developed in this study were capable of distinguishing therapeutic mAbs not associated with a significant incidence of cytokine-driven clinical infusion reactions from mAbs frequently associated with clinical infusion reactions.
Type:
Thesis (Doctoral)
Title:
Development of in vitro procedures that can better predict the safety of therapeutic monoclonal antibodies
Open access status:
An open access version is available from UCL Discovery
Language:
English
Additional information:
Copyright restricted material has been removed from the e-thesis.
Keywords:
TGN1412, Cytokine Release Syndrome, Therapeutic Monoclonal Antibodies
UCL classification:
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Medical Sciences > Eastman Dental Institute
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I have plastic baits from the 80s to now - The Original Kelly's and Cocahoes and Mirolures and a Bingo or two from the 60s - 70s
And the rods are all custom built by me and a couple dozen or two more for my dear fishing buddies who share time offshore when we can plan to do so.
6 years old to now - started building rods at 12 years old - the original rod blank - a Calcutta bamboo rod blank from India - when surf rods from Fenwick and Harrington/Harnell builds - first came onto the scene - modernizing surf fishing and distance casting.
I talked to my old High School friend a few months ago - and we were catching up on life issues. His wife was murdered in Houston back in June - tough times - we were all kids together.
But - we finally got to talking about our lives......and those days as innocent kids.
He told me - I was raised on the Gulf Coast Fishing pier. All summer during our summer breaks - every weekend - Dad drove me to Galveston (Pearland was 7500 people then) and SEA ARAMA (sp?) was one of the first fish and porpoise aquariums around and it was right there at the pier. Friday afternoon - to Sunday afternoon - all summer long, till I was able to drive myself there - then I hauled friends off and on - those who wanted to learn and experience something they never really tried.
And they bought surf rods and started fishing as we all grew and moved on.
When I couldn't get to the beach - I fished every body of water around Brazoria County I could find. Fly spin and cast - weekends were hard core surf casting.
I'll close. During the 90s, Coast Guard days in Corpus, I went to Bob Hall Pier - no rods - just felt I had to check out the Kingfish run with guys using highline rigs with two rods and live bait. As I watched, a guy a bit older than me walked up and stood next to me.
I looked over and said hello and he did likewise - then we talked about Texas surf fishing. He was named Jackie Borelleno - one of the older guys on the Gulf Coast Pier who ran with another close friend of his Frank. Both of these guys kept tabs on me as I lived on the pier for days at a pop - sleeping under my rods rigged - clicker wake up call.
The old Galveston salts, Jackie and Frankie where the younger guys who were raised with some of that areas best surf anglers - all custom rods - all of them either built or were in the process of learning to build as they had others build for them.
Jackie remembered many of my standout fights and so many different species Tarpon (hooked and never landed) Kings, Rays, Sharks Reds - the entire list of upper coast species and I was the only guy anyone knew to that date that managed to catch a flying fish off that pier on a night that in water so clear, you could see the bottom in 10ft of water - the entire pier length. Huge specks with lock jaw everywhere - it was one of those nights where you see everything and go nuts trying to hook anything - water too clear and no waves - silence.
We said goodbye and goodluck - he was down from Galveston visiting family and i went home for another round of family and work the following day.
I remember fishing with Oz, when Oz was young and learning - still living in Austin. Got into snook with him at Port Mansfield N jetty one night - he left right before that first fish bit. He was looking for them as well - but got pressed with the old Kayak group, when Extreme Coast was in the beginning stages.
Befriended Billy Sandifer and Nick from Breakaway. They always stop and say high - bless you Billy! And even our own PocoBueno - and I - stop and get updated when we see each other on the sand.
So proud of him taking Sharkathon a few years ago. I can feel real good about the new group of anglers - who are building on a world I've lived all my life.
And the 20 years in the USCG - had me fishing the entire time - I've learned so much with so much more to learn.
I will try to remember everything I've hooked - it's nuts now in reflection. The diversity as well as techniques - all salt - and even today - I have friends who are hard core as they were when I was a kid and young man.
Hatteras - I fished Avon Fishing Pier the world record redfish - this is it. Larry Hack sponsored by Fenwick, Stren & ABU Garcia - was a standout distance surf casting competitor. He helped Fenwick develop the SURF STICK. Fiberglass top and graphite butt for long distance casting and he modified the first generation ABU 7000s - all had level winds - ripping it all out and replacing that with custom fit brass cage frame bars for strength - custom leaders to take the shock and he would pendulum cast 200 yards with me about 40 yards behind him - casting old school. The ABU7500 CT Big Game was Larry's involvement with ABU and surf casting tuned reels of that era. Magnets were yet to come.
He walked up to me the first time he fished with me, I hadn't seen him make a cast yet and though popping off a 175 yard 5 oz weighted no bait warm up cast would give me some room in between the locals - it did and Larry immediately came up to me and said - You can flat out cast old school - and I know you are not from here. I had a custom modified Penn Squidder I had modded to control overrun with a leather bushing on the axle. I learned this trick from the best Squidder Casters in Texas at the pier in the 70s. He also jumped all on my Sevelon steel leader and 9/0 J-Hook. He asked me - are you shark fishing cuz we don't want any GARBOS here (garbo is code for sharks) and you can't chase record redfish with Tiger sharks - looking for a meal and having one hooked up without cutting it off - takes up all of the T-Head as the GARBO is fought out.
The key for me was - these guys are serious redfish record chasers and the RED DRUM TACKLE SHOP crew and Larry ruled that place.
I quickly followed his lead, he showed me his primo redfish leader for distance and told me - I will gain distance - which I did with no bait.
Miami - I had men with high dollar offshore boats - building rods to match a quiver and boat trim and free offshore trips when they a spot - I went
My old Coast Guard Commander became a major fishing guide in Naples - Leon Howell - Leon is now the Head Park Ranger in Flamingo now.
Hewes Bonefisher - the original flats boat - 18ft was his ride. And we fished the Everglades out front and behind - for 3 years straight. There I put my oldest step son on his first and only tarpon - a 175lb class fish - Government Island - Biscayne Bay Miami. I used to fish the lights at night on that island - Columbians across the bay - machine gun fire - cops sirens - 1987 era there. Tarpon became literally garbage fish - they will suck down a freeline live shrimp flipped out on a spinning reel and jump till they broke off. I had several land on Coast Guard small boats and docks - scales flying - just to watch the show. Guys who didn't fish - you cant land them! My answer - you cant eat them - watch the show
This is why I've stayed so committed - the challenge and friendships made and some I've shown this world too for the first time, one Texas kid who had never even seen an ocean anywhere - from Waco - he now runs the La Pesca at Dolphin Docks and once ran a Port A ferry, after earning his 100 ton license. I turned him loose running shark baits all day in my kayak - surfing and wiping out as he learned to ride the surf and work the paddles.......at night - some of the old Coast Guard stuff shared.
That really makes me so darn proud!
God bless and always try to take and teach a kid or someone - how to fish.
We all know for some, it will shape their lives like it has mine.
Last edited by AtTheWall; 11-02-2021 at 07:30 PM.
AtTheWall
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11-02-2021, 08:05 PM #1153
Quackerbox
Pope & Young
Join Date: Jul 2010
Location: Magnolia
Hunt In: The woods
Let's go Astros!!!!
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11-02-2021, 08:15 PM #1154
Mayhem
Pope & Young
Join Date: Oct 2006
Location: porter, tx
Hunt In: crockett, county
I have 162 down south lures and 264 jig heads.
142 1/8th oz 63 1/16th oz and the rest are 1/4oz.
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11-02-2021, 08:26 PM #1155
AtTheWall
Pope & Young
Join Date: Oct 2006
Location: Kerrville - Boerne - Rockport
Hunt In: Kerr County - Gillespie County
Quote:
Originally Posted by Jerryg
Rob, you down in Rockport often?
Jerryg
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Yes and Glen moved there - Wildman is in Seadrift - not far away and Doug will be there in minutes - when we fishing Jerry?!?!?!?!
Once Wildman tasted Salt - see any hunting posts from him in a decade now? He's running a Panga - and he's ate up with salt as well.
Some of us old TBHers are running together chasing dreams in the salt right now.
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11-03-2021, 11:40 PM #1156
Jerryg
Ten Point
Join Date: Oct 2006
I have my RV and boat down there. Try to go twice a month during the off season. I get pretty busy from November to January, then the javi hunts start! Send me your number so we can visit or call my 956-645-2775
Jerryg
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11-04-2021, 05:29 PM #1157
AtTheWall
Pope & Young
Join Date: Oct 2006
Location: Kerrville - Boerne - Rockport
Hunt In: Kerr County - Gillespie County
Got it Jerry - sending you my Contact info and we will dial it in! Got a few of us there regularly and Glen will have zones and daily updates with trends so we can at least go in with some basics to fish the patterns.
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11-14-2021, 09:04 PM #1158
kevin nicholls
Ten Point
Join Date: Nov 2010
Location: pasadena tx
Hunt In: Who knows
A lot of big ol reds in the back lakes. I caught 4 over 30"s. Had to really look for slot reds. I did find em though.
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11-14-2021, 09:04 PM #1159
kevin nicholls
Ten Point
Join Date: Nov 2010
Location: pasadena tx
Hunt In: Who knows
Forgot the picture
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11-14-2021, 09:05 PM #1160
Mexico
Pope & Young
Join Date: Jun 2012
Location: Clear Lake Tx
Hunt In: Old Mexico, Centerville Tx
Nice Kevin! It was a beautiful day to be on the water!
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11-14-2021, 09:10 PM #1161
kevin nicholls
Ten Point
Join Date: Nov 2010
Location: pasadena tx
Hunt In: Who knows
The trout was hanging with a school of reds. Caught and released a couple big flounder out there too. It was a chilly boat ride Saturday but this morning was nice.
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11-14-2021, 11:09 PM #1162
JES
Ten Point
Join Date: Jul 2009
Location: Richmond
Hunt In: Stonewall and Ft. Bend County
I was able to fish one day last week and had a big red, 28”-29” that got off right at me and one big trout.
Was a great day to be on the water even if it was a little slow. Thankful for the freedoms we have and the blessings God has given us.
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11-15-2021, 01:28 PM #1163
ram04
Eight Point
Join Date: Dec 2012
Location: Winnie, Tx
Hunt In: The woods, Val verde/Edwards line
Nice trout man.
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11-18-2021, 11:23 AM #1164
goofiefoot
Ten Point
Join Date: Sep 2007
Location: Rockport, TX
Hunt In: Hays County
Had an awesome morning on my Hobie Pro Angler a few days ago, and caught my PB redfish. Heck of a fight!
https://www.youtube.com/watch?v=nLcwVnZxeO8
This was definitely a reminder to keep a set of fish grips in the kayak. I usually move mine between my boat and my shore fishing bag, and forgot them this time.
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11-18-2021, 04:30 PM #1165
fish4food
Ten Point
Join Date: Mar 2017
Location: Calhoun County
Fished 2 days last week.
First day was fishing a gut with an outgoing tide. Standing in knee deep water casting into waste deep. Pretty much a ledge even though not that much of a depth difference. Fish were on the drop off.
Ended up catching 12 trout and 1 flounder.
Second trip, was on my way home from picking up the wife a kayak. Stopped at an old spot I hadn’t fished in about a year. Was glad to see access hadn’t been cut off.
Fishing a flat with sand and grass, knee to thigh deep. My dad lost a flounder at hand, and a few bites. I missed 2 bites and stuck 1. The wife got skunked.
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11-22-2021, 08:14 PM #1166
kevin nicholls
Ten Point
Join Date: Nov 2010
Location: pasadena tx
Hunt In: Who knows
Found a few in a new back lake. Two of the Reds looked like footballs their bellies were so big. They were full of shrimp.
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11-22-2021, 09:48 PM #1167
fish4food
Ten Point
Join Date: Mar 2017
Location: Calhoun County
Sheesh! That trout looks like a football!
Fished Sunday morning with my old man at the same place I fished Monday. Ended up catching 3 trout, 4 Flounder, and 3 reds.
Hadn’t had to deal with a potlicker in quite some time. All I can say is I didn’t miss them.
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11-22-2021, 09:49 PM #1168
BLACKFINTURKEY
Pope & Young
Join Date: Oct 2015
Location: Marion,Texas
Hunt In: Marion,Texas
Gunna hit the salt Friday of course weather looks pretty crappy 15-20mph north wind, definitely not ideal...
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11-23-2021, 03:33 PM #1169
Hollywood
Ten Point
Join Date: Sep 2008
Location: Oak Hill
Hunt In: Dimmit, Live Oak, Duval
Gonna drag the Mowdy down to POC friday also. A double front & rain may make it interesting. Sunday am could be nice.
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11-23-2021, 03:54 PM #1170
glen
Pope & Young
Join Date: Oct 2006
Location: Temporary transient
Hunt In: anywhere
Caught about 30 sinks on my first drift this morning. Changed and fished paddle tails instead of DOA. Caught 6 keeper trout, one red, and 4 flounder on being a saddle blanket all released. Fun morning with my two boys.
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11-23-2021, 03:59 PM #1171
glen
Pope & Young
Join Date: Oct 2006
Location: Temporary transient
Hunt In: anywhere
It is hard throwing these back. 6 in last two days while trout fishing
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11-23-2021, 05:17 PM #1172
fish4food
Ten Point
Join Date: Mar 2017
Location: Calhoun County
^^^
Awesome job Sir!
Might have to reach out to you one of these days and see if I can’t tag along.
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11-23-2021, 08:29 PM #1173
glen
Pope & Young
Join Date: Oct 2006
Location: Temporary transient
Hunt In: anywhere
Come on. Been fishing everyday the wind lets me. I chunk a lot of plastic but have no issue deadsticking bait
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11-23-2021, 08:35 PM #1174
DUKFVR
Pope & Young
Join Date: Apr 2011
Location: Sorry Azz Houston & Young County
Hunt In: Young County & Anywhere A Duck Flies!
Way to go Glen!
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11-23-2021, 08:47 PM #1175
kevin nicholls
Ten Point
Join Date: Nov 2010
Location: pasadena tx
Hunt In: Who knows
Quote:
Originally Posted by glen
It is hard throwing these back. 6 in last two days while trout fishing
Nice work Glen. I threw 3 back this weekend, they never knew how lucky they were. There's a lot of them out there.
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11-23-2021, 08:55 PM #1176
BLACKFINTURKEY
Pope & Young
Join Date: Oct 2015
Location: Marion,Texas
Hunt In: Marion,Texas
Quote:
Originally Posted by Hollywood
Gonna drag the Mowdy down to POC friday also. A double front & rain may make it interesting. Sunday am could be nice.
All you can do is grind. That’s my plan. Hopefully there will be water at my favorite spots if not I guess I’ll target drains and deep shorelines
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11-23-2021, 09:34 PM #1177
fish4food
Ten Point
Join Date: Mar 2017
Location: Calhoun County
Water in POC was about 3’ lower than usual. Wind yesterday knocked a lot of water out.
It was a grind today. Only managed a few dink’s, and sight casted to a few reds but they came unhooked.
Will take you up on that soon Sir.
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11-24-2021, 10:27 AM #1178
Hollywood
Ten Point
Join Date: Sep 2008
Location: Oak Hill
Hunt In: Dimmit, Live Oak, Duval
Quote:
Originally Posted by BLACKFINTURKEY
All you can do is grind. That’s my plan. Hopefully there will be water at my favorite spots if not I guess I’ll target drains and deep shorelines
Where do you launch ? I may be solo, friend that was supposed to join me has to Referee a HS football game Friday night & may not join me at all.
You could jump on my boat & we could hit a few spots.
Shoot me a PM.
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11-24-2021, 05:49 PM #1179
glen
Pope & Young
Join Date: Oct 2006
Location: Temporary transient
Hunt In: anywhere
Well went out before the wind and caught about 10 trout. Smaller today and had 3 keepers which we ate for lunch. Did catch 3 more of those endangered flounder but no blankets.
If you guys are fishing the Rockport area I’ve been grinding in sand pockets in 2-3 ft of water. Color on gulps have been New Penny/Chart tail or White/Chart. On the swim baits it has been Ice/Chart and smaller 3-4 inch baits
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11-24-2021, 05:53 PM #1180
rvd
Pope & Young
Join Date: Dec 2008
Location: Gulf Coast
Hunt In: Texas
Quote:
Originally Posted by glen
Well went out before the wind and caught about 10 trout. Smaller today and had 3 keepers which we ate for lunch. Did catch 3 more of those endangered flounder but no blankets.
If you guys are fishing the Rockport area I’ve been grinding in sand pockets in 2-3 ft of water. Color on gulps have been New Penny/Chart tail or White/Chart. On the swim baits it has been Ice/Chart and smaller 3-4 inch baits
Good intel Glenn, I’ve been in town and will be back Friday but don’t think I’ll fish til next week sometime. We need to get together soon.
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11-24-2021, 05:56 PM #1181
SaltwaterSlick
Pope & Young
Join Date: Oct 2006
Sounds like you're in your element Glen! Seems now you're REALLY getting into what retirement is all about! Congratulations sir!! I've never been able to pick up my rod n reel when I could pick up my bow... One of these days, I'm gonna fool 'em! I know Fall/early Winter fishing is probably the best time to fish in the bay salt, but DANG... Ol' big buck keeps callin' my name...
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11-24-2021, 08:43 PM #1182
glen
Pope & Young
Join Date: Oct 2006
Location: Temporary transient
Hunt In: anywhere
I don’t know about my element. It’s new water to me still. I’m not killing it and still grinding at the fish. Usually fish until noon or go out about 2 in the afternoon. Still have life stuff that I gotta do. Wind and Mother Nature are only thing that keeps me off the water
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11-24-2021, 11:06 PM #1183
fish4food
Ten Point
Join Date: Mar 2017
Location: Calhoun County
You are doing well Sir!
Made it out today with my little sister and her boyfriend.
Fishing a gut draining out of a marsh knee to thigh deep.
Ended the day with 17 trout, 13 being keepers. 16-23”. Little sister caught 2 16-17”.
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11-25-2021, 10:31 PM #1184
fish4food
Ten Point
Join Date: Mar 2017
Location: Calhoun County
Had to go this morning before the front hit after yesterday’s trip.
Got a very late start. Got in the water at 0915 and out at 1015. Had brother in law and his son with me.
Same conditions. Clean water, light wind, outgoing tide. Knee to thigh deep water. Gut draining.
12 trout, most all between 16-20” slow rolling a paddle tail off the bottom.
Mom asked for some fish so we kept a few.
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Yesterday, 06:07 AM #1185
JES
Ten Point
Join Date: Jul 2009
Location: Richmond
Hunt In: Stonewall and Ft. Bend County
Nice work, you’ve had some fun trips the last few days.
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Yesterday, 08:55 PM #1186
kevin nicholls
Ten Point
Join Date: Nov 2010
Location: pasadena tx
Hunt In: Who knows
Nice work F4F. Way to get em.
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Yesterday, 09:38 PM #1187
Mexico
Pope & Young
Join Date: Jun 2012
Location: Clear Lake Tx
Hunt In: Old Mexico, Centerville Tx
WTG guys!
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What’s going on Butcher Crew?! It’s Your Master Butcher, The Saw, and I have an album that is a contender for my 2021 album of the year. Fragments of a Bitter Memory by Dying Wish is the band’s debut album that was released on October 1, 2021, via SharpTone Records. I have been a fan of Dying … Continue reading Scrawl from The Saw’s Butcher Shop: Dying Wish – Fragments of a Bitter Memory (2021) ALBUM REVIEW
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Model-based Testbed Design for Electric Vehicles
40 Years EMISA 2019 Paczona, Martin; Mayr, Heinrich C.; Prochart, Guenter
Electric cars boom. This puts pressure on providing and improving tools and systems for electric car development. Electric vehicle testbeds (EVTs) are such systems: they serve for testing all high voltage vehicle components like batteries, inverters or complete engines and help to reduce the need of cost intensive road ...
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1. To draw attention to discrimination and injustices, especially those that occur in Delaware libraries and communities, against people based on:
Race
Ethnicity
Sexual orientation
Gender identity
Age
Disability status
Religion
Citizenship status
Literacy level
Primary language
Socioeconomic status, including those geographically isolated, or low-income
2. To recommend policy and appropriate action that serves to right injustices and inequalities targeting people of these communities.
3. To keep the Executive Board and Association informed of all matters relating to social justice, including equity, diversity, and inclusion, by keeping abreast of local and national developments from the ALA Office for Diversity, Literacy and Outreach Services.
4. To provide for the continuing education of library personnel and community members on social justice issues, through programs such as workshops or a regular column in the DLA Bulletin.
5. To establish and maintain relationships with civic and educational organizations in Delaware on behalf of DLA, provide them with opportunities to give their active support, and opportunities to request the support of the Committee.
6. To represent the Association, when authorized by the Executive Board, at meetings and outreach events.
Projects & Events:
MLA/DLA Conference Scholarship Opportunity
Anti-racism resources
Statement in support of Black Lives Matter
Conversations on Social Justice in Libraries (event series)
DLA Recommends Fine Free in DE Libraries
Social Justice Book Club – **NEW!**
Send Holiday Cards to Incarcerated Delawareans
Membership:
Want to join and become involved in the Social Justice Committee?
The Social Justice Committee welcomes members from all divisions and sections of DLA, including all types of library workers from all types of libraries and interested community members. Membership should include at least five members.
Fill out this form if you are interested or reach out to the Committee Chair, Kayla Abner at kabner AT udel.edu
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1 The False Claims Act: A Primer The False Claims Act (FCA), 31 U.S.C was enacted in 1863 by a Congress concerned that suppliers of goods to the Union Army during the Civil War were defrauding the Army. The FCA provided that any person who knowingly submitted false claims to the government was liable for double the government s damages plus a penalty of $2,000 for each false claim. Since then, the FCA has been amended several times. In 1986, there were significant changes to the FCA, including increasing damages from double damages to treble damages and raising the penalties from $2,000 to a range of $5,000 to $10,000. The FCA has been amended three times since Over the life of the statute it has been interpreted on hundreds of occasions by federal courts (which sometimes issue conflicting interpretations of the statute). The purpose of this primer is not to explain how the FCA evolved over the decades or to discuss judicial interpretations of its provisions. Rather, in this primer we simply explain the most significant elements of the FCA to give one new to the statute an introductory understanding of the FCA and how it works. The complete text of the False Claims Act is provided at the end of this primer. Liability The statute begins, in 3729(a), by explaining the conduct that creates FCA liability. In very general terms, 3729(a)(1)(A) and set forth FCA liability for any person who knowingly submits a false claim to the government or causes another to submit a false claim to the government or knowingly makes a false record or statement to get a false claim paid by the government. Section 3729(a)(1)(G) is known as the reverse false claims section; it provides liability where one acts improperly not to get money from the government, but to avoid having to pay money to the government. Section 3729(a)(1)(C) creates liability for those who conspire to violate the FCA. Sections 3729(a)(1)(D), (E), and (F) are rarely invoked. Damages and penalties After listing the seven types of conduct that result in FCA liability, the statute provides that one who is liable must pay a civil penalty of between $5,000 and $10,000 for each false claim (those amounts are adjusted from time to time; the current amounts are $5,500 to $11,000) and treble the amount of the government s damages. Where a person who has violated the FCA reports the violation to the government under certain conditions, the FCA provides that the person shall be liable for not less than double damages. The knowledge requirement A person does not violate the False Claims Act by submitting a false claim to the government; to violate the FCA a person must have submitted, or caused the submission of, the false claim (or made a false statement or record) with knowledge of the falsity. In 3729(b)(1), knowledge of false information is defined as being (1) actual knowledge, (2) deliberate ignorance of the truth or falsity of the information, or (3) reckless disregard of the truth or falsity of the information.
2 Definition of a claim The FCA also defines what a claim is and says that it is a demand for money or property made directly to the Federal Government or to a contractor, grantee, or other recipient if the money is to spent on the government s behalf and if the Federal Government provides any of the money demanded or if the Federal Government will reimburse the contractor or grantee. Tax claims exclusion In 3729(d), the FCA states that the statute does not apply to tax claims under the Internal Revenue Code. The qui tam provisions The FCA allows private persons to file suit for violations of the FCA on behalf of the government. A suit filed by an individual on behalf of the government is known as a qui tam action, and the person bringing the action is referred to as a relator. a. Filing a qui tam complaint The qui tam provisions begin at 3730(b) of the FCA; 3730(b)(1) states that a person may file a qui tam action. Section 3730(b)(2) provides that a qui tam complaint must be filed with the court under seal. The complaint and a written disclosure of all the relevant information known to the relator must be served on the U.S. Attorney for the judicial district where the qui tam was filed and on the Attorney General of the United States. b. Government investigation The qui tam complaint is initially sealed for 60 days. The government is required to investigate the allegations in the complaint; if the government cannot complete its investigation in 60 days, it can seek extensions of the seal period while it continues its investigation. The government must then notify the court that it is proceeding with the action (generally referred to as intervening in the action) or declining to take over the action, in which case the relator can proceed with the action. c. Rights of the parties in a qui tam action If the government intervenes in the qui tam action it has the primary responsibility for prosecuting the action. 3730(c)(1). It can dismiss the action, even over the objection of the relator, so long as the court gives the relator an opportunity for a hearing ( 3730(c)(2)(A)) and it can settle the action even if the relator objects so long as the relator is given a hearing and the court determines that the settlement is fair. 3730(c)(2). If a relator seeks to settle or dismiss a qui tam action, it must obtain the consent of the government. 3730(b)(1). When the case is proceeding, the government ( 3730(c)(2)(C)) and the defendant ( 3730(c)(2)(D)) can ask the court to limit the relator s participation in the litigation.
3 d. Award to the relator If the government intervenes in the qui tam action, the relator is entitled to receive between 15 and 25 percent of the amount recovered by the government through the qui tam action. If the government declines to intervene in the action, the relator s share is increased to 25 to 30 percent. Under certain circumstances, the relator s share may be reduced to no more than ten percent. If the relator planned and initiated the fraud, the court may reduce the award without limitation. The relator s share is paid to the relator by the government out of the payment received by the government from the defendant. If a qui tam action is successful, the relator also is entitled to legal fees and other expenses of the action by the defendant. All of these provisions are in 3730(d) of the FCA. The FCA also provides that if the government chooses to obtain a recovery from the defendant in certain types of proceedings other than the relator s FCA suit, this is known as an alternate remedy and the relator is entitled to the same share of the recovery as if the recovery was obtained through the relator s FCA suit. 3730(c)(5). e. Statutory bars to qui tam actions The FCA provides several circumstances in which a relator cannot file or pursue a qui tam action: 1. The relator was convicted of criminal conduct arising from his or her role in the FCA violation. 3730(d)(3). 2. Another qui tam concerning the same conduct already has been filed (this is known as the first to file bar ). 3730(b)(5). 3. The government already is a party to a civil or administrative money proceeding concerning the same conduct. 3730(e)(3). 4. The qui tam action is based upon information that has been disclosed to the public through any of several means: criminal, civil, or administrative hearings in which the government is a party, government hearings, audits, reports, or investigations, or through the news media (this is known as the public disclosure bar. ) 3730(e)(4)(A). There is an exception to the public disclosure bar where the relator was the original source of the information. We repeat that this primer does not discuss every section of the False Claims Act and is not intended to provide legal advice or take formal positions. It is intended only to provide a general introduction to the False Claims Act to those new to the area. Below is the complete text of the False Claims Act:
4 3729. False claims (a) LIABILITY FOR CERTAIN ACTS. (1) IN GENERAL. Subject to paragraph (2), any person who (A) (C) (D) (E) (F) (G) knowingly presents, or causes to be presented, a false or fraudulent claim for payment or approval; knowingly makes, uses, or causes to be made or used, a false record or statement material to a false or fraudulent; conspires to commit a violation of subparagraph (A),, (D), (E), (F), or (G); has possession, custody, or control of property or money used, or to be used, by the Government and knowingly delivers, or causes to be delivered, less than all of that money or property; is authorized to make or deliver a document certifying receipt of property used, or to be used, by the Government and, intending to defraud the Government, makes or delivers the receipt without completely knowing that the information on the receipt is true; knowingly buys, or receives as a pledge of an obligation or debt, public property from an officer or employee of the Government, or a member of the Armed Forces, who lawfully may not sell or pledge property; or knowingly makes, uses, or causes to be made or used, a false record or statement material to an obligation to pay or transmit money or property to the Government, or knowingly conceals or knowingly and improperly avoids or decreases an obligation to pay or transmit money or property to the Government, is liable to the United States Government for a civil penalty of not less than $5,000 and not more than $10,000, as adjusted by the Federal Civil Penalties Inflation Adjustment Act of 1990 (28 U.S.C note; Public Law ), plus 3 times the amount of damages which the Government sustains because of the act of that person.
5 (2) REDUCED DAMAGES. If the court finds that (A) (C) the person committing the violation of this subsection furnished officials of the United States responsible for investigating false claims violations with all information known to such person about the violation within 30 days after the date on which the defendant first obtained the information; such person fully cooperated with any Government investigation of such violation; and at the time such person furnished the United States with the information about the violation, no criminal prosecution, civil action, or administrative action had commenced under this title with respect to such violation, and the person did not have actual knowledge of the existence of an investigation into such violation, the court may assess not less than 2 times the amount of damages which the Government sustains because of the act of that person. (3) COSTS OF CIVIL ACTIONS. A person violating this subsection shall also be liable to the United States Government for the costs of a civil action brought to recover any such penalty or damages. (b) DEFINITIONS. For purposes of this section (1) the terms knowing and knowingly (A) mean that a person, with respect to information (i) (ii) (iii) has actual knowledge of the information; acts in deliberate ignorance of the truth or falsity of the information; or acts in reckless disregard of the truth or falsity of the information,; and require no proof of specific intent to defraud; (2) the term claim
6 (A) means any request or demand, whether under a contract or otherwise, for money or property and whether or not the United States has title to the money or property, that (i) (ii) is presented to an officer, employee, or agent of the United States; or is made to a contractor, grantee, or other recipient, if the money or property is to be spent or used on the Government s behalf or to advance a Government program or interest, and if the United States Government (I) (II) provides or has provided any portion of the money or property requested or demanded; or will reimburse such contractor, grantee, or other recipient for any portion of the money or property which is requested or demanded; and does not include requests or demands for money or property that the Government has paid to an individual as compensation for Federal employment or as an income subsidy with no restrictions on that individual s use of the money or property; (3) the term obligation means an established duty, whether or not fixed, arising from an express or implied contractual, grantorgrantee, or licensor-licensee relationship, from a fee-based or similar relationship, from statute or regulation, or from the retention of any overpayment; and (4) the term material means having a natural tendency to influence, or be capable of influencing, the payment or receipt of money or property. (c) EXEMPTION FROM DISCLOSURE. Any information furnished pursuant to subsection (a)(2) shall be exempt from disclosure under section 552 of title 5. (d) EXCLUSION. This section does not apply to claims, records, or statements made under the Internal Revenue Code of 1986.
7 3730. Civil actions for false claims (a) (b) RESPONSIBILITIES OF THE ATTORNEY GENERAL. The Attorney General diligently shall investigate a violation under section If the Attorney General finds that a person has violated or is violating section 3729, the Attorney General may bring a civil action under this section against the person. ACTIONS BY PRIVATE PERSONS. (1) A person may bring a civil action for a violation of section 3729 for the person and for the United States Government. The action shall be brought in the name of the Government. The action may be dismissed only if the court and the Attorney General give written consent to the dismissal and their reasons for consenting. (2) A copy of the complaint and written disclosure of substantially all material evidence and information the person possesses shall be served on the Government pursuant to Rule 4(d)(4) of the Federal Rules of Civil Procedure. The complaint shall be filed in camera, shall remain under seal for at least 60 days, and shall not be served on the defendant until the court so orders. The Government may elect to intervene and proceed with the action within 60 days after it receives both the complaint and the material evidence and information. (3) The Government may, for good cause shown, move the court for extensions of the time during which the complaint remains under seal under paragraph (2). Any such motions may be supported by affidavits or other submissions in camera. The defendant shall not be required to respond to any complaint filed under this section until 20 days after the complaint is unsealed and served upon the defendant pursuant to Rule 4 of the Federal Rules of Civil Procedure. (4) Before the expiration of the 60-day period or any extensions obtained under paragraph (3), the Government shall (A) proceed with the action, in which case the action shall be conducted by the Government; or notify the court that it declines to take over the action, in which case the person bringing the action shall have the right to conduct the action.
8 (5) When a person brings an action under this subsection, no person other than the Government may intervene or bring a related action based on the facts underlying the pending action. (c) RIGHTS OF THE PARTIES TO QUI TAM ACTIONS. (1) If the Government proceeds with the action, it shall have the primary responsibility for prosecuting the action, and shall not be bound by an act of the person bringing the action. Such person shall have the right to continue as a party to the action, subject to the limitations set forth in paragraph (2). (2) (A) The Government may dismiss the action notwithstanding the objections of the person initiating the action if the person has been notified by the Government of the filing of the motion and the court has provided the person with an opportunity for a hearing on the motion. (C) The Government may settle the action with the defendant notwithstanding the objections of the person initiating the action if the court determines, after a hearing, that the proposed settlement is fair, adequate, and reasonable under all the circumstances. Upon a showing of good cause, such hearing may be held in camera. Upon a showing by the Government that unrestricted participation during the course of the litigation by the person initiating the action would interfere with or unduly delay the Government s prosecution of the case, or would be repetitious, irrelevant, or for purposes of harassment, the court may, in its discretion, impose limitations on the person s participation, such as (i) (ii) (iii) (iv) limiting the number of witnesses the person may call; limiting the length of the testimony of such witnesses; limiting the person s cross-examination of witnesses; or otherwise limiting the participation by the person in the litigation.
9 (D) Upon a showing by the defendant that unrestricted participation during the course of the litigation by the person initiating the action would be for purposes of harassment or would cause the defendant undue burden or unnecessary expense, the court may limit the participation by the person in the litigation. (3) If the Government elects not to proceed with the action, the person who initiated the action shall have the right to conduct the action. If the Government so requests, it shall be served with copies of all pleadings filed in the action and shall be supplied with copies of all deposition transcripts (at the Government s expense). When a person proceeds with the action, the court, without limiting the status and rights of the person initiating the action, may nevertheless permit the Government to intervene at a later date upon a showing of good cause. (4) Whether or not the Government proceeds with the action, upon a showing by the Government that certain actions of discovery by the person initiating the action would interfere with the Government s investigation or prosecution of a criminal or civil matter arising out of the same facts, the court may stay such discovery for a period of not more than 60 days. Such a showing shall be conducted in camera. The court may extend the 60-day period upon a further showing in camera that the Government has pursued the criminal or civil investigation or proceedings with reasonable diligence and any proposed discovery in the civil action will interfere with the ongoing criminal or civil investigation or proceedings. (5) Notwithstanding subsection (b), the Government may elect to pursue its claim through any alternate remedy available to the Government, including any administrative proceeding to determine a civil money penalty. If any such alternate remedy is pursued in another proceeding, the person initiating the action shall have the same rights in such proceeding as such person would have had if the action had continued under this section. Any finding of fact or conclusion of law made in such other proceeding that has become final shall be conclusive on all parties to an action under this section. For purposes of the preceding sentence, a finding or conclusion is final if it has been finally determined on appeal to the appropriate court of the United States, if all time for filing such an appeal with respect to the finding or conclusion has expired, or if the finding or conclusion is not subject to judicial review.
10 (d) AWARD TO QUI TAM PLAINTIFF. (1) If the Government proceeds with an action brought by a person under subsection (b), such person shall, subject to the second sentence of this paragraph, receive at least 15 percent but not more than 25 percent of the proceeds of the action or settlement of the claim, depending upon the extent to which the person substantially contributed to the prosecution of the action. Where the action is one which the court finds to be based primarily on disclosures of specific information (other than information provided by the person bringing the action) relating to allegations or transactions in a criminal, civil, or administrative hearing, in a congressional, administrative, or Government [General] Accounting Office report, hearing, audit, or investigation, or from the news media, the court may award such sums as it considers appropriate, but in no case more than 10 percent of the proceeds, taking into account the significance of the information and the role of the person bringing the action in advancing the case to litigation. Any payment to a person under the first or second sentence of this paragraph shall be made from the proceeds. Any such person shall also receive an amount for reasonable expenses which the court finds to have been necessarily incurred, plus reasonable attorneys fees and costs. All such expenses, fees, and costs shall be awarded against the defendant. (2) If the Government does not proceed with an action under this section, the person bringing the action or settling the claim shall receive an amount which the court decides is reasonable for collecting the civil penalty and damages. The amount shall be not less than 25 percent and not more than 30 percent of the proceeds of the action or settlement and shall be paid out of such proceeds. Such person shall also receive an amount for reasonable expenses which the court finds to have been necessarily incurred, plus reasonable attorneys fees and costs. All such expenses, fees, and costs shall be awarded against the defendant. (3) Whether or not the Government proceeds with the action, if the court finds that the action was brought by a person who planned and initiated the violation of section 3729 upon which the action was brought, then the court may, to the extent the court considers appropriate, reduce the share of the proceeds of the action which the person would otherwise receive under paragraph (1) or (2) of this subsection, taking into account the role of that person in advancing the case to litigation and any relevant circumstances pertaining to the violation. If the person bringing the action is convicted of criminal conduct arising from his or her role in the
11 violation of section 3729, that person shall be dismissed from the civil action and shall not receive any share of the proceeds of the action. Such dismissal shall not prejudice the right of the United States to continue the action, represented by the Department of Justice. (4) If the Government does not proceed with the action and the person bringing the action conducts the action, the court may award to the defendant its reasonable attorneys fees and expenses if the defendant prevails in the action and the court finds that the claim of the person bringing the action was clearly frivolous, clearly vexatious, or brought primarily for purposes of harassment. (e) CERTAIN ACTIONS BARRED. (1) No court shall have jurisdiction over an action brought by a former or present member of the armed forces under subsection (b) of this section against a member of the armed forces arising out of such person s service in the armed forces. (2) (A) No court shall have jurisdiction over an action brought under subsection (b) against a Member of Congress, a member of the judiciary, or a senior executive branch official if the action is based on evidence or information known to the Government when the action was brought. For purposes of this paragraph, senior executive branch official means any officer or employee listed in paragraphs (1) through (8) of section 101(f) of the Ethics in Government Act of 1978 (5 U.S.C. App.). (3) In no event may a person bring an action under subsection (b) which is based upon allegations or transactions which are the subject of a civil suit or an administrative civil money penalty proceeding in which the Government is already a party. (4) (A) The court shall dismiss an action or claim under this section, unless opposed by the Government, if substantially the same allegations or transactions as alleged in the action or claim were publicly disclosed-- (i) in a Federal criminal, civil, or administrative hearing, in which the Government or its agent is a party; (ii) in a congressional, Government Accountability Office, or other Federal report, hearing, audit, or investigation: or
12 (iii) from the news media, unless the action is brought by the Attorney General or the person bringing the action is an original source of the information. For purposes of this paragraph, original source means an individual who either (i) prior to a public disclosure under subsection (e)(4)(a), has voluntarily disclosed to the Government the information on which allegations or transactions in a claim are based, or (2) who has knowledge that is independent of and materially adds to the publicly disclosed allegations or transactions, and who has voluntarily provided the information to the Government before filing an action under this section. (f) (g) (h) GOVERNMENT NOT LIABLE FOR CERTAIN EXPENSES. The Government is not liable for expenses which a person incurs in bringing an action under this section. FEES AND EXPENSES TO PREVAILING DEFENDANT. In civil actions brought under this section by the United States, the provisions of section 2412(d) of title 28 shall apply. RELIEF FROM RETALIATORY ACTIONS. (1) IN GENERAL. Any employee, contractor, or agent shall be entitled to all relief necessary to make that employee, contractor, or agent whole, if that employee, contractor, or agent is discharged, demoted, suspended, threatened, harassed, or in any other manner discriminated against in the terms and conditions of employment because of lawful acts done by the employee, contractor, or agent on behalf of the employee, contractor, or agent or associated others in furtherance of other efforts to stop 1 or more violations of this subchapter. (2) RELIEF. Relief under paragraph (1) shall include reinstatement with the same seniority status that employee, contractor, or agent would have had but for the discrimination, 2 times the amount of back pay, interest on the back pay, and compensation for any special damages sustained as a result of the discrimination, including litigation costs and reasonable attorneys fees. An action under this subsection may be brought in the appropriate district court of the United States for the relief provided in this subsection.
13 3731. False claims procedure (a) A subpena [subpoena] requiring the attendance of a witness at a trial or hearing conducted under section 3730 of this title may be served at any place in the United States. (b) A civil action under section 3730 may not be brought (1) more than 6 years after the date on which the violation of section 3729 is committed, or (2) more than 3 years after the date when facts material to the right of action are known or reasonably should have been known by the official of the United States charged with responsibility to act in the circumstances, but in no event more than 10 years after the date on which the violation is committed, whichever occurs last. (c) If the Government elects to intervene and proceed with an action brought under 3730(b), the Government may file its own complaint or amend the complaint of a person who has brought an action under section 3730(b) to clarify or add detail to the claims in which the Government is intervening and to add any additional claims with respect to which the Government contends it is entitled to relief. For statute of limitations purposes, any such Government pleading shall relate back to the filing date of the complaint of the person who originally brought the action, to the extent that the claim of the Government arises out of the conduct, transactions, or occurrences set forth, or attempted to be set forth, in the prior complaint of that person. (d) In any action brought under section 3730, the United States shall be required to prove all essential elements of the cause of action, including damages, by a preponderance of the evidence. (e) Notwithstanding any other provision of law, the Federal Rules of Criminal Procedure, or the Federal Rules of Evidence, a final judgment rendered in favor of the United States in any criminal proceeding charging fraud or false statements, whether upon a verdict after trial or upon a plea of guilty or nolo contendere, shall estop the defendant from denying the essential elements of the offense in any action which involves the same transaction as in the criminal proceeding and which is brought under subsection (a) or (b) of section False claims jurisdiction (a) ACTIONS UNDER SECTION Any action under section 3730 may be brought in any judicial district in which the defendant or, in the case of multiple defendants, any one defendant can be found, resides, transacts business, or in which any act proscribed by section 3729 occurred. A summons as required by the Federal Rules of Civil Procedure shall be issued by the appropriate district court and served at any place within or outside the United States. (b) CLAIMS UNDER STATE LAW. The district courts shall have jurisdiction over any action brought under the laws of any State for the recovery of funds paid by a State or local
14 government if the action arises from the same transaction or occurrence as an action brought under section (c) SERVICE ON STATE OF LOCAL AUTHORITIES. With respect to any State or local government that is named as a co-plaintiff with the United States in an action brought under subsection (b), a seal on the action ordered by the court under section 3730(b) shall not preclude the Government or the person bringing the action from serving the complaint, any other pleadings, or the written disclosure of substantially all material evidence and information possessed by the person bringing the action on the law enforcement authorities that are authorized under the law of that State or local government to investigate and prosecute such actions on behalf of such governments, except that such seal applies to the law enforcement authorities so served to the same extent as the seal applies to other parties in the action Civil investigative demands (a) IN GENERAL. (1) ISSUANCE AND SERVICE. Whenever the Attorney General, or a designee (for purposes of this section), has reason to believe that any person may be in possession, custody, or control of any documentary material or information relevant to a false claims law investigation, the Attorney General, or a designee, may, before commencing a civil proceeding under section 3730(a) or other false claims law, or making an election under section 3730(b), issue in writing and cause to be served upon such person, a civil investigative demand requiring such person (A) (C) (D) to produce such documentary material for inspection and copying, to answer in writing written interrogatories with respect to such documentary material or information, to give oral testimony concerning such documentary material or information, or to furnish any combination of such material, answers, or testimony. The Attorney General may delegate the authority to issue civil investigative demands under this subsection. Whenever a civil investigative demand is an express demand for any product of discovery, the Attorney General, the Deputy Attorney General, or an Assistant Attorney General shall cause to be served, in any manner authorized by this section, a copy of such demand upon the person from whom the discovery was obtained and shall notify the person to whom such demand is issued of the date on which such copy was served. Any information obtained by the Attorney
15 General or a designee of the Attorney General under this section may be shared with any qui tam relator if the Attorney General or designee determine it is necessary as part of any false claims act investigation. (2) CONTENTS AND DEADLINES. (A) Each civil investigative demand issued under paragraph (1) shall state the nature of the conduct constituting the alleged violation of a false claims law which is under investigation, and the applicable provision of law alleged to be violated. If such demand is for the production of documentary material, the demand shall (i) (ii) (iii) describe each class of documentary material to be produced with such definiteness and certainty as to permit such material to be fairly identified; prescribe a return date for each such class which will provide a reasonable period of time within which the material so demanded may be assembled and made available for inspection and copying; and identify the false claims law investigator to whom such material shall be made available. (C) If such demand is for answers to written interrogatories, the demand shall (i) (ii) (iii) set forth with specificity the written interrogatories to be answered; prescribe dates at which time answers to written interrogatories shall be submitted; and identify the false claims law investigator to whom such answers shall be submitted. (D) If such demand is for the giving of oral testimony, the demand shall (i) (ii) prescribe a date, time, and place at which oral testimony shall be commenced; identify a false claims law investigator who shall conduct the examination and the custodian to whom
16 the transcript of such examination shall be submitted; (iii) (iv) (v) specify that such attendance and testimony are necessary to the conduct of the investigation; notify the person receiving the demand of the right to be accompanied by an attorney and any other representative; and describe the general purpose for which the demand is being issued and the general nature of the testimony, including the primary areas of inquiry, which will be taken pursuant to the demand. (E) (F) (G) Any civil investigative demand issued under this section which is an express demand for any product of discovery shall not be returned or returnable until 20 days after a copy of such demand has been served upon the person from whom the discovery was obtained. The date prescribed for the commencement of oral testimony pursuant to a civil investigative demand issued under this section shall be a date which is not less than seven days after the date on which demand is received, unless the Attorney General or an Assistant Attorney General designated by the Attorney General determines that exceptional circumstances are present which warrant the commencement of such testimony within a lesser period of time. The Attorney General shall not authorize the issuance under this section of more than one civil investigative demand for oral testimony by the same person unless the person requests otherwise or unless the Attorney General, after investigation, notifies that person in writing that an additional demand for oral testimony is necessary. (b) PROTECTED MATERIAL OR INFORMATION. (1) IN GENERAL. A civil investigative demand issued under subsection (a) may not require the production of any documentary material, the submission of any answers to written interrogatories, or the giving of any oral testimony if such material, answers, or testimony would be protected from disclosure under
17 (A) the standards applicable to subpoenas or subpoenas duces tecum issued by a court of the United States to aid in a grand jury investigation; or the standards applicable to discovery requests under the Federal Rules of Civil Procedure, to the extent that the application of such standards to any such demand is appropriate and consistent with the provisions and purposes of this section. (2) EFFECT ON OTHER ORDERS, RULES, AND LAWS. Any such demand which is an express demand for any product of discovery supersedes any inconsistent order, rule, or provision of law (other than this section) preventing or restraining disclosure of such product of discovery to any person. Disclosure of any product of discovery pursuant to any such express demand does not constitute a waiver of any right or privilege which the person making such disclosure may be entitled to invoke to resist discovery of trial preparation materials. (c) SERVICE; JURISDICTION. (1) BY WHOM SERVED. Any civil investigative demand issued under subsection (a) may be served by a false claims law investigator, or by a United States marshal or a deputy marshal, at any place within the territorial jurisdiction of any court of the United States. (2) SERVICE IN FOREIGN COUNTRIES. Any such demand or any petition filed under subsection (j) may be served upon any person who is not found within the territorial jurisdiction of any court of the United States in such manner as the Federal Rules of Civil Procedure prescribe for service in a foreign country. To the extent that the courts of the United States can assert jurisdiction over any such person consistent with due process, the United States District Court for the District of Columbia shall have the same jurisdiction to take any action respecting compliance with this section by any such person that such court would have if such person were personally within the jurisdiction of such court. (d) SERVICE UPON LEGAL ENTITIES AND NATURAL PERSONs. (1) LEGAL ENTITIES. Service of any civil investigative demand issued under subsection (a) or of any petition filed under subsection (j) may be made upon a partnership, corporation, association, or other legal entity by (A) delivering an executed copy of such demand or petition to any partner, executive officer, managing agent, or general
18 agent of the partnership, corporation, association, or entity, or to any agent authorized by appointment or by law to receive service of process on behalf of such partnership, corporation, association, or entity; (C) delivering an executed copy of such demand or petition to the principal office or place of business of the partnership, corporation, association, or entity; or depositing an executed copy of such demand or petition in the United States mails by registered or certified mail, with a return receipt requested, addressed to such partnership, corporation, association, or entity at its principal office or place of business. (2) NATURAL PERSONS. Service of any such demand or petition may be made upon any natural person by (A) delivering an executed copy of such demand or petition to the person; or depositing an executed copy of such demand or petition in the United States mails by registered or certified mail, with a return receipt requested, addressed to the person at the person s residence or principal office or place of business. (e) PROOF OF SERVICE. A verified return by the individual serving any civil investigative demand issued under subsection (a) or any petition filed under subsection (j) setting forth the manner of such service shall be proof of such service. In the case of service by registered or certified mail, such return shall be accompanied by the return post office receipt of delivery of such demand. (f) DOCUMENTARY MATERIAL. (1) SWORN CERTIFICATES. The production of documentary material in response to a civil investigative demand served under this section shall be made under a sworn certificate, in such form as the demand designates, by (A) in the case of a natural person, the person to whom the demand is directed, or in the case of a person other than a natural person, a person having knowledge of the facts and circumstances relating to such production and authorized to act on behalf of such person.
19 The certificate shall state that all of the documentary material required by the demand and in the possession, custody, or control of the person to whom the demand is directed has been produced and made available to the false claims law investigator identified in the demand. (2) PRODUCTION OF MATERIALS. Any person upon whom any civil investigative demand for the production of documentary material has been served under this section shall make such material available for inspection and copying to the false claims law investigator identified in such demand at the principal place of business of such person, or at such other place as the false claims law investigator and the person thereafter may agree and prescribe in writing, or as the court may direct under subsection (j)(1). Such material shall be made so available on the return date specified in such demand, or on such later date as the false claims law investigator may prescribe in writing. Such person may, upon written agreement between the person and the false claims law investigator, substitute copies for originals of all or any part of such material. (g) INTERROGATORIES. Each interrogatory in a civil investigative demand served under this section shall be answered separately and fully in writing under oath and shall be submitted under a sworn certificate, in such form as the demand designates, by (1) in the case of a natural person, the person to whom the demand is directed, or (2) in the case of a person other than a natural person, the person or persons responsible for answering each interrogatory. If any interrogatory is objected to, the reasons for the objection shall be stated in the certificate instead of an answer. The certificate shall state that all information required by the demand and in the possession, custody, control, or knowledge of the person to whom the demand is directed has been submitted. To the extent that any information is not furnished, the information shall be identified and reasons set forth with particularity regarding the reasons why the information was not furnished. (h) ORAL EXAMINATIONS. (1) PROCEDURES. The examination of any person pursuant to a civil investigative demand for oral testimony served under this section shall be taken before an officer authorized to administer oaths and affirmations by the laws of the United States or of the place where the examination is held. The officer before whom the testimony is to be taken shall put the witness on oath or affirmation and shall, personally or by someone acting under the direction of the officer
20 and in the officer s presence, record the testimony of the witness. The testimony shall be taken stenographically and shall be transcribed. When the testimony is fully transcribed, the officer before whom the testimony is taken shall promptly transmit a copy of the transcript of the testimony to the custodian. This subsection shall not preclude the taking of testimony by any means authorized by, and in a manner consistent with, the Federal Rules of Civil Procedure. (2) PERSONS PRESENT. The false claims law investigator conducting the examination shall exclude from the place where the examination is held all persons except the person giving the testimony, the attorney for and any other representative of the person giving the testimony, the attorney for the Government, any person who may be agreed upon by the attorney for the Government and the person giving the testimony, the officer before whom the testimony is to be taken, and any stenographer taking such testimony. (3) WHERE TESTIMONY TAKEN. The oral testimony of any person taken pursuant to a civil investigative demand served under this section shall be taken in the judicial district of the United States within which such person resides, is found, or transacts business, or in such other place as may be agreed upon by the false claims law investigator conducting the examination and such person. (4) TRANSCRIPT OF TESTIMONY. When the testimony is fully transcribed, the false claims law investigator or the officer before whom the testimony is taken shall afford the witness, who may be accompanied by counsel, a reasonable opportunity to examine and read the transcript, unless such examination and reading are waived by the witness. Any changes in form or substance which the witness desires to make shall be entered and identified upon the transcript by the officer or the false claims law investigator, with a statement of the reasons given by the witness for making such changes. The transcript shall then be signed by the witness, unless the witness in writing waives the signing, is ill, cannot be found, or refuses to sign. If the transcript is not signed by the witness within 30 days after being afforded a reasonable opportunity to examine it, the officer or the false claims law investigator shall sign it and state on the record the fact of the waiver, illness, absence of the witness, or the refusal to sign, together with the reasons, if any, given therefor. (5) CERTIFICATION AND DELIVERY TO CUSTODIAN. The officer before whom the testimony is taken shall certify on the transcript that the witness was sworn by the officer and that the transcript is a true
21 record of the testimony given by the witness, and the officer or false claims law investigator shall promptly deliver the transcript, or send the transcript by registered or certified mail, to the custodian. (6) FURNISHING OR INSPECTION OF TRANSCRIPT BY WITNESS. Upon payment of reasonable charges therefor, the false claims law investigator shall furnish a copy of the transcript to the witness only, except that the Attorney General, the Deputy Attorney General, or an Assistant Attorney General may, for good cause, limit such witness to inspection of the official transcript of the witness testimony. (7) CONDUCT OF ORAL TESTIMONY. (A) Any person compelled to appear for oral testimony under a civil investigative demand issued under subsection (a) may be accompanied, represented, and advised by counsel. Counsel may advise such person, in confidence, with respect to any question asked of such person. Such person or counsel may object on the record to any question, in whole or in part, and shall briefly state for the record the reason for the objection. An objection may be made, received, and entered upon the record when it is claimed that such person is entitled to refuse to answer the question on the grounds of any constitutional or other legal right or privilege, including the privilege against self-incrimination. Such person may not otherwise object to or refuse to answer any question, and may not directly or through counsel otherwise interrupt the oral examination. If such person refuses to answer any question, a petition may be filed in the district court of the United States under subsection (j)(1) for an order compelling such person to answer such question. If such person refuses to answer any question on the grounds of the privilege against self-incrimination, the testimony of such person may be compelled in accordance with the provisions of part V of title 18 [18 USCS 6001 et seq.]. (8) WITNESS FEES AND ALLOWANCES. Any person appearing for oral testimony under a civil investigative demand issued under subsection (a) shall be entitled to the same fees and allowances which are paid to witnesses in the district courts of the United States.
22 (i) CUSTODIANS OF DOCUMENTS, ANSWERS, AND TRANSCRIPTS. (1) DESIGNATION. The Attorney General shall designate a false claims law investigator to serve as custodian of documentary material, answers to interrogatories, and transcripts of oral testimony received under this section, and shall designate such additional false claims law investigators as the Attorney General determines from time to time to be necessary to serve as deputies to the custodian. (2) RESPONSIBILITY FOR MATERIALS; DISCLOSURE. (A) (C) A false claims law investigator who receives any documentary material, answers to interrogatories, or transcripts of oral testimony under this section shall transmit them to the custodian. The custodian shall take physical possession of such material, answers, or transcripts and shall be responsible for the use made of them and for the return of documentary material under paragraph (4). The custodian may cause the preparation of such copies of such documentary material, answers to interrogatories, or transcripts of oral testimony as may be required for official use by any false claims law investigator, or other officer or employee of the Department of Justice. Such material, answers, and transcripts may be used by any such authorized false claims law investigator or other officer or employee in connection with the taking of oral testimony under this section. Except as otherwise provided in this subsection, no documentary material, answers to interrogatories, or transcripts of oral testimony, or copies thereof, while in the possession of the custodian, shall be available for examination by any individual other than a false claims law investigator or other officer or employee of the Department of Justice authorized under subparagraph. The prohibition in the preceding sentence on the availability of material, answers, or transcripts shall not apply if consent is given by the person who produced such material, answers, or transcripts, or, in the case of any product of discovery produced pursuant to an express demand for such material, consent is given by the person from whom the discovery was obtained. Nothing in this subparagraph is intended to prevent disclosure to the Congress, including any committee or subcommittee of the Congress, or to any
23 other agency of the United States for use by such agency in furtherance of its statutory responsibilities. (D) While in the possession of the custodian and under such reasonable terms and conditions as the Attorney General shall prescribe (i) (ii) documentary material and answers to interrogatories shall be available for examination by the person who produced such material or answers, or by a representative of that person authorized by that person to examine such material and answers; and transcripts of oral testimony shall be available for examination by the person who produced such testimony, or by a representative of that person authorized by that person to examine such transcripts. (3) USE OF MATERIAL, ANSWERS, OR TRANSCRIPTS IN OTHER PROCEEDINGS. Whenever any attorney of the Department of Justice has been designated to appear before any court, grand jury, or Federal agency in any case or proceeding, the custodian of any documentary material, answers to interrogatories, or transcripts of oral testimony received under this section may deliver to such attorney such material, answers, or transcripts for official use in connection with any such case or proceeding as such attorney determines to be required. Upon the completion of any such case or proceeding, such attorney shall return to the custodian any such material, answers, or transcripts so delivered which have not passed into the control of such court, grand jury, or agency through introduction into the record of such case or proceeding. (4) CONDITIONS FOR RETURN OF MATERIAL. If any documentary material has been produced by any person in the course of any false claims law investigation pursuant to a civil investigative demand under this section, and (A) any case or proceeding before the court or grand jury arising out of such investigation, or any proceeding before any Federal agency involving such material, has been completed, or no case or proceeding in which such material may be used has been commenced within a reasonable time after completion of the examination and analysis of all
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Sometimes a completely custom shaped load test is required that cannot be achieved by simply setting or changing the user count and spawn rate. For example, you might want to generate a load spike or ramp up and down at custom times. By using a LoadTestShape class you have full control over the user count and spawn rate at all times.
Define a class inheriting the LoadTestShape class in your locust file. If this type of class is found then it will be automatically used by Locust.
In this class you define a tick() method that returns a tuple with the desired user count and spawn rate (or None to stop the test). Locust will call the tick() method approximately once per second.
In the class you also have access to the get_run_time() method, for checking how long the test has run for.
Example¶
This shape class will increase user count in blocks of 100 and then stop the load test after 10 minutes:
class MyCustomShape(LoadTestShape):
time_limit = 600
spawn_rate = 20
def tick(self):
run_time = self.get_run_time()
if run_time < self.time_limit:
# User count rounded to nearest hundred.
user_count = round(run_time, -2)
return (user_count, spawn_rate)
return None
This functionality is further demonstrated in the examples on github including:
Generating a double wave shape
Time based stages like K6
Step load pattern like Visual Studio
One further method may be helpful for your custom load shapes: get_current_user_count() , which returns the total number of active users. This method can be used to prevent advancing to subsequent steps until the desired number of users has been reached. This is especially useful if the initialization process for each user is slow or erratic in how long it takes. If this sounds like your use case, see the example on github.
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In order to improve performance, a duplicate check of pxIsRepositoryAuthenticated has been removed from the Function Rule.
INC-127859 · Issue 564618
Email image retrieval switched to Lazy Load
Resolved in Pega Version 8.3.4
In email, multiple images being loaded at once resulted in a performance impact. To resolve this, the fetching of inline images has been modified to use Lazy Load optimization which will retrieve file content from S3 storage on a need basis.
INC-127891 · Issue 564725
Added check for redirects when getting images from S3
Resolved in Pega Version 8.3.4
When retrieving images from S3 storage, a 303 redirect status response code was shown. Investigation showed that using a public URL caused the redirects, and this has been resolved by adding an AG hash while fetching images via an activity.
INC-132866 · Issue 583775
Email images correctly displayed in interaction
Resolved in Pega Version 8.3.4
If the email listener was configured with "Embed data for inline images into HTML" turned on, images were not displayed. If configured with that setting turned off, images were displayed and additionally added as attachments to the interaction, which is not desired behavior. This has been resolved by adding a 'when' rule to pyPostEmailContent which will not let inline images be displayed as attachments in the interaction case UI.
INC-133026 · Issue 578279
Updated Pulse email attachment handling
Resolved in Pega Version 8.3.4
After updating from 8.3.2 to 8.3.3, the Audit Trail displayed the entire contents of an email. In some instances, attaching a .txt file caused the file extension to be displayed twice. This was due to pyNote being used to create email file posts, and has been resolved by updating the implementation to use pyEmail instead of pyNote. Backward compatibility has been ensured by still considering pyNote for older emails and changing when emails open.
INC-136264 · Issue 582471
Chatbot text starts scroll at top of answer
Resolved in Pega Version 8.3.4
In order to present an improved interface for customers interfacing with chatbots, the code has been updated so that the recipient's chat scroll will remain at the top of an answer that would scroll off the screen.
SR-D87412 · Issue 563226
Support added for multi-language email parsing
Resolved in Pega Version 8.3.4
Parsing an email body for different languages was causing performance issues. To resolve this, an enhancement has been added to support email IVA in seven languages; to use this, override the Work-Channel-Triage.pyParseReplyMail activity and add the required languages in the given parameter.
SR-D93031 · Issue 555675
Calendar fields maintained after refresh
Resolved in Pega Version 8.3.4
Calendar fields were not displaying in PegaChat after the browser was refreshed. This has been resolved.
INC-96275 · Issue 553402
Attachment Migration tool updated for improved node crash handling
Resolved in Pega Version 8.3.4
During attachment migration from PegaDB to the S3 repository, a stream node crashed and left queue items in the queue. When the node restarted, these items were migrated successfully to S3. However, a manual restart of the attachment migration tool then ended up duplicating the items already successfully migrated. As part of handling the duplicate attachments, files with 0 bytes were created in S3 and the zero byte link was updated to the Data-WorkAttach-File instance. In order to handle this scenario, an enhancement has been added that will skip migrating attachments already migrated to repository or those having an empty attachment name.
INC-100288 · Issue 555463
Declaratives disabled during startup
Resolved in Pega Version 8.3.4
Declaratives firing before the engine is fully up can lead to null pointer errors. In order to avoid this condition, declaratives will be disabled during startup so that unnecessary operations can be avoided and system can be started faster.
You are currently on page 1 Navigate to page 2 Navigate to page 3 Navigate to page 4 Navigate to page 5 Navigate to page 6 Navigate to page 7 Navigate to page 8 Navigate to page 9… Navigate to last page 11 Next
About Pegasystems
Pegasystems is the leader in cloud software for customer engagement and operational excellence. If you’ve driven a car, used a credit card, called a company for service, opened an account, flown on a plane, submitted a claim, or performed countless other everyday tasks, chances are you’ve interacted with Pega. For the past 30 years, our technology – CRM, digital process automation, robotics, AI, and more – has empowered the world’s leading companies to achieve breakthrough results.
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| 1,706.8 | 4,640 |
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2,608,258 |
In order to improve performance, a duplicate check of pxIsRepositoryAuthenticated has been removed from the Function Rule.
INC-127859 · Issue 564618
Email image retrieval switched to Lazy Load
Resolved in Pega Version 8.3.4
In email, multiple images being loaded at once resulted in a performance impact. To resolve this, the fetching of inline images has been modified to use Lazy Load optimization which will retrieve file content from S3 storage on a need basis.
INC-127891 · Issue 564725
Added check for redirects when getting images from S3
Resolved in Pega Version 8.3.4
When retrieving images from S3 storage, a 303 redirect status response code was shown. Investigation showed that using a public URL caused the redirects, and this has been resolved by adding an AG hash while fetching images via an activity.
INC-132866 · Issue 583775
Email images correctly displayed in interaction
Resolved in Pega Version 8.3.4
If the email listener was configured with "Embed data for inline images into HTML" turned on, images were not displayed. If configured with that setting turned off, images were displayed and additionally added as attachments to the interaction, which is not desired behavior. This has been resolved by adding a 'when' rule to pyPostEmailContent which will not let inline images be displayed as attachments in the interaction case UI.
INC-133026 · Issue 578279
Updated Pulse email attachment handling
Resolved in Pega Version 8.3.4
After updating from 8.3.2 to 8.3.3, the Audit Trail displayed the entire contents of an email. In some instances, attaching a .txt file caused the file extension to be displayed twice. This was due to pyNote being used to create email file posts, and has been resolved by updating the implementation to use pyEmail instead of pyNote. Backward compatibility has been ensured by still considering pyNote for older emails and changing when emails open.
INC-136264 · Issue 582471
Chatbot text starts scroll at top of answer
Resolved in Pega Version 8.3.4
In order to present an improved interface for customers interfacing with chatbots, the code has been updated so that the recipient's chat scroll will remain at the top of an answer that would scroll off the screen.
SR-D87412 · Issue 563226
Support added for multi-language email parsing
Resolved in Pega Version 8.3.4
Parsing an email body for different languages was causing performance issues. To resolve this, an enhancement has been added to support email IVA in seven languages; to use this, override the Work-Channel-Triage.pyParseReplyMail activity and add the required languages in the given parameter.
SR-D93031 · Issue 555675
Calendar fields maintained after refresh
Resolved in Pega Version 8.3.4
Calendar fields were not displaying in PegaChat after the browser was refreshed. This has been resolved.
INC-121460 · Issue 569116
IH Summaries correctly loads aggregated count
Resolved in Pega Version 8.3.4
After the IH Aggregated DataFlow has processed more than 34 million records from an Oracle database, the IH Fact table contained only ~120,000 records. Running a browse on the pxInteractionHistory DS resulted in an infinite loop. Investigation showed that this was caused by the handling of Oracle timestamps: using Pega DateTime in query parameters generated Oracle DATE instead of TIMESTAMP, causing all query parameters to be rounded to the second and interfering with the IH pre-aggregation. This has been resolved by updating the handling.
INC-122180 · Issue 563268
Null check added for Entity Extraction result
Resolved in Pega Version 8.3.4
Training data for an Entity Extraction model was not getting distributed correctly, as per the given % data. This was due to the result of the Entity Extraction result being null, and has been resolved by adding a check that will consider detected types as primary candidate for grouping if the result column is null.
You are currently on page 1 Navigate to page 2 Navigate to page 3 Navigate to page 4 Navigate to page 5 Next
About Pegasystems
Pegasystems is the leader in cloud software for customer engagement and operational excellence. If you’ve driven a car, used a credit card, called a company for service, opened an account, flown on a plane, submitted a claim, or performed countless other everyday tasks, chances are you’ve interacted with Pega. For the past 30 years, our technology – CRM, digital process automation, robotics, AI, and more – has empowered the world’s leading companies to achieve breakthrough results.
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Click on the pin in the diagram above or one of the links provided below to learn more about EM200's I/O pins:
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A Rotation Constraint component rotates a GameObjectThe fundamental object in Unity scenes, which can represent characters, props, scenery, cameras, waypoints, and more. A GameObject’s functionality is defined by the Components attached to it. More info
See in Glossary to match the rotation of its source GameObjects.
Rotation Constraint component
Properties
Property:
Function:
Activate After you rotate the constrained GameObject and its source GameObjects, click Activate to save this information. Activate saves the current offset from the source GameObjects in Rotation At Rest and Rotation Offset then checks Is Active and Lock.
Zero Sets the rotation of the constrained GameObject to the source GameObjects. Zero resets the Rotation At Rest and Rotation Offset fields, then checks Is Active and Lock.
Is Active Toggles whether or not to evaluate the Constraint. To also apply the Constraint, make sure Lock is checked.
Weight The strength of the Constraint. A weight of 1 causes the Constraint to rotate this GameObject at the same rate as its source GameObjects. A weight of 0 removes the effect of the Constraint completely. This weight affects all source GameObjects. Each GameObject in the Sources list also has a weight.
Constraint Settings
Lock Toggle to let the Constraint rotate the GameObject. Uncheck this property to edit the rotation of this GameObject. You can also edit the Rotation At Rest and Rotation Offset properties. If Is Active is checked, the Constraint updates the Rotation At Rest or Rotation Offset properties for you as you rotate the GameObject or its Source GameObjects. When you are satisfied with your changes, check Lock to let the Constraint to control this GameObject. This property has no effect in Play Mode.
Rotation At Rest The X, Y, and Z values to use when Weight is 0 or when the corresponding Freeze Rotation Axes is not checked. To edit these fields, uncheck Lock.
Rotation Offset The X, Y, and Z offset from the transform that is imposed by the Constraint. To edit these fields, uncheck Lock.
Freeze Rotation Axes Check X, Y, or Z to allow the Constraint to control the corresponding axes. Uncheck an axis to stop the Constraint from controlling it. This allows you to edit, animate, or script the unfrozen axis.
Sources The list of GameObjects that constrain this GameObject. Unity evaluates source GameObjects in the order they appear in this list. This order affects how this Constraint rotates the constrained GameObject. To get the result you want, drag and drop items in this list. Each source has a weight from 0 to 1.
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When event name or click handler defined as string name, component will check is the handler with such name exists in the $scope object first, and only after that will try to locate the global handler with the same name.
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Page Comparison - Enabling Role-Based Access Control Using XACML (v.35 vs v.41) - API Manager 2.1.0 - WSO2 Documentation for your Wiki!
This documentation is for WSO2 API Manager 2.1.0. View documentation for the latest release.
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WSO2 API Manager Documentation
Deep Dive
Working with Security
Enabling Role-Based Access Control Using XACML
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Updated
{3} {5}
Versions Compared
Old Version 35
changes.mady.by.user Chamalee De Silva
Saved on Jan 17, 2018
compared with
New Version Current
changes.mady.by.user Ruthryi Kulasekaran
Saved on Mar 19, 2019
Previous Change: Difference between versions 34 and 35
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Key
This line was added.
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Formatting was changed.
Comment: Updated location of the JAR source code
Many organizations expose their business capabilities through APIs. One of the key challenges is controlling access to these exposed APIs in such a way that all authorized users are able to access its APIs without any interruption, while at the same time making sure that any unauthorized users are kept out. In order to achieve this, parameters such as the user role can be used in determining whether to grant or deny access to an API for a given user. There are two ways to control access to users. 1. You can use either the OAuth 2.0 scope and 2. XACML or XACML to control access to users. This section explains how an external eXtensible Access Control Markup Language (XACML) entitlement server can be integrated with WSO2 API Manager to provide role-based access control to APIs exposed via WSO2 API Manager. XACML is a declarative access control policy language based on XML that can provide a standardized way of validating authorization requests.
WSO2 API Manager provides the capability to authorize users based on OAuth 2.0 tokens and this mechanism can be extended to provide role-based access control using OAuth 2.0 scopes. However, as opposed to using OAuth 2.0 scope to provide authorization, XACML provides a standardized way of validating authorization requests. Authorization policies can be written in a standardized way using XACML and can be stored and managed through a policy administration point (PAP). Since the policies are standardized, policies written to one XACML engine can be ported to another engine from a different vendor without any issue. Similarly, XACML provides more control on how access should be enforced as different parameters and possibilities can be evaluated. XACML also provides ‘Obligations’ and ‘Advice’ as part of the XACML response that can be used by the API Manager when enforcing the policy decision to implement fine-grained access control for APIs.
...
The diagram shown below depicts the scenario where WSO2 API Manager uses the XACML entitlement server to validate API requests that come into the API Manager. In this case, WSO2 Identity Server has been used as the XACML entitlement server.
Image Removed Image Added
The process is initiated by an administrator who creates the XACML policies and adds them to the PAP. The created policies are stored in a policy repository and promoted to the policy decision point (PDP) by an authorized user. Once the policy is deployed, authorization requests are evaluated against this policy. There can be more than one policy deployed in the PDP.
The API Manager acts as the policy enforcement point (PEP). Whenever an API invocation comes to the API Manager, an authorisation authorization request is sent to the PDP with the required attributes. In this case, it can be the name of the user, resource path and the HTTP verb. The PDP receives the request along with these attributes and evaluates the request against the existing policies deployed in the PDP. If the request requires more information, the PDP tries to obtain that information from a policy information point (PIP). In this case, the request from the API Manager can contain the username and the policy that is deployed requires the role of the user. In such a scenario, the PDP gets this information from the user store that is defined as a PIP. Once the PDP has the required information to evaluate the request, a response is sent back to the API Manager with its policy decision.
...
Let’s start by creating the required users. First, you need to link both the API Manager and the Identity Server to the same user store in order to share the users, roles and related information. This can be done by linking the API manager with the LDAP user store within WSO2 Identity Server. For more information, see Configuring an external LDAP or Active Directory Userstore.
Note
By default, in API Manager JDBCUserStore is enabled. When you are moving to the ReadWriteLDAPUserStore, make sure you have commented the configuration of JDBCUserStore and keep only one user store configuration <PRODUCT_HOME>/repository/conf/user-mgt.xml in both nodes.
Tip
In an actual deployment, both these servers can share the user store of your organization.
Share the registry of both WSO2 API Manager and WSO2 Identity Server. For more information, see Sharing the registry space.
Start the WSO2 API Manager server and log in to the Management Console. Create user information with the following permission structure.
User
Role
api_user
webuser
api_admin
admin
When adding the webuser role, set the Login and Subscribe permissions from permission tree.
Start the WSO2 Identity Server and log in to its Admin Console.
Tip
Since API Manager and Identity Server run on the same server, offset the Identity Server by 1.
Under the Entitlement section, click Policy Administration > Add New Entitlement Policy.
You are redirected to a page listing all available policy editors. Select Standard Policy Editor from the list and add the values shown below in the policy editor. Refer Creating a XACML Policy in WSO2 Identity Server for more information.
Entitlement Policy Name: PizzaShackPolicy
Rule Combining Algorithm: Deny unless Permit
When the rule combination algorithm is set to Deny Unless Permit, you need to set the permit criteria as a rule.
In the Define Entitlement Rule(s) area, set the following 2 rules to define the kind of requests and from which user they should be permitted.
AdminGrant - grants full access to the admin user. Give the information below,
Rule Name: AdminGrant
Conditions: Under Define your conditions by using followings.... , select drop down options as Subject , is/are , at-least-one-member-of in order and enter admin in the last field.
Click the icon next to END shown below to configure the attribute value and attribute source to retrieve the user roles from the user store.
Select the attributes as given below. Note that this needs to be done for all the rules.
Select Attribute ID: Role
Select Attribute Data Type: String
Entitlement Data Module: Carbon Attribute Finder Module
Click on Add button after providing above values as shown below.
GetOrder- allows web users to get order information from the API. Give the information below,
Rule Name: GetOrder
Conditions: Under Rule's conditions are evaluated...... , select drop down options as Action , is , equal in order and enter GET in the last field.
Under Define your conditions by using followings.... , select drop down options as Subject , is/are , at-least-one-member-of in order and enter webuser in the last field.
Click the icon next to END shown below to configure the attribute value and attribute source to retrieve the user roles from the user store.
Select the attributes as given below. Note that this needs to be done for all the rules.
Select Attribute ID: Role
Select Attribute Data Type: String
Entitlement Data Module: Carbon Attribute Finder Module
Click on Add button after providing above values as shown below.
Click Add to add the XACML Policy once done.
The rules are added to the policy. Click Finish to save the policy.
In the Policy Administration page, click Publish to My PDP to publish the policy to the PDP.
Keep the default selected values in the Publish Policy window appears and select publish.
Tip
You can test the service by clicking Try option in front of the entitlement policy. It is the tryIt tool developed for XACML in WSO2 Identity Server and you can access the same tryIt tool by navigating to Tools > XACML > TryIt.
Image Modified
Refer Evaluating a XACML Policy for You need to enter your username as the Subject Name. For more information on how to use the TryIt tool for XACML Policy evaluation, see Evaluating a XACML Policy in the WSO2 Identity Server documentation.
Download the entitlement-1.0-SNAPSHOT.jar and add it to the <API-M_HOME>/repository/components/lib directory. This JAR file contains the APIEntitlementCallbackHandler class which passes the username, HTTP verb and the resource path to the XACML entitlement server.
If you want to view the source code of the JAR, go here.
Restart the server once the JAR file is added.
Now, you need to create a sequence containing the entitlement policy mediator that can be attached to each API required to authorize users with the entitlement server. Create an XML file with the following configuration and name it EntitlementMediator.xml.
Code Block
language
xml
<sequence xmlns="http://ws.apache.org/ns/synapse" name="EntitlementMediator">
<entitlementService xmlns="http://ws.apache.org/ns/synapse" remoteServiceUrl="https://localhost:9444/services" remoteServiceUserName="admin" remoteServicePassword="admin" callbackClass="org.wso2.sample.handlers.entitlement.APIEntitlementCallbackHandler"/>
</sequence>
Note
The Entitlement Mediator intercepts requests and evaluates the actions performed by a user against an eXtensible Access Control Markup Language (XACML) policy. Here, WSO2 Identity Server is used as the XACML Policy Decision Point (PDP) where the policy is set, and WSO2 API Manager serves as the XACML Policy Enforcement Point (PEP) where the policy is enforced. Refer Entitlement Mediator for more information on parameters and usage of this mediator.
Info
The attribtes in the <entitlementService> element above should be modified according to the services endpoint configuration as follows.
remoteServiceUrl - Service url of WSO2 Identity Server, acting as the XACML entitlement server in
this scenario.
remoteServiceUserName - Username
remoteServicePassword - Password used to connect to the service
Log in to the API Publisher and create an API.
Attach the custom sequence to the inflow of the message as shown below.
Save, publish and test the API to make sure that the requests specified in the 2 rules defined in step 8 are accessible according to the user role specified. For example, the POST operation is only available to users with the role admin. If an anonymous user tries to access the POST operation, it should fail.
Note
If you encounter an error stating "org.apache.axis2.transport.jms.JMSSender cannot be found by axis2_1.6.1.wso2v16" when publishing the API, comment out the following JMSSender configuration in the <APIM_HOME>/repository/conf/axis2/axis2_blocking_client.xml file and restart the server.
<!--transportSender name="jms" class="org.apache.axis2.transport.jms.JMSSender"/-->
If you want to debug the entitlement mediator, enable debug logs in the Management Console for the org.wso2.sample.handlers.entitlement.APIEntitlementCallbackHandler class.
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The functions in this section are used on application startup/shutdown and also to control the behaviour of the main event loop of the GUI programs.
Atomic Operations
When using multi-threaded applications, it is often required to access or modify memory which is shared between threads.
Byte Order
The endian-ness issues (that is the difference between big-endian and little-endian architectures) are important for the portable programs working with the external binary data (for example, data files or data coming from network) which is usually in some fixed, platform-independent format.
Debugging macros
Useful macros and functions for error checking and defensive programming.
Dialogs
Below are a number of convenience functions for getting input from the user or displaying messages.
Environment
These functions allow access to get or change the values of environment variables in a portable way.
Events
Below are a number of functions/macros used with wxWidgets event-handling system.
Files and Directories
These functions provide a platform-independent API for common file and directory functionality.
Graphics Device Interface (GDI)
The following are functions and macros related to GDI (Graphics Device Interface) access.
Locale-dependent functions
Below are a number of functions/macros which accept as last parameter a specific wxXLocale instance.
Logging
These functions provide a variety of logging functions.
Math
The functions in this section are typically related with math operations and floating point numbers.
Miscellaneous
Group of miscellaneous functions and macros.
Network, User and OS
The functions in this section are used to retrieve information about the current computer and/or user characteristics.
Process Control
The functions in this section are used to launch or terminate the other processes.
Runtime Type Information (RTTI)
wxWidgets uses its own RTTI ("run-time type identification") system which predates the current standard C++ RTTI and so is kept for backwards compatibility reasons but also because it allows some things which the standard RTTI doesn't directly support (such as creating a class from its name).
Strings
Global string functions and macros.
Threads
The functions and macros here mainly exist to make it possible to write code which may be compiled in multi thread build (wxUSE_THREADS = 1) as well as in single thread configuration (wxUSE_THREADS = 0).
Time
The functions in this section deal with getting the current time and sleeping for the specified time interval.
Versioning
The following constants are defined in wxWidgets:
Wrappers of CRT functions
For documentation of these functions please refer to the documentation of the standard CRT functions (see e.g.
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DIP3 Status – July 2021 The DIP0003 deployment on mainnet started on July 1, 2021 and was confirmed by the miners on July 5. For now the masternodes are still running in classic mode. Spork 15 needs to be sent for final activation. We are waiting until the majority of the masternodes have been switched.…
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Me and my dogs in Halifax, Nova Scotia: Comments on MacLeans article "When did Crating your dog become a crime"
Tuesday, March 27, 2012
Comments on MacLeans article "When did Crating your dog become a crime"
MacLeans Magazine currently has a contentious article about current dog culture and takes on the subject of whether it's okay to crate your dog, and that maybe - chaining your dog isn't as abhorrent as we've been led to think it is.
To have an article like this in the year 2012 in a major Canadian magazine as far as I'm concerned is personally disgusting - and the author quotes advocates within the humane community in Nova Scotia who are trying to make a difference and obviously duped them and has misrepesented what they stand for. As I am typing this my face is uncontrollably forming a look of horror.
So on to my comments about the article - the article begins with the description of a guy in Shelburne Nova Scotia who's been complained about for the last year by "animal rights activists" to the SPCA - and finally the cruelty officer has come to look into things. He's found the 2 dogs are kept on chains about 15 feet long - they "big long run ropes that allow the dogs to move while preventing them from straying out to the raod" - "they run around and get plenty of exercise" says his owner.
The investigator decides that the dogs have shelter, they don't get tangled up and they have a nice house and concludes that because of this - "they are well fed and cared for".
I had a chained dog living next door to me for many years that lived like this. He was on a long line - but for some reason - he kept breaking that long line and would go on walk-abouts. It eventually killed him - because on one of his walk-abouts he got hit by a car. He didn't get killed by that collision - he still came home so that he could be chained up again - it took him a couple weeks to slowly die on the chain. After about a week he was paralyzed, and then he slowly died from there.
The thing about chaining dogs out - even if they're on fancy long lines - is that they are not supervised. A nice sharp tug - and they're off - that's why so many dogs that are found have collars and lines still attached to them.
So Robbie Fowler feeling convinced that he's a good dog owner to his 2 dogs Buddy and Magnum is a misnomer - at least he has 2 dogs so that they aren't completely isolated. Thank dog for that.
I take umbrage with a phrase that used in the article - still on the topic of chaining - the author says the following -
"These attitudes are fuelled by stories of cruelty passed around by activists in the province. Scott Saunders, who is lobbying to ban continuous dog chaining in Nova Scotia, tells of a guard dog at a Cape Breton construction site that was found dead in the snow at the end of its chain two years ago."
That was not a story - that was an actual thing that happened - that was an actual DOG WHO FROZE TO DEATH - alone in the woods on the end of chain.
That dog did not need to die - he was not a fictional "story of cruelty" - he was a living breathing animal who died because of an unspeakable act of cruelty.
In the next paragraph - the author uses the same language to talk about the amazing dog - the Mighty Quinn when he describes his journey as "a powerful story". Quinn's life is not a story - it is something that was actually done to him.
Inevitably - when the topic of chained dogs is talked about - the issue of sled dogs is brought up - and a sled dog breeder is interviewed for this article - and the lady does not disappoint. The author describes sled dogs as some of the only working dogs left in the world and he talks to Shannon DeBruin - a breeder and trainer outside of Edmonton who has a problem with the way that people are "Anthropormorphizing" their pets - "that animal rights activists are equating the way pets should be treated with the way they believe humans should be treated."
I didn't think that cliches still existed - but this lady sure sounds like one. She is surprised that people treat dogs like children - and I'm surprised that people like her don't realize that dogs deserve to be treated like the sentient beings they are.
I am sure I am not the only person on this continent who believes that dogs are not human - but they certainly do not want to be abandoned to a little patch of land where they have no control over what happens to them, who they come into contact with, whether they get wet or stay dry, whether they are bored or whether they are entertained, whether they are around the things they love or whether they take a nap.
I don't call my dogs my children, I am not their mother - I am their owner - they are my property. And that's how I want it, because that's how I can best protect them.
And it's through legislation that we can protect our animals.
To think that banning the continuous chaining of animals means you can't crate your dogs inside your home, or tie your dog out so he can have a pee in the morning in your unfenced dog is just a lame, lame excuse enabling people to abuse their dogs.
I am not a person who agrees with crating your dogs for 10 hours at a time - I personally wouldn't want to sit in a box that I couldn't only stand up turn around in and lay back down for 10 hours a day - but when you're house training your dog, keeping your dog in a room that's carpet free while you're at work is a good idea for everyone. I have 2 crates in my living room with the doors taken off so that if someone feels like going in and taking a nape - they can, and they get used regularly by everyone - so the dogs do like going in them. Crates are NOT a bad thing.
I even wrote an article a few years ago when I was still involved with Dogs Deserve Better on how to crate train a formerly chained dog - so I am definitely not against crates for house training.
But the continuous chaining of dogs is something that to me is a black and white thing - it is a philosophy who`s time has come.
A lot of people say they do it because they do it for security - what are you protecting in your back yard? If you're using the dog protection - he will protect your house much better if he's inside - then he can protect the things that are actually valuable.
If he's outside because you couldn't house train him or he was too jumpy - let him go - or find a trainer to get some help - it's that easy.
Back in 2004 I wrote a letter to an MLA in the government of New Brunswick when they were considering whether to enact bsl - and I wrote about my dog Daisy who was a formerly chained dog - and they were considering keeping restricted breeds of dogs chained continuously as part of their new law - so I wrote to them about that aspect of their proposed law.
In the last part of the letter I said - "The culture change of chaining dogs has to start somewhere - maybe it can start with you."
I think that is very appropriate for today in Nova Scotia - and maybe also could have been suggested to the author of the MacLeans article - he certainly did not seem interested in writing anything positive about chained dogs. I don't even think he was a particularly good writer. But I'm not so good a judge of that, which I'm sure it's easy to see.
Posted by Joan Sinden at Tuesday, March 27, 2012
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Labels: chained dogs
7 comments:
nicolle.bellefontaine 10:06 PM
I AGREE! Especially aggravated with the nonsense of 'guarding' the house from outside. After our 4 year crash course in dog behaviour, I tell EVERYONE that if you are looking to have your dog for security, THE DOG NEEDS TO LIVE WITH YOU. So, when someone is coming into your home or even your personal space, your dog will immediately pick up on the scent of pure fear that will explode off you! That, along with your subtle body signal changes and you have a great ally in your dog should the situation arise.
And seriously, it's INSANE to think its safe physically or mentally to have a dog chained.
INSANE!
My bet, Joan: the writer probably doesn't have any personal experience with dogs and wasn't interested in writing an objective, accurate piece.
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Marjorie 8:44 AM
It is just so sad that common sense cannot prevail here. Crates and tie outs are great when used with compassion and a little intelligence. If I thought owning a dog meant I had to crate my dog all day or have them tied out all day, then I would just NOT own a dog, simple as that. Because there is something deep inside me that says to do that to any living creature is very wrong. This is why I find it really difficult to understand how people can. Where is that "thing" inside them? Does it exist? Also, where is the common sense that is able to put things in their proper context and not judge everything as black and white. I have a fenced backyard, but that's not where my dogs prefer to spend their time, especially on their own. They love to sit out on the front step so they can watch everything an everyone that goes buy. I would never just leave them out there, I ususally sit with and we are only out for about an hour or so. I too have a crate with the door off that mine like to go in as they please and it is a safe place to be if I'm having a repair person in the house, but they are never confined for any lenght of time. I also don't really believe in using dogs as security. If you need security get an alarm system. I don't think that is a fair job for a dog.
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Sybil 9:33 PM
Thoughtful post Joan.
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Anonymous 8:29 AM
Thank you Joan. We were so disappointed with the article. It actually seemed like it did more harm than good. What a shame...Maybe we need to write the editor of the Magazine voice this. Shelly Hipson www.petprojects.ca Shelburne County
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Fundy Coast 6:36 PM
I was also very disappointed considering the amount of time and effort we put into providing very accurate and non biased information to the reporter. I was interviewed for approx 1.5hrs, quoting statistics, providing factual information backed by reliable sources etc ... It's situations like these that will only drive me even more to get the truth out there, and the wheels of change in motion. I should have known we were dealing with a twit reporter after discovering some pretty "odd" photos on his facebook account.
Scott, People For Dogs
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Demiandogs 11:06 PM
I do use a tie out,I use a chain because I found a quality one is unlikely to break. I tried crating but he hates it,he stands up the whole time,wouldn't drink or eat in it,would soil in it and is utterly petrified of it.
I find a tie out for a hour to five a day is the better option for him. A male dog is not a female pregnant wolf.
I hope people do not think he is abused because I keep him lean(but still of good weight). Believe it or not his temperament has actually improved sense on a tie out as well. He used to be stuck in a kennel 24-7 before I got him,and had aggression issues.
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Joan Sinden 11:30 PM
You are not the enemy, Demiandogs - I am personally not against putting your dogs out for an hour or two, or four or five - those are not the people we are targetting - those dogs are not being abused - it's the ones who are out for 24 hours a day 365 days a day - those are the ones who are being abused and who need to be focused on.
We will never stop people from tying their dogs out for short periods and nor should we - and personally - I don't crate my own dogs either - even though I said something different above - but it's the dogs abandoned to the backyards - who are fed infrequently and get no attention whatsoever and everyone agrees that need attention that we need to focus on.
People like you are not the problem, Demiandogs - you should be fighting with us because you are a dog lover like us.
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My blog posts about Gail Benoit have proven to be very popular - people seem to be googling her, and finding my blog - so I want to put some information on the sidebar so that people trying to find information about her can read this information quickly and get the news they need. They are Nova Scotia's most infamous sellers of dogs alongside the road and out of the backs of cars - and the dogs they sell are notorious for being sick, diseased, and dying. It is very sad that people only find out about them AFTER they've spent hundred's of dollars and the animal they've bought has suffered and usually died. The only way Ms. Benoit and Mr. Bailey are going to stop their trade of torture is if people stop buying their product. In the later part of 2008 they have been the news again - I've built a page with information about them at http://gailbenoit.ca/ or http://danabailey.ca/
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Adopt Greta a Black Terrier (Unknown Type, Small) / Beagle / Mixed dog in Grand | Black Female Beagle Adoption in Grand Bay AL | 6109285193 | 6109285193 | Dogs on Oodle Classifieds
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GRETA UPDATE!! This pretty girl is Greta. She came to us about 5 months back with with her brother Garth. They were surrendered when their family could no longer care for them. Sadly, they had spent their whole lives in a back yard with very little human interaction and they were terrified. After lots of TLC they have adjusted to being indoor dogs and are now begging for attention. They still are a little timid with strangers but they open up quickly. Greta is a Lab/Terrier mix. She’s 6-9 months old and 30 ish lbs. She’s a super sweet and loving girl. She’s still a little more timid than Garth but she’s doing so well and is all smiles in her foster home. She’s great with other animals. He’s good in the house, crate and car. She would make the perfect companion he just needs a little extra patience while adjusting to a new home. She’s fully utd, spayed and ready for his forever family. All dogs have a $175 adoption fee which includes vet check, age appropriate shots (atleast 2 sets for puppies), dewormer, heartworm test (if over 6 months), rabies (if atleast 16 weeks) and spay/neuter! Puppies will be altered before adoption. All rescues and shelters practice pediatric spay and neuter. This is essential in our rescue efforts and it is a policy that we will stick by. All dogs over 8 weeks and 2 pounds will be altered before adoption. There are no exceptions to this rule on all healthy and adoptable dogs. We have researched and discussed in depth with multiple vets everything on pediatric spay and neuter and from a rescue stand point it must be done. Please do not ask for an extension on spay and neutering, it will NOT be granted on a healthy puppy! Puppies/Dogs that are not available for adoption due to vetting not being complete can be reserved with an approved application and a non refundasble $50 deposit. This deposit is applied to your adoption fee and the remaining $125 is due at pick up. Wags and Whiskers is an all-volunteer rescue. We also have full-time jobs and Families. We will try to answer all questions and applications in a timely manner. Please be patient and bear with us . Do not contact Parkway Animal Hospital as they are a vet clinic and can not answer questions on behalf of Wags and Whiskers. All questions and comments must go directly through the rescue. Thank you for your understanding. ADOPTION APPLICATION https://form.jotform.us/70898112177159
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More About this Listing: Adopt Greta a Black Terrier (Unknown Type, Small) / Beagle / Mixed dog in Grand
Adopt Greta a Black Terrier (Unknown Type, Small) / Beagle / Mixed dog in Grand is a Black Female Beagle for sale in Pascagoula. Find other listings like Adopt Greta a Black Terrier (Unknown Type, Small) / Beagle / Mixed dog in Grand by searching Oodle for Black Female Beagle Dogs.
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Open Policy Experiment 1: School Direct and Initial Teacher Training (UPDATED 25/7) – Dominic Cummings's Blog
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July 22, 2014 by dominiccummings
Open Policy Experiment 1: School Direct and Initial Teacher Training (UPDATED 25/7)
One of the things I wanted to do in the Department for Education was open up the policy making process and run things like wikis in open formats in order to a) start off with better ideas and then b) adapt to errors much faster than is possible with normal Whitehall systems.
Obviously this was ‘impossible’. In the DfE, one is not even allowed (officially) to use GoogleDocs. (Why? Officially – ‘security risk’. Reality – Whitehall’s fundamental operating principle is ‘obedience to process‘. It is not – have a good product, service, or idea. Decentralised collaborations are inherently threatening to Whitehall’s core principles. Hence, for example, why they hate the model of: incentivise a goal and be neutral about method. Although this model has been a success throughout history, it obviously flouts the principle of ‘obedience to process’).
So we could read what was happening in the outside world far from the 7th floor of DfE, and occasionally email or get people in, but we could not interact it with it using modern tools.
But I have a proposal that costs nothing… I’ve planned to do it for a while but today’s twittering on School Direct prompts me to do it now.
I will pick a topic. Today, School Direct & ITT.
And I invite people to enter comments explaining –
What does not work with X?
Why?
What specific things would improve it?
The more specific complaints and recommendations are, the better. A curse of being in the DfE was generalised whining and when we asked ‘what SPECIFICALLY do you mean, what SPECIFIC regulation is causing trouble?’, <1% of people had an answer.
I specifically INVITE criticism of what we did. Not abuse, not praise, not general whining – but specific criticism that can be used to improve things.
The ideal comment would be something like –
‘The following specific regulations XYZ and guidance ABC say on pages X the following Y. This is damaging because X. The evidence for this is X. What should Charlie Taylor do? Tell Marcus Bell and his team to eliminate pages X-Y, and rewrite Z to make everything much simpler and the incentives better aligned. The whole of document A should be withdrawn apart from para B on page C, which should be added to D. The funding system causes problems by XXX. If you simplify it by doing YYY, it will eliminate 90% of the problems with A but won’t solve B. B could only be solved by changing primary legislation XXX…’
You get the drift. This is the sort of advice that approximately never is given to ministers or spads. If the people on the ground dealing with the consequences of Whitehall decisions could give them such help, then it is possible that lots of small improvements could be made quickly. I often made small improvements / corrected our own errors in response to emails from the front line but this was very sporadic – not systematic – and the process left me screaming at my computer that we were, because of the insane Whitehall structures, so disconnected from reality.
Why would you bother?
DfE ministers, spads, and officials watch this blog. They might change things if you help them by explaining SPECIFIC things they can do. They might also think ‘if we do X, then education world will complain Y, so let’s not do it’.
Gove will read the comments (this is not a promise based on discussion but a prediction based on character). Gove is going to be involved in writing the next Tory manifesto. Therefore if you can show why something is wrong / stupid, you have a chance to influence him and give him ammo to head off the appalling stream of gimmicks that are, as we speak, being cooked up. Others in No10 will also read it. (A plus is that this process can influence No10 even though everybody in No10 will deny they even read it.)
Labour’s team read this blog looking for information to harm the Tories therefore will happen upon useful information that may also nudge them in useful directions. If they become the next government – which betting markets think is reasonably likely – you will have helped educate them.
The media read this blog looking for ‘news’ so also will see worthwhile information.
I will try to answer questions (from those interested) about why we made certain decisions, relying on memory, emails, papers etc. But my goal is not to ‘defend what we did’ – it is to discover what we did wrong so others can improve it. Also, NB. I left DfE partly because I was desperate to have as little involvement in the election as possible and I plan on implementing this by being abroad for its entirety so I don’t have to listen to a word. From recent interviews etc, it ought to be clear that this experiment is not designed to help Cameron or any other political force win an election.
Nothing will be censored or edited by me other than abuse/swearing/obvious frivolity etc, so that hopefully reading the comments will be worthwhile.
If nothing comes of it, then I’ll stop and nothing has been lost apart from a little bit of my wasted time. If someone comes up with a better technical solution then I’ll ditch this and transfer whatever has been done to it…
So, School Direct.
What do you think, why, and what should be done. SPECIFICS PLEASE.
I’ve texted Charlie Taylor so you know he’s going to be reading…
UPDATE 1: Acronym glossary.
Someone reasonably pointed out in comments that non-specialists don’t want to have to google all of the acronyms so here is a quick list of the most common used in comments below.
EEF = Education Endowment Foundation: http://educationendowmentfoundation.org.uk
HEI = higher education institution.
IP = intellectual property.
ITT = initial teacher training.
NLE = national leader of education.
NQT = newly qualified teacher.
PGCE = post-graduate certificate of education.
QTS = qualified teacher status (a Whitehall-defined certification process for new teachers).
R&D = research and development.
SCITT = school-centred initial teacher training.
SD = School Direct. (A post-2010 programme in which schools recruit people before they do training (unlike PGCE), then train them, then often give them a job. Controversy over the flaws / merits of this programme is one of the reasons I did this blog.)
SLE = senior leader of education.
TS = teaching schools.
UPDATE 2: next steps.
To those who have commented…
I am going to leave this thread as it is until Sunday/Monday, then do another blog summarising / clustering the comments and publish that (Monday), in the form of a note to ministers / spads / officials in the DfE. Then people can send corrections / additions etc, and I’ll redo it, then post a final (for the moment) version.
Thanks to all who have contributed so far. I know many of the relevant people in the DfE have read your comments so hopefully some good will come from your efforts…
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134 thoughts on “Open Policy Experiment 1: School Direct and Initial Teacher Training (UPDATED 25/7)”
ollieorange2 | July 22, 2014 at 17:06
Shut down all the PGCEs. Teaching is a very practical subject that you learn by doing. The Academics at University try and impress their colleagues by being as progressive as possible rather than teaching what actually works. Also, a lot of cosy, middle-class jobs depend on pretending that teaching is really complicated and needs years of study led by them. It isn’t. Teaching is an incredibly difficult job to do well but it isn’t complicated. You teach the kids some stuff and then you help them do some work. Practice for a lifetime.
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dominiccummings | July 22, 2014 at 17:10
I’ll OK this comment this time but only to use it as an example of what I do NOT want to see.
It does not help anyone improve anything specific.
This experiment will only be useful if it involves specifics & not the sort of comment that clogs up other blogs and is an alternative to useful discussion.
I am not interested in moderating ‘random unsubstantiated political discussion’.
D
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mrweatherallscience | July 22, 2014 at 20:29
Without wanting to necessarily continue the opening flurry from Ollie (who is, as I know from discussions I’ve had on the subject with him on Twitter, vehemently against PGCE / university route into teaching), are you interested in hearing about the advantages of PGCE and university led teacher training or is that not a line worth pursuing in this discussion on ITT? I want to know, before I put pen to paper as I don’t want to waste precious holiday time arguing for something no one in government is interested in retaining.
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dominiccummings | July 22, 2014 at 22:04
Yes I’m very much interested in the pros of PGCE.
The key to this experiment is specifics.
So I don’t want a reply to Olly in the same style but evidence and specifics that people in the chaos of Whitehall can act on.
Similarly if Olly provides specifics, good.
All arguments need testing. We can do this in the open and those making decisions will read…
D
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Simon Knight100 | July 22, 2014 at 17:19
Allow and then directly encourage ITT in Special schools to place Primary trainees in Secondary age classes where there is curriculum content being delivered which falls into the Primary areas of teaching. This would significantly increase capacity to deliver training placements in Special schools and go some way to begin to alleviate the major recruitment problem in this area of education.
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dominiccummings | July 22, 2014 at 17:22
Thanks. This is a good example. I sat in many SD meetings and did not know this was not allowed. D
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debrakidd | July 22, 2014 at 17:30
Ok Dominic, I’m having a go with limited/intermittent wi-fi and no access to some of the documents I might find useful but as a starter we need to recognise that there is a distinct difference between ITT provision at university level and educational research – they are often separate departments and in some cases there is little communication between the two so what might be useful on the ground doesn’t always get through. Bringing ed research and teacher training closer together might help – this means thinking about the research funding processes and how we value the impact of research on the profession.
Secondly we need to think about access to research for teachers. Journals are protected by, for example, Athens and so it is hard for teachers in the ground to access them. This means that the profession is dependent on middle man interpreters which can lead down the VAK route!
It is my personal view that all routes should lead to the same quality of outcome and wider reading if research and theory is crucial to the professional integrity of a teacher. So the standards have to be the same for all. This is where there is difficulty with school based routes. I was entirely opposed to SCITT and SD for the simple reason that it would be almost impossible to secure consistency. I’ve recently been invited to work with and advise a SCITT group in Greater Manchester and have been impressed with the quality and rigour of their thinking, but this is largely because it is led by a dynamic and thoughtful teacher who herself was trained at Cambridge and who has a clear idea of what is required. Elsewhere this is not the case and I think consistency is the key here.
Finally I would urge any SoS to consider the impact that the NQT survey and Ofsted have on the behaviours of ITT providers in universities – not unlike that in schools. The priorities of Ofsted drive T&L behaviour and programme structures and so we see provision sway in policy directions rather than focusing on what research suggests. This is a major problem.
I’d also suggest that whatever the route, all teacher trainers should have recent experience of teaching, if only to have empathy with the realities of the job. And equally, it should be a requirement of all teachers to keep up to date with reading. I disagree that teaching is an entirely practical process – it is also an intellectual one and we should have a professional responsibility to keep up to date. For this reason I am strongly in favour of Alison Peacocks notions of professional development monitored and approved by an independent body such as a Royal College of Teaching.
I know this is not as as specific as you would like, but I am in holiday and half way through a glass of ouzo. I hope it offers something to the debate.
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dominiccummings | July 22, 2014 at 17:38
Thanks Debra, very useful, go back to the ouzo and beach, add more specifics when you can! D
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debrakidd | July 22, 2014 at 17:32
Oh, sorry one last VITAL thing. It should be a professional duty to take trainees into school. One of the biggest problems PGCE courses face is having to beg schools to take on students. This is not the case in the NHS – you must commit to training the next generation of professionals there. The same should be true of education.
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familyfordham | July 24, 2014 at 08:46
I completely agree with this. I have just completed a PGCE and had to find my own placement (ending up in my Uncle’s school which was really not ideal but necessary seeing as I was only given 1 week to place myself!) as the university were really struggling to find schools to take us. One fellow course mate had to place herself twice… Added a lot of stress around assignment hand in time!! I believe that a school should only be able to get ‘Outstanding’ in OFSTED if they are involved in training future teachers.
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Iain Gill | July 22, 2014 at 17:56
I’m probably breaking your rules by being too frivolous, just wanted to say good idea, great stuff, we need more like this, topics of govt policy I know more about I would welcome a chance to contribute like this.
As an aside on this stuff, I think the wording is something like “Academics who have completed (or are finishing) a doctorate can become qualified to teach through the Researchers in Schools course” I would change this. In practise the qualification for teaching in university is a Masters, and there are many good uni lecturers who have done a great job teaching at uni with just a Masters and some help from their more senior colleagues in the early part, not so many fancy lectures as per qualified teacher status. I myself (sorry no evidence, but a few short experiments could test) feel that some uni lecturers would be great teaching at secondary school level, and should be allowed to do so, even if just for one year placements, or subjects where schools need to do better.
Indeed I think one year secondments of the right kind of people from the outside world, without qualified teacher status, would do schools the world of good. One of the problems in some schools being teacher burn out, no matter how good a teacher you are at the beginning many years working your socks off in a sink school does take its toll even on the best. I also think there should be a mechanism for teachers in leafy suburbs to spend some time in a sink school, without the real risk to their life and career that they could not escape back at the end of it.
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huntingenglish | July 22, 2014 at 18:19
Take away the necessity for Teaching Schools to have an Outstanding OFSTED rating. Any designation should be based on the quality of the bid and the prospective provision. The reliability of the OFSTED Outstanding/Good judgement is insecure. For example, the OFSTED judgement for a selective school is more likely to be Outstanding, but there isn’t much correlation with quality of SD provision.
Teaching schools are overloaded with too many strands alongside ITT. Without moving down the road of a designation for every schools, like the specialist school designations, you could have national Research School hubs, like the recent ‘Maths Hubs’. The 32 Maths Hubs sounds like a good number for a Research Schools.
These Research School Hubs would be responsible for the dissemination of research evidence that feeds SD ITT programmes; leading on the knowledge mobilisation of the work of organisations like the EEF etc. These schools can each be linked to a HEI, openly and with a transparent bidding process and contract. They could train Research-leads (I am currently beginning an RCT for this very model: http://educationendowmentfoundation.org.uk/projects/research-leads-improving-students-education/. They should marshall a corpus of educational evidence & theory that best informs ITT. This can be regularly updated and challenged.
We should rigorously analyse the impact of SLEs and share good examples of practice. My understanding is that the quality and impact of the role is erratic and without a systematic approach. The DfE should encourage an RCT (with some qualitative data), independent of the NSCL, to be undertaken based on this initiative.
Teacher trainers should still practise in the classroom, or, at the very least be based in schools, with very recent experience of teaching. Even two years away from the classroom can create a crucial knowledge gap between existing practice and training – for example, the application of new technology etc.
Ensure all core literature from ITT courses, such as lesson plan templates and course outlines, can be accessed publicly to ensure transparency and quality. I have looked at a couple of ITT lesson plan pro formas from SD schools and I was sorely disappointed. Why change the whole national model if it isn’t going to be significantly better than what has come before.
More generally, transparency about recruitment of trainees and retention etc. should be shared by all SD schools.
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dominiccummings | July 22, 2014 at 18:29
Thanks.
When you say Teaching Schools ‘are overloaded with too many strands alongside ITT’, what exactly do you mean? Sorry if it is obvious.
I’m sure Tim Leunig in the DfE will have noted your comment re RCTs.
Re making materials transparent… Before I left I was working on a plan to get all ITT providers to put their materials on the web. There was a lot of resistance and bleating about IP from HEIs but I was hopeful it would happen. It has not. I’m told that lawyers have, as usual, kicked up a fuss. Do you know why HEIs are reluctant to make their materials transparent? To me, transparency about basic materials is vital if there is to be a self-improving training system, but obviously this can cut across commercial incentives.
When I organised the maths and physics projects with Cambridge University Maths & Physics departments, we agreed that all materials would be made public so everyone could study and learn from them. The maths & physics professors involved not only did not object but thought it obviously the right thing to do, as well as to have proper evaluations. Their attitude seems to be rarely shared by administrative people (similarly on the issue of exam quality but that’s for another blog).
Best wishes
D
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Leon Cych | July 22, 2014 at 19:58
Surely the same rules apply as something like the Creative Commons system – share alike unless something becomes a commercial proposition and then it is possible to change the licence although it may not be revokable:
http://wiki.creativecommons.org/Frequently_Asked_Questions#What_if_I_change_my_mind.3F
To avoid disputes use something like a TimeStamper to record when, where and what was issued. There are also such things as sui generis database rights, as well, that could trump these – so the lawyers are right to be wary in such cases.
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dominiccummings | July 23, 2014 at 09:24
That’s a good idea though I know from previous arguments that Govt departments think of CC as a bit newfangled/California and like the old system of everybody being subject to Crown copyright. But I think you are right that this is the direction ITT shd move in.
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Ian Lynch | July 23, 2014 at 19:00
Government departments need to a) read the stuff the cabinet office has put out on open standards and b) value getting up to date. Crown copyright has limited value if you want open standards to be the norm. If we are expecting teachers to be up to date in what they are teaching why do we have lower expectations of government departments?
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huntingenglish | July 22, 2014 at 19:40
By too many strands I mean the big six of being a teaching school: ITT; CPD; school to school support; developing new leaders; SLEs; and research and development. One school doing all of these brilliantly and continuing to run a successful school is no doubt a stretch.
R&D is sixth in the list (perhaps symbolically!). It should be number 1 – underpinning each other strand. I know many teaching schools are alliances and some are part of a larger chain, but even then the specialism of being a world class research school rarely comes to fruition. I know of no school doing this (neither do the DfE given their sharing of best practice document on teaching schools – it has only one exemplar school in the latest report). Clearly, the DfE values evidence led policy and practice (the EEF is perhaps the best legacy of the last decade IMHO). At this current point of systemic change, R&D gets relegated behind the exigencies of immediate action by teaching schools. Mandating Research School Hubs in the next decade would be a bridge to an evidence led system.
I can’t think of many valid reason why making documentation like lesson plan pro formas and basic course outlines (including what evidence and theory is being explored as part of the course) would be invalidated by lawyers. Schools have to publish lots of documentation for OFSTED inspectors on their school website. The same should be said for ITT providers. It could be easily done in this way. I don’t imagine teaching schools are in direct competition to the degree that they have a secret recipe for brilliant teacher training (if they do, they should execute their public service and share it!). There are some excellent HEIs who would and could do all of the above, but it is in no way systematic.
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dominiccummings | July 22, 2014 at 19:53
Ahh, re your first point. I remember a senior official mentioning this last year and suggesting TS be given flexibility, not have to do all 6. And this was agreed. And I thought this had happened and been communicated!
I know from some emails that officials are already watching this thread, so I look forward to an answer! Have I misremembered / got confused?
D
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huntingenglish | July 22, 2014 at 20:01
If it is the case I am not aware of it. I don’t know how it would work unless you have real strategic oversight regarding where the strands are being met in a locality. If it is the case I worry that research would become a very niche practice. It doesn’t pull in the punters like ITT or SLE strands!
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dominiccummings | July 23, 2014 at 09:19
Re the 6 strands, I’ve had an email from a middle-ranking DfE official who works in this area saying – TS don’t have to do all these 6 strands, most don’t – it’s an “unenforced requirement”. But DfE IS still looking at removing it altogether.
Also, I know that a) Gove has been working with officials on a plan since before Xmas for a ‘new QTS’, b) Clegg was blocking its announcement because he did not want the QTS issue to vanish as a political factor pre-election, but c) Clegg had recently dropped his objection as part of some deal, and Laws WAS in favour of announcing the new QTS package (I’ve been critical of him since I left but ‘good for him’ here). I do not know whether it is likely that NM will announce this herself now or whether it will revert to ‘blocked’.
The new QTS deal involved some of the things mentioned by commentators here – eg. awarding QTS after X yrs, not straight away so that it is not just a mark for getting through a course.
(NB. Tristram take note, you should outline your plans sharpish to push No10 into thinking ‘close this issue down’! And NM and the new spads – ALSO take note that you shd get this issue resolved pre-election, as this would not only keep Lynton happy (QTS closed down, less ‘noise’) but much more importantly it would help schools and teacher training make progress. Laura T will be a useful ally here…)
When I get better information I will post it.
D
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misscbrunton | July 22, 2014 at 19:52
As somebody who has just completed the PGCE School Direct route for Secondary English I feel the main issue is lack of consistency. I was in a school where three of us were training within one department and, even in the same department, the quality of mentoring was inconsistent. This had a noticeable impact on final grading and, more importantly, attitudes towards teaching. Discussing issues with peers on the course at university, it was clear that there was no level of consistency in the quality of mentoring/timetabled teaching hours/responsibilities within school and, other than the three ‘quality assurance’ visits from the University tutor, there was no way way of monitoring this. I was very lucky with the mentors I had in both of my schools however I know a number of people on my course (University of Reading, English) were not so lucky and this really impacted their progress.
Similarly, there was little support in completing academic assignments – 2/3 of these were due in whilst we were in school. Within school we were not given support with these and many of us were in a school too far from the University to be able to easily access facilities, such as the library and ict suites, out of school hours.
On the plus side, 18/19 of us have all secured jobs for September – the one person who hasn’t has decided they want to take some time out of teaching. A large number of us secured jobs in our placement schools.
I am currently in Oman typing this on a phone so apologies for not being able to be more specific.
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dominiccummings | July 22, 2014 at 19:55
Thx, I corrected a typo and a missing word before clicking approve, that’s all I changed. D
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huntingenglish | July 22, 2014 at 19:59
Quality of mentoring is an essential component of successful training, but you’re right in identifying the lack of consistency. There is no training given, to my knowledge to mentors, without even a guide. They are most often good teachers, but that, of course, doesn’t correlate with being a good mentor. It is particularly an issue when mentors are pushed for time – which is probably a universal issue.
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DS | July 22, 2014 at 20:35
Dominic you say “Re making materials transparent… Before I left I was working on a plan to get all ITT providers to put their materials on the web. There was a lot of resistance and bleating about IP from HEIs but I was hopeful it would happen. It has not. I’m told that lawyers have, as usual, kicked up a fuss” – I don’t ever recall (I work in a University) such a request but what did you want and what did you want it for? If anything the changes to a market driven approach have made this worse as people become protective about their materials (and this includes schools). Equally if what you say is true this isn’t unique to HE (even though it is almost inconceivable to run a PGCE without sharing information). I have walked into schools as they are taking down displays as they don’t want visitors from another school to see what they are doing.
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dominiccummings | July 24, 2014 at 16:34
I just wanted everyone being funded by taxpayers’ money to make the materials they are using for training purposes to be put online so that there is transparency. It seemed to me that this would a) help institutions swarm towards the best materials, b) put pressure on the duffers to pull their socks up, c) open up the REAL world to proper scrutiny, instead of having a lot of speculative and ‘my friend on a PGCE said’ type comments.
Lots of people attack PGCEs now, including some of the best heads, because of what they think of as poor quality materials. But most of this debate is anecdotal – heads and Academy chains like ARK/Harris et al won’t say publicly what they say privately and HEIs fight back saying criticism is unfair. (Similar to the debate over exams.)
My hope was simply that if HEIs put their materials online then the debate over how good / bad they are would be based on the real materials rather than on stories.
Of course, there are many dynamics to this that I don’t know about or understand so I’m sure that there would be unintended consequences, but discussions in the DfE boiled down to ‘the HEIs say they don’t want to do it / refuse and it’s legally a minefield’. (I thought it would nevertheless happen in Q1 2013 but it has not, ‘for legal reasons’ according to officials.) Unfortunately I did not have time to follow up personally so I did not discuss this with HEIs. Comments here suggest some already are making materials public.
In a nutshell: is there a reason why those materials paid for by taxpayers should not be public?
I have a general attitude – much influenced by Michael Nielsen’s brilliant book ‘Reinventing Discovery’ and Tim Gowers’s campaign for open access to scientific journals – that ‘open is better’, although I know that there are inevitably some exceptions.
Best wishes
D
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Ian Lynch | July 24, 2014 at 16:58
I don’t see why in principle, any employer can not specify that any materials produced by an employee is made available under a Creative Commons License as part of their contract. Further, if that material is donated to a web site and the conditions of putting stuff on that site or editing it is that the content has to have the same license it means everything on that site is licensed for sharing and in the same way. That means we get rid of all the complexity of trying to find out who owns the copyright and and exactly how it is licensed. Such a site is being created for computing at http://www.computingresources.info/ also the learning site at http://www.theingots.org has around 55,000 pages and 20,000 users (mainly children) all contents licensed for sharing. Without wanting to sound rude, the DfE is still collecting data in word processing documents so I doubt there is much real understanding of how to build on-line communities there. It certainly isn’t easy but you need a can do attitude to it rather than identifying all the reasons why it won’t work.
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dominiccummings | July 24, 2014 at 17:58
Yes in the DfE there are a few problems with such things. 1) Their own ICT is rubbish. 2) They are not set up to run these sort of collaborations which generally cut across Whitehall processes. 3) Legal advice pushes everyone towards very conservative positions. It can also sometimes come from the Cabinet Office as part of a general reactionary ‘don’t change’ directive, then officials feel obliged to do as they are told unless a minister forces the issue (and often even then). 4) Although many junior/middle people want to do things, the general dynamics of being part of Whitehall strongly push against a ‘can do’ attitude and senior people are incentivised to be very risk averse.
I must have raised the ‘publish everything using some sort of Copyleft system’ at least 12-18 months ago. Still has not happened despite lots of people – including Gove and Charlie Taylor – wanting to. This happens on zillions of things and often can only be overcome when one of the most senior people makes everybody’s life hell in determined fashion until the system ‘breaks’ and gives what is wanted: e.g. a SoS says ‘I don’t care if the CabOff legal advice says X, I’m doing Y.’ Obviously senior people have limited bandwidth and can only do this on a few things. If I’d stayed I would have made this a priority but I also thought it was just about solved just before I left. Obviously I was wrong but I don’t yet know the specifics of why I was wrong.
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Ian Lynch | July 28, 2014 at 14:50
It is getting better. I had umpteen meetings with BECTA over this and now as an Awarding Organisation deal with Welsh DfE, Ofqual, SfA and DfE. I only use open systems so when they send me something in a Word Document that won’t open in eg Google Docs or Apache OpenOffice, I politely ask them to send it me in an open format in line with cabinet office policy because they should not be forcing me to use specific applications from one monopoly supplier (and send the the link https://www.gov.uk/government/publications/open-standards-principles/open-standards-principles ). Mostly they are getting the message. DfE VQ reform say they are moving to web based data collection next year. So we are getting somewhere even if it is glacially slow. Point is the more people we educate the more likely it is to dawn on people that there are better ways to do it. So maybe this should be part of ITT provision. Certainly understanding copyright and trademarks is important for all teachers in an internet age. One of the reasons to build it into school qualifications with mass take up. It then gets to a lot of people.
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Ian Sudbery | July 22, 2014 at 21:27
This may be tenuously linked to the needed outstanding rating for Teaching Schools, but I do see leaders in “outstanding / good” schools getting more opportunities through Teaching Alliances than leaders in “requires improvement” schools. I’m not sure if this is an agreed part of the initiative?
This view is exacerbated in selective areas where intake is an increasing factor in the Ofsted rating. To get systemic improvement these schools, and the effective leaders in these RI schools should also have the opportunity to be involved, or the existing divide is maintained.
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primaryheadsup | July 22, 2014 at 22:27
School direct had given primary schools the opportunity to develop the teachers we really need. Our students get qts, pace and master credits. They are also taught by practicing teachers and 100% were snapped up this year by schools desperate for properly trained teachers who understood inner city challenge and had the right moral purpose to succeed. What’s not to like?
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dominiccummings | July 24, 2014 at 16:35
Thanks. Are there SPECIFIC ways in which it could be improved? Best wishes, D
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Kris Stutchbury | July 23, 2014 at 07:24
A common theme in these posts is that one of the challenges of a School Direct is a lack of consistency of provision. I would agree with this. I also think there are some other consequences of SD which have not been highlighted yet, and which will affect the overall quality of ITE as SD expands.
Firstly, learning to teach is an emotional journey as well as an intellectual one; student teachers need good support. In my experience of working as an External Examiner the aspect of their PGCE course that student teachers particularly value is the support they receive from their subject specialist, University tutor. The quality of mentoring is variable and the university tutor often helps students to weather the problems that poor mentoring can cause. Crucially the tutor is external to the situation and works with the student for the whole year. In many SD programmes, this role no longer exists and students are reliant on their mentor and other people in the same organisation. The mentor may be excellent in every respect – but they might not be, and that is the point: the issue of support is too important to be left to chance.
Secondly, universities are very good at teaching subject pedagogy. Student teachers value the opportunity to work with other maths students, music students or science students. Most of the professional studies teaching on school direct programmes is generic and the amount of subject specific pedagogy that student teachers learn on SD programmes in the ITE year is often limited, and again, very variable. It is often down to individual departments to provide this input. Again, the provision might be excellent, but it might focus on operational issues rather than on ideas about pedagogy: it is too important to be left to chance.
3. There has been under-recruitment for two years now. Schools recruit people into SD who they would like to employ. Universities recruit people who they believe have the potential to be good teachers. There has always been concern about wastage in the system – people who train but don’t go on to work as teachers. I wonder if there is a new sort of ‘wastage’ emerging – people who would like to be a teacher and have the potential to be a good teacher, but don’t get the chance because they do not come across as employable before they start to train?
4. University providers put the student teacher at the centre of their work. If issues arise and decisions need to be made, the student teacher and their learning is the priority. Schools, quite rightly, put their pupils at the centre of what they do. I have encountered a number of instances in which decisions that schools have made have not necessarily been in the best interests of student teacher learning. This is particularly evident in the ‘squeezing’ of the placement in a different school, to a few weeks.
My advice to potential students would be to spend as much time as possible in a school before you accept a place and ask of a SD provider the following questions.
1. What support will I get? What happens if I don’t get on with my mentor or if I find the course more difficult than expected. (A failing ITE student takes up a lot of time and energy. In my experience, schools are quicker to give up on someone than universities – and many people who experience problems are eventually very successful).
2. How and where will I learn to be a (subject) teacher. Where will I learn about …..(eg Robin Millar’s work on practical ( science) , Gary Spruce’s work on critical pedagogy (music)).
3. Will I be allowed to try out different approaches as I develop my own teaching personality? ( In my experience student teachers are increasingly being told ‘ this is how we do this’ and are always being encouraged to try alternative approaches.)
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David Weston (@informed_edu) | July 23, 2014 at 08:45
Hi Dominic,
Firstly this is a great initiative. I’m not remotely an expert in ITT as I focus much more significantly on the ongoing and continuing development that happens in schools. However, from what we see through our lens here at the Teacher Development Trust, I’d suggest that there are a number of key issues around ITT and early-career development: the content and balance of theory & practice, and consistency (in many areas). I’m sure others see this differently, I merely offer these thoughts to add to the debate and work toward some professional consensus.
In terms of theory/practice, it seems to me the biggest issue is a lack of common understanding or agreement over what a new teacher needs to be able to know and do. While the old standards were both fuzzy and bureacratic, the new standards are just even fuzzier albeit less bureacratic. I think it’s laughable that the expectations for what a professional should know and be able to do are written on four pages. No wonder QTS is not universally valued if all it means is an entirely subjective adherence to these.
ITT cannot be improved until we have a clearer, collegiate and collective view of these expectations so that we can then both support our training institutions to achieve this while also holding them accountable for doing so.
Solution: don’t wait for a Royal College of Teaching to do something about this, start the work around new standards. Any form of QTS should not happen at the end of year 1, it should be year 3 or 4, accredited jointly between HEIs and schools – both would need to sign off. Given the importance of subject knowledge and pedagogy there should be different standards in each starting specialism. You might consider commissioning the Expert Subject Advisory Groups to begin considering this for each area.
ITT Standards need to include more specifics about the theory that teachers need to know and then we need more common mechanisms for ensuring that teachers understand these – e.g. move toward common exams. The content needs to be determined through debate, research and consensus and then each standard needs evaluating through, e.g., RCTs to ensure that having the standard does lead to improved outcomes. I’d tentatively suggest that we should be looking at areas such as:
– Some basic psychology (e.g. motivation, mindset, self-efficacy, attachment)
– Some basic ‘learning science’ (e.g. the basics of memory, retrieval, encoding, spacing, testing, etc)
– The principles of effective assessment
– The principles of effective research and evaluation – becoming research-literate, critical consumers who can start to consider how to evaluate effectively
– Common learning issues in the specialist subject area: e.g. misconceptions, proven ‘best practice’ models and approaches.
– The characteristics, diagnosis and approach to working with common SEND issues
Once we’ve come to more agreement about the theory, and decided minimum expectations through a more consistent examination, we should also consider more carefully what sort of dissertation we expect. I think there should be at least one more theoretical dissertation – two or three over the course of the first few years, ideally. This should be accompanied by a more clearly structured ‘teacher enquiry’ which has clear impact on pupil learning outcomes. All of these dissertations, enquiry projects, exams and other more informal learning and reflection could go in to an extended portfolio which can be submitted when teachers are going for interview and also built upon for the rest of the teacher’s career. Clearly this portfolio has elements which are accredited by HEIs, others by schools, others by both – this is as it should be and mirrors the most successful school systems internationally.
Another huge issue is around consistency of experience and opportunity in the ITT route. The quality of mentoring is hugely variable – I’d suggest we consider whether there should be a qualification/accreditation either for mentors or, perhaps more practical, for those who oversee mentors. These people would be supported to improve the quality of mentoring while also held accountable for consistency and impact. Again, we need to be clear, consistent and well-aligned on what ‘good’ looks like and then plan from there.
Consistency of practical experience and opportunity is problematic. We should be clear that every teacher should experience an exceptional school for a reasonable amount of time, and also, heavily supported but not in the first year, a stint in a struggling school. I heartily agree with previous posters that every teacher should spend a decent chunk of their time in another phase – e.g. primaries spend time in secondary, and vice versa.
In the first 3 to 5 years every teacher should have an opportunity to lead a whole school or even cross-school project with leadership involved – this should come with expectations about what support and training for leadership is given, along with how to work effectively with colleagues around coaching. Through this process we can more systematically develop leadership.
We are also now finding that there are certain technologies that may have huge impact in teacher training. Use of video and in-ear coaching, for example, should be more thoroughly tested and then rolled out in a more consistent manner. Going further, EEF should include a remit for researching teacher development, both initial and ongoing, and this should be built in to a regular review-cycle of standards and induction. Eventually this would be taken over by a Royal College of Teaching.
Finally (for now), we need to consider retention and morale. Day and Gu’s work, among others, points us toward the key reasons that teacher stay within the profession or leave it. We should be clearer that wellbeing of teachers is a key requirement of early career training and induction. Schools who ‘burn through’ a huge number of teachers, sending them out of the profession, should be penalised even if they are achieving extraordinary results for their own pupils – the consequences for the rest of the system are far too serious to consider this acceptable.
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suecowley | July 23, 2014 at 09:21
Very briefly, one flaw I would note with the ‘on the job’ model is that new teachers do not get a chance to see what different school contexts look like. On the 4 year BEd course I did, I got to see a breadth of different types of schools, systems, methods, age groups, behaviour approaches, etc. This was hugely valuable. There is a danger that teachers get trained in a particular style/approach and then find it hard to adapt to other contexts, or to understand why what works well in one place might not work so well in another. So as David says above, a specific requirement to spend significant time in another phase (or ‘style’ of school) would be useful.
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dominiccummings | July 23, 2014 at 09:30
This makes sense to me but I would be reluctant to have hard rules set by DfE on such things as they will often get them wrong then not want to change for fear of ‘u-turn’ accusations etc.
Isn’t this the sort of thing that needs experimentation and rules/norms/customs will emerge from successes and failures?
Thanks for your comment and best wishes
D
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Kris Stutchbury | July 23, 2014 at 13:09
I agree with Sue. Many student teachers show a ‘dip’ in progress when they move to another school. It is getting through that ‘dip’ that often enables significant progress. Many SD programmes offer their student teachers a wonderful range of short experiences. In my view it is 8 to 10 weeks engagement in another setting that produces deep learning.
I do think ‘substantial’ needs to be defined by Government (see below) because the reality is that this requirement can place demands on a training programme. If it is difficult to organise then it is dropped, not for sound educational reasons, but for practical ones. The student teachers are the ones that loose out.
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Neil Burton | July 23, 2014 at 09:30
1. ‘School Direct’ is proving to be too confusing to the majority of potential applicants. ‘PGCE’ has a common currency which applicants understand. SD can be anything from working as an unqualified teacher via the salaried route to a ‘traditional’ PGCE with school-based application process and placement arrangements. There needs to be much greater differentiation in the use of terminology which is reinforced through central marketing of routes in to teaching which focus on enabling potential applicants to make better choices. (The confusion about the availability and value of salaries and bursaries and the different level of awards MUST be overcome centrally – it cannot be left to individual provider to attempt to explain the differences).
2. UCAS TT is not fit for purpose – a multi-provider training system cannot operate effectively where information is so poorly communicated. With 900+ providers the search engine must be upgraded to allow applicants to find providers local to them (rather than in a particular, and poorly defined, region). The uploading of information to UCAS TT by providers is overly complicated and fails to take account of individual secondary providers working with different HEIs for different subjects (for example).
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EESherlock | July 23, 2014 at 14:30
I agree with (1) up to a point – I think DfE’s primary responsibility in marketing teaching should focus on the various benefits, both financial and as a career in general, of the teaching profession. We need a persuasive and pithy pitch to graduates of the wisdom of choosing a career in teaching over the other options available to them. The specifics of routes come a little later, I feel, once the graduate has been ‘hooked’ by the initial sell – though yes, it is better for prospective trainees to a central, authoritative point of contact explaining these technical aspects (upon which school direct partnerships can draw).
I also agree that the different routes under the School Direct could do with differentiation (not to mention SCITTs).
One systemic point I’m aware of, albeit *sounds alarm* anecdotally, is a perception that schools want a more ‘oven ready’ applicant; lack of experience in recruiting trainees means that they have less of an idea of how an applicant can be shaped and improved. The universities, on the other hand, are more willing to take on applicants who aren’t yet the finished article (though conversely they are less worried about being lumbered with a dud). I wonder if this problem will be resolved over time, or whether the (legitimate) self-interest motivation will be a long-term problem for the School Direct approach. It is a microeconomic solution to a macroeconomic problem (though principally sound in placing schools themselves in charge of the supply of new teachers). And of course systems never change willingly.
To point (2), I wonder – does a perfect application system exist, even hypothetically? To say it isn’t fit for purpose does seem to overstate the case, unless there is a crisis in trainee numbers that can be directly traced to inadequacies in the application process. I agree that it does particularly disadvantage School Direct providers though, not least for the example given.
Anyway, my specific recommendations to counter the problems identified.:
1) A central campaign promoting teaching remains a sound idea, indeed increasingly necessary as a competition for graduates increases in a recovering economy and a demographic bulge in youngsters requires more teachers to be recruited into the system. HOWEVER – School Direct partnerships themselves need to receive more/better support in selling themselves to prospective teachers. Some, I’m sure do a sterling job; they need to share their practice with their peers. All need to align their individual campaigns with the national pitch (at least making sure the facts presented are consistent).
2) School Direct schools should either all offer a PGCE, or none of them should. Either we want this qualification or we don’t. As it is, I believe the fact that ‘PGCE’ is synonymous with ‘traditional teacher training in a university’ puts prospective teachers off School Direct – when in fact they probably would get a PGCE with School Direct anyway.
3) Look again at the application process. From an applicant’s point of view as well as that of the School Direct school, a single portal containing both the persuasive argument to choose teaching, the information on the routes and funding available available and the application system itself would make the most sense. This would mean taking the process away from UCAS and either placing it with an executive agency of the DfE or with a separate body such as the mooted ‘Royal College of Teachers’.
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DrDAv | July 23, 2014 at 09:32
My concern with the rise of SD and SCITT provision is that schools can have a short collective memory with a high rate of turnover of staff in some subjects. This can lead to inconsistency of provision. SD also leads to a huge increase in the amount of time that a school must devote to advertising and interviewing candidates. Returning the responsibility of this to the universities would cut down on the admin. It would be great if the teaching schools were involved in the recruitment, but the admin would be better done regionally by the universities.
It is also my understanding that the current SD allocations appear to be skewed. Here in the North East there have apparently been very few English SD places allocated this year – and yet schools are looking for more English teachers. A better overview of the training needs of the whole country would be helpful. Having the majority of places administrated by the Universities would also mean that there were fewer smaller places which would help with planning.
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dominiccummings | July 23, 2014 at 09:46
Thanks. One of the problems the DfE has in its central planning model is that its numbers are ALWAYS wrong. Like most central planning systems, there is an abstract rationale that does not seem stupid at first glance. However, as soon as one digs into the entrails, it is obvious that it can’t work as constructed. In particular, it is always behind the game in spotting trends and its data is unreliable for planning purposes. Theoretically one can imagine improvements to a central planning model but it seems to me that it would be much better for supply/demand to be balanced in a decentralised fashion like the workings of the immune system. I admit this is a general preference of mine but having seen the central planning approach I think it is worth trying a bottom-up approach! Though also NB. limits on maths/physics/computer science and some other subjects were removed last year so there are no longer any targets/limits – HEIs can recruit however many they can persuade…
Re regional level admin – that sounds sensible but again I would urge that people organise this on the ground, NOT ask DfE to set up regional admin or you will wait for years and it won’t work well.
Best wishes
D
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Ian Lynch | July 23, 2014 at 20:11
How long would it take the DfE to set up a national baseline testing project? Our project started as an idea in May based on a post to a discussion list. By end of term we had tested 5100 children and 400 schools had made accounts to continue in September. Cost to the taxpayer, zero. Sometimes the DfE is not the best solution. http://thelearningmachine.co.uk/best-avoid-dfe/
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@TeacherToolkit | July 23, 2014 at 10:30
Hi Dominic,
Great to see this blog from you. Hurrah! As you have stated, those in ivory towers are unable to make such a move due to Whitehall restrictions placed upon them. Pleased to see this and guarantee this will not be wasted time on your part. Looking at the Twitter feeds and comments above, you have already started a movement!
Having led ITT in several schools in North London over the past 15 years, here are my thoughts:
1. Huge disparity between ITT provision at university level and educational research which filters into the classroom.
2. School Direct (very confusing – reminds me of Specialisms & Diplomas) led through hubs of Outstanding graded schools in LEAs. It can be decisive if Good schools believe they have something to offer re. CPD. Take away this requirement to have this badge of honour. There is much good practice going on in Good schools. Identified hub schools that receive funding charge schools for ‘services’, which is fine and dandy, but not for the sake of ‘making a buck’.
The other issue is one of trust. What applications do you and see and what do you not see. Hubs schools control applications. This can be divisive. Allow all school based lead coordinators access to online CVs for trainees. Otherwise, there is a danger of ‘creaming’ off the trainees for specific placements. How do we ensure this is transparent? There are other ITT providers who also do the same. There is no robust mechanism in place as far as I see it. Also agree with Alex: ‘lesson plan templates and course outlines, can be accessed publicly to ensure transparency and quality.’ The stipulation by some is unnecessary bureaucracy when in fact, it could be more streamlined to save everybody time and place ‘trust’ back into the hands of the teacher, the mentor and the ITT provider.
Let us also not forget, the the quality of mentioning varies considerably from department to department within schools. Something must be put in place to ensure ‘experienced’ teachers are the right people for the job and can narrow the consistency and quality control margins.I think this is key and is the responsibility of each school. How do we address this?
3. The paperwork required to be completed by those in charge of School Direct / SCITT trainees within their schools is hideous. It really is! We do not have time to do this in and amongst all the other requirements of our jobs. The standards required and quality assurance also varies significantly from institution. As Debra Kidd has said above, consistency is shoddy.
4. I’ve managed to engage with SAGE publications and BELMAS to make academic research more readily available to teachers in the classroom. There is much to be done here for research education. I fear the bridge between academia and the classroom is far too wide until there is more joined up thinking and schools give teachers ‘more time’ to engage. This answer. More money to release teachers from their 90% timetables to complete action research. On that note, give teachers funding to complete research projects during their career to ensure they keep up to date and can implement school-based action research to feed back up to academia. I cannot see many headteachers giving time to teachers, because of funding, staffing and priorities dictated by you know who! Ofsted goalposts.
5. QTS – yes please!
6. College of Teaching – yes please!
7. Trainees having direct experience in the classroom – yes please. Ignoring quality for the moment… my own BAEd route gave me four 8-12 week placements in various schools whilst I was training. This was invaluably and 20 years later, I firmly believe, the best form of teacher CPD is observing lessons and visiting other schools.
A PGCE route offers a more meaningful route in 2-3 schools over roughly the same amount of time. I am a huge advocate of TF and other ITT models, but the trainees need to spend MUCH more time in the classroom, before being ‘left alone!’ It should be a requirement that schools host trainees for a ‘set period’. ENSURE ALL trainees see as many schools as possible before the start working full-time in post. I see this as a vital part of the process.
8. Ensure ITT are fully up to speed with T&L dialogue. Danger is myths are filtered down to trainees and can be damaging. e.g. 20 min progress in a lesson. AfL/Differentiation in every lesson. Solution: consider tutors to be up to speed with classroom practice. Many may observe countless lessons, but have they taught x30 screaming year 8s? Not sure on the validity/solution to this. Getting it wrong, can be emotionally damaging to trainees. We forget that what we learn in our early trainee-years can shape us for the rest of our career. It’s important to get it right from the start with great pedagogy and good/strong/consistent mentoring.
9. Address recruitment and retention issues across England and Wales.
10. Please can we see an outcome of this blog? A meeting, a paper, a roundtable meeting. The DfE and all political parties will definitely *prick their ears.
In a nutshell; consistency, transparency, time and unnecessary paperwork.
p.s. I’m glad to see you set the ‘comments’ standard from the beginning of the time-line. Pertinent and polite!
Sorry for bombarding your time-line. The opportunity was too good to miss out.
Ross – @TeacherToolkit.
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David Brown | July 23, 2014 at 11:04
Quick thought – invite an HMI to speak to trainees so that the inspection process can be described and some of those worrying Ofsted ‘myths’ can be ‘explained’ before they take hold.
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Michael Fordham | July 23, 2014 at 13:49
Always prioritise the subject and be wary of anything generic. Although there is something to be gained from genericism (e.g. what role does practice play in learning?), ultimately these discussions are fairly meaningless unless considered in the context of a particular subject discipline (e.g. what role practice plays in learning maths / German / literature?) Generic discussions about assessment, planning, pupil learning, ‘critical’ thinking, questioning, and so on can be superficially interesting, but – in my experience anyway as a trainee and mentor – these discussions can never be as useful, purposeful or practical unless they are addressed within the subject domain.
Generic, non-subject specific feedback on lesson observations is often poor. For example, I observed a lesson as a mentor where my trainee was teaching a lesson on the causes of the English Civil War. The trainee had got the pupils looking at ‘ship money’ as a cause of the conflict, but the pupils were saying banal things such as ‘the king was taking money and so people were angry’. To improve, this trainee needed to show the pupils that there was a tradition of taxation in place since the late middle ages and that Charles’ use of ship money was a break away from what was considered reasonable taxation at the time. A non-subject specialist would probably (a) not notice that children saying ‘the king was taking money and so people were angry’ was actually a problem and (b) not know enough about the subject to help the trainee improve the quality of the lesson. Instead you get banal comments about ‘engagement’.
So whatever format teacher training takes, it needs to be highly subject specific. I think it also has a number of flaws, but the impression I get is that the German / Scandinavian tradition of ‘Fachdidaktik’ is much stronger than our ‘subject pedagogy’.
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gorillawitch | July 23, 2014 at 13:58
I was a teacher who trained through the traditional route of degree & PGCE. Personally I really appreciated being given the time to think about education & learning. I found the PGCE year really helpful. The space it gave you was a luxury, but a useful one, and one you don’t get once you are teaching. I feel it gave me a really solid foundation to build on. There were excellent bits and less useful bits, but that’s life really isn’t it?
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dominiccummings | July 23, 2014 at 14:00
I don’t mean this rudely but this is not the most helpful of comments.
The purpose of these comments is not to give feelings but to provide actionable information for those making decisions amid uncertainty and chaos.
Best wishes, D
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"Interested Nn-Expert" | July 23, 2014 at 18:03
For clarity and for the benefit of interested non-experts, can we spell out acronyms etc at first point of use….
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dominiccummings | July 24, 2014 at 17:48
Thx for the suggestion T – I’ve added a glossary as an update to the blog above. D
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Ian Lynch | July 23, 2014 at 19:21
Combine training with something routine all teachers need to do so it doesn’t end with the initial training. As an example use routine coursework assessment as a focus for feedback. This is what we have set up with the computing baseline testing project with NAACE. It’s free. Around 400 secondary schools so far have made accounts >10% take up in 2 months with only social media for advertising. 850 teachers in the group mailing with more joining each day. We provide on-line tests and we can give them feedback on which questions a lot get wrong and a lot get right. We link these to assessment criteria accredited by Ofqual and derived directly from the new NC POS. We provide guidance and this will increase as we get more feedback. All creative commons licensed so they can contribute back, remix and re-use. The assessment criteria can be evidenced with on-line management all built from open source software and all free to all schools if they want to do formative assessment. We have shown can run a national testing and feedback program inexpensively enough to do it free. We can test any student or any group and compare it to a nationally representative sample. We can use this to track progress of groups and individuals and train teachers how to use the data objectively to inform what they are doing.
Once there is a focus and a critical mass engaged in it, dissemination of information becomes possible and active research can start within a growing pool of peer reviewed expertise. It’s not about money, it’s about doing things better and using technology intelligently – like many open source communities all over the world.
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dominiccummings | July 23, 2014 at 19:46
For those who make it this far, at the weekend I am going do another post summarising the comments made so far, then I will post that and ask for corrections/improvements. Thanks to all who have commented so far, I’ve already had interesting feedback from DfE. D
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David Cameron (@David_Cameron76) | July 23, 2014 at 21:54
I’d agree with the comments above about the variability of quality in school-based mentoring, which was a central theme of my recently-passed (last week!) PhD thesis (“A Study of Mentoring in the Teach First Programme”). If I may, I’d like to include an extract from the conclusion, which covered the implications of my findings for system leaders. If anyone wants to know more they can get in touch, I’m happy to discuss further or share the thesis.
PS. There are plenty more thoughts in the conclusion about Teach First specifically, which may be of interest to DfE/NCTL/TF but are not directly relevant to this thread.
All the best from sunny Germany.
David
“There are a number of implications for those overseeing teacher recruitment and development in England at a national level, including the Department for Education, NCTL and Ofsted. These focus on how the transition to school-led ITT and CPD can be managed most effectively. Firstly, this research has shown that not only is there a diversity of approaches to mentoring amongst different schools, but that significant variability in quality is a persistent feature of mentoring provision. System leaders should seek to build and support the capacity of the school system to facilitate high-quality mentoring on a national scale. There are a number of possible approaches to resolving this long-standing challenge. This research has shown that mentors in schools perceive there to be a deficiency of time and resources available for mentoring in schools. Allocating additional funding to schools for mentoring is probably necessary but may not, by itself, represent a complete solution. System leaders should also seek to share and propagate those cultures of excellence in ITT and CPD which already exist in schools; the obvious vehicle for this is the network of Teaching Schools. The shift to a school-led model of ITT creates the tendency for a diversity of approaches to develop, and the devolution of needs and initiatives to the level of individual schools; to counter this tendency, the community of Teaching Schools needs to be made aware of its responsibility to national priorities. When considering the number and specialism of teachers to recruit for school-based ITT, these schools need to look further than their own immediate staffing needs. Concerns about the allocation and supply of teachers with particular subject specialisms through the School Direct route have been already been expressed (Ward, 2013); this is arguably the result of individual schools responding to their own needs rather than having a national view. System leaders should therefore consider how Teaching Schools could develop this awareness and responsibility, perhaps by devolving the allocation of training places to a ‘parliament’ of Teaching School leaders mediated by the NCTL, or assigning this role to the recently-proposed College of Teaching (PTI, 2014).”
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Gaz Needle | July 24, 2014 at 02:14
All I have to go off is personal experience so I will try to explain what I think are the areas that need improving from the SD placements we have had this year.
We have had a SD trainee with us from a lead school this year and the biggest problem we have had is lack of information. When we have asked, the lead school blame the partner university and the university blame the lead school. This lack of clarity of what exactly is being asked has lead to the trainee being unclear of her responsibilities and us being unclear what we were supposed to provide. After lots of chasing people, we eventually tracked down what we were supposed to be delivering. Training/briefing needs to be given to any partner schools so they know exactly what their roles are and what is required.
Our trainee came to school with very little experience in schools and I think this needs to be addressed. The trainees should have had quality experience in schools, not just listening to readers and washing up paint pots. We are a primary school and teaching 6-7 year olds can be quite challenging. Just being able to communicate with them on a level they understand is a huge obstacle that can make trainees stumble at the first hurdle.
We also take PGCE and BEd trainees from a different university and they are much better prepared as they have time in university to study some pedagogy before putting it into action. This is vital and prepares the trainees well for what they may encounter in their placement school. Our SD trainee started on the first day of the year and had no input from the lead school of university and was expected to just teach. We had a lot to discuss! Key areas such as AfL and differentiation needed to be addressed and explained before we could go any further.
The larger role of the school in Schools Direct (SD) training also means that the trainees need to have schools that contrast in their placements. Our trainee had two schools in similar areas with similar intakes. This does not prepare the trainees well for what they may encounter when they qualify. The lead schools must ensure that a variety if placements in a range of schools is experienced by the trainees.
I also agree with what has been written previously regarding mentoring. A national standard would be helpful to ensure consistency throughout the country.
Finally the paperwork we had to complete was immense. The responsibility of teaching a class and training a new teacher was almost a stretch too far!
I think the key things I would change are:
Key information and training given before trainees arrive;
Trainees to have had more quality experience in school before they arrive to teach;
Trainees to have had time to study some pedagogy before arriving in a class to teach;
Schools in which trainees are placed should be contrasting;
Release time given for the completion of the assessments of the trainee.
A one size fits all approach will not work. Primary schools are very different places to secondary schools and this should also be taken into account when making improvements to the SD ITT.
Gaz Needle – @gazneedle
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Mick Oliver | July 24, 2014 at 06:42
Initiate school direct in effectively the Assessment Only route only.
The big issue is – students paying £9000 for training and no salary = poor recruitment. This also forces weak training as schools and providers are scared to upset the trainees and fail them. SO……
Schools to have rigorous selection procedure, before appointment – then pay UQ rate or similar and train people yourselves (There might be a need to go through a teaching school or uni to keep standards of mentoring high, and stop abuses. Currently we just do it ourselves and get uni to rubber stamp at end of two years – and pay £2000 for the Assessment only)
Depending on the initial strength of the trainee detirmines how much teaching they do, but they are immediately put to use – eg teaching small groups / intervention. They are immediately an integral part of the school – not an add on as in most training schemes. They are being paid!
If after a 3 months / 6 months it becomes apparent they are not fit for full classroom teaching (This is where you need good in house systems) you either keep them as a HLTA etc or they are told they will finish at the end of the year. This could be open to abuse – so would need some thought.
What I am suggesting is effectively the old school funded GTP. The selection at the beginning is the key. Rigorous interview leading to 1 week trial – paid, then 2 year programme. Currently – but this could be cut to one year)
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Adam_Marsh | July 24, 2014 at 08:01
Several observations
(1) The PGCE is a qualification, not a course; it’s possible to secure a PGCE through a number of routes: a relatively conventional university-led partnership; a SCTT-programme accredited by an HEI etc. By the same token, School Direct is not a training route but a mechanism for managing training routes. So the first observation is that, following David Weston, we won;t get clarity about what we want until we are clearer about the knowledge base for effective professional practice – debate about routes, however well-informed (like some of the comments here) or ill-informed places a second order concept (organisation) first.
(2) The market is over-supplied and over-regulated. There are approximately 80 university departments of education in England. By comparison, there are 25 medical schools. Current NCTL pracxtive is to accredit more providers – with new SCITTs we are well on the way to 150. We are constructing a market which is simply over-supplied, and where the economics really cannot work. We should be seeking to reduce, not expand the number of suppliers. At the same time, tight regulation (e.g. on number of days in school) means that programmes all look very similar to each other: there is little scope for innovation. A far more radical approach would be to specify more tightly the outcomes (as in law and medicine) and competencies (David is right that the 2011 Standards are just too feeble) but then de-regulate on process.
(3) Michael Fordham overstates the case against generic – there are some generic issues (legal issues, behaviour management), but this is tightly connected to issues of scle of provider. The assumption under-pinning whooly-school led approaches to SD is that – at its extreme – a Physics teacher who graduated 25 years ago and has mentored a Physics student every couple of years is more likely to be able to train high quality new Physics teachers than a specialist. This is not an argument for a highly conventional approach but it is a rationale for getting real about the economics of teacher education. It should be possible to evolve relatively quickly to a future with 20-30 high quality university departments of educationworking each with a network of teaching schools, developing locally-structured programmes within a national outcomes framework. Delivery of the programmes would (rather like GP training) be managed by the university department but substantially delivered by ‘clinical teachers’ – essentially, practitioners with part of their FTE in the training system. This would be a much stronger CPD system, a much better ITE system and secure a stable structure with realistic economies of scale.
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David Russell | July 24, 2014 at 09:08
Dominic
This is an interesting experiment. Thanks for initiating it. If it works well we may look to do something similar for FE on the Education & Training Foundation website. We have already run a more contained wiki-type exercise to flush out what practitioners think the leadership challenges are of the next 10 years. It produced some interesting results.
There is, as you say, no good reason for Government not running wiki-discussions. Social media are beginning to influence national policy and practice, and Govt should be shaping and harnessing that power, not being a passive observer or reluctant participant.
(Nothing to contribute on School Direct; sorry.)
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elainegwilson | July 24, 2014 at 09:51
There are a number of advantages to being part of a university–school partnership.
First, university departments are ideally placed to help build social capital with and between school partners. This can take the form of improving and developing teachers’ subject knowledge. Universities can provide access to real experts in the field who can
work with science educators, novices and school-based teachers to make recent ideas accessible and available in school classrooms.
Second, collaborative relationships between schools and university departments are underpinned by a shared understanding of how research knowledge and practice knowledge intersect to inform practice about, for example, helping new teachers to engage pupils in learning how to learn. Effective teachers are constantly called upon to make deliberative judgements about practice. This is learned best when experienced in both a school and a
university. For example, learning in the university about the latest ideas as to how children learn and then finding out in the school how to teach specific students in particular classroom, new teachers can develop practice and research knowledge through undertaking small-scale school-based research guided by university staff.
Third, university-school partnerships are able to set up opportunities for novices to hone their practice in different schools. At Cambridge novices benefit from two major practicum experiences in at least two very different schools. Furthermore, the opportunity and time to reflect upon practice between placements may help the novice to develop thinking about practice, as there is little time to reflect and think on-the-job. Additionally, working
collaboratively with groups of schools and university departments cultivates a sense of identity where novices feel secure, supported and trusted which would go a long way to helping to retain more teachers in classrooms.
Finally, teacher education institutions also serve as key change agents in transforming education and society. Not only do such institutions educate new teachers, update the knowledge and skills of existing teachers, create teacher-education curricula, provide professional development for practising teachers, contribute to textbook production and consult with local schools, they often also provide expert advice to international
ministries of education. Because of this broad influence on curriculum design and implementation, as well as policy setting within educational institutions, faculty members of teacher education institutions are perfectly poised to promote teacher education in the longer term. Indeed it could be argued that short term policy responses based on perceived teacher shortages in urban areas might jeopardise existing good practice. By working with faculties of teacher education institutions, governments might be better placed to bring about systematic change.
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harrison | July 24, 2014 at 10:19
I’m a humanities lecturer at a big university. My contact with PGCE issues comes from a) writing references for students who go into teaching and b) dealing with incoming students and what they’ve learned at school.
Primary and secondary schools do need more contact with university staff, but not with the education departments. There are some fantastic education lecturers. But most of them are ex-teachers who wanted an easier life and never had a real interest in research.
Education researchers and lecturers should have backgrounds in specific school subjects, and also in psychology,neuroscience, public policy, social science etc. Maybe education shouldn’t even be a university subject any more, but a cross-disciplinary centre for PGCEs.
Teachers should get more of their training from subject specialists in universities. Trainee history teachers should get their desk based training from history specialists who can give them the latest research on topics which will be taught in schools. Teacher CPD should consist of this as well.
Finally, as a parent, teacher training still hasn’t got to grips with discipline and bullying. Again, proper training in the social psychology of large numbers of children sharing a space would be more helpful here than empty statements that eg ‘we have zero tolerance of bullying’ by people who know nothing of whether or how ‘zero tolerance’ approaches to rule enforcement work.
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dominiccummings | July 24, 2014 at 12:16
If anybody is eagle-eyed, you will see that a comment appeared then disappeared from someone saying they are a humanities lecturer at a University who deals with PGCE issues.
The person who left the comment then emailed me saying that they disapprove of anonymous comments critical of colleagues and wished they had not left it and asked me to take it down.
I approved it before seeing the email, then saw the email. Having thought about it, I have taken it down. It was not removed because I disapproved of it.
The heart of the point, stripped of the criticism of colleagues, was:
‘Education researchers and lecturers should have backgrounds in specific school subjects, and also in psychology,neuroscience, public policy, social science etc. Maybe education shouldn’t even be a university subject any more, but a cross-disciplinary centre for PGCEs. Teachers should get more of their training from subject specialists in universities.’
Dominic
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Adam_Marsh | July 24, 2014 at 16:55
“Teachers should get more of their training from subject specialists in universities”:
This is EXACTLY what happens in Spain. As a recipe for: (1) driving a wedge between theory and practice (2) divorcing subject based training from the realities of the classroom and (3) generating student/trainee dissatisfaction about unjoined up training, it is an almost perfect device.
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Ian Lynch | July 24, 2014 at 18:23
My experience too. While there is a lot of folklore and black art in the pedagogical base that would not stand up to proper scientific scrutiny that does not mean experience counts for nothing. With respect to HE subject specialists they are good at what they do but their effectiveness in teaching methods obeys some inverse power as children get younger 😉
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Bruce Nightingale | July 24, 2014 at 15:37
I was at different times, the course leader for a PGCE ICT at two Midlands Universities. At the start of each academic year it was routine at one of them to send out emails to schools pleading for places to host trainee teachers – thankfully the schools obliged. It could be argued that this was a deficiency in our planning, and that would not be entirely unreasonable. However, staff in schools do move, they change syllabi and it takes time to get the delivery of new courses right before hosting a trainee: A case in point being the new computing PoS, the mentor might be mentoring an NQT and not have the capacity to take on a PGCE student at the same time. There are many reasons why schools might not be able to host a trainee. This impacts on the quality of provision and the trainees subsequent experience. I’d suggest that in order for schools to be graded outstanding/good, there should be a requirement that they engage in the training of new entrants to the profession.
Mentors should not be NQT’s but teachers with at least two years classroom experience. Similarly, teacher trainers need to have recent experience of the classroom.
Subject knowledge enhancement courses should be standardized and the content benchmaked at an agreed level. Individuals can be accepted onto a PGCE course without a relevant degree, but a short GCSE type course can be considered equivalent for subject knowledge purposes. GCSE equivalent courses in mathematics and English should be scrapped. If an applicant does not have a GCSE in either mathematics or English they should sit and pass a GCSE course.
Accessing research journals is difficult (costly) for most teachers unless they have access to a University library. Professional membership of (say) a National College of Teaching could allow for online access to most relevant journals. This assumes that a NCT subscribed to them in the first place!
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Neil Davies | July 25, 2014 at 09:29
To follow up on a couple of comments on R&D above.
We have almost no robust evidence about the best methods of teacher training. We will never get any credible evidence unless the DfE invests significant amounts in research. Whilst the funding for the EEF is welcome, its remit is limited and overall research spending by the DfE has fallen significantly in real terms. Similarly, investment by the ESRC has significantly fallen in real terms.
Without investment to find out what works, these questions will never be resolved. Gove and the DfE appeared to acknowledge this in their response to Goldacre’s report. However, I’ve seen no evidence that any of Goldacre’s recommendations have been followed up with funding.
So I’ve a question for you and your readers, what proportion of the DfE’s budget should be invested in research every year? Some context: the DH spent 0.94% of their budget on R&D in 2012-13, the EU has a target of 3% of GDP for R&D. In comparison DfE figures suggest research spending was £12.2m in 2012-13, that’s 0.02% of a budget of £52bn.
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dominiccummings | July 25, 2014 at 09:55
Good point.
I’m sure Tim Leunig will be considering this.
Unfortunately, because of decisions taken in the ‘quad’ (DC/GO/NC/DA) about political tradeoffs, the DfE has been forced to cut its budget recently in ways that are clearly irrational. Eg. pushing billions into childcare programmes with no RCTs while cutting 16-19.
Hopefully the strengthening trend towards research will help the next government deal with the issue you raise. External evaluations of research are vital to stop ministers picking ‘evidence’ as they want – i.e. using evidence as advertising for political choices. We need mechanisms in education so that political choices are explicit rather than implicit.
D
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dominiccummings | July 25, 2014 at 09:50
This report in US is relevant to the debate, thx David Weston.
http://huff.to/1z4uNMA
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dominiccummings | July 25, 2014 at 13:37
To those who have commented…
I am going to leave this thread as it is until Sunday/Monday, then do another blog summarising / clustering the comments and publish that (Monday), in the form of a note to ministers / spads / officials in the DfE. Then people can send corrections / additions etc, and I’ll redo it, then post a final (for the moment) version.
Thanks to all who have contributed so far. I know many of the relevant people in the DfE have read your comments so hopefully some good will come from your efforts…
D
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jordyjax | July 27, 2014 at 14:27
A quick postscript; I agree that ITT colleges should not have to beg for placements from schools. I understand that schools in difficulty may not want to take trainees – indeed some years ago I mentored three PGCE students who I had to “rescue” from a class where the teacher was literally having a nervous breakdown! However trainees now are being put into unsuitable provision which cannot enhance or help their professional development; our primary PRU recently took a lady on who wanted some experience of challenging behaviour before her final year. She had recently had a placement in a private religious school which was in the front room of a terraced house with no outdoor space and no facilities. She was expected to buy educational resources with her own money and her pleas to the college fell on deaf ears; they lamely proclaimed there was nowhere else!!
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Schooldirectminion | July 25, 2014 at 15:13
Thank you for the invitation, particularly welcome as there doesn’t appear to be a mechanism for formal evaluation of the impact of SD on schools so far. SD has delivered better than expected outcomes for us, but at a price. This cannot be explained by the inadequacy of specific regulations alone, but the failure of organisations and different bodies to interact with each other positively towards achieving better outcomes in school, if indeed that is the aim of all stakeholders, and it is sometimes hard to tell. Example: unresolved issues around intellectual property rights over course materials and whether schools or training providers are accountable for recruitment are unhelpful distractions from the core purpose of getting good teachers into schools.
SD is a very bureaucratic and resource intensive system, considering it was intended to open up possibilities. Choosing a training provider is a big decision for a school, yet there is little emphasis on clarity from providers about what they are actually offering. Some appear to have got away with offering their PGCE courses as School Direct, with few changes, or even none. The ITT criteria are vague about how many days in school an employment based route should have. Schools have been expected to take a lot on trust from providers. There should be a minimum requirement for SD provision which ensures adequate time in school and does not allow providers to simply rename their PGCE as SD without the necessary changes. Instead of a focus on this from the NCTL the emphasis has been on telling schools they should not change their providers.
Training providers should be required to be explicit about their School Direct programme offer and make this information available BEFORE the bidding process begins. NCTL’s role should be to ensure this happens, not tell schools they can’t change/ shouldn’t change provider.
SD is meant to be about recruiting trainees directly to the school. However, training providers often still see the trainees as belonging to them. This is fine for PGCE but not SD. NCTL should be intervening to ensure that the direction of travel for SD is providers being commissioned by schools to provide training for their recruits. Schools should be responsible for final assessment of trainees and not subjected to pressure to ‘mark up’ by providers looking to boost their own Ofsted outcomes. Learning to teach is a journey and we can’t all be outstanding from the start.
UCAS are very helpful and offer guidance and support in recruitment. NCTL should be actively seeking ways to do the same, for example seeking open evaluation of different providers and what they offer and school’s experiences so far. We have had to work out for ourselves the hard way that providers with experience of employment based teacher training are better placed to deliver SD programmes than those with experience of PGCE only.
The infrastructure and resourcing required to deliver School Direct favours larger partnerships. Smaller partnerships should not be disadvantaged. A more flexible approach to allocation of training places would help schools to avoid under or over recruiting.
NCTL could play an important role in brokering trust and partnership between schools and providers to ensure SD incorporates the best of employment based training and training provider input.
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Julie Slater | July 26, 2014 at 06:35
We have trained 35 teachers through the School Direct route this year and we have recruited 51 for 2014/15. All receive a PGCE.
We have had phenomenal success which I put down to several things:
1 – the quality of the recruitment process. We have been conscious not only to consider academic ability along with subject knowledge but also to consider their passion for the profession, their ability to interact with children & young people and their resilience. We have not simply recruited to fill our allocation. We have recruited high quality graduates who want to make a difference.
2- all our trainees are inducted throughout the summer term and this continues throughout the summer holidays. Feedback from trainees tells us this was invaluable and enabled them to feel more confident in their schools in September. We cover areas such as vision, behaviour management, professional conduct, including dress & lesson planning et al.
3- all schools in our alliance who take trainees have to agree to their selected mentors bring trained by us. This allows us to QA the mentors and ensures consistency for everyone. This is non negotiable. We have experienced no issues from schools about engaging with this training.
4 – high quality relationships with HEIs. We work in close collaboration and have an honest and transparent approach. All parties openly acknowledge what strengths they bring to the table and we work to these strengths. We are now looking to some joint appointments with Sheffield Hallam University to ensure we have a presence on university campus.
5 – we have developed a tracking system for our trainees which allows us to intervene if a trainee is struggling in a particular area. This tracker is used across the alliance and we provide opportunities for mentors to meet each other to discuss progress of trainees. We have had 100% success rate this year with no trainee dropping out.
33/35 of the trainees have secured jobs. Of the 2 who haven’t, one has decided to travel and the other is relocating in the south due to family commitments.
I suggest you access the NCTL 2014 Fellowship Commission Report. We covered a lot of teacher training and recruitment issues and made lots of recommendations.
To finish, schools need to truly commit to teacher training. We are responsible for training the future of our profession & our children deserve the best quality teachers. I am an advocate of SD. We have invested time & effort in getting it right and we have worked in collaboration in order to do so.
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davidspendlove | July 26, 2014 at 07:40
Dominic – this is an interesting exercise. It is however telling that this is perhaps the first ‘open’ consultation that has taken place about School Direct and the DfE hasn’t commissioned this?
I have been involved as a provider of ITE with School Direct from the start and it is possibly one of the most poorly introduced initiatives that I have been involved with in my time in ITE. However despite this I actually believe there are some very interesting developments with School Direct occurring particularly where there is a shared set of values between the HEI and the lead school and where the development of the trainee is central to everyone’s concerns. I believe the joint selection and ‘expectation’ to employ are positive but I don’t believe that School Direct will address many of the aims that have been claimed. For example I am really concerned about how certain types of school get access to the very best trainees. This was very much previously at the heart of ITE delivery as part of a social responsibility to local schools. I fear the supply of high quality trainees to challenging schools may dry up. I could go on about some of these issues, but this is a priority that needs to be looked at.
However ultimately School Direct was a political and ideological act to disrupt University involvement in teacher education but many of the elements that the new coalition government seemed to want to attack were myths of a bygone era. Initial Teacher education was without doubts one of the highest performing sectors of government and Michael Gove has said on numerous occasions that we have the best generation of new teachers – so where did these teachers come from? The system clearly wasn’t broken. The introduction of market forces is however driving a wedge (perhaps intentionally) between many providers and schools for the wrong reasons and whilst in some areas the feeling is that this was always about an attack on HEI providers – the reality is that I see certain schools being the losers in all of this. The government is forcing schools hands (and has been twisting arms) to be involved in School Direct but schools are now competing against each other for trainees rather than NQTs and the amount of additional energy needed to secure a single trainee via school direct is a concern.
I could say a lot more and I am happy to expand on any points above however it is important to note that despite some of the early intention to disrupt ITE – School Direct has created some new and positive opportunities which I do welcome. At its best it has enabled productive partnerships to be developed and where School Direct has been developed around mutual values with clear aims it can be very productive and successful – so there is something worth investigating here. But it does need investigating. The disruption and manner of introduction has however been poor and so much more could have been achieved and could still be achieved if a dialogue were maintained with those who perhaps know something about ITE and where School Direct is not presented a divisive strategy but as a genuine alternative route alongside other routes into teaching.
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Crispin Weston | July 26, 2014 at 13:36
I agree with David Weston that “the biggest issue is a lack of common understanding or agreement over what a new teacher needs to be able to know and do”.
Except that:
1. The word “new” is redundant here – this is a much broader problem with the whole of the way we conceive of what the job of teaching entails. Which is why the problem with ITT cannot be addressed in isolation.
2. I disagree with David’s proposed remedy, which is to establish a Royal College of Teaching. Such an institution would be captured by the orthodoxies that represent the problem and not the solution. Consensus on what works must be established by bottom-up evidence and contested debate, not top-down diktat or premature consensus based on what people suppose to be expertise but almost always turns out to have got muddled up with authority.
The problem is that we conceive of teaching as a personal (and often personality-driven) craft, which is not something that can really be taught. Although personality will always play its part in the mix, education at scale requires much more emphasis on pedagogy, managing transactions and processes, what Diana Laurillard calls “teaching as a design science”, or what you might unpack as the design and sequencing of learning activities, the monitoring of progress and the provision of appropriate feedback.
The reason that teachers do not do this well is that they do not have the tools of the trade that will enable them to do it effectively at the scale that modern education requires. Most training programmes start by introducing trainees to the equipment that they will use: these are the different parts of your rifle, this is how you stand on your surfboard or how you hold your violin, this is how the aeroplane that you will be flying works etc. The major problem for teacher training is that we do not have these tools of the trade – teachers are shown a lot of rather tendentious, theoretical texts, urged to become self-critical and reflective, and sent into their isolated classrooms to work things out ab initio, creating their own materials as they go along.
You can change the place of learning from university to school but you do not thereby escape the damaging effect of a lack of evidence-based theory. Practice unsupported by robust theory becomes, as many contributors to this list have observed, inconsistent and haphazard. Part of the misconception here is to think that better teaching necessarily means better (or better trained) teachers. Israeli soldiers are not more effective than Hamas soldiers because they are better trained but because they have better equipment (in the use of which they are, incidentally, better trained).
The missing tools of the trade are what the Nuffield Foundation in the 1970s called “resources for learning”, arguing at that time that we would never deliver education on the scale required by comprehensive (i.e. universal) education while we continued to place so much emphasis on staffing and so little on resources. Time has only proved them right. Their proposed remedy was very close to what Liz Truss proposed when she called recently for a return to textbooks – except that what we really need are materials that (a) represent activities not texts, (b) will generally be mediated by digital means, not paper-based books, (c) be re-mixable and adaptable.
The policy actions required from government all centre on putting in place the infrastructure required to foster a competitive market in digital learning resources (generally software, not expositive files). I have made three specific proposals:
1. a technical specifications incubator to improve interoperability – a technical issue that represents a fundamental prerequisite for an effective ed-tech market;
2. a central catalogue of ed-tech products to provide an authoritative reference point for objective information about product certification and pricing, as well allow for the aggregation of subjective information such as product reviews;
3. discussion with appropriate media groups about how government can support the development of a professional ed-tech and pedagogical press, the lack of which is another sign of the underlying problem – the lack of a coherent and defensible body of knowledge on which front-line practice is based.
These are key but there are others, such as the decoupling of exam boards from publishers of textbooks and other types of learning resource.
Note that these proposals represent an answer not just to your call for views on ITT but also to the call for advice on government policy on ed-tech (currently being addressed by ETAG, whose draft report has not been published), and also to government concerns about the lack of effective educational research. The sort of digital tools I am recommending would collect learning outcome data continuously, producing data in the sort of quantities that are needed not only to manage the processes and transactions involved in teaching, but also to underpin research into what works.
I have produced a 3 page policy paper at http://bit.ly/1lYA6EP and I expand my rationale in a number of essays on my blog at http://www.EdTechNow.net.
You may say that none of this is about teacher training. My answer would be that if you do not address what is the prior problem, whatever tinkering you do with teacher training processes will be ineffective.
Thanks for the opportunity to comment. I think it is a great initiative and I hope it has some influence.
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dominiccummings | August 20, 2014 at 11:56
I agree with some of this BUT –
1. I am sure you are wrong about Israeli soldiers therefore I wonder what else you are wrong about! A classic example is 1870 – the Prussian soldiers had an inferior rifle to the French but they won easily because of a) Moltke’s General Staff system (a global innovation) and b) TRAINING. Training plus unprecedented decentralisation meant that Prussian soldiers adapted tactically to superior French equipment. This lesson repeats in war. Advantages in equipment are rarely decisive – and just look at Russia and US experience in AFG.
2. The 3 things you mention re Ed Tech are – even if sensible – far beyond the ability of the DfE to organise. E.g. any attempt to rate products on quality is totally impossible because of legal issues. If they are to happen, they must happen without DfE’s help.
D
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Ian Lynch | August 20, 2014 at 12:18
Hm, I reckon the US cavalry showed rifles were pretty decisive when fighting the indigenous population that had bows and arrows. The atom bomb dropped on Hiroshima was pretty decisive 🙂
I agree on point 2. The DfE can lead on things like interoperability by adopting the Cabinet policy on open standards themselves and by training their own staff to understand those issues – after all it is central government policy! But as you say I don’t see how the DfE can start endorsing products. it was bad enough when BECTA started inventing bureaucratic frameworks for procurement that simply excluded smaller innovators that did not have the resources to participate in expensive procurement exercises.
On decoupling the exam boards from text book providers, the way to do that is to use a disruptive service based strategy to provide all the learning content and text books free using a similar fremium model that Google, Dropbox and LinkedIN have shown can be successful. That does not need intervention by the DfE, just imagination and perseverance to do it. Watch this space 🙂
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Crispin Weston | August 20, 2014 at 12:22
Dominic,
1. I am very surprised that you are so sure of your ground here.
Of course there are many factors that influence the winning of a war. Wikipedia’s account of the superiority of Prussia in 1870 is that “The German forces were superior in numbers, had better training and leadership and made more effective use of modern technology, particularly railroads and artillery”. So the example you cite against me appears to support my case and not yours. In a war of rapid movement, it is not the quality of the infantryman’s rifle that is of such key importance.
The problems faced by America in Afghanistan are largely due to the huge difficulty of wars of occupation when fighting against well-motivated irregular troops, particularly when technology places in the hands of those irregular troops weapons that are effective against the enemy (like the rifle in the Boer War or IEDs in modern wars).
And if you are right that it is all about training, then presumably you think that a Roman legion would still hold its own on a modern battlefield? I think they were pretty well trained.
2. I do not propose that the DfE should rate products on quality – I agree with you that would be absurd – but that they should encourage the production of a comparison website (exactly the same recommendation made by Sebastian James) where product quality is rated by users. This is a relatively simple thing to do but requires the moral & political leadership that only the DfE can provide in a state-run business like education.
Crispin.
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Crispin Weston | August 20, 2014 at 12:36
…and if user (or indeed professional) reviews cannot even appear on a DfE-supported website, then it is relatively simple for third-party commercial providers to host these reviews on third-party sites, linked to the government catalogue. It is the difficulty in getting access to the data – i.e. the catalogue – that is the key enabler for these services to flourish. The central catalogue would need to be self-supporting, which it could do by charging a registration fee (after an initial, seed-funded holiday), so its long-term future would not be dependent on the vicissitudes of party politics.
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dominiccummings | August 20, 2014 at 12:58
I doubt the DfE could set up such a website. If it did, it would be rubbish. And even if it weren’t rubbish the lawyers would scupper feedback systems like you’re suggesting.
I don’t see why others can’t set up such a website. It isn’t intrinsically hard – only for Whitehall…
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Crispin Weston | August 20, 2014 at 13:55
You are right about the DfE not being able to do it themselves. In the case of Charles Clarke’s Curriculum Online initiative, the DfE tried and hashed it up. So the argument is not about whether the DfE should do it internally, but whether it needs arms-length DfE backing.
Even though it is technically relatively easy to do, the reason why no-one does it in practice are commercial and to a lesser extent cultural. It is against the interests of the larger, more powerful players on the market to create a more competitive market. Much better from their point of view that they continue to leverage their partnership with government (central, agency, local and exam boards) and control the market. Without those players on-board, how can the central catalogue and its associated services achieve credibility with the teachers?
Meanwhile, the government continues to promote OJEU Frameworks (such as the current Information Management and Learning Services framework) which provide a short list of larger suppliers, explicitly excluding the smaller players, who generally find that they need to bind themselves to the larger suppliers through partnership agreements. The market is uncompetitive to the point of corruption, mainly as a result of the intervention of government in all its forms.
When I refer to cultural reasons, I mean that (a) there is an underlying belief amongst teachers that theirs is a profession which is unlike almost any other in that technology and process do not matter; and (b) amongst researchers that their job is to produce academic papers and not to support the development of technology that assists implementation. This perception, that teaching all down to the personal craft of the front-line teacher, is one that is hard-wired into the public sector agencies that run the show.
Almost anyone could produce the website but making it a success is something different. You cannot expect commercial suppliers to undo what government has done and is continuing to do. i.e. undervalue technology.
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dominiccummings | August 20, 2014 at 12:54
Don’t want to go far off-topic here but to both of you – I was obviously not saying technology is irrelevant.
These things are a balance. If you look at all professional analyses of 1870, they say the same thing: Prussia won DESPITE inferior rifles (French Chassepot was much better than the Prussian needle gun) because of Moltke / General Staff planning in peacetime (including the use of railways and telegram) / training and tactical adaptation. Prussia did not win because of ‘better equipment’. Why did Prussia exploit the common technologies of railway and telegram? Because of the new GS culture of training and wargaming and facing mistakes. The French army also had railways and telegrams. Why did they not use them well? Because their peacetime training systems were miles behind Prussia. All this is why European states made such huge efforts post-1870 to mimic Prussia’s GS and training systems.
This is not my view but the consensus of many studies over 150 years. Cf. Bucholz on Moltke and 1870. My confidence is because 1870 is one of the very few things I’ve studied in detail!
Of course equipment is important. Of course I do not think legions would be competitive. But look for example at the soldiers from Alexander the Great’s armies – they dominated battles even into their 60s, because of culture/training/doctrine.
I have strongly supported experiments with new IT in schools and am convinced they could help significantly – I will blog on this shortly – but they must be integrated with training that applies useful feedback.
I don’t think we are all really disagreeing about much…
D
Ps. As you can tell I’m working my way through comments to produce a new doc…
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Crispin Weston | August 20, 2014 at 13:18
I agree it comes down to a mix – or even a synergy. In some ways, training *is* the implementation of technology, if you see technology as process and not just kit. Digital software doesn’t really count as kit anyway – it is procedure encapsulated.
I think, though, that there is a special situation in teaching, in which teachers tend to see their job in terms of personality and ideology (aka values) rather than process and where educational research is so flaky. Unlike other professions, there *isn’t* a recognised, evidence-based body of theory on which professional practice can be reliably based. That is why I think government needs to have a particular focus on the technology of teaching, not just at the theoretical/research end (as it is doing to some extent through the EEF) but also at the practical implementation end.
I will reply separately to your comment about the practicality of the website.
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Ian Lynch | July 26, 2014 at 14:24
“I agree that treating ITT as an isolated issue is a mistake. The elephant in the room is the different views of the purpose of education and how success is measured.
If accountability is mainly about optimising schools’ performance indicators, the approach to training teachers needs to honestly reflect that otherwise you are never going to have the training making the envisaged impact because the performance indicators will lag behind expectations.
If on reflection we say performance indicators should not figure highly in the way we train teachers why are we letting them determine the curriculum? This is why it is essential that performance indicators represent a weighted balance of what is considered of value or like in an exam where questions are only asked on one section of a syllabus, the rest will not get taught.
If the performance indicators are a problem, change them, scrap them or whatever, if not focus the teacher training on what is declared to be the highest priority in schools. Eradicating the things that get heads sacked, the things that cause schools to get put into special measures and the things that cause schools to become unpopular and lose their students. at present that will largely mean boosting exam results byt whatever means available.
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Crispin Weston | July 26, 2014 at 19:49
Ian,
Perhaps you could say that there are three things to sort out before you address training:
* the ends of education;
* the way you assess the achievement of those ends;
* the way to teach, the success of which is inevitably going to determined by your manner of assessment.
I am not sure that defining the purposes of education is a real problem. There may be many different nuances in the way that different parents and learners prioritise various aims – but ultimately, I do not think there is such a great difference of view. Does anyone really disagree that children need to be taught to read and write, to understand basic morality, and to think for themselves, express themselves and be creative? And is there such a problem in agreeing that parents may choose slightly different ends within a range of acceptable values defined by the state? We can haggle of the precise boundaries of such an envelope, as the Trojan Horse case shows – but even in this case, it seems to me that almost everyone accepts the basic principle.
As for how we assess, there may well be a problem with the reliability of exams at an individual level and with the extent to which they measure all the aspects of education that we consider to be valuable. But to the extent to which exams measure core academic achievement, and when used in aggregate as a measure of the effectiveness of a particular teaching approach, I do not see that there is much of a problem. We can use them to measure the effectiveness e.g. of teaching basic arithmetic, which no-one will deny is important, without having to claim that we should not teach morality just because there isn’t an exam in it. That means that we can assess the effectiveness of different pedagogies in maths, even if it might be more difficult to compare the relative merits of different approaches to teaching morality. But surely, that is enough to be getting on with?
So while I agree that there is a problem with many areas of our assessment system, and while I see a more rigorous application of statistical expertise and data analytics as being the way to address these problems, I do not think that the problem is so acute that we need to hold up making improvements to training while we wait for this to happen.
To me, it is the confusion over what constitutes good pedagogy that is the deal breaker, and the difficulty in addressing this issue through current methods of research, when practice is so bound up with the infinitely variable personality of the teacher.
Neil Davis makes what Dominic rates as a good point about government’s spend on research. And while I am kind-of making the same point, I am sceptical about the capacity of traditional research to gather data in sufficient quantities to make sense of the complex world of education. This is a point that Dylan Wiliam comes back to repeatedly – e.g. in a recent tweet at https://twitter.com/dylanwiliam/status/489177283509620736.
The Achilles Heel of any data-driven system is data capture, which generally has to be automated if you are to get serious amounts of reliable data. The key to Google’s “big data” is to capture the data we enter ourselves and to match it with data automatically captured by web crawler robots. The key to supermarket logistics systems is the barcode reader. For education, the equivalent is automated data capture through the use of ed-tech.
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Ian Lynch | July 26, 2014 at 23:18
The devil is in the detail. Primary is different from secondary, subjects in secondary are different, SEND is different from mainstream. Lump everything together as ITT for eg reading and writing? Don’t think that will make much difference and could well make things worse. You miss the point about assessment. It’s only tangentially related to methods in that if we put the highest value on what is easiest to measure and put often dubious numbers to it and make people highly accountable to it, it should have a direct implication for how teachers are trained. Nuances are important because there are a hell of a lot of them and the balance between them is not easy to agree with subjects fighting political corners as well as national politicians looking for votes. Most of it is politics not rationality. Gathering data is not going to help if there is little agreement on the relative importance of stuff like eg soft skills that the CBI says are vital for employment yet government weights as zero in any performance indicators. I don’t see any amount of technology changing that.
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Crispin Weston | July 27, 2014 at 08:26
I never said you should lump everything together – of course effective pedagogy will be nuanced and diverse depending on context. But if you have reasonable methods of measurement for a within a particular domain, then you can test what pedagogies and combinations of pedagogies that are effective in different contexts.
I don’t understand what point you think I have missed. I understand precisely what you call the tangential relationship between pedagogy and assessment – but I explain above why gaps in our assessment coverage (which measures only “what is easiest to measure”) does not distort our development of pedagogy, given an awareness of what we are and are not measuring.
I agree that the ends of education are political, not technical. That is as it should be and teachers should not complain about it because, as suppliers of a service, it is not for teachers to say what the requirements are that their service is meeting. But I do not agree that there is fierce disagreement about what those ends should be. Just because we do not currently measure soft skills does not mean that anyone does not value them. You would not find any politician in any major party who would say or even believe such a thing. The reason that they are not included in school league tables is that we do not yet have a reliable measure of these things. But by aggregating and correlating data based on teacher judgments, in ways which assess the reliability of the teacher judgments themselves, this is a problem that technology will in my view solve in the future.
I agree that, at the moment, there are quite a lot of dodgy numbers in education, issued on the basis of examinations that have an almost ritualistic authority, or which are given selective prominence by authorities. Everyone knows that supposedly equivalent A levels apply completely different standards of difficulty. You think that numbers are themselves the problem: again, I think that data-driven technology will solve this problem. The true significance of any metric in education lies in the extent to which it can demonstrate predictive reliability. Data analytics systems will get better at testing the predictive reliability of measurements of learning, understanding the correlations between them, and how they can reliably be aggregated into broader measures of capability.
In the meantime, the measurements of capability that we have in those core academic subjects where we have them, although not perfect, are surely good enough, especially at aggregate level, to test the effectiveness in those domains of different pedagogical approaches. Are you saying that if I were to test a new pedagogy using an RCT which showed that the pedagogy resulted in a significant increase in performance in a particular GCSE Maths exam, this result would be meaningless?
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osimosim | July 27, 2014 at 11:19
Hello Dominic
Perhaps remove the requirement that Prospective Teachers must be placed at a good or outstanding school, and maybe have a requirement that they must have experience at a good / oustanding school AND a poor / satisfactory one?
This could increase the number of placements available and help their learning process, as it would expose recruits to different philosophies and realities of teaching, allowing them to better develop their own style and philosophy.
Slightly counter to what I just said, but maybe make it a requirement that outstanding schools become involved in the programe to increase take up and wrench teacher training away from the heavily politisised teacher training colleges. Maybe
Not sure if this is helpful but Im a big fan of yours.
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Ian Lynch | July 27, 2014 at 11:28
De-professionalising teachers into unthinking service providers? It might be appealing as an interim step in replacing them with machines I suppose. Someone rather wiser than me once said “Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted.” Scientists favour empirical data but they also appreciate that its use in a component in a complex interdependent system needs to be very cautiously considered. The road to hell is paved with good intentions. In education that is something there is plenty of evidence to support. Numbers are never a problem, its assigning values to them that go beyond their scope that is.
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Crispin Weston | July 27, 2014 at 13:19
I don’t think we should abuse Dominic’s hosptiality by continuing what I am not sure is a very enlightening argument too much longer, but I do think it is worth countering the misconception (because it is stated so often) that being a professional is incompatible with being a service provider (tell that to doctors and lawyers); or that providing professional technology somehow de-professionalises the user of that technology. I have certainly never suggested that we should *replace* teachers with machines – on the contrary, I have debated against MOOCs at Online Educa Berlin (http://www.online-educa.com/OEB_Newsportal/the-oeb-debate-2013/) and Learning Technologies London https://www.timetag.tv/learningtechnologies/play/22954 precisely on the grounds that that is what they propose to do and that is why they do not work.
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Ian Lynch | July 28, 2014 at 08:49
I think you have taken up considerably more space than me 🙂 Doctors are not simple service providers. They have considerable scope to determine the methods they use and in general the SoS for health does not dictate to the medical profession how to carry out an operation. In fact doctors are free to use quack medicine like homeopathy, acupuncture and chiropractic for which the scientific evidence is that they are at best ineffective and at worst dangerous. Thankfully few do. The content of medical training is largely decided by the professionals in large teaching hospitals, NOT the government as far as I am aware and certainly not a politician based on their experience of their own stay in a hospital. In terms of ITT compared to medicine, the difference is that there is a wide consensus of what is needed to treat specific ailments that does not transfer easily to education which is not about curing but developing holistically. The only way to make education like medicine would be to treat lack of knowledge in any area as a disease and treat it as such. Such a shift in culture does not seem very likely any time soon. In addition, medical initial training is a lot longer. It is all about treating illness whereas a lot of ITT is a year after a subject degree, an add on. As I said before the devil is in the detail and the differences matter.
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Crispin Weston | July 28, 2014 at 12:20
Quite right – I was not intending to limit your further contributions, just to signal my intention to wind down my own, something that I find hard to do in practice.
My point in saying that education is a service is not to suggest that the SoS (or any other non-practitioner like parents or employers) would normally be expected to dictate to practitioners the *means* (or as you say, the methods) that they should adopt to achieve their objectives, but that it *is* for the non-practitioners to dictate to practitioners the *ends* of their service. If teachers are claiming the authority to determine both means *and* ends, then we are not talking about a profession but an authoritarian priesthood.
While everyone would normally rely on the expert practitioners to determine how best to deliver the ends of education that non-expert stakeholders demanded, it is clear that (in large part because of a failure to distinguish between value-laden ends and technical means) there is a long history of the experts advocating pedagogies which the evidence shows are ineffective. Doctors are increasingly judged by success rates and where those success rates are poor, the claim that “doctor knows best” loses the authority that one would expect an expert to command. This is precisely the situation in respect of progressive education techniques.
Rejecting the medical analogy on the basis that it pathologises students is IMO a flawed argument, the effect of which is again to reject the vital distinction between ends and means. I deal with it at https://www.timetag.tv/learningtechnologies/play/22954 between 8:08 – 9:30. In short, the “deficit” in medicine is in respect of a norm (i.e. good health) which suggests that hospital patients are in some respect sub-normal. In education, the deficit is not in respect of a norm but in respect of a learning objective which may be something quite exceptional – e.g. winning gold in the Olympic Games. But it is still a deficit and it is completely appropriate to apply the same general, methodological approach to removing that deficit as is achieved in medicine. We can apply that approach to the deficit without any further implication that the existence of a deficit suggests that the state of the student is sub-normal. All we have to accept is that the state of the student is sub-optimal. Rejecting a “deficit model of education” is to reject the existence of learning objectives, which in turn assumes that the success of educational interventions cannot be measured. If teachers cannot measure the success of what they do, they cannot justify their expertise, and in those circumstances have no right to regard themselves as a profession. Which brings us back to the reason why this somewhat tangential discussion is fundamental to the matter of ITT.
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Christine Counsell | July 27, 2014 at 20:47
Hello Dominic. Some reflections for you on two unintended consequences of government policy.
First, I’ll declare my biases and interests. In history education I am passionate about a knowledge-driven curriculum, viewing knowledge as emancipatory, especially for the disadvantaged. In teacher education, my guiding principle, developed from time as history teacher and as SMT, from time running a history PGCE for a SCITT, and now in my present role with the history PGCE at Cambridge, is to empower subject mentors, so that they own and take responsibility for the quality of subject training, so that they are the chief mediators of wider scholarly-professional knowledge (and, where possible, generators of it too) and are able to blend it with the daily, practical, complex decisions of what history to teach, and how.
I’m privileged to have ended up at Cambridge where there is a long tradition of extremely close working between schools and university. One of our school partners was quoted in our last Ofsted report saying, ‘To talk of school and university is to miss the point’. I feel the same whenever I read others’ comments which, puzzlingly, appear to separate ‘the training course’ / ‘training provider’ and the ‘school placement’. We also have a culture of valuing subject-specificity. Within shared structures and values, a measure of autonomy for subject course teams (mentors and lecturers) allows them to develop in ways responsive to subject issues and subject mentor expertise.
The two unintended consequences have arisen as unfortunate by-products of how school-based, school-led training was introduced. They have no necessary relationship with school-led models, far from it. These damaging consequences could have been avoided if the DfE had striven to find out much more about ways in which certain already school-managed, school-involved and/or school-led ITT partnerships have long analysed and already tackled some of the problems that SD and related initiatives are partly designed to address.
The first unintended consequence is a diminution in emphasis on the subject-specificity of training. By this I mean circumstances that actually make it much harder to create, in a new team of school-based subject mentors (a) a central emphasis on subject knowledge and disciplinary rigour in training; (b) an adequate knowledge (for training novice teachers) of how the wider body of subject teachers (nationally and internationally) has, collectively, tackled curricular issues in their subject, learned from past mistakes and built their own subject-teacher-led discourse (in subject literature, conferences, research etc); (c) a properly intricate relationship between this subject/ disciplinary/ curricular knowledge and the development of trainees’ practical curriculum and lesson planning, teaching, assessment, evaluation.
The second unintended consequence is the danger of re-introducing and even entrenching a theory-practice divide, matching an institutional divide (uni-school), that many of us considered a huge problem in initial teacher education 20 years ago (some wrote about it much earlier than that). SD has the potential to consolidate existing successes in overcoming such a divide. Instead, with important honourable exceptions, I see that divide being re-introduced all over the place.
These two consequences are potentially damaging both for uni-involved and for school-initiated courses: I hear more and more of their effects, from frustrated history teachers, from all over England, who contact me in confidence desperately trying somehow to introduce or sustain high quality history-specific training, in various structures, and feeling thwarted in so doing.
One of your respondents makes an interesting generalization, and it brings my two concerns together: “teachers are shown a lot of rather tendentious, theoretical texts, urged to become self-critical and reflective, and sent into their isolated classrooms to work things out ab initio”
His condemnation of such practice, I share totally; his implication that it is the norm or that certain ITT communities haven’t long condemned and replaced it, I dispute. Policy-makers also appear to have made the mistake that this is the norm, instead of doing a thorough analysis of where it is NOT the case, of where practices have been developed explicitly to avoid that danger of isolation, disconnection and wheel-re-inventing, and, crucially, where teams of subject teachers have worked to build a different kind of initial teacher education, one that prioritises subject/disciplinary rigour and robust curricular thinking and a responsible, cohesive community of subject teachers owning and developing the mediation of such knowledge to new teachers, chiefly in the school context, with uni practice fully woven into it. Many of us, in school and university, long ago realized that there is little point in a trainee reading any text if the mentor you are working with in school can’t help you think about it or use it. Mentors must model a passion for useful professional and scholarly reading and know how to show the trainee how to make use of it. A strong subject-driven partnership is well-placed to make that happen. Debra Kidd, above, is right: experienced teachers, those acting as mentors, need to read. Only thus can they make sure that their subject course (and it should be ‘theirs’, whatever the provider structure) is tapping trainees into the collective, formal and emergent knowledge of the school-based subject community, especially writing by subject teachers, as well as the wider disciplinary community to whom the school subject refers.
Subject mentors cannot even make judgements about what to read and discuss with trainees if they are not in touch with that wider field of subject-specific practice. Worse, they are in grave danger of re-inventing wheels both round and square, and so, as a consequence, are their trainees.
Whatever else ‘schools-led’ must mean, it must include some notion of ‘schools-led at the subject level’. That involves building capacity in a subject mentor team. It means having leadership/coordination that regularly reviews the specifically subject quality of the training and outcomes, developing its own robust criteria. It is not enough to rely on a set of ‘Standards’ which are set at a low base line and which separate subject knowledge from everything else, encouraging an atomized assessment and ITT curriculum. As goals for trainees, it certainly isn’t appropriate to rely on flawed measures of pupil progress such as Level Descriptions and current GCSE markschemes (in history, in particular, it would be madness to use either as measures of rigour, and diverse history teachers have long said this). A group of subject mentors needs to be constantly generating, reviewing and scrutinizing its own measures of quality in teaching that particular subject and in its definitions of rigour and excellence for pupils in that subject. They need to be doing that in conversation with wider research and practice in the subject.
What follows is necessarily anecdotal but I want to share with you the force of the frustration that mounts up in my in-box and hits me with a queue of moans every time I’m in a history teacher gathering. My comments relate to secondary history – my experience doesn’t extend to other subjects. Also, my examples relate to situations outside of ours, here, in the Cambridge Partnership. Here, happily, we (and ‘we’ = ‘the partnership’, not university acting in isolation) are free to provide strongly history-specific training delivered chiefly in schools and we are free to continue working to build increasingly high levels of mentor responsibility. I should add, too, that the points below are, in many circumstances, sensitive. It is hard for subject voice to get out. It isn’t easy for many history teachers to express concerns which could be construed as criticism of their school, chain or alliance. But the helpful informality of your request makes this a useful setting in which to share this kind of thing. I hope it can at least trigger good questions by future policy-makers.
The problems history teachers report to me are as follows. All relate to a trend towards genericism, away from subject-specificity, in training.
i) nowhere near adequate time for trainees to continue to build scholarly subject knowledge, to understand major debates, trends and solutions in history education, to read the extensive literature by history teachers who have tackled longstanding problems, and to receive classroom-relevant, practical training that directly integrates all of these.
ii) a dearth or absence, of subject-specific training for mentors;
iii) pressure from senior managers on trainees (or on mentors to require trainees) to implement whole-school, generic pedagogies and/or to rely on assessment models that history mentors deem antithetical to rigorous history or which make it impossible to privilege pupils’ knowledge growth or disciplinary rigour in teaching;
iv) practices in lesson feedback and report writing that are barely subject-specific at all, not showing trainees how to analyse their effectiveness in subject-specific terms, how to shape properties of historical knowledge, how to configure and re-configure relationships of old historical knowledge and new, and no opportunity to do anything about it because mechanisms/time/incentives for coordinating a team of subject mentors, across schools, are inadequate. (Such a comment comes either from history teachers who have been given responsibility for coordinating history mentors in other schools or from history teachers having systems or structures imposed on them by non-subject specialists).
v) a lack of quality control over who mentors because there is no subject community base of expertise from which the pool of subject mentors is renewed, no reference point of subject mentoring quality by which new mentors might judge if they are ready to mentor or can work out exactly what they need to do to prepare; no clear statement of what is adequate knowledge of wider history education practices for a mentor to be able to teach the course (ie to mentor – a mentor is one type of trainer; a mentor teaches the course).
vi) using an outside ‘provider’ to ‘deliver’ a self-contained element of ‘the course’. Without shared processes which ensure that mentors see their own practice as part of that ‘course’ or which give them academic capacity and adequate time to share in the review of the content of that course, this can only perpetuate divide across partners.
This last is an irony, given current policy intentions. It links to my second unintended consequence. It is not unheard of, these days, for a school to ring a university and say, in effect, Could you deliver the ‘theory’ bit for us? as if such a thing could be construed separately. That this mindset even exists is a sign that we have gone backwards 20+ years.
There are many ways of skinning this cat, and structures that trammel schools/universities into particular ways of developing strong SD models will not be helpful, but the one thing the DfE *can* do is to re-think accountability structures, and through these to factor subject expertise into the mix. Whether through inspection or other evaluative means, through preferment/promotion practices or through inter-partnership competition, we need a higher premium on (a) definitions of high quality subject-specific training construed in disciplinary, scholarly terms (not numerical outputs and not generic measures, untranslatable across subjects); (b) selection and nurture of subject-specialist mentors; and (c) communities of subject-specific mentors who consume and produce knowledge about subject and about subject mentoring, who are given time to do so, whose distinctive specialist knowledge is highly esteemed and who share in responsibility for all parts of a fully blended course.
In emerging ITT structures, subject leaders need a clearer voice, and a status and authority commensurate with their scholarly-professional knowledge. There is no point in having an intransitive pedagogy; a pedagogy with no object. The object is the curriculum. Pupils must be taught something. That something isn’t just a given that can be neatly packaged with genericist managerial categories. It’s the heart of the intellectual challenge and the central purpose of what teachers do.
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Crispin Weston | July 28, 2014 at 12:53
Hello Christine,
On the assumption that discussion is good, perhaps I can make a quick response to your response to my point about “tendentious theoretical texts”?
I accept that this picture of teacher training represents a generalization. I don’t know if this was intended as a criticism – if so, it is worth pointing out that government policy must necessarily be based on a generalised perception of the status quo.
I did my PGCE in 1990 – so my observation may indeed be out of date. But I think there are still reasons to think that the situation has not changed dramatically since then:
* classrooms are intrinsically isolated working environments and the quality of much teacher-originated OER is clearly poor;
* I have not observed a significant rise in the development of professionally-produced learning resources (such as in activity-led coursebooks) of a sort that would replace the expectation that teachers will have to do the heavy lifting in developing their own teaching resources.
* the same assumptions that I remember from my 1990 reading lists still dominate the professional and political discourse e.g. around “independent learning”, “21st century skills”, creativity (often promulgated in opposition to knowledge by gurus such as Sir Ken Robinson, who enjoy a huge following among teachers);
* there is still a general assumption in the education community (see my discussion above with Ian Lynch) that it is not possible to measure teacher performance – a point of view which rejects the separation between pedagogy (i.e. educational method) from curriculum (i.e. educational objective);
* I still see plenty of shockingly poor and politicized work that comes out of many university education departments – though not yours, I am sure!
I agree with you about the importance of subject-specific pedagogy, by the way, and would support the need for university-led partnerships in delivering ITT, where this training is based on well-researched pedagogy. My point is not that such training should be done away with, but that it should be supplemented by the production of good course materials, which can help formalise and support the sort of good pedagogy that such training would also be promoting to its trainees.
Crispin.
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Ian Lynch | July 28, 2014 at 13:58
I never said it was not possible to measure teacher performance so please don’t imply I did. But if you are going to measure it, state the uncertainty in the measurement or the measurement is meaningless. Assessing performance is a different issue. The quality of much commercial educational resource is poor – a billion spent on curriculum on-line and what is there to show for it? Compare that to Wikipedia which costs a few million dollars a year to maintain. The main difference between poor OERs and poor expensive licensed stuff is tax payers paying through the nose for stuff that could easily be provided much more efficiently using different and more up to date business models aided by generic technologies.
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Crispin Weston | July 28, 2014 at 14:19
I agree that the quality of all educational resources is currently poor – but would argue that the reason for this in respect of OER is a lack of resource and in respect of commercial provision is an uncompetitive market. Which is why my policy recommendations focus on the creation of a competitive market (which would be open to OER as well as commercial providers).
I’m pleased that you agree that teacher performance is measurable. All I say is that such a position is not compatible with stating either (a) that teaching is an inevitably value-laden occupation, or (b) that disputes the existence of ultimate learning objectives which are “prior”, in the sense that they are not established by the teacher in the course of their work.
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dominiccummings | August 20, 2014 at 12:23
Dear Christine, thanks very much for such a thoughtful comment. There is no doubt that SD was introduced badly – like, unfortunately, pretty much everything. It is striking that you do not mention any sort of body such as the Institute of Physics who, in history, could do some of the work you describe. Why is this? It CANNOT come from the DfE – so WHO should do it?? Why do you think other ITT providers do not simply clone your approach at Cambridge, rather than reinventing square wheels…? Best wishes, Dominic
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davidspendlove | July 28, 2014 at 16:54
There is a danger that this discussion goes off tangentially which whilst interesting may not be beneficial to the original question. However related to this is that there is now appearing to be a body of information within this discussion with some messages appearing.
I don’t wish to steal Dominic’s thunder as he has suggested pulling something together but perhaps the most surprising overall message is the lack of informed understanding of ITE. I expect this is the same for any discussion but given we are discussing what is incredibly important and a particularly vulnerable aspect of education it would help if contributions were informed.
So just two points worth noting:
Firstly research is both underrepresented in this discussion and generally misunderstood particularly given education research is in a largely healthy state. There are 10 British University education departments in the top 50 QS world rankings – which incidentally is better than how medicine performs! As always league tables are fraught with idiosyncrasies however judging by some commentaries education research was invented by excited tweeters and bloggers. I am full of encouragement for teacher researchers but we also have some exceptional world-class education research involved with teacher education, which we should be using more effectively rather than attempting to marginalize. The best ITE draws upon educational research (which includes research from other fields) in a seamless way and engages trainees (and teachers) in research so that they become discerning and develop a level of criticality. For many in ITE we have worked hard to overcome the ivory towers image and have endeavoured to reduce any perceived theory and practice divide. A common feature of School Direct that is therefore unfortunately appearing is a redistribution of roles where the University simply takes on the academic work in a reduced role. This is School Direct on the ‘cheap’ and everyone should be cautious of this emerging practice.
It is also however sad to note that it is probably only about four years ago when we were talking about an all Master’s profession and the introduction of MATL. Even at that time there were many saying the MATL was insufficiently rigorous however it seems a million miles from where we are now. Therefore something such as MATL would seem a perfect fit in the current climate if someone were prepared to pay for it! There is sufficient evidence that teachers need challenging and developing throughout their careers and whilst social media is finding new ways of joining teachers up there is still a need for teachers to engage with high quality research and practice which is generally but not exclusively located in University schools of education.
Secondly the other factor that has always been a misconception is that School Direct is about trainees spending a significant amount of their time in schools. The reality is they have always done so with at least 2/3rds of a PGCE spent in schools. This is a significantly higher proportion than in other countries and instead of starting from the position of constantly bashing ITE – there should be the question of how on earth do providers get trainees through such an intensive activity which includes qualified teacher status and a Post Graduate qualification in such a short period of time. When I have explained to academics in other countries what happens on a PGCE they often laugh and say it is impossible!
Equally even if the government or a minority of headteachers don’t value ITE the trainees certainly do. The most common message I hear from trainees is that the PGCE is the most demanding activity they have ever undertaken but also most rewarding. After a period of time in their NQT year they are also then asked to reflect on their training and overwhelmingly this is consistently positive. In those cases where it isn’t then something usually happens either internally or externally! Whilst the NQT survey has its limitations it does paint a positive picture and when combined with Ofsted reports and the education select committee reports they all indicated that ITE was a success story.
I have indicated previously that there are some positive stories emerging with School Direct (but also some clear problems) and there really should be a taking into account a picture about what is emerging and build the best onto the best that is already in place (whilst it is still in place). School Direct shouldn’t be offered as a binary to the traditional PGCE – it needs to be offered as an alternative for the right trainees who, now that they are paying £9k for the experience, have a right to be able to choose from different models of delivery in an informed way.
Ultimately there is a bulging school population and a diminishing pool of talent to draw new teachers from and as such we have all the signs of a recruitment crisis emerging. The last few years have been incredibly demanding for those in ITE with often little educational, but plenty of ideological, justification for such turbulence. There really does need to be a taking stock of a national picture of teacher education as I sense we are in a critical period and the wrong next step could genuinely see a haemorrhaging of expertise from ITE – which may have always been the intention?
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bpnightingale | July 28, 2014 at 21:57
David,
Contesting the ongoing validity of subject knowledge is not an activity that ITT providers have distinguished themselves. ICT has been rethought emerging with a new body of knowledge grounded in computer science after external intervention from interested parties. Similarly, D&T has been the subject of ofsted subject repoers highly critical of the state of the subject. The raspberry pi, arduino etc are being adopted by primary and secondary schools. Where is the inter subject collaboration between D&T and computing? Teacher training should lead to enhanced opportunities for school children. If ITT providers are not leading development in subject disciplines, who is?
ITT educators do not submit much research via the REF, the academic measure of quality. Why is this?
Where is the research into the use of technology enhanced learning, be it via VLE’s – post the technology enhanced learning strategy or more contemporary use of tablets, bring your own devices etc. If you could cite one study that has been submitted for the REF I’d be very interested to read it and how it applies to children. The literary trust are calling for schools to participate in research relating to the impact of ebooks and the development of pupils reading abilities. They cite a near absence of research in this area as there motivation.
I don’t think ITT providers are best positioned to undertake the type of academic research that post docs are capable of generating. Action research is useful and assists in developing teachers ability to engage with published research.
ITT are in the business of training new entrants to teaching. If those trained do not start an NQT year or leave prematurely we should be concerned why. Professor Alan Smithers, Buckingham University has produced a yearly evaluation of ITT providers performance as measured against key criteria in this area. The ‘Good Teacher Training Guide’ should be uncomfortable reading for certain PGCE subjects and by association ITT providers and subject associations.
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davidspendlove | July 29, 2014 at 07:59
1) I disagree and the point has been made to NCTL is that the type of subject knowledge development you refer to is potentially being squeezed due to School Direct. Please do contact me if you wish to know more.
2) I don’t know of any systematic study which has collated how many involved in ITE have contributed to the REF but it will certainly vary by institutional priorities. One unfortunate model of ITE that has emerged in some Universities is that there are those that are involved with ITE and those involved with research – with little crossover. I believe that there should be a symbiotic relationship between research and ITE.
3) I don’t believe a list of publications submitted to the REF has been released so I couldn’t name one. However anyone can commission research.
4) Who do you think taught the Post Docs? ITE tutors can also be doctorate supervisors.
5) The Good Teacher Training Guide, despite its limitations, will provide uncomfortable reading for about 50% of universities (the bottom half) but it will be interesting to see who or how data is being collected on School Direct success in terms of employment, retention, quality, etc. I am not aware of how such data is or can be captured at the level of detail needed so the success of School Direct by traditional means won’t be fully known. From my own analysis there is some positive data emerging about School Direct but also some data which is a concern. Interestingly the culpability and liability for School Direct still rests with the provider which has to be addressed.
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dominiccummings | August 20, 2014 at 12:31
Surveys of undergraduate students on physics courses (‘how do you rate this course?’) are regarded as essentially worthless. Why would education be different? Students tend to evaluate uni teachers on the basis of whether they like them which is worthless as a method for judging the course’s effectiveness.
I’m afraid we strongly disagree on the state of education research. You regard it as a ‘success story’. I regard it as very often cargo cult science.
When I arrived at DfE in 2011 I asked someone v senior in the ed research community about Feinstein’s graph (showing the rich thickos overtaking the clever poor kids). ‘Gold standard, no doubts’ was the reply. A week later, Vignoles’ paper came out saying it was probably regression to the mean!
D
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Crispin Weston | July 28, 2014 at 18:31
David,
You must allow those of us who are already sceptical of the health of the UK’s education departments to remain so, when your main evidence for that health is a ranking system substantially based on the standing of UK education departments among other academic educationalists.
Would you say that the sector has made significant progress since the days of the 1998 Tooley Report or would you say that the Tooley Report got it wrong in the first place? Would you dismiss Daisy Christodoulou, Tom Bennett, Robert Peal and Andrew Old as excitable Tweeters and Bloggers or would you agree that there is some merit in their criticisms of the educational orthodoxy which has been established by education departments over the last 50 years? Do you think that the sort of stuff highlighted by Andrew Old on the BERA website (https://twitter.com/oldandrewuk/status/481853276070363136) is the output of good educational research, or would you say that this sort of stuff is not representative of much current academic writing?
I notice that in your most recent blog about your “Evidence Based Teaching” presentation (http://davidspendlove.wordpress.com/2014/05/29/evidence-based-teaching-keynote/), you say that “Evidence is not a substitute for our values”. That rings alarm bells for me, confirming precisely my criticism of much of educational academia, that it sees its job as defining the ends of education (often in terms e.g. of “powerful hegemonic discourses of race, class, gender, sexuality, and religion”), rather than defining the means of achieving the ends that the rest of society wants from an education system for which it pays and at which its children are required by law to attend.
Crispin.
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E Wilson | July 28, 2014 at 21:23
Might I suggest you read Kevin Stannard’s review of seven myths.
http://news.tes.co.uk/b/opinion/2014/05/29/review-39-the-entire-educational-landscape-is-obliterated-by-a-short-but-intensely-argued-book-39.aspx
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davidspendlove | July 28, 2014 at 21:17
Crispin – I am happy to engage in a debate about education research elsewhere however as indicated in my last post there is danger of this topic going off tangentially or being hijacked. Perhaps Dominic should put educational research as the next topic.
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Ian Lynch | July 28, 2014 at 22:45
State how you will evaluate the uncertainty in your measurement without general agreement over your assertion that teaching is not value laden. Spiritual, Moral, Social and Cultural education are value laden and at the heart of UK education culture. . As for OERs, it just requires the right business model and these take time to gain traction from absolute scratch. Watch this space.
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Crispin Weston | July 28, 2014 at 23:37
Thank you all for your comments.
1. Kevin Stannard’s review of Daisy’s book. I agree that we do not want to swing wildly from one extreme of the pendulum to another and that memorisation of facts is of little value without that knowledge being assimilated and applied through activity. I refer to these four writers as polemicists who attack the child-centred model of education, for which our academic education departments are chiefly responsible. In this respect, Kevin Stannard’s criticism of Daisy’s book is that the fortress had already been taken – a point that I think is belied by the furore that Daisy’s book has caused.
When it is generally recognised that the fortress has fallen and it comes to saying what would work better than child centred / independent learning / constructivism, then we can all afford to slip out of polemical mode and look for the nuanced, middle way. While I quote Tom Bennett’s Teacher Proof with approval as a polemic, I have also criticised some of his conclusions (http://edtechnow.net/2014/02/06/private/).
2. David on avoiding red herrings. Although I am happy to leave the debate about research till later, the point that I made in my first comment, some way back, is that there is not much point in discussing how you want to train people until you have a reasonable idea about what you want to train them in. So although I accept that the question of research may appear to be somewhat off topic, I think it is actually prior to the question of ITT/ITE.
3. Ian. At the risk of repeating myself, my position is that the ends of any process are value laden – but establishing the ends of education does not fall within the remit of teachers. Establishing the means to achieve any end is not value-laden (in the sense of being subjective). The relative effectiveness of any means in achieving any end can at least in theory be objectively demonstrated.
That is not to say that I do not accept that there will be a degree of uncertainty in any measurement of learning – this is something that I am writing about at the moment. But this degree of uncertainty can itself by quantified by the application of statistical analysis, which will in most cases be reducible to a measurement of predictive reliability. There is a big difference between uncertainty and subjectivity.
4. As for OERs, while I myself am sceptical that OER will do the heavy lifting in the development of ed-tech software, I am all in favour of giving open source a completely level playing field. All I am against is OER being used as a means for supply-side state funding to grab the moral high-ground, while generally producing rubbish outcomes and buggering up the market for everybody else at the same time. I do not see any incompatibility between true, self-sustaining OER and commercial provision. Indeed, I believe that OER will find useful synergies on the margins of a healthy commercial market. But as you say, so long as everyone agrees to keep the playing field level, then we can very happily agree to disagree, while everyone watches this space.
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Ian Lynch | July 29, 2014 at 08:57
Crispin, teachers will probably stop having views on the purpose of education when politicians stop interfering in operational matters. The main subsidies for education resources over the last 30 years have been for a business model predicated on selling software licenses. It has been a very expensive failure. A billion on curriculum on-line has had very little impact at all compared to using stuff that is largely free from licensing costs. The “specialist ed techs” are the things on the margin compared to the take up of eg Google drive, wikipedia, internet search, dropbox, youtube and other more generic free web based services used creatively to support educational need. The trend is to business models that lower barriers to entry, not very expensive specialist applications that raise them. Smell the coffee. If we learn anything from the last 30 years, its that the English national market is not big enough to sustain highly specialised expensive to develop educational technological solutions. Pretty well all the widespread technologies are derived from generic consumer led innovations that scale globally. If we want tech innovation in ITT it would be far better to look at things that already exist and can be used innovatively by all teachers at very low or zero cost to streamline routine tasks and contribute to their own digital literacy. That would be genuine education innovation as opposed to technical innovation for its own sake.
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Crispin Weston | July 29, 2014 at 09:41
I agree with you entirely on what a properly functioning system should look like – and that is one in which politicians keep out of pedagogical issues, which should be determined by educationalists who back their work on solid evidence and not ideological posturing. Getting to those sunny uplands may involve the odd compromise, but I am more optimistic than you seem to be that it is achievable.
I completely agree that government should not fund commercial provision through e.g. ring-fenced grants or vouchers, any more than it should fund OER provision. It is essential that ed-tech providers, whatever their business model, should earn their keep by delivering genuine benefits to the front line.
As for the size of the market, I see two levels in the ed-tech market. (1) is for software that supports generic pedagogical interactions: (1a) at the platform level, assignment management systems, data analytics systems, e-portfolio systems etc; and (1b) at the instructional level, simulations engines, timeline editors (for my subject, History), structured debate managers and educational wikis etc. etc. (2) is for instantiations of those generic interactions which are specific to a particular curriculum and the aggregations of activities (e.g. courses) that comprise sequences of those activities. While (2) is a national market, (1) is an international market and (2) sits on top of (1). In other words, the more important part of the ed-tech market will be international.
I think it is a mistake to describe the future market for ed-tech by observing the IMO completely ineffective forms of ed-tech that were deployed in the 2000s, which used generic technology (as you describe), and were predicated on flawed academic theories of child-centred independent learning. My view is that the ed-tech of the future will be much more similar to application-specific business software, which models the particular transactions and processes of that business. Business does not run open-source software at this application level – on the contrary, their software systems are complex and expensive. Though any sector-specific technology targeting a vertical market always sits on top of the generic, horizontal technologies that you mention.
Putting aside the national vs international question, the size of the market is related to the effectiveness of the product. The market for ineffective software is always small. But education, heavily dependent as it is on staffing, is an expensive business, the demand for good education in the knowledge economy is huge, and so the potential size of an effective ed-tech market is also huge.
I do not think that it is a matter for government to second guess exactly what products education will require or whether they will be provided by commercial or open source business models. I propose that government’s role in this, seeing the transformative potential of technology in education, not least in encapsulating, disseminating and evidencing effective pedagogy, is to establish the market infrastructures that will enable innovation through open competition.
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dominiccummings | July 29, 2014 at 10:39
Ian / Crispin
Perhaps you could each summarise:
a) What do you think you both agree on?
b) What are the vital areas of disagreement?
c) What is the crucial evidence/discoveries that need to be made to resolve the vital disagreements?
d) What shd the DfE DO given a) and b): ie. what are the uncontroversial things that will bring progress while allowing flexibility to make further decisions in the light of discoveries?
Thanks for your efforts in furthering the discussion and feel free to continue, but I want to do a first draft of a summary…
Dom
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Ian Lynch | July 29, 2014 at 13:32
We seem to agree that government should not subsidise education technology development. We seem to disagree that a big and significant shift is taking place to OERs and service based business models based on generic consumer led technologies as opposed to licensing proprietary specifically educational software. I’d cite Facebook, YouTube, Wikipedia, Dropbox, Google Drive, Android as evidence of a global shift to software as a service. This is not yet fully reflected in schools (or some large public and private sector organisations) because they are locked into a legacy paradigm. I’d say that *any* business model based on licensing content or software is vulnerable to disruption. It is most likely that the legacy licensing model will persist in specialist niches not generic widespread take up. I’m not sure whether Crispin agrees with that or not. Since I’m betting my entire business strategy on it you can assume I have done the proper research and it is working. It’s not easy otherwise many others would have done it already but a lot of that is down to legacy and professional knowledge.
Uncontroversial things:
1. DfE get their own house in order and train their staff in the importance of open systems so they stop using unnecessary proprietary protocols and formats that slow down the shift to open standards. (Not that expensive and the DfE above all government departments should value lifelong learning 😉 )
2. Require all current holders of contracts for DfE web site based services to ensure that the sites work properly to W3C standards and have been verified to work properly with the 5 most popular browsers. Make the deadline say 6 months or their contract will not be renewed. (after all competent design in the first place would mean there should be little or no work to do)
3. In terms of ITT require new teachers to evidence their own learning using an IT system (we have a free one if they want to use it so need cost the tax payer nothing for the technology, only for training which is an expense already there. Ok you would have to train the teacher trainers but that is a much smaller number to deal with). This would give them the skills and knowledge to transfer the same workflow to their classrooms. It will save them time and they can transfer those skills to the pupils. So there is a strategy then to get everyone to routinely use cloud based technologies to support their work – much in the way the most productive businesses do now.
4. Provide the incentives for on-going updating by providing certification of teachers every 3 years based on their evidence portfolio that is part of their day to day work (started in their ITT) After all, all teachers plan lessons and document stuff, just shift it to the cloud so they can be given credit for doing it. Make it voluntary, not an imposition, but obviously a teacher with evidence of keeping up to date is going to have a better chance of promotion than one that does not so I think you’d get a high take up at least from ITT.
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dominiccummings | July 29, 2014 at 14:30
Thanks Ian, very helpful and interesting. D
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Crispin Weston | July 29, 2014 at 16:47
Hello Dominic,
My account of the conversation with Ian, written before I saw Ian’s account.
My position is that much university-based education is value-laden and not based on robust evidence. The attempt to circumvent this by placing ITT in schools is only partly successful because, without being underpinned by educational theory, classroom practice is inconsistent and the value of school-based training is likely to be overly dependent on the personal craft of individual mentors.
My remedy (which I realize may appear a little off-topic) is to encourage the development of a market for teaching resources, which will encapsulate theory in a form that is directly usable and more testable than is personal practice. This will provide experimental justification for the techniques that are taught during ITT, as well as the “handrail” that will help support students’ own practice during training. To echo Dominic’s cut-and-paste comment, these are similar to a tips-and-tricks approach, though in context-specific, concrete form. Such resources are likely to be predominantly digital, which has led our discussion into one about ed-tech.
My position is predicated on the view that one can separate the subjective, value-laden aspect of teaching from the objectively measurable, technocratic aspects of teaching. I associate the subjective aspects with the ends of education which are ultimately not for teachers to determine; and the objective aspects with the means by which teachers deliver those ends, which is the proper subject of their expertise.
As I understand it, Ian does not think it is possible to isolate teaching from these subjective values and is sceptical about my claim that data-driven software systems will help us to evaluate the effectiveness of educational processes. He is concerned that data-driven ed-tech will disempower or de-professionalise the human teacher. My answer is that in providing the equivalent of the “tools of the trade”, ed-tech will on the contrary empower teachers, while leaving them free to exercise their core role, which is to manage, inspire and provide at the top end of Bloom’s taxonomy.
With respect to ed-tech (a field in which we are both involved), I think we agree that nothing has worked very well over the last couple of decades. Ian places his hopes in open source, substantially using generic internet technologies; I think that more proprietary developments will be required, particularly focusing on software built specifically for the education market. We both think that direct government intervention on the supply side has been damaging. Though as I think there is more heavy lifting to be done in terms of software development, I see more of a role for government in building a competitive market, while I think Ian believes government should just leave the whole sector well alone.
Having read Ian’s account, I have two responses.
1. I have no strong views on software-as-a-service licensing models, but on the whole I am inclined to agree with Ian that this is the direction of travel. I think in our debate, this may have got conflated with the proprietary/open source distinction.
2. Ian and I are both interested in open standards and interoperability. But as Ian sees the main change coming through generic software, he places the main emphasis on generic W3C standards. This is an issue that the Cabinet Office has been addressing over the last 4 years, albeit slowly.
Because I believe in the need for a top layer of education-specific software, I believe there is a need for a set of education-specific data standards, which will sit on-top of the current W3C standards. In some cases, there will be overlap. For example, IDPF has developed the open EPUB e-book standard. One of the specific requirements in the education space is for people to be able to exchange book annotations. So there is some work going on within W3C on open annotations standards, which have generic application but which are particularly important to education. In cases like these, I would agree with what I am sure would be Ian’s position, that the generic standard always trumps the sector-specific standard. Leave it to W3C, in other words.
That leaves, in my view, a significant requirement for education-specific interoperability standards. How does a learning platform launch a digitally mediated activity in a way that is consistent, regardless of the type of activity that we are talking about (creative exercise, assessment, investigation, collaboration etc)? How does that digitally mediated activity report learning outcome data, also in a consistent way? If the education community does not sort these issues out, then no-one will.
When participating in the Cabinet Office’s open standards consultation a couple of years ago, I found that there was a very similar situation in Health. Indeed, the whole fiasco of the patients record system could have been sorted if you had a competitive market for such systems, allowing the industry to drive the standardisation of the data that such systems would need to exchange. In other words, you achieve integration at the standards level, not by having a single IT system. Phew! The possibility of creating such data standards is related to the question about whether learning can be measured, which in turn is linked to the current interest (still somewhat premature) in the likely impact of “big data” on education and the work of the EEF.
So when I say that the government needs to build the infrastructure for competitive markets, creating dynamic data standards processes is part of that infrastructure. The creation of such standards, inevitably tied to industry innovation, is an area that both the Cabinet Office and the DfE’s Information Standards Board have both avoided like the plague. As Chairman of the (equally ineffective) BSI committee in this area (which represents UK interests at CEN and ISO/IEC) I have have done my best to persuade the ISB to offer leadership but without success. No-one else is doing this work.
I think Ian regards this emphasis on sector-specific data standards as a bit of a red-herring, believing that generic W3C standards, underpinning generic software systems, are sufficient.
Thank you for listening and I am sure that Ian will correct anything I might have got wrong in describing his position.
Crispin.
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dominiccummings | July 29, 2014 at 11:26
This is an interesting comment. I am posting it on behalf of someone who has been deeply involved with teacher training policy since 2010 and knows the DfE wiring but who because of their position can’t comment on the record. I have put my own comments [inside square brackets like so]. It is a verbatim cut and paste other than I have stripped out a few tiny things / pronouns that would identify who it is.
“1) SD needs a proper evaluation urgently. [Agreed.]
“2) It seems to work well for academy chains that have got their act together (ARK, Harris, Cabot, Outwood Grange etc…) – they have the capacity to recruit good people and hire decent people to do the training. [Agreed.]
“3) Works much less well for individual schools or small groups that don’t have this capacity. This was inevitable the moment DfE decided not to have a central recruitment process. They find it hard/complex to recruit and end up handing back places. In addition quality of the training will only be as good as the quality of the school. So it is patchy.
[Mostly agreed. Some good individual schools are also happy and doing well but it’s clearly true many aren’t. Sam Freedman argued for a central recruitment process in his PX report pre-2010 and in meetings with me and MG in the DfE. We explored doing this in 2011 but the dysfunction of the department made it impossible. A scheme was proposed but like all things involving the DfE running something involving a new IT system it was an obvious car crash. We therefore decided to go ahead without a central process and instead hoped/tried to encourage an organic approach entirely bottom-up. I think this was the right thing given the constraints. The other options were a) drop the whole idea, b) approve a central recruitment process that would have 1) delayed everything and then 2) been a shambles with >95% probability. It is the sort of thing that could be done now in the DfE given it is in much better shape though it would still be much harder to do than people outside realise, given inevitable nightmare arguments about a) EU procurement rules and b) Whitehall approaches to IT that separately and in combination would be a real pain. Two NEDs could help enormously though – Paul Marshall and Jim O’Neill, both of whom could help officials minimise the chances of failure.]
“4) The system is adjusting and we’re starting to see larger groups of schools come together to manage recruitment etc… but left to happen organically this will be probably take too long to avoid a recruitment crisis over the next few years.
[The commenter has much better finger tip feel than me for likely dynamics of ‘recruitment crisis’ but I would make one point: the DfE’s data is always late and bad and my experience confirmed me in the view that we must find a way of allowing supply/demand of teacher training recruitment to become a bottom-up process driven by schools/demographics rather than a top-down process driven by attempted ‘wise central planning in the DfE’. Nothing I saw suggested to me that the latter will work, certainly without a transformation of Whitehall that is inconceivable regardless of whether DC or EM is next PM. Also, as Tom Bennett has pointed out, the DfE’s central planning did not prevent previous ‘recruitment crises’. To push the point to an extreme: nobody would suggest a central process to plan recruitment of different types of programmers in Silicon Valley: an adaptable ecosystem is the best solution. Teacher training needs to be more like successful models outside Whitehall rather than resembling a 1950s Whitehall process. I do not mean that the current system is right or that we could not have done it better – it obviously is not right and it could be much better. But the preferred evolution should be mechanisms that allow decentralised coordination/adaptability rather than more central planning based on bad data and the inevitably limited attention span of MPs.]
“5) So the system could be pushed by either introducing centralised recruitment or, perhaps more realistically, getting schools to cluster together in a slightly more brokered/organised way to do joint recruitment and training (unless of course they’re already in an academy chain or strong Teaching School alliance). [For the reasons above I think the second option is more likely to work and the first option is more likely a) to blow up and b) be used to seize back control for Whitehall. But I also think that IF a SoS made it a top priority AND insisted on involving people from outside Whitehall in the design and implementation AND if noise from EU procurement etc could be minimised – THEN a central recruitment process could enable decentralised adaptability.]
“6) In terms of ITT itself what ARK, Teach First and a few others are doing is at the cutting edge. Essentially building in more practice of specific technique/routines a la Doug Lemov alongside traditional theoretical/classroom based material. Lots of the university people hate this as they see it as ‘teaching tips’ and taking away from the intellectual value of teaching but it really is a false dichotomy…you can have both.”
[I strongly agree with this point and I think it is vital. The main hope of Sam Freedman, Gove, Zoete, me was to enable the Doug Lemov approach to be integrated in Academy chains so that direct empirical evidence of what works is built on and failure is quickly adapted to. This is consistent with Feynman’s classic essay on Cargo Cult science and education research. It is very hard not to fool yourself about what works. Much education ‘research’ has spread errors – not knowledge. Physics has long-established tools to limit human propensity to fool oneself – tools that have developed the most accurate quantitative models of the world that we have. Medicine ignored this for a long time but has done better in recent decades. Teaching must now do the same. (Obviously neither medicine nor teaching can approach the accuracy of physics but that is not the point – mechanisms for not fooling oneself can be built.) Here I am very hopeful as I think things like Goldacre’s report, ResearchED and all the other stuff that has grown recently is an unstoppable tide now, despite union opposition and wariness/recalcitrance from many in universities.]
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Elaine Wilson | July 29, 2014 at 12:30
However what ARK et al and Teach First do are to emulate the very best practices of University – School based teacher education. Although these top performing HEIs go further and also enourage new teachers to think critically and to steer away from cults and ten top tips approaches. Rather Uni-school partnerships work together to prepare new teachers to be able to make good deliberative judgements in specific nuanced complex classroom situations based on being well educated.
It is a great waste of energy that we are once again rehearsing arguments that were being raised in the 80s by Shelia Lawlor et al l when I first started teaching.
Surley we all [HAVE] the wherewithal to work together to make our education system the best in the world and to go beyond partisan polarised discussion?
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dominiccummings | July 29, 2014 at 12:53
I inserted the [HAVE] above assuming it was a typo.
I’m not sure what you think is the ‘waste of energy’. If you think good schools have been generally happy with the quality of HEI training, I’m afraid you are mistaken. This is part of the reason for the debate over how to a) determine what is successful/failing, b) channel more money and people to the successful, c) connect training with the very new trend of trying to approach training and education research in a genuinely empirical way – in a scientific way rather than a Cargo Cult Science way (Cf. Feynman).
This is not to say all HEIs = bad, or that School Direct is an obvious success. Some HEI training is clearly deeply valued by schools. Some aspects of SD have been bad. But these things do need debating and I do not think it is a ‘waste of energy’. You are of course not obliged to waste any of your own energy on the debate!
I do not think the discussion above has been ‘partisan polarised’. The goal is to produce some agreed specific action DfE can take that would grab low hanging fruit and help the system evolve in positive ways.
Best wishes
D
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Ian Lynch | July 29, 2014 at 16:00
I did my PGCE in 1976 have things really changed? I really doubt it except at fairly superficial levels. If you want ITT to grow from grass roots you need methods that enable devolved practice from a central set of standards. The internet shows how successful that can be. In fact everything exists to do it now and with no need to go for EU procurement – a lot of the technology was developed using EU grant funding in the lifelong learning programme in any case, just extend what has been done. They like sustainability.
I did make a start on defining a teaching apprenticeship for a post graduate qualification based on the teaching standards at https://theingots.org/community/Teaching_Diploma but other things have taken over for the time being. This is a competence based assessment model which defines baseline teaching competence that can be linked to academic and theoretical learning. Good teaching needs both so let’s not get into a polarised either or debate. If we have a web-based assessment model that links the defined outcomes to underpinning resources and guidance, the student can provide the evidence of what they have learnt from anywhere and the assessor can verify it from anywhere and external moderation can be formative too, providing constructive feedback across students. Extend it beyond ITT to have a manageable system of CPD. It does not mean we have to abandon university based training or school based practice, it simply makes it easier to compare standards and manage the information using common open systems based infrastructure. It’s also a tried and tested method with similarly constructed school qualifications accredited by Ofqual and endorsed by the DfE in terms of league table points.
I’m not saying you have to use this exact system, I’m saying the solutions are already available and ready to be deployed. Flexible enough for individual institutional character but with common technical dimensions to improve efficiency. If we want evidence based education, let’s start by making the evidence required to grant qualified teaching status practical and transparent.
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Elaine Wilson | July 29, 2014 at 14:08
Thank you for editing my typo! Done in haste.
I am glad that you have started this debate and don’t mean to appear to be dismissive but I do think we have regressed in terms of our world standing in teacher education in the last four years. It would be good if we were to move forward rather than standing still or even regressing in some areas. I can see that thinking more divergently may be a good way forward and it has to be right that we should listen to all the views represented. Thank you for allowing HEIs the opportunity to voice our opinions too.
So I have one final question. Is the evidence you talk about based on anecdotal impressions and feelings expressed by some people in ‘good’ schools or is the policy drive to promote SD over University -school partnerships based on sound empirical evidence? If it is the latter please excuse my ignorance and point me to the sources. The ‘evidence’ used in the 2010 White paper was not convincing and the Hargreaves ‘think pieces’ are untested.
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Iain Gill | July 29, 2014 at 11:44
[…]
its interesting to note the differences between the suggestions from the teaching business here, and the suggestions from parents in the comments on the recent john redwood blog on this topic.
personally I think there is a lot to be said for the parents views expressed on johns blog.
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dominiccummings | July 29, 2014 at 12:11
The […] above contains a link to Redwood’s blog.
I have allowed this comment but deleted the link.
The reason is that the comments on that blog are largely a) about different subjects to this debate or b) gibberish/insults, like most comments on political blogs, so I am deleting the link to avoid readers here accidentally wasting time.
Anybody who wants to look at JR’s view or the comments can google it.
A summary is: a) allow more selection, b) allow profits.
Whatever the merits of either point they are not directly relevant to the narrower issue here of teacher training and what precisely the DfE should do about it.
D
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dominiccummings | July 30, 2014 at 00:51
The comment below is cut and paste BY ME from Tom Bennett’s blog:
http://community.tes.co.uk/tom_bennett/b/weblog/archive/2014/07/29/get-carter-part-2-how-do-we-reform-teacher-training-in-research.aspx
“My six recommendations to the [Carter ITT] review are:
1. Imbed a basic literacy about what research looks like in ITT, and the varieties of methodologies available to education researchers- including their limitations
2. Provide better guidance about best practise in teacher trainee research, rather than just say ‘go do research’
3. Warn teachers of use perils of blindly conducting Action Research without governance from an established research body. 20 kids in your class for two terms isn’t research. It’s a punt. Which is fine, but a punt isn’t research.
4. Encourage teachers to become research literate simultaneous to actually practising in a classroom. Real life often sobers us up when blind theory can obfuscate and intoxicate. And theory can illuminate experience.
5. Encourage teachers to plan their CPD on a research basis, so that even after ITT their powers of research literacy can be used to guide their futures.
6. While acknowledging the nuance and subtlety of what research actually says ( for example, the front page of the EEF teacher toolkit makes easy reading, but the devil is in the details within), teacher trainers need to present the big picture of what the best research points towards- and most of all, what it insubstantiates. Or fails to substantiate. VAK, for example, isn’t definitely untrue, merely unevidenced. So there might be something in it. But as far as we know, there isn’t. Teach that.
“The DfE has been surfing the wave of evidence based practice for some time now, and in my discussions with them I’ve never seen anything other than an honest, ambitious desire to find out what represents the best research in education, and disseminate it. With Gove gone, and an election around the corner, all hats are in the air again. Even the outcome of this review is uncertain. Will it launch like a rocket, or be quietly published and filed? Only time will tell if Morgan will be fey- or will we get Carter?”
Tom Bennett
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davidspendlove | July 30, 2014 at 08:47
There is little in this that I would disagree with and you would anticipate that much of this is bread and butter for most HEIs. the disconnect comes from School Direct potentially increasing the theory and practice divide (see my earlier note). Valuing research and recognising that teaching is also an activity grounded in academic understanding seems to be something we have moved away from. I suspect an unintended (or perhaps intended) consequence of the changes in the last 4 years is that there has possibly been a reduction in some of the activities that Tom calls for – despite the increased noise (but the noise is welcomed). Again I mention the discontinuation of MATL and removal of PPD funding which have been a backward step.
Unfortunately much of the debate is presented as a binary – when the reality is a mixed economy can exist but if this is to be the case then there has to be a transparency to the diversification of ITE.
Turning briefly to an earlier (insider) post – there is so much in this that I don’t know where to start. However a central message that is emerging is that there really needs to be a considered approach before the next steps in the development of School Direct take place. There should be time taken to capture the very best practice that is emerging as we can’t simply let it grow organically or let the market dictate its development – there is too much at stake for this to be allowed.
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Crispin Weston | July 30, 2014 at 10:47
Tom Bennett seems to be mainly concerned to inoculate front-line teachers against ingesting snake oil. That seems to me to be a reasonable reaction to current conditions but somewhat defensive as a long-term strategy – sort of like giving travelers training in self-defence before sending them out into bandit country. The better long-term objective would be to encourage the emergence of a professional environment in which even gullible teachers are not likely to be waylaid by quack prescriptions.
So the question is how to foster the emergence of such an evidence-based environment in which a reliable consensus emerges on good pedagogical practice. David’s second paragraph makes the assumption that the market is inferior as a way of achieving that goal than central control exercised through the authoritative identification of best practices. The truth of that assumption will depend on (a) how much you trust the agencies that are exercising central control, and (b) how the market is set up: e.g. how transparent are your information flows, how flexible are the procurement mechanisms, who are the customers and how they are incentivised. The history of educational theory suggests to me that the picking of pedagogical best practices by central authorities has been extremely unreliable. That appears to many of us precisely why we are in our current mess.
Crispin.
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Ian Lynch | July 30, 2014 at 08:55
Seems to me that there is a significant issue in science and maths education here. We want research to be “scientific” ie stand up to the sort of rigour that double blind surveys do in medicine. One ground breaking study on that basis in the 1980s was CASE (Cognitive Acceleration through Science Education) at Kings College carried out by science educators. It showed that children that went through the CASE programme improved all their GCSE grades, not just science. Now one would think that concrete evidence like that would take precedence but the National Curriculum scuppered it with retrenchment to a knowledge based syllabus. And more recently all the transferrable skills and knowledge stuff is being called into question by Willingham et al on the basis of the science of how memory works. So even when there is “scientific research”, we end up with conflicting results and polarised politics. The problem is that most teachers and probably many ITT lecturers don’t have the maths or science to know what is and is not scientific and how to work out how reliable their conclusions are. I did an error treatment of the data in my MSc dissertation in Education Management. My supervisor asked what all the complicated maths was about and said the final examiner wouldn’t understand it so it was not worth including. Hmm.
On VAK I’d say context of learning is a motivator and there is strong evidence that people have different preferences for learning context otherwise every child would choose the same options when given a choice (assuming its not just teacher preference). So probably if we changed from preferred learning style to preferred learning context there might well be a case, and its probably as much to do with the Amygdala and motivation as it is the Cortex and working memory. But maybe that needs a research project 🙂
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E Wilson | July 31, 2014 at 07:07
Further to your comment earlier about ‘good’ schools’ views on ITE. I have just read this blog by the Head at a school which might fit your ‘good’ school category who is very positive about recently PGCE trained new teachers. http://news.tes.co.uk/b/opinion/2014/07/25/39-dear-nicky-morgan-trust-teachers-and-be-amazed-by-the-creativity-you-unlock-39.aspx?utm_content=buffer40567&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer
I don’t think the situation is a drastic or clear cut as we are being led to believe.
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Ian Lynch | July 31, 2014 at 14:21
Paragraph 3? One emotionally laden anecdote in a highly non-representative context is hardly the stuff to engender confidence in rational and research led approaches to education reform. While we have this constant politically confrontational point scoring I can’t see much hope for change.
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dominiccummings | July 31, 2014 at 14:30
Sorry Ian, I can’t see what this ‘paragraph 3’ refers to!? Have you replied to the right comment? best, D
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Ian Lynch | July 31, 2014 at 15:07
In E Wilson’s link (above) to TES connect open letter from Bernard Trafford, headmaster of Newcastle upon Tyne Royal Grammar School, to the SoS.
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dominiccummings | July 31, 2014 at 17:37
Gotcha, thx. D
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dominiccummings | August 1, 2014 at 00:37
People are free to leave more comments but… I’m now travelling and may not be able to click APPROVE for a day or so. I’m writing up a summary of the above debate to post next week. I know that relevant officials and others have read all this and are thinking about it. I don’t know what they will do. I’ve also learned a lot from the comments. Thanks again to all who have contributed. D
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Karl Bentley | August 1, 2014 at 01:10
A few things to note, first this discussion seems to have become dominated by a few insistent voices. This seems to be the norm in discussing education and ITT in particular. There are a few misconceptions flying around. Namely that ITT HE tutors are somehow dissociated from ‘real’ practice in schools, odd as most of them, like myself either came recently from schools as teachers or school leaders, or are still working part time in schools and/or are researching in schools while engaging with their own studies, in my case my Doctoral studies in education. Nearly all HE ITT tutors also work as link tutors in schools alongside mentors so this myth of academic remoteness is rather strange and is rather more indicative of ignorance as to the who and what of ITT academics. Besides for HE ITT tutors/academics teaching in HE is the major part of their work load. Added to this is that most HE ITT tutors specialise in teaching subjects that they themselves are specialists in, unlike many secondary teachers, particularly STEM. Unlike schools HE ITT tutors keep up to date with latest research and are indeed forced to anyway via the mandatory revalidate on of courses. It is true that the PGCE course is too short, many of us in HE ITT have argued for it to be extended,
http://www.consider-ed.org.uk/we-train-dogs-we-must-educate-teachers/
with specifically a more focussed mentored NQT year, as others have noted mentoring beyond ITT leaves a lot to be desired and it could be argued that it is this that causes a lack of retention later on, especially as NQTs report high satisfaction with their ITT.
Click to access DFE-RR306.pdf
We should also note that there are far more routes into training than being discussed. I myself came via the GTP route, but having now experienced teaching, mentoring and tutoring undergraduate full time, part time, PGCE full and part time including school direct and other modular forms in Primary and 7-14 I realise that we need routes that suit people and schools rather than ones that just suit a particular ideology, either left, right or indifferent.
Finally, the recent meme about training teachers to be researchers is a red herring, we already do! Admittedly it could be done better by some ITT providers, but we shouldn’t confuse the development of a reflective, reflexive critical practitioner via enhanced courses formed around research with attempts by some commentators to promote certain limited forms or research practice.
ITT has improved in this country and it is alive and aware to the need to be proactive to current research (most of which it actually does with partners in schools) but divorcing it from that research base as a practice only form of ITT would run the risk of turning a profession into a calcified form of turgid regurgitation laid open to the whims of corporate necessities rather than that of the society it should serve.
Many thanks for opening this up to discussion in this way.
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dodiscimus | August 2, 2014 at 18:10
The quality of the above comments demonstrate (by and large) just how strong a position education in this country is potentially in to continue the trajectory of improvement we are already on. Many thanks everyone for fascinating reading.
I think these comments demonstrate that the issues are unfortunately not just a case of small, specific changes to the implementation of a policy – for example making the administration process simpler for schools, by making the default option to leave this administration to HEIs who had the relevant admin staff and experience – but actually I can bring it down to a single point. If I were to list what I thought to be the positive and negative points of SD I would be pretty close to whatever kind of consensus might emerge from collating everything above and nearly all of these could have been fixed if the SD model had developed slowly with continuous reference to existing best practice, and adjustments as necessary to build on the successes of the emerging model and to avoid emerging problems. So the single change that was needed to make this policy work better, was the rate at which it was expanded.
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Crispin Weston | August 4, 2014 at 12:24
To follow those who have already provided their own analysis of this discussion, I would say that there is a sharp divide between:
* those who believe that the current model of ITT is already working pretty well and steady improving;
* those who think the current model of ITT (and perhaps even the wider perception of what constitutes best practice) is fundamentally broken.
I suspect that most people who read Dominic’s summary will already have made up their mind on this point. Nor is there any significant evidence or argument that is presented here that is likely to change their existing views.
Maybe it would be best if Dominic produced two completely separate reports, which could be written up like one of Ian Livingstone’s Dungeons and Dragons books. “Do you think the current model of ITT is broken? If yes, go to paragraph 24, if no, go to paragraph 267”.
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Ian Lynch | August 5, 2014 at 14:19
How about paragraph 500 – If you believe some elements are broken but let’s not chuck out the baby with the bathwater (again) 😉
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EESherlock | August 7, 2014 at 09:22
I’d recommend following this Facebook post for feedback from School Direct trainees, as well as perceptions of School Direct versus ‘PGCE’ (a false comparison, of course, given that many School Direct courses offer a PGCE qual) from prospective teachers.
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Crispin Weston | August 7, 2014 at 15:23
Ian, You obviously have high expectations of Dominic’s output!
I take your point & I am not saying everything needs to start from scratch, but that our view of what represents good practice should always be provisional in a world (a) where we hope that technology may change much, (b) where existing views sit on a pretty shaky evidence base. When you step back from the content of ITT (much of which I agree will survive) and look at the type of intervention that government should take in this area, I think you start to see the two halves of the report diverge more clearly – in my view, away from prescription and standardisation of practice (which is always implied by “best practicies”) and towards enabling innovation, which includes ensuring that there are good mechanisms to sort the wheat from the chaff.
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paul kiff | August 7, 2014 at 16:48
I have a wife who has been an initial teacher trainer in a University for 7 years after 35 years in the primary sector classroom or as head teacher. i also have a son who did very badly at Uni but managed to get a SCITT placement and he has since become a very good secondary science teacher.
I would not defend either route into teaching as necessarily the best as it always depends on the quality of the specific scheme.
My observation is that his SCITT scheme was not woderful but he made it nevertheless.
Once my wife acquired responsibility for running the primary ITE programme, i believe she did it as well as she could but the University was the problem as it had awful and mind-numbing bureaucracy. It would not recognise a qualified and experienced head teacher as having just as much, if not more status as a PhD holder with no teaching experience so denied promotion to the teacher.
The result was dreadfully incompetent management and the introduction of teaching and assessment regimes completely dysfunctional to trainee teachers.
Despite all this I do not think that the university is necessarily the wrong place to deliver ITE.
With appropriate recognition of the status of experienced practitioners, Uni is probably a good place to do ITE because it should be able to ensure that trainees get a proper grounding in pedagogy and practical teaching skills. This may not really occur in school direct schemes.
It would be better to continue to offer both training routes as some people would benefit from one but not the other and vice versa.
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| 610.1 | 208,177 |
https://dominiccummings.com/2014/07/22/open-policy-experiment-1-school-direct-and-initial-teacher-training/?like_comment=344&_wpnonce=4a1f345dc7
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dominiccummings.com
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2,608,273 |
Open Policy Experiment 1: School Direct and Initial Teacher Training (UPDATED 25/7) – Dominic Cummings's Blog
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July 22, 2014 by dominiccummings
Open Policy Experiment 1: School Direct and Initial Teacher Training (UPDATED 25/7)
One of the things I wanted to do in the Department for Education was open up the policy making process and run things like wikis in open formats in order to a) start off with better ideas and then b) adapt to errors much faster than is possible with normal Whitehall systems.
Obviously this was ‘impossible’. In the DfE, one is not even allowed (officially) to use GoogleDocs. (Why? Officially – ‘security risk’. Reality – Whitehall’s fundamental operating principle is ‘obedience to process‘. It is not – have a good product, service, or idea. Decentralised collaborations are inherently threatening to Whitehall’s core principles. Hence, for example, why they hate the model of: incentivise a goal and be neutral about method. Although this model has been a success throughout history, it obviously flouts the principle of ‘obedience to process’).
So we could read what was happening in the outside world far from the 7th floor of DfE, and occasionally email or get people in, but we could not interact it with it using modern tools.
But I have a proposal that costs nothing… I’ve planned to do it for a while but today’s twittering on School Direct prompts me to do it now.
I will pick a topic. Today, School Direct & ITT.
And I invite people to enter comments explaining –
What does not work with X?
Why?
What specific things would improve it?
The more specific complaints and recommendations are, the better. A curse of being in the DfE was generalised whining and when we asked ‘what SPECIFICALLY do you mean, what SPECIFIC regulation is causing trouble?’, <1% of people had an answer.
I specifically INVITE criticism of what we did. Not abuse, not praise, not general whining – but specific criticism that can be used to improve things.
The ideal comment would be something like –
‘The following specific regulations XYZ and guidance ABC say on pages X the following Y. This is damaging because X. The evidence for this is X. What should Charlie Taylor do? Tell Marcus Bell and his team to eliminate pages X-Y, and rewrite Z to make everything much simpler and the incentives better aligned. The whole of document A should be withdrawn apart from para B on page C, which should be added to D. The funding system causes problems by XXX. If you simplify it by doing YYY, it will eliminate 90% of the problems with A but won’t solve B. B could only be solved by changing primary legislation XXX…’
You get the drift. This is the sort of advice that approximately never is given to ministers or spads. If the people on the ground dealing with the consequences of Whitehall decisions could give them such help, then it is possible that lots of small improvements could be made quickly. I often made small improvements / corrected our own errors in response to emails from the front line but this was very sporadic – not systematic – and the process left me screaming at my computer that we were, because of the insane Whitehall structures, so disconnected from reality.
Why would you bother?
DfE ministers, spads, and officials watch this blog. They might change things if you help them by explaining SPECIFIC things they can do. They might also think ‘if we do X, then education world will complain Y, so let’s not do it’.
Gove will read the comments (this is not a promise based on discussion but a prediction based on character). Gove is going to be involved in writing the next Tory manifesto. Therefore if you can show why something is wrong / stupid, you have a chance to influence him and give him ammo to head off the appalling stream of gimmicks that are, as we speak, being cooked up. Others in No10 will also read it. (A plus is that this process can influence No10 even though everybody in No10 will deny they even read it.)
Labour’s team read this blog looking for information to harm the Tories therefore will happen upon useful information that may also nudge them in useful directions. If they become the next government – which betting markets think is reasonably likely – you will have helped educate them.
The media read this blog looking for ‘news’ so also will see worthwhile information.
I will try to answer questions (from those interested) about why we made certain decisions, relying on memory, emails, papers etc. But my goal is not to ‘defend what we did’ – it is to discover what we did wrong so others can improve it. Also, NB. I left DfE partly because I was desperate to have as little involvement in the election as possible and I plan on implementing this by being abroad for its entirety so I don’t have to listen to a word. From recent interviews etc, it ought to be clear that this experiment is not designed to help Cameron or any other political force win an election.
Nothing will be censored or edited by me other than abuse/swearing/obvious frivolity etc, so that hopefully reading the comments will be worthwhile.
If nothing comes of it, then I’ll stop and nothing has been lost apart from a little bit of my wasted time. If someone comes up with a better technical solution then I’ll ditch this and transfer whatever has been done to it…
So, School Direct.
What do you think, why, and what should be done. SPECIFICS PLEASE.
I’ve texted Charlie Taylor so you know he’s going to be reading…
UPDATE 1: Acronym glossary.
Someone reasonably pointed out in comments that non-specialists don’t want to have to google all of the acronyms so here is a quick list of the most common used in comments below.
EEF = Education Endowment Foundation: http://educationendowmentfoundation.org.uk
HEI = higher education institution.
IP = intellectual property.
ITT = initial teacher training.
NLE = national leader of education.
NQT = newly qualified teacher.
PGCE = post-graduate certificate of education.
QTS = qualified teacher status (a Whitehall-defined certification process for new teachers).
R&D = research and development.
SCITT = school-centred initial teacher training.
SD = School Direct. (A post-2010 programme in which schools recruit people before they do training (unlike PGCE), then train them, then often give them a job. Controversy over the flaws / merits of this programme is one of the reasons I did this blog.)
SLE = senior leader of education.
TS = teaching schools.
UPDATE 2: next steps.
To those who have commented…
I am going to leave this thread as it is until Sunday/Monday, then do another blog summarising / clustering the comments and publish that (Monday), in the form of a note to ministers / spads / officials in the DfE. Then people can send corrections / additions etc, and I’ll redo it, then post a final (for the moment) version.
Thanks to all who have contributed so far. I know many of the relevant people in the DfE have read your comments so hopefully some good will come from your efforts…
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134 thoughts on “Open Policy Experiment 1: School Direct and Initial Teacher Training (UPDATED 25/7)”
ollieorange2 | July 22, 2014 at 17:06
Shut down all the PGCEs. Teaching is a very practical subject that you learn by doing. The Academics at University try and impress their colleagues by being as progressive as possible rather than teaching what actually works. Also, a lot of cosy, middle-class jobs depend on pretending that teaching is really complicated and needs years of study led by them. It isn’t. Teaching is an incredibly difficult job to do well but it isn’t complicated. You teach the kids some stuff and then you help them do some work. Practice for a lifetime.
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dominiccummings | July 22, 2014 at 17:10
I’ll OK this comment this time but only to use it as an example of what I do NOT want to see.
It does not help anyone improve anything specific.
This experiment will only be useful if it involves specifics & not the sort of comment that clogs up other blogs and is an alternative to useful discussion.
I am not interested in moderating ‘random unsubstantiated political discussion’.
D
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mrweatherallscience | July 22, 2014 at 20:29
Without wanting to necessarily continue the opening flurry from Ollie (who is, as I know from discussions I’ve had on the subject with him on Twitter, vehemently against PGCE / university route into teaching), are you interested in hearing about the advantages of PGCE and university led teacher training or is that not a line worth pursuing in this discussion on ITT? I want to know, before I put pen to paper as I don’t want to waste precious holiday time arguing for something no one in government is interested in retaining.
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dominiccummings | July 22, 2014 at 22:04
Yes I’m very much interested in the pros of PGCE.
The key to this experiment is specifics.
So I don’t want a reply to Olly in the same style but evidence and specifics that people in the chaos of Whitehall can act on.
Similarly if Olly provides specifics, good.
All arguments need testing. We can do this in the open and those making decisions will read…
D
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Simon Knight100 | July 22, 2014 at 17:19
Allow and then directly encourage ITT in Special schools to place Primary trainees in Secondary age classes where there is curriculum content being delivered which falls into the Primary areas of teaching. This would significantly increase capacity to deliver training placements in Special schools and go some way to begin to alleviate the major recruitment problem in this area of education.
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dominiccummings | July 22, 2014 at 17:22
Thanks. This is a good example. I sat in many SD meetings and did not know this was not allowed. D
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debrakidd | July 22, 2014 at 17:30
Ok Dominic, I’m having a go with limited/intermittent wi-fi and no access to some of the documents I might find useful but as a starter we need to recognise that there is a distinct difference between ITT provision at university level and educational research – they are often separate departments and in some cases there is little communication between the two so what might be useful on the ground doesn’t always get through. Bringing ed research and teacher training closer together might help – this means thinking about the research funding processes and how we value the impact of research on the profession.
Secondly we need to think about access to research for teachers. Journals are protected by, for example, Athens and so it is hard for teachers in the ground to access them. This means that the profession is dependent on middle man interpreters which can lead down the VAK route!
It is my personal view that all routes should lead to the same quality of outcome and wider reading if research and theory is crucial to the professional integrity of a teacher. So the standards have to be the same for all. This is where there is difficulty with school based routes. I was entirely opposed to SCITT and SD for the simple reason that it would be almost impossible to secure consistency. I’ve recently been invited to work with and advise a SCITT group in Greater Manchester and have been impressed with the quality and rigour of their thinking, but this is largely because it is led by a dynamic and thoughtful teacher who herself was trained at Cambridge and who has a clear idea of what is required. Elsewhere this is not the case and I think consistency is the key here.
Finally I would urge any SoS to consider the impact that the NQT survey and Ofsted have on the behaviours of ITT providers in universities – not unlike that in schools. The priorities of Ofsted drive T&L behaviour and programme structures and so we see provision sway in policy directions rather than focusing on what research suggests. This is a major problem.
I’d also suggest that whatever the route, all teacher trainers should have recent experience of teaching, if only to have empathy with the realities of the job. And equally, it should be a requirement of all teachers to keep up to date with reading. I disagree that teaching is an entirely practical process – it is also an intellectual one and we should have a professional responsibility to keep up to date. For this reason I am strongly in favour of Alison Peacocks notions of professional development monitored and approved by an independent body such as a Royal College of Teaching.
I know this is not as as specific as you would like, but I am in holiday and half way through a glass of ouzo. I hope it offers something to the debate.
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dominiccummings | July 22, 2014 at 17:38
Thanks Debra, very useful, go back to the ouzo and beach, add more specifics when you can! D
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debrakidd | July 22, 2014 at 17:32
Oh, sorry one last VITAL thing. It should be a professional duty to take trainees into school. One of the biggest problems PGCE courses face is having to beg schools to take on students. This is not the case in the NHS – you must commit to training the next generation of professionals there. The same should be true of education.
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familyfordham | July 24, 2014 at 08:46
I completely agree with this. I have just completed a PGCE and had to find my own placement (ending up in my Uncle’s school which was really not ideal but necessary seeing as I was only given 1 week to place myself!) as the university were really struggling to find schools to take us. One fellow course mate had to place herself twice… Added a lot of stress around assignment hand in time!! I believe that a school should only be able to get ‘Outstanding’ in OFSTED if they are involved in training future teachers.
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Iain Gill | July 22, 2014 at 17:56
I’m probably breaking your rules by being too frivolous, just wanted to say good idea, great stuff, we need more like this, topics of govt policy I know more about I would welcome a chance to contribute like this.
As an aside on this stuff, I think the wording is something like “Academics who have completed (or are finishing) a doctorate can become qualified to teach through the Researchers in Schools course” I would change this. In practise the qualification for teaching in university is a Masters, and there are many good uni lecturers who have done a great job teaching at uni with just a Masters and some help from their more senior colleagues in the early part, not so many fancy lectures as per qualified teacher status. I myself (sorry no evidence, but a few short experiments could test) feel that some uni lecturers would be great teaching at secondary school level, and should be allowed to do so, even if just for one year placements, or subjects where schools need to do better.
Indeed I think one year secondments of the right kind of people from the outside world, without qualified teacher status, would do schools the world of good. One of the problems in some schools being teacher burn out, no matter how good a teacher you are at the beginning many years working your socks off in a sink school does take its toll even on the best. I also think there should be a mechanism for teachers in leafy suburbs to spend some time in a sink school, without the real risk to their life and career that they could not escape back at the end of it.
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huntingenglish | July 22, 2014 at 18:19
Take away the necessity for Teaching Schools to have an Outstanding OFSTED rating. Any designation should be based on the quality of the bid and the prospective provision. The reliability of the OFSTED Outstanding/Good judgement is insecure. For example, the OFSTED judgement for a selective school is more likely to be Outstanding, but there isn’t much correlation with quality of SD provision.
Teaching schools are overloaded with too many strands alongside ITT. Without moving down the road of a designation for every schools, like the specialist school designations, you could have national Research School hubs, like the recent ‘Maths Hubs’. The 32 Maths Hubs sounds like a good number for a Research Schools.
These Research School Hubs would be responsible for the dissemination of research evidence that feeds SD ITT programmes; leading on the knowledge mobilisation of the work of organisations like the EEF etc. These schools can each be linked to a HEI, openly and with a transparent bidding process and contract. They could train Research-leads (I am currently beginning an RCT for this very model: http://educationendowmentfoundation.org.uk/projects/research-leads-improving-students-education/. They should marshall a corpus of educational evidence & theory that best informs ITT. This can be regularly updated and challenged.
We should rigorously analyse the impact of SLEs and share good examples of practice. My understanding is that the quality and impact of the role is erratic and without a systematic approach. The DfE should encourage an RCT (with some qualitative data), independent of the NSCL, to be undertaken based on this initiative.
Teacher trainers should still practise in the classroom, or, at the very least be based in schools, with very recent experience of teaching. Even two years away from the classroom can create a crucial knowledge gap between existing practice and training – for example, the application of new technology etc.
Ensure all core literature from ITT courses, such as lesson plan templates and course outlines, can be accessed publicly to ensure transparency and quality. I have looked at a couple of ITT lesson plan pro formas from SD schools and I was sorely disappointed. Why change the whole national model if it isn’t going to be significantly better than what has come before.
More generally, transparency about recruitment of trainees and retention etc. should be shared by all SD schools.
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dominiccummings | July 22, 2014 at 18:29
Thanks.
When you say Teaching Schools ‘are overloaded with too many strands alongside ITT’, what exactly do you mean? Sorry if it is obvious.
I’m sure Tim Leunig in the DfE will have noted your comment re RCTs.
Re making materials transparent… Before I left I was working on a plan to get all ITT providers to put their materials on the web. There was a lot of resistance and bleating about IP from HEIs but I was hopeful it would happen. It has not. I’m told that lawyers have, as usual, kicked up a fuss. Do you know why HEIs are reluctant to make their materials transparent? To me, transparency about basic materials is vital if there is to be a self-improving training system, but obviously this can cut across commercial incentives.
When I organised the maths and physics projects with Cambridge University Maths & Physics departments, we agreed that all materials would be made public so everyone could study and learn from them. The maths & physics professors involved not only did not object but thought it obviously the right thing to do, as well as to have proper evaluations. Their attitude seems to be rarely shared by administrative people (similarly on the issue of exam quality but that’s for another blog).
Best wishes
D
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Leon Cych | July 22, 2014 at 19:58
Surely the same rules apply as something like the Creative Commons system – share alike unless something becomes a commercial proposition and then it is possible to change the licence although it may not be revokable:
http://wiki.creativecommons.org/Frequently_Asked_Questions#What_if_I_change_my_mind.3F
To avoid disputes use something like a TimeStamper to record when, where and what was issued. There are also such things as sui generis database rights, as well, that could trump these – so the lawyers are right to be wary in such cases.
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dominiccummings | July 23, 2014 at 09:24
That’s a good idea though I know from previous arguments that Govt departments think of CC as a bit newfangled/California and like the old system of everybody being subject to Crown copyright. But I think you are right that this is the direction ITT shd move in.
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Ian Lynch | July 23, 2014 at 19:00
Government departments need to a) read the stuff the cabinet office has put out on open standards and b) value getting up to date. Crown copyright has limited value if you want open standards to be the norm. If we are expecting teachers to be up to date in what they are teaching why do we have lower expectations of government departments?
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huntingenglish | July 22, 2014 at 19:40
By too many strands I mean the big six of being a teaching school: ITT; CPD; school to school support; developing new leaders; SLEs; and research and development. One school doing all of these brilliantly and continuing to run a successful school is no doubt a stretch.
R&D is sixth in the list (perhaps symbolically!). It should be number 1 – underpinning each other strand. I know many teaching schools are alliances and some are part of a larger chain, but even then the specialism of being a world class research school rarely comes to fruition. I know of no school doing this (neither do the DfE given their sharing of best practice document on teaching schools – it has only one exemplar school in the latest report). Clearly, the DfE values evidence led policy and practice (the EEF is perhaps the best legacy of the last decade IMHO). At this current point of systemic change, R&D gets relegated behind the exigencies of immediate action by teaching schools. Mandating Research School Hubs in the next decade would be a bridge to an evidence led system.
I can’t think of many valid reason why making documentation like lesson plan pro formas and basic course outlines (including what evidence and theory is being explored as part of the course) would be invalidated by lawyers. Schools have to publish lots of documentation for OFSTED inspectors on their school website. The same should be said for ITT providers. It could be easily done in this way. I don’t imagine teaching schools are in direct competition to the degree that they have a secret recipe for brilliant teacher training (if they do, they should execute their public service and share it!). There are some excellent HEIs who would and could do all of the above, but it is in no way systematic.
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dominiccummings | July 22, 2014 at 19:53
Ahh, re your first point. I remember a senior official mentioning this last year and suggesting TS be given flexibility, not have to do all 6. And this was agreed. And I thought this had happened and been communicated!
I know from some emails that officials are already watching this thread, so I look forward to an answer! Have I misremembered / got confused?
D
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huntingenglish | July 22, 2014 at 20:01
If it is the case I am not aware of it. I don’t know how it would work unless you have real strategic oversight regarding where the strands are being met in a locality. If it is the case I worry that research would become a very niche practice. It doesn’t pull in the punters like ITT or SLE strands!
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dominiccummings | July 23, 2014 at 09:19
Re the 6 strands, I’ve had an email from a middle-ranking DfE official who works in this area saying – TS don’t have to do all these 6 strands, most don’t – it’s an “unenforced requirement”. But DfE IS still looking at removing it altogether.
Also, I know that a) Gove has been working with officials on a plan since before Xmas for a ‘new QTS’, b) Clegg was blocking its announcement because he did not want the QTS issue to vanish as a political factor pre-election, but c) Clegg had recently dropped his objection as part of some deal, and Laws WAS in favour of announcing the new QTS package (I’ve been critical of him since I left but ‘good for him’ here). I do not know whether it is likely that NM will announce this herself now or whether it will revert to ‘blocked’.
The new QTS deal involved some of the things mentioned by commentators here – eg. awarding QTS after X yrs, not straight away so that it is not just a mark for getting through a course.
(NB. Tristram take note, you should outline your plans sharpish to push No10 into thinking ‘close this issue down’! And NM and the new spads – ALSO take note that you shd get this issue resolved pre-election, as this would not only keep Lynton happy (QTS closed down, less ‘noise’) but much more importantly it would help schools and teacher training make progress. Laura T will be a useful ally here…)
When I get better information I will post it.
D
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misscbrunton | July 22, 2014 at 19:52
As somebody who has just completed the PGCE School Direct route for Secondary English I feel the main issue is lack of consistency. I was in a school where three of us were training within one department and, even in the same department, the quality of mentoring was inconsistent. This had a noticeable impact on final grading and, more importantly, attitudes towards teaching. Discussing issues with peers on the course at university, it was clear that there was no level of consistency in the quality of mentoring/timetabled teaching hours/responsibilities within school and, other than the three ‘quality assurance’ visits from the University tutor, there was no way way of monitoring this. I was very lucky with the mentors I had in both of my schools however I know a number of people on my course (University of Reading, English) were not so lucky and this really impacted their progress.
Similarly, there was little support in completing academic assignments – 2/3 of these were due in whilst we were in school. Within school we were not given support with these and many of us were in a school too far from the University to be able to easily access facilities, such as the library and ict suites, out of school hours.
On the plus side, 18/19 of us have all secured jobs for September – the one person who hasn’t has decided they want to take some time out of teaching. A large number of us secured jobs in our placement schools.
I am currently in Oman typing this on a phone so apologies for not being able to be more specific.
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dominiccummings | July 22, 2014 at 19:55
Thx, I corrected a typo and a missing word before clicking approve, that’s all I changed. D
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huntingenglish | July 22, 2014 at 19:59
Quality of mentoring is an essential component of successful training, but you’re right in identifying the lack of consistency. There is no training given, to my knowledge to mentors, without even a guide. They are most often good teachers, but that, of course, doesn’t correlate with being a good mentor. It is particularly an issue when mentors are pushed for time – which is probably a universal issue.
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DS | July 22, 2014 at 20:35
Dominic you say “Re making materials transparent… Before I left I was working on a plan to get all ITT providers to put their materials on the web. There was a lot of resistance and bleating about IP from HEIs but I was hopeful it would happen. It has not. I’m told that lawyers have, as usual, kicked up a fuss” – I don’t ever recall (I work in a University) such a request but what did you want and what did you want it for? If anything the changes to a market driven approach have made this worse as people become protective about their materials (and this includes schools). Equally if what you say is true this isn’t unique to HE (even though it is almost inconceivable to run a PGCE without sharing information). I have walked into schools as they are taking down displays as they don’t want visitors from another school to see what they are doing.
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dominiccummings | July 24, 2014 at 16:34
I just wanted everyone being funded by taxpayers’ money to make the materials they are using for training purposes to be put online so that there is transparency. It seemed to me that this would a) help institutions swarm towards the best materials, b) put pressure on the duffers to pull their socks up, c) open up the REAL world to proper scrutiny, instead of having a lot of speculative and ‘my friend on a PGCE said’ type comments.
Lots of people attack PGCEs now, including some of the best heads, because of what they think of as poor quality materials. But most of this debate is anecdotal – heads and Academy chains like ARK/Harris et al won’t say publicly what they say privately and HEIs fight back saying criticism is unfair. (Similar to the debate over exams.)
My hope was simply that if HEIs put their materials online then the debate over how good / bad they are would be based on the real materials rather than on stories.
Of course, there are many dynamics to this that I don’t know about or understand so I’m sure that there would be unintended consequences, but discussions in the DfE boiled down to ‘the HEIs say they don’t want to do it / refuse and it’s legally a minefield’. (I thought it would nevertheless happen in Q1 2013 but it has not, ‘for legal reasons’ according to officials.) Unfortunately I did not have time to follow up personally so I did not discuss this with HEIs. Comments here suggest some already are making materials public.
In a nutshell: is there a reason why those materials paid for by taxpayers should not be public?
I have a general attitude – much influenced by Michael Nielsen’s brilliant book ‘Reinventing Discovery’ and Tim Gowers’s campaign for open access to scientific journals – that ‘open is better’, although I know that there are inevitably some exceptions.
Best wishes
D
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Ian Lynch | July 24, 2014 at 16:58
I don’t see why in principle, any employer can not specify that any materials produced by an employee is made available under a Creative Commons License as part of their contract. Further, if that material is donated to a web site and the conditions of putting stuff on that site or editing it is that the content has to have the same license it means everything on that site is licensed for sharing and in the same way. That means we get rid of all the complexity of trying to find out who owns the copyright and and exactly how it is licensed. Such a site is being created for computing at http://www.computingresources.info/ also the learning site at http://www.theingots.org has around 55,000 pages and 20,000 users (mainly children) all contents licensed for sharing. Without wanting to sound rude, the DfE is still collecting data in word processing documents so I doubt there is much real understanding of how to build on-line communities there. It certainly isn’t easy but you need a can do attitude to it rather than identifying all the reasons why it won’t work.
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dominiccummings | July 24, 2014 at 17:58
Yes in the DfE there are a few problems with such things. 1) Their own ICT is rubbish. 2) They are not set up to run these sort of collaborations which generally cut across Whitehall processes. 3) Legal advice pushes everyone towards very conservative positions. It can also sometimes come from the Cabinet Office as part of a general reactionary ‘don’t change’ directive, then officials feel obliged to do as they are told unless a minister forces the issue (and often even then). 4) Although many junior/middle people want to do things, the general dynamics of being part of Whitehall strongly push against a ‘can do’ attitude and senior people are incentivised to be very risk averse.
I must have raised the ‘publish everything using some sort of Copyleft system’ at least 12-18 months ago. Still has not happened despite lots of people – including Gove and Charlie Taylor – wanting to. This happens on zillions of things and often can only be overcome when one of the most senior people makes everybody’s life hell in determined fashion until the system ‘breaks’ and gives what is wanted: e.g. a SoS says ‘I don’t care if the CabOff legal advice says X, I’m doing Y.’ Obviously senior people have limited bandwidth and can only do this on a few things. If I’d stayed I would have made this a priority but I also thought it was just about solved just before I left. Obviously I was wrong but I don’t yet know the specifics of why I was wrong.
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Ian Lynch | July 28, 2014 at 14:50
It is getting better. I had umpteen meetings with BECTA over this and now as an Awarding Organisation deal with Welsh DfE, Ofqual, SfA and DfE. I only use open systems so when they send me something in a Word Document that won’t open in eg Google Docs or Apache OpenOffice, I politely ask them to send it me in an open format in line with cabinet office policy because they should not be forcing me to use specific applications from one monopoly supplier (and send the the link https://www.gov.uk/government/publications/open-standards-principles/open-standards-principles ). Mostly they are getting the message. DfE VQ reform say they are moving to web based data collection next year. So we are getting somewhere even if it is glacially slow. Point is the more people we educate the more likely it is to dawn on people that there are better ways to do it. So maybe this should be part of ITT provision. Certainly understanding copyright and trademarks is important for all teachers in an internet age. One of the reasons to build it into school qualifications with mass take up. It then gets to a lot of people.
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Ian Sudbery | July 22, 2014 at 21:27
This may be tenuously linked to the needed outstanding rating for Teaching Schools, but I do see leaders in “outstanding / good” schools getting more opportunities through Teaching Alliances than leaders in “requires improvement” schools. I’m not sure if this is an agreed part of the initiative?
This view is exacerbated in selective areas where intake is an increasing factor in the Ofsted rating. To get systemic improvement these schools, and the effective leaders in these RI schools should also have the opportunity to be involved, or the existing divide is maintained.
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primaryheadsup | July 22, 2014 at 22:27
School direct had given primary schools the opportunity to develop the teachers we really need. Our students get qts, pace and master credits. They are also taught by practicing teachers and 100% were snapped up this year by schools desperate for properly trained teachers who understood inner city challenge and had the right moral purpose to succeed. What’s not to like?
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dominiccummings | July 24, 2014 at 16:35
Thanks. Are there SPECIFIC ways in which it could be improved? Best wishes, D
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Kris Stutchbury | July 23, 2014 at 07:24
A common theme in these posts is that one of the challenges of a School Direct is a lack of consistency of provision. I would agree with this. I also think there are some other consequences of SD which have not been highlighted yet, and which will affect the overall quality of ITE as SD expands.
Firstly, learning to teach is an emotional journey as well as an intellectual one; student teachers need good support. In my experience of working as an External Examiner the aspect of their PGCE course that student teachers particularly value is the support they receive from their subject specialist, University tutor. The quality of mentoring is variable and the university tutor often helps students to weather the problems that poor mentoring can cause. Crucially the tutor is external to the situation and works with the student for the whole year. In many SD programmes, this role no longer exists and students are reliant on their mentor and other people in the same organisation. The mentor may be excellent in every respect – but they might not be, and that is the point: the issue of support is too important to be left to chance.
Secondly, universities are very good at teaching subject pedagogy. Student teachers value the opportunity to work with other maths students, music students or science students. Most of the professional studies teaching on school direct programmes is generic and the amount of subject specific pedagogy that student teachers learn on SD programmes in the ITE year is often limited, and again, very variable. It is often down to individual departments to provide this input. Again, the provision might be excellent, but it might focus on operational issues rather than on ideas about pedagogy: it is too important to be left to chance.
3. There has been under-recruitment for two years now. Schools recruit people into SD who they would like to employ. Universities recruit people who they believe have the potential to be good teachers. There has always been concern about wastage in the system – people who train but don’t go on to work as teachers. I wonder if there is a new sort of ‘wastage’ emerging – people who would like to be a teacher and have the potential to be a good teacher, but don’t get the chance because they do not come across as employable before they start to train?
4. University providers put the student teacher at the centre of their work. If issues arise and decisions need to be made, the student teacher and their learning is the priority. Schools, quite rightly, put their pupils at the centre of what they do. I have encountered a number of instances in which decisions that schools have made have not necessarily been in the best interests of student teacher learning. This is particularly evident in the ‘squeezing’ of the placement in a different school, to a few weeks.
My advice to potential students would be to spend as much time as possible in a school before you accept a place and ask of a SD provider the following questions.
1. What support will I get? What happens if I don’t get on with my mentor or if I find the course more difficult than expected. (A failing ITE student takes up a lot of time and energy. In my experience, schools are quicker to give up on someone than universities – and many people who experience problems are eventually very successful).
2. How and where will I learn to be a (subject) teacher. Where will I learn about …..(eg Robin Millar’s work on practical ( science) , Gary Spruce’s work on critical pedagogy (music)).
3. Will I be allowed to try out different approaches as I develop my own teaching personality? ( In my experience student teachers are increasingly being told ‘ this is how we do this’ and are always being encouraged to try alternative approaches.)
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David Weston (@informed_edu) | July 23, 2014 at 08:45
Hi Dominic,
Firstly this is a great initiative. I’m not remotely an expert in ITT as I focus much more significantly on the ongoing and continuing development that happens in schools. However, from what we see through our lens here at the Teacher Development Trust, I’d suggest that there are a number of key issues around ITT and early-career development: the content and balance of theory & practice, and consistency (in many areas). I’m sure others see this differently, I merely offer these thoughts to add to the debate and work toward some professional consensus.
In terms of theory/practice, it seems to me the biggest issue is a lack of common understanding or agreement over what a new teacher needs to be able to know and do. While the old standards were both fuzzy and bureacratic, the new standards are just even fuzzier albeit less bureacratic. I think it’s laughable that the expectations for what a professional should know and be able to do are written on four pages. No wonder QTS is not universally valued if all it means is an entirely subjective adherence to these.
ITT cannot be improved until we have a clearer, collegiate and collective view of these expectations so that we can then both support our training institutions to achieve this while also holding them accountable for doing so.
Solution: don’t wait for a Royal College of Teaching to do something about this, start the work around new standards. Any form of QTS should not happen at the end of year 1, it should be year 3 or 4, accredited jointly between HEIs and schools – both would need to sign off. Given the importance of subject knowledge and pedagogy there should be different standards in each starting specialism. You might consider commissioning the Expert Subject Advisory Groups to begin considering this for each area.
ITT Standards need to include more specifics about the theory that teachers need to know and then we need more common mechanisms for ensuring that teachers understand these – e.g. move toward common exams. The content needs to be determined through debate, research and consensus and then each standard needs evaluating through, e.g., RCTs to ensure that having the standard does lead to improved outcomes. I’d tentatively suggest that we should be looking at areas such as:
– Some basic psychology (e.g. motivation, mindset, self-efficacy, attachment)
– Some basic ‘learning science’ (e.g. the basics of memory, retrieval, encoding, spacing, testing, etc)
– The principles of effective assessment
– The principles of effective research and evaluation – becoming research-literate, critical consumers who can start to consider how to evaluate effectively
– Common learning issues in the specialist subject area: e.g. misconceptions, proven ‘best practice’ models and approaches.
– The characteristics, diagnosis and approach to working with common SEND issues
Once we’ve come to more agreement about the theory, and decided minimum expectations through a more consistent examination, we should also consider more carefully what sort of dissertation we expect. I think there should be at least one more theoretical dissertation – two or three over the course of the first few years, ideally. This should be accompanied by a more clearly structured ‘teacher enquiry’ which has clear impact on pupil learning outcomes. All of these dissertations, enquiry projects, exams and other more informal learning and reflection could go in to an extended portfolio which can be submitted when teachers are going for interview and also built upon for the rest of the teacher’s career. Clearly this portfolio has elements which are accredited by HEIs, others by schools, others by both – this is as it should be and mirrors the most successful school systems internationally.
Another huge issue is around consistency of experience and opportunity in the ITT route. The quality of mentoring is hugely variable – I’d suggest we consider whether there should be a qualification/accreditation either for mentors or, perhaps more practical, for those who oversee mentors. These people would be supported to improve the quality of mentoring while also held accountable for consistency and impact. Again, we need to be clear, consistent and well-aligned on what ‘good’ looks like and then plan from there.
Consistency of practical experience and opportunity is problematic. We should be clear that every teacher should experience an exceptional school for a reasonable amount of time, and also, heavily supported but not in the first year, a stint in a struggling school. I heartily agree with previous posters that every teacher should spend a decent chunk of their time in another phase – e.g. primaries spend time in secondary, and vice versa.
In the first 3 to 5 years every teacher should have an opportunity to lead a whole school or even cross-school project with leadership involved – this should come with expectations about what support and training for leadership is given, along with how to work effectively with colleagues around coaching. Through this process we can more systematically develop leadership.
We are also now finding that there are certain technologies that may have huge impact in teacher training. Use of video and in-ear coaching, for example, should be more thoroughly tested and then rolled out in a more consistent manner. Going further, EEF should include a remit for researching teacher development, both initial and ongoing, and this should be built in to a regular review-cycle of standards and induction. Eventually this would be taken over by a Royal College of Teaching.
Finally (for now), we need to consider retention and morale. Day and Gu’s work, among others, points us toward the key reasons that teacher stay within the profession or leave it. We should be clearer that wellbeing of teachers is a key requirement of early career training and induction. Schools who ‘burn through’ a huge number of teachers, sending them out of the profession, should be penalised even if they are achieving extraordinary results for their own pupils – the consequences for the rest of the system are far too serious to consider this acceptable.
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suecowley | July 23, 2014 at 09:21
Very briefly, one flaw I would note with the ‘on the job’ model is that new teachers do not get a chance to see what different school contexts look like. On the 4 year BEd course I did, I got to see a breadth of different types of schools, systems, methods, age groups, behaviour approaches, etc. This was hugely valuable. There is a danger that teachers get trained in a particular style/approach and then find it hard to adapt to other contexts, or to understand why what works well in one place might not work so well in another. So as David says above, a specific requirement to spend significant time in another phase (or ‘style’ of school) would be useful.
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dominiccummings | July 23, 2014 at 09:30
This makes sense to me but I would be reluctant to have hard rules set by DfE on such things as they will often get them wrong then not want to change for fear of ‘u-turn’ accusations etc.
Isn’t this the sort of thing that needs experimentation and rules/norms/customs will emerge from successes and failures?
Thanks for your comment and best wishes
D
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Kris Stutchbury | July 23, 2014 at 13:09
I agree with Sue. Many student teachers show a ‘dip’ in progress when they move to another school. It is getting through that ‘dip’ that often enables significant progress. Many SD programmes offer their student teachers a wonderful range of short experiences. In my view it is 8 to 10 weeks engagement in another setting that produces deep learning.
I do think ‘substantial’ needs to be defined by Government (see below) because the reality is that this requirement can place demands on a training programme. If it is difficult to organise then it is dropped, not for sound educational reasons, but for practical ones. The student teachers are the ones that loose out.
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Neil Burton | July 23, 2014 at 09:30
1. ‘School Direct’ is proving to be too confusing to the majority of potential applicants. ‘PGCE’ has a common currency which applicants understand. SD can be anything from working as an unqualified teacher via the salaried route to a ‘traditional’ PGCE with school-based application process and placement arrangements. There needs to be much greater differentiation in the use of terminology which is reinforced through central marketing of routes in to teaching which focus on enabling potential applicants to make better choices. (The confusion about the availability and value of salaries and bursaries and the different level of awards MUST be overcome centrally – it cannot be left to individual provider to attempt to explain the differences).
2. UCAS TT is not fit for purpose – a multi-provider training system cannot operate effectively where information is so poorly communicated. With 900+ providers the search engine must be upgraded to allow applicants to find providers local to them (rather than in a particular, and poorly defined, region). The uploading of information to UCAS TT by providers is overly complicated and fails to take account of individual secondary providers working with different HEIs for different subjects (for example).
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EESherlock | July 23, 2014 at 14:30
I agree with (1) up to a point – I think DfE’s primary responsibility in marketing teaching should focus on the various benefits, both financial and as a career in general, of the teaching profession. We need a persuasive and pithy pitch to graduates of the wisdom of choosing a career in teaching over the other options available to them. The specifics of routes come a little later, I feel, once the graduate has been ‘hooked’ by the initial sell – though yes, it is better for prospective trainees to a central, authoritative point of contact explaining these technical aspects (upon which school direct partnerships can draw).
I also agree that the different routes under the School Direct could do with differentiation (not to mention SCITTs).
One systemic point I’m aware of, albeit *sounds alarm* anecdotally, is a perception that schools want a more ‘oven ready’ applicant; lack of experience in recruiting trainees means that they have less of an idea of how an applicant can be shaped and improved. The universities, on the other hand, are more willing to take on applicants who aren’t yet the finished article (though conversely they are less worried about being lumbered with a dud). I wonder if this problem will be resolved over time, or whether the (legitimate) self-interest motivation will be a long-term problem for the School Direct approach. It is a microeconomic solution to a macroeconomic problem (though principally sound in placing schools themselves in charge of the supply of new teachers). And of course systems never change willingly.
To point (2), I wonder – does a perfect application system exist, even hypothetically? To say it isn’t fit for purpose does seem to overstate the case, unless there is a crisis in trainee numbers that can be directly traced to inadequacies in the application process. I agree that it does particularly disadvantage School Direct providers though, not least for the example given.
Anyway, my specific recommendations to counter the problems identified.:
1) A central campaign promoting teaching remains a sound idea, indeed increasingly necessary as a competition for graduates increases in a recovering economy and a demographic bulge in youngsters requires more teachers to be recruited into the system. HOWEVER – School Direct partnerships themselves need to receive more/better support in selling themselves to prospective teachers. Some, I’m sure do a sterling job; they need to share their practice with their peers. All need to align their individual campaigns with the national pitch (at least making sure the facts presented are consistent).
2) School Direct schools should either all offer a PGCE, or none of them should. Either we want this qualification or we don’t. As it is, I believe the fact that ‘PGCE’ is synonymous with ‘traditional teacher training in a university’ puts prospective teachers off School Direct – when in fact they probably would get a PGCE with School Direct anyway.
3) Look again at the application process. From an applicant’s point of view as well as that of the School Direct school, a single portal containing both the persuasive argument to choose teaching, the information on the routes and funding available available and the application system itself would make the most sense. This would mean taking the process away from UCAS and either placing it with an executive agency of the DfE or with a separate body such as the mooted ‘Royal College of Teachers’.
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DrDAv | July 23, 2014 at 09:32
My concern with the rise of SD and SCITT provision is that schools can have a short collective memory with a high rate of turnover of staff in some subjects. This can lead to inconsistency of provision. SD also leads to a huge increase in the amount of time that a school must devote to advertising and interviewing candidates. Returning the responsibility of this to the universities would cut down on the admin. It would be great if the teaching schools were involved in the recruitment, but the admin would be better done regionally by the universities.
It is also my understanding that the current SD allocations appear to be skewed. Here in the North East there have apparently been very few English SD places allocated this year – and yet schools are looking for more English teachers. A better overview of the training needs of the whole country would be helpful. Having the majority of places administrated by the Universities would also mean that there were fewer smaller places which would help with planning.
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dominiccummings | July 23, 2014 at 09:46
Thanks. One of the problems the DfE has in its central planning model is that its numbers are ALWAYS wrong. Like most central planning systems, there is an abstract rationale that does not seem stupid at first glance. However, as soon as one digs into the entrails, it is obvious that it can’t work as constructed. In particular, it is always behind the game in spotting trends and its data is unreliable for planning purposes. Theoretically one can imagine improvements to a central planning model but it seems to me that it would be much better for supply/demand to be balanced in a decentralised fashion like the workings of the immune system. I admit this is a general preference of mine but having seen the central planning approach I think it is worth trying a bottom-up approach! Though also NB. limits on maths/physics/computer science and some other subjects were removed last year so there are no longer any targets/limits – HEIs can recruit however many they can persuade…
Re regional level admin – that sounds sensible but again I would urge that people organise this on the ground, NOT ask DfE to set up regional admin or you will wait for years and it won’t work well.
Best wishes
D
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Ian Lynch | July 23, 2014 at 20:11
How long would it take the DfE to set up a national baseline testing project? Our project started as an idea in May based on a post to a discussion list. By end of term we had tested 5100 children and 400 schools had made accounts to continue in September. Cost to the taxpayer, zero. Sometimes the DfE is not the best solution. http://thelearningmachine.co.uk/best-avoid-dfe/
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@TeacherToolkit | July 23, 2014 at 10:30
Hi Dominic,
Great to see this blog from you. Hurrah! As you have stated, those in ivory towers are unable to make such a move due to Whitehall restrictions placed upon them. Pleased to see this and guarantee this will not be wasted time on your part. Looking at the Twitter feeds and comments above, you have already started a movement!
Having led ITT in several schools in North London over the past 15 years, here are my thoughts:
1. Huge disparity between ITT provision at university level and educational research which filters into the classroom.
2. School Direct (very confusing – reminds me of Specialisms & Diplomas) led through hubs of Outstanding graded schools in LEAs. It can be decisive if Good schools believe they have something to offer re. CPD. Take away this requirement to have this badge of honour. There is much good practice going on in Good schools. Identified hub schools that receive funding charge schools for ‘services’, which is fine and dandy, but not for the sake of ‘making a buck’.
The other issue is one of trust. What applications do you and see and what do you not see. Hubs schools control applications. This can be divisive. Allow all school based lead coordinators access to online CVs for trainees. Otherwise, there is a danger of ‘creaming’ off the trainees for specific placements. How do we ensure this is transparent? There are other ITT providers who also do the same. There is no robust mechanism in place as far as I see it. Also agree with Alex: ‘lesson plan templates and course outlines, can be accessed publicly to ensure transparency and quality.’ The stipulation by some is unnecessary bureaucracy when in fact, it could be more streamlined to save everybody time and place ‘trust’ back into the hands of the teacher, the mentor and the ITT provider.
Let us also not forget, the the quality of mentioning varies considerably from department to department within schools. Something must be put in place to ensure ‘experienced’ teachers are the right people for the job and can narrow the consistency and quality control margins.I think this is key and is the responsibility of each school. How do we address this?
3. The paperwork required to be completed by those in charge of School Direct / SCITT trainees within their schools is hideous. It really is! We do not have time to do this in and amongst all the other requirements of our jobs. The standards required and quality assurance also varies significantly from institution. As Debra Kidd has said above, consistency is shoddy.
4. I’ve managed to engage with SAGE publications and BELMAS to make academic research more readily available to teachers in the classroom. There is much to be done here for research education. I fear the bridge between academia and the classroom is far too wide until there is more joined up thinking and schools give teachers ‘more time’ to engage. This answer. More money to release teachers from their 90% timetables to complete action research. On that note, give teachers funding to complete research projects during their career to ensure they keep up to date and can implement school-based action research to feed back up to academia. I cannot see many headteachers giving time to teachers, because of funding, staffing and priorities dictated by you know who! Ofsted goalposts.
5. QTS – yes please!
6. College of Teaching – yes please!
7. Trainees having direct experience in the classroom – yes please. Ignoring quality for the moment… my own BAEd route gave me four 8-12 week placements in various schools whilst I was training. This was invaluably and 20 years later, I firmly believe, the best form of teacher CPD is observing lessons and visiting other schools.
A PGCE route offers a more meaningful route in 2-3 schools over roughly the same amount of time. I am a huge advocate of TF and other ITT models, but the trainees need to spend MUCH more time in the classroom, before being ‘left alone!’ It should be a requirement that schools host trainees for a ‘set period’. ENSURE ALL trainees see as many schools as possible before the start working full-time in post. I see this as a vital part of the process.
8. Ensure ITT are fully up to speed with T&L dialogue. Danger is myths are filtered down to trainees and can be damaging. e.g. 20 min progress in a lesson. AfL/Differentiation in every lesson. Solution: consider tutors to be up to speed with classroom practice. Many may observe countless lessons, but have they taught x30 screaming year 8s? Not sure on the validity/solution to this. Getting it wrong, can be emotionally damaging to trainees. We forget that what we learn in our early trainee-years can shape us for the rest of our career. It’s important to get it right from the start with great pedagogy and good/strong/consistent mentoring.
9. Address recruitment and retention issues across England and Wales.
10. Please can we see an outcome of this blog? A meeting, a paper, a roundtable meeting. The DfE and all political parties will definitely *prick their ears.
In a nutshell; consistency, transparency, time and unnecessary paperwork.
p.s. I’m glad to see you set the ‘comments’ standard from the beginning of the time-line. Pertinent and polite!
Sorry for bombarding your time-line. The opportunity was too good to miss out.
Ross – @TeacherToolkit.
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David Brown | July 23, 2014 at 11:04
Quick thought – invite an HMI to speak to trainees so that the inspection process can be described and some of those worrying Ofsted ‘myths’ can be ‘explained’ before they take hold.
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Michael Fordham | July 23, 2014 at 13:49
Always prioritise the subject and be wary of anything generic. Although there is something to be gained from genericism (e.g. what role does practice play in learning?), ultimately these discussions are fairly meaningless unless considered in the context of a particular subject discipline (e.g. what role practice plays in learning maths / German / literature?) Generic discussions about assessment, planning, pupil learning, ‘critical’ thinking, questioning, and so on can be superficially interesting, but – in my experience anyway as a trainee and mentor – these discussions can never be as useful, purposeful or practical unless they are addressed within the subject domain.
Generic, non-subject specific feedback on lesson observations is often poor. For example, I observed a lesson as a mentor where my trainee was teaching a lesson on the causes of the English Civil War. The trainee had got the pupils looking at ‘ship money’ as a cause of the conflict, but the pupils were saying banal things such as ‘the king was taking money and so people were angry’. To improve, this trainee needed to show the pupils that there was a tradition of taxation in place since the late middle ages and that Charles’ use of ship money was a break away from what was considered reasonable taxation at the time. A non-subject specialist would probably (a) not notice that children saying ‘the king was taking money and so people were angry’ was actually a problem and (b) not know enough about the subject to help the trainee improve the quality of the lesson. Instead you get banal comments about ‘engagement’.
So whatever format teacher training takes, it needs to be highly subject specific. I think it also has a number of flaws, but the impression I get is that the German / Scandinavian tradition of ‘Fachdidaktik’ is much stronger than our ‘subject pedagogy’.
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gorillawitch | July 23, 2014 at 13:58
I was a teacher who trained through the traditional route of degree & PGCE. Personally I really appreciated being given the time to think about education & learning. I found the PGCE year really helpful. The space it gave you was a luxury, but a useful one, and one you don’t get once you are teaching. I feel it gave me a really solid foundation to build on. There were excellent bits and less useful bits, but that’s life really isn’t it?
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dominiccummings | July 23, 2014 at 14:00
I don’t mean this rudely but this is not the most helpful of comments.
The purpose of these comments is not to give feelings but to provide actionable information for those making decisions amid uncertainty and chaos.
Best wishes, D
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"Interested Nn-Expert" | July 23, 2014 at 18:03
For clarity and for the benefit of interested non-experts, can we spell out acronyms etc at first point of use….
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dominiccummings | July 24, 2014 at 17:48
Thx for the suggestion T – I’ve added a glossary as an update to the blog above. D
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Ian Lynch | July 23, 2014 at 19:21
Combine training with something routine all teachers need to do so it doesn’t end with the initial training. As an example use routine coursework assessment as a focus for feedback. This is what we have set up with the computing baseline testing project with NAACE. It’s free. Around 400 secondary schools so far have made accounts >10% take up in 2 months with only social media for advertising. 850 teachers in the group mailing with more joining each day. We provide on-line tests and we can give them feedback on which questions a lot get wrong and a lot get right. We link these to assessment criteria accredited by Ofqual and derived directly from the new NC POS. We provide guidance and this will increase as we get more feedback. All creative commons licensed so they can contribute back, remix and re-use. The assessment criteria can be evidenced with on-line management all built from open source software and all free to all schools if they want to do formative assessment. We have shown can run a national testing and feedback program inexpensively enough to do it free. We can test any student or any group and compare it to a nationally representative sample. We can use this to track progress of groups and individuals and train teachers how to use the data objectively to inform what they are doing.
Once there is a focus and a critical mass engaged in it, dissemination of information becomes possible and active research can start within a growing pool of peer reviewed expertise. It’s not about money, it’s about doing things better and using technology intelligently – like many open source communities all over the world.
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dominiccummings | July 23, 2014 at 19:46
For those who make it this far, at the weekend I am going do another post summarising the comments made so far, then I will post that and ask for corrections/improvements. Thanks to all who have commented so far, I’ve already had interesting feedback from DfE. D
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David Cameron (@David_Cameron76) | July 23, 2014 at 21:54
I’d agree with the comments above about the variability of quality in school-based mentoring, which was a central theme of my recently-passed (last week!) PhD thesis (“A Study of Mentoring in the Teach First Programme”). If I may, I’d like to include an extract from the conclusion, which covered the implications of my findings for system leaders. If anyone wants to know more they can get in touch, I’m happy to discuss further or share the thesis.
PS. There are plenty more thoughts in the conclusion about Teach First specifically, which may be of interest to DfE/NCTL/TF but are not directly relevant to this thread.
All the best from sunny Germany.
David
“There are a number of implications for those overseeing teacher recruitment and development in England at a national level, including the Department for Education, NCTL and Ofsted. These focus on how the transition to school-led ITT and CPD can be managed most effectively. Firstly, this research has shown that not only is there a diversity of approaches to mentoring amongst different schools, but that significant variability in quality is a persistent feature of mentoring provision. System leaders should seek to build and support the capacity of the school system to facilitate high-quality mentoring on a national scale. There are a number of possible approaches to resolving this long-standing challenge. This research has shown that mentors in schools perceive there to be a deficiency of time and resources available for mentoring in schools. Allocating additional funding to schools for mentoring is probably necessary but may not, by itself, represent a complete solution. System leaders should also seek to share and propagate those cultures of excellence in ITT and CPD which already exist in schools; the obvious vehicle for this is the network of Teaching Schools. The shift to a school-led model of ITT creates the tendency for a diversity of approaches to develop, and the devolution of needs and initiatives to the level of individual schools; to counter this tendency, the community of Teaching Schools needs to be made aware of its responsibility to national priorities. When considering the number and specialism of teachers to recruit for school-based ITT, these schools need to look further than their own immediate staffing needs. Concerns about the allocation and supply of teachers with particular subject specialisms through the School Direct route have been already been expressed (Ward, 2013); this is arguably the result of individual schools responding to their own needs rather than having a national view. System leaders should therefore consider how Teaching Schools could develop this awareness and responsibility, perhaps by devolving the allocation of training places to a ‘parliament’ of Teaching School leaders mediated by the NCTL, or assigning this role to the recently-proposed College of Teaching (PTI, 2014).”
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Gaz Needle | July 24, 2014 at 02:14
All I have to go off is personal experience so I will try to explain what I think are the areas that need improving from the SD placements we have had this year.
We have had a SD trainee with us from a lead school this year and the biggest problem we have had is lack of information. When we have asked, the lead school blame the partner university and the university blame the lead school. This lack of clarity of what exactly is being asked has lead to the trainee being unclear of her responsibilities and us being unclear what we were supposed to provide. After lots of chasing people, we eventually tracked down what we were supposed to be delivering. Training/briefing needs to be given to any partner schools so they know exactly what their roles are and what is required.
Our trainee came to school with very little experience in schools and I think this needs to be addressed. The trainees should have had quality experience in schools, not just listening to readers and washing up paint pots. We are a primary school and teaching 6-7 year olds can be quite challenging. Just being able to communicate with them on a level they understand is a huge obstacle that can make trainees stumble at the first hurdle.
We also take PGCE and BEd trainees from a different university and they are much better prepared as they have time in university to study some pedagogy before putting it into action. This is vital and prepares the trainees well for what they may encounter in their placement school. Our SD trainee started on the first day of the year and had no input from the lead school of university and was expected to just teach. We had a lot to discuss! Key areas such as AfL and differentiation needed to be addressed and explained before we could go any further.
The larger role of the school in Schools Direct (SD) training also means that the trainees need to have schools that contrast in their placements. Our trainee had two schools in similar areas with similar intakes. This does not prepare the trainees well for what they may encounter when they qualify. The lead schools must ensure that a variety if placements in a range of schools is experienced by the trainees.
I also agree with what has been written previously regarding mentoring. A national standard would be helpful to ensure consistency throughout the country.
Finally the paperwork we had to complete was immense. The responsibility of teaching a class and training a new teacher was almost a stretch too far!
I think the key things I would change are:
Key information and training given before trainees arrive;
Trainees to have had more quality experience in school before they arrive to teach;
Trainees to have had time to study some pedagogy before arriving in a class to teach;
Schools in which trainees are placed should be contrasting;
Release time given for the completion of the assessments of the trainee.
A one size fits all approach will not work. Primary schools are very different places to secondary schools and this should also be taken into account when making improvements to the SD ITT.
Gaz Needle – @gazneedle
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Mick Oliver | July 24, 2014 at 06:42
Initiate school direct in effectively the Assessment Only route only.
The big issue is – students paying £9000 for training and no salary = poor recruitment. This also forces weak training as schools and providers are scared to upset the trainees and fail them. SO……
Schools to have rigorous selection procedure, before appointment – then pay UQ rate or similar and train people yourselves (There might be a need to go through a teaching school or uni to keep standards of mentoring high, and stop abuses. Currently we just do it ourselves and get uni to rubber stamp at end of two years – and pay £2000 for the Assessment only)
Depending on the initial strength of the trainee detirmines how much teaching they do, but they are immediately put to use – eg teaching small groups / intervention. They are immediately an integral part of the school – not an add on as in most training schemes. They are being paid!
If after a 3 months / 6 months it becomes apparent they are not fit for full classroom teaching (This is where you need good in house systems) you either keep them as a HLTA etc or they are told they will finish at the end of the year. This could be open to abuse – so would need some thought.
What I am suggesting is effectively the old school funded GTP. The selection at the beginning is the key. Rigorous interview leading to 1 week trial – paid, then 2 year programme. Currently – but this could be cut to one year)
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Adam_Marsh | July 24, 2014 at 08:01
Several observations
(1) The PGCE is a qualification, not a course; it’s possible to secure a PGCE through a number of routes: a relatively conventional university-led partnership; a SCTT-programme accredited by an HEI etc. By the same token, School Direct is not a training route but a mechanism for managing training routes. So the first observation is that, following David Weston, we won;t get clarity about what we want until we are clearer about the knowledge base for effective professional practice – debate about routes, however well-informed (like some of the comments here) or ill-informed places a second order concept (organisation) first.
(2) The market is over-supplied and over-regulated. There are approximately 80 university departments of education in England. By comparison, there are 25 medical schools. Current NCTL pracxtive is to accredit more providers – with new SCITTs we are well on the way to 150. We are constructing a market which is simply over-supplied, and where the economics really cannot work. We should be seeking to reduce, not expand the number of suppliers. At the same time, tight regulation (e.g. on number of days in school) means that programmes all look very similar to each other: there is little scope for innovation. A far more radical approach would be to specify more tightly the outcomes (as in law and medicine) and competencies (David is right that the 2011 Standards are just too feeble) but then de-regulate on process.
(3) Michael Fordham overstates the case against generic – there are some generic issues (legal issues, behaviour management), but this is tightly connected to issues of scle of provider. The assumption under-pinning whooly-school led approaches to SD is that – at its extreme – a Physics teacher who graduated 25 years ago and has mentored a Physics student every couple of years is more likely to be able to train high quality new Physics teachers than a specialist. This is not an argument for a highly conventional approach but it is a rationale for getting real about the economics of teacher education. It should be possible to evolve relatively quickly to a future with 20-30 high quality university departments of educationworking each with a network of teaching schools, developing locally-structured programmes within a national outcomes framework. Delivery of the programmes would (rather like GP training) be managed by the university department but substantially delivered by ‘clinical teachers’ – essentially, practitioners with part of their FTE in the training system. This would be a much stronger CPD system, a much better ITE system and secure a stable structure with realistic economies of scale.
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David Russell | July 24, 2014 at 09:08
Dominic
This is an interesting experiment. Thanks for initiating it. If it works well we may look to do something similar for FE on the Education & Training Foundation website. We have already run a more contained wiki-type exercise to flush out what practitioners think the leadership challenges are of the next 10 years. It produced some interesting results.
There is, as you say, no good reason for Government not running wiki-discussions. Social media are beginning to influence national policy and practice, and Govt should be shaping and harnessing that power, not being a passive observer or reluctant participant.
(Nothing to contribute on School Direct; sorry.)
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elainegwilson | July 24, 2014 at 09:51
There are a number of advantages to being part of a university–school partnership.
First, university departments are ideally placed to help build social capital with and between school partners. This can take the form of improving and developing teachers’ subject knowledge. Universities can provide access to real experts in the field who can
work with science educators, novices and school-based teachers to make recent ideas accessible and available in school classrooms.
Second, collaborative relationships between schools and university departments are underpinned by a shared understanding of how research knowledge and practice knowledge intersect to inform practice about, for example, helping new teachers to engage pupils in learning how to learn. Effective teachers are constantly called upon to make deliberative judgements about practice. This is learned best when experienced in both a school and a
university. For example, learning in the university about the latest ideas as to how children learn and then finding out in the school how to teach specific students in particular classroom, new teachers can develop practice and research knowledge through undertaking small-scale school-based research guided by university staff.
Third, university-school partnerships are able to set up opportunities for novices to hone their practice in different schools. At Cambridge novices benefit from two major practicum experiences in at least two very different schools. Furthermore, the opportunity and time to reflect upon practice between placements may help the novice to develop thinking about practice, as there is little time to reflect and think on-the-job. Additionally, working
collaboratively with groups of schools and university departments cultivates a sense of identity where novices feel secure, supported and trusted which would go a long way to helping to retain more teachers in classrooms.
Finally, teacher education institutions also serve as key change agents in transforming education and society. Not only do such institutions educate new teachers, update the knowledge and skills of existing teachers, create teacher-education curricula, provide professional development for practising teachers, contribute to textbook production and consult with local schools, they often also provide expert advice to international
ministries of education. Because of this broad influence on curriculum design and implementation, as well as policy setting within educational institutions, faculty members of teacher education institutions are perfectly poised to promote teacher education in the longer term. Indeed it could be argued that short term policy responses based on perceived teacher shortages in urban areas might jeopardise existing good practice. By working with faculties of teacher education institutions, governments might be better placed to bring about systematic change.
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harrison | July 24, 2014 at 10:19
I’m a humanities lecturer at a big university. My contact with PGCE issues comes from a) writing references for students who go into teaching and b) dealing with incoming students and what they’ve learned at school.
Primary and secondary schools do need more contact with university staff, but not with the education departments. There are some fantastic education lecturers. But most of them are ex-teachers who wanted an easier life and never had a real interest in research.
Education researchers and lecturers should have backgrounds in specific school subjects, and also in psychology,neuroscience, public policy, social science etc. Maybe education shouldn’t even be a university subject any more, but a cross-disciplinary centre for PGCEs.
Teachers should get more of their training from subject specialists in universities. Trainee history teachers should get their desk based training from history specialists who can give them the latest research on topics which will be taught in schools. Teacher CPD should consist of this as well.
Finally, as a parent, teacher training still hasn’t got to grips with discipline and bullying. Again, proper training in the social psychology of large numbers of children sharing a space would be more helpful here than empty statements that eg ‘we have zero tolerance of bullying’ by people who know nothing of whether or how ‘zero tolerance’ approaches to rule enforcement work.
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dominiccummings | July 24, 2014 at 12:16
If anybody is eagle-eyed, you will see that a comment appeared then disappeared from someone saying they are a humanities lecturer at a University who deals with PGCE issues.
The person who left the comment then emailed me saying that they disapprove of anonymous comments critical of colleagues and wished they had not left it and asked me to take it down.
I approved it before seeing the email, then saw the email. Having thought about it, I have taken it down. It was not removed because I disapproved of it.
The heart of the point, stripped of the criticism of colleagues, was:
‘Education researchers and lecturers should have backgrounds in specific school subjects, and also in psychology,neuroscience, public policy, social science etc. Maybe education shouldn’t even be a university subject any more, but a cross-disciplinary centre for PGCEs. Teachers should get more of their training from subject specialists in universities.’
Dominic
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Adam_Marsh | July 24, 2014 at 16:55
“Teachers should get more of their training from subject specialists in universities”:
This is EXACTLY what happens in Spain. As a recipe for: (1) driving a wedge between theory and practice (2) divorcing subject based training from the realities of the classroom and (3) generating student/trainee dissatisfaction about unjoined up training, it is an almost perfect device.
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Ian Lynch | July 24, 2014 at 18:23
My experience too. While there is a lot of folklore and black art in the pedagogical base that would not stand up to proper scientific scrutiny that does not mean experience counts for nothing. With respect to HE subject specialists they are good at what they do but their effectiveness in teaching methods obeys some inverse power as children get younger 😉
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Bruce Nightingale | July 24, 2014 at 15:37
I was at different times, the course leader for a PGCE ICT at two Midlands Universities. At the start of each academic year it was routine at one of them to send out emails to schools pleading for places to host trainee teachers – thankfully the schools obliged. It could be argued that this was a deficiency in our planning, and that would not be entirely unreasonable. However, staff in schools do move, they change syllabi and it takes time to get the delivery of new courses right before hosting a trainee: A case in point being the new computing PoS, the mentor might be mentoring an NQT and not have the capacity to take on a PGCE student at the same time. There are many reasons why schools might not be able to host a trainee. This impacts on the quality of provision and the trainees subsequent experience. I’d suggest that in order for schools to be graded outstanding/good, there should be a requirement that they engage in the training of new entrants to the profession.
Mentors should not be NQT’s but teachers with at least two years classroom experience. Similarly, teacher trainers need to have recent experience of the classroom.
Subject knowledge enhancement courses should be standardized and the content benchmaked at an agreed level. Individuals can be accepted onto a PGCE course without a relevant degree, but a short GCSE type course can be considered equivalent for subject knowledge purposes. GCSE equivalent courses in mathematics and English should be scrapped. If an applicant does not have a GCSE in either mathematics or English they should sit and pass a GCSE course.
Accessing research journals is difficult (costly) for most teachers unless they have access to a University library. Professional membership of (say) a National College of Teaching could allow for online access to most relevant journals. This assumes that a NCT subscribed to them in the first place!
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Neil Davies | July 25, 2014 at 09:29
To follow up on a couple of comments on R&D above.
We have almost no robust evidence about the best methods of teacher training. We will never get any credible evidence unless the DfE invests significant amounts in research. Whilst the funding for the EEF is welcome, its remit is limited and overall research spending by the DfE has fallen significantly in real terms. Similarly, investment by the ESRC has significantly fallen in real terms.
Without investment to find out what works, these questions will never be resolved. Gove and the DfE appeared to acknowledge this in their response to Goldacre’s report. However, I’ve seen no evidence that any of Goldacre’s recommendations have been followed up with funding.
So I’ve a question for you and your readers, what proportion of the DfE’s budget should be invested in research every year? Some context: the DH spent 0.94% of their budget on R&D in 2012-13, the EU has a target of 3% of GDP for R&D. In comparison DfE figures suggest research spending was £12.2m in 2012-13, that’s 0.02% of a budget of £52bn.
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dominiccummings | July 25, 2014 at 09:55
Good point.
I’m sure Tim Leunig will be considering this.
Unfortunately, because of decisions taken in the ‘quad’ (DC/GO/NC/DA) about political tradeoffs, the DfE has been forced to cut its budget recently in ways that are clearly irrational. Eg. pushing billions into childcare programmes with no RCTs while cutting 16-19.
Hopefully the strengthening trend towards research will help the next government deal with the issue you raise. External evaluations of research are vital to stop ministers picking ‘evidence’ as they want – i.e. using evidence as advertising for political choices. We need mechanisms in education so that political choices are explicit rather than implicit.
D
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dominiccummings | July 25, 2014 at 09:50
This report in US is relevant to the debate, thx David Weston.
http://huff.to/1z4uNMA
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dominiccummings | July 25, 2014 at 13:37
To those who have commented…
I am going to leave this thread as it is until Sunday/Monday, then do another blog summarising / clustering the comments and publish that (Monday), in the form of a note to ministers / spads / officials in the DfE. Then people can send corrections / additions etc, and I’ll redo it, then post a final (for the moment) version.
Thanks to all who have contributed so far. I know many of the relevant people in the DfE have read your comments so hopefully some good will come from your efforts…
D
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jordyjax | July 27, 2014 at 14:27
A quick postscript; I agree that ITT colleges should not have to beg for placements from schools. I understand that schools in difficulty may not want to take trainees – indeed some years ago I mentored three PGCE students who I had to “rescue” from a class where the teacher was literally having a nervous breakdown! However trainees now are being put into unsuitable provision which cannot enhance or help their professional development; our primary PRU recently took a lady on who wanted some experience of challenging behaviour before her final year. She had recently had a placement in a private religious school which was in the front room of a terraced house with no outdoor space and no facilities. She was expected to buy educational resources with her own money and her pleas to the college fell on deaf ears; they lamely proclaimed there was nowhere else!!
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Schooldirectminion | July 25, 2014 at 15:13
Thank you for the invitation, particularly welcome as there doesn’t appear to be a mechanism for formal evaluation of the impact of SD on schools so far. SD has delivered better than expected outcomes for us, but at a price. This cannot be explained by the inadequacy of specific regulations alone, but the failure of organisations and different bodies to interact with each other positively towards achieving better outcomes in school, if indeed that is the aim of all stakeholders, and it is sometimes hard to tell. Example: unresolved issues around intellectual property rights over course materials and whether schools or training providers are accountable for recruitment are unhelpful distractions from the core purpose of getting good teachers into schools.
SD is a very bureaucratic and resource intensive system, considering it was intended to open up possibilities. Choosing a training provider is a big decision for a school, yet there is little emphasis on clarity from providers about what they are actually offering. Some appear to have got away with offering their PGCE courses as School Direct, with few changes, or even none. The ITT criteria are vague about how many days in school an employment based route should have. Schools have been expected to take a lot on trust from providers. There should be a minimum requirement for SD provision which ensures adequate time in school and does not allow providers to simply rename their PGCE as SD without the necessary changes. Instead of a focus on this from the NCTL the emphasis has been on telling schools they should not change their providers.
Training providers should be required to be explicit about their School Direct programme offer and make this information available BEFORE the bidding process begins. NCTL’s role should be to ensure this happens, not tell schools they can’t change/ shouldn’t change provider.
SD is meant to be about recruiting trainees directly to the school. However, training providers often still see the trainees as belonging to them. This is fine for PGCE but not SD. NCTL should be intervening to ensure that the direction of travel for SD is providers being commissioned by schools to provide training for their recruits. Schools should be responsible for final assessment of trainees and not subjected to pressure to ‘mark up’ by providers looking to boost their own Ofsted outcomes. Learning to teach is a journey and we can’t all be outstanding from the start.
UCAS are very helpful and offer guidance and support in recruitment. NCTL should be actively seeking ways to do the same, for example seeking open evaluation of different providers and what they offer and school’s experiences so far. We have had to work out for ourselves the hard way that providers with experience of employment based teacher training are better placed to deliver SD programmes than those with experience of PGCE only.
The infrastructure and resourcing required to deliver School Direct favours larger partnerships. Smaller partnerships should not be disadvantaged. A more flexible approach to allocation of training places would help schools to avoid under or over recruiting.
NCTL could play an important role in brokering trust and partnership between schools and providers to ensure SD incorporates the best of employment based training and training provider input.
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Julie Slater | July 26, 2014 at 06:35
We have trained 35 teachers through the School Direct route this year and we have recruited 51 for 2014/15. All receive a PGCE.
We have had phenomenal success which I put down to several things:
1 – the quality of the recruitment process. We have been conscious not only to consider academic ability along with subject knowledge but also to consider their passion for the profession, their ability to interact with children & young people and their resilience. We have not simply recruited to fill our allocation. We have recruited high quality graduates who want to make a difference.
2- all our trainees are inducted throughout the summer term and this continues throughout the summer holidays. Feedback from trainees tells us this was invaluable and enabled them to feel more confident in their schools in September. We cover areas such as vision, behaviour management, professional conduct, including dress & lesson planning et al.
3- all schools in our alliance who take trainees have to agree to their selected mentors bring trained by us. This allows us to QA the mentors and ensures consistency for everyone. This is non negotiable. We have experienced no issues from schools about engaging with this training.
4 – high quality relationships with HEIs. We work in close collaboration and have an honest and transparent approach. All parties openly acknowledge what strengths they bring to the table and we work to these strengths. We are now looking to some joint appointments with Sheffield Hallam University to ensure we have a presence on university campus.
5 – we have developed a tracking system for our trainees which allows us to intervene if a trainee is struggling in a particular area. This tracker is used across the alliance and we provide opportunities for mentors to meet each other to discuss progress of trainees. We have had 100% success rate this year with no trainee dropping out.
33/35 of the trainees have secured jobs. Of the 2 who haven’t, one has decided to travel and the other is relocating in the south due to family commitments.
I suggest you access the NCTL 2014 Fellowship Commission Report. We covered a lot of teacher training and recruitment issues and made lots of recommendations.
To finish, schools need to truly commit to teacher training. We are responsible for training the future of our profession & our children deserve the best quality teachers. I am an advocate of SD. We have invested time & effort in getting it right and we have worked in collaboration in order to do so.
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davidspendlove | July 26, 2014 at 07:40
Dominic – this is an interesting exercise. It is however telling that this is perhaps the first ‘open’ consultation that has taken place about School Direct and the DfE hasn’t commissioned this?
I have been involved as a provider of ITE with School Direct from the start and it is possibly one of the most poorly introduced initiatives that I have been involved with in my time in ITE. However despite this I actually believe there are some very interesting developments with School Direct occurring particularly where there is a shared set of values between the HEI and the lead school and where the development of the trainee is central to everyone’s concerns. I believe the joint selection and ‘expectation’ to employ are positive but I don’t believe that School Direct will address many of the aims that have been claimed. For example I am really concerned about how certain types of school get access to the very best trainees. This was very much previously at the heart of ITE delivery as part of a social responsibility to local schools. I fear the supply of high quality trainees to challenging schools may dry up. I could go on about some of these issues, but this is a priority that needs to be looked at.
However ultimately School Direct was a political and ideological act to disrupt University involvement in teacher education but many of the elements that the new coalition government seemed to want to attack were myths of a bygone era. Initial Teacher education was without doubts one of the highest performing sectors of government and Michael Gove has said on numerous occasions that we have the best generation of new teachers – so where did these teachers come from? The system clearly wasn’t broken. The introduction of market forces is however driving a wedge (perhaps intentionally) between many providers and schools for the wrong reasons and whilst in some areas the feeling is that this was always about an attack on HEI providers – the reality is that I see certain schools being the losers in all of this. The government is forcing schools hands (and has been twisting arms) to be involved in School Direct but schools are now competing against each other for trainees rather than NQTs and the amount of additional energy needed to secure a single trainee via school direct is a concern.
I could say a lot more and I am happy to expand on any points above however it is important to note that despite some of the early intention to disrupt ITE – School Direct has created some new and positive opportunities which I do welcome. At its best it has enabled productive partnerships to be developed and where School Direct has been developed around mutual values with clear aims it can be very productive and successful – so there is something worth investigating here. But it does need investigating. The disruption and manner of introduction has however been poor and so much more could have been achieved and could still be achieved if a dialogue were maintained with those who perhaps know something about ITE and where School Direct is not presented a divisive strategy but as a genuine alternative route alongside other routes into teaching.
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Crispin Weston | July 26, 2014 at 13:36
I agree with David Weston that “the biggest issue is a lack of common understanding or agreement over what a new teacher needs to be able to know and do”.
Except that:
1. The word “new” is redundant here – this is a much broader problem with the whole of the way we conceive of what the job of teaching entails. Which is why the problem with ITT cannot be addressed in isolation.
2. I disagree with David’s proposed remedy, which is to establish a Royal College of Teaching. Such an institution would be captured by the orthodoxies that represent the problem and not the solution. Consensus on what works must be established by bottom-up evidence and contested debate, not top-down diktat or premature consensus based on what people suppose to be expertise but almost always turns out to have got muddled up with authority.
The problem is that we conceive of teaching as a personal (and often personality-driven) craft, which is not something that can really be taught. Although personality will always play its part in the mix, education at scale requires much more emphasis on pedagogy, managing transactions and processes, what Diana Laurillard calls “teaching as a design science”, or what you might unpack as the design and sequencing of learning activities, the monitoring of progress and the provision of appropriate feedback.
The reason that teachers do not do this well is that they do not have the tools of the trade that will enable them to do it effectively at the scale that modern education requires. Most training programmes start by introducing trainees to the equipment that they will use: these are the different parts of your rifle, this is how you stand on your surfboard or how you hold your violin, this is how the aeroplane that you will be flying works etc. The major problem for teacher training is that we do not have these tools of the trade – teachers are shown a lot of rather tendentious, theoretical texts, urged to become self-critical and reflective, and sent into their isolated classrooms to work things out ab initio, creating their own materials as they go along.
You can change the place of learning from university to school but you do not thereby escape the damaging effect of a lack of evidence-based theory. Practice unsupported by robust theory becomes, as many contributors to this list have observed, inconsistent and haphazard. Part of the misconception here is to think that better teaching necessarily means better (or better trained) teachers. Israeli soldiers are not more effective than Hamas soldiers because they are better trained but because they have better equipment (in the use of which they are, incidentally, better trained).
The missing tools of the trade are what the Nuffield Foundation in the 1970s called “resources for learning”, arguing at that time that we would never deliver education on the scale required by comprehensive (i.e. universal) education while we continued to place so much emphasis on staffing and so little on resources. Time has only proved them right. Their proposed remedy was very close to what Liz Truss proposed when she called recently for a return to textbooks – except that what we really need are materials that (a) represent activities not texts, (b) will generally be mediated by digital means, not paper-based books, (c) be re-mixable and adaptable.
The policy actions required from government all centre on putting in place the infrastructure required to foster a competitive market in digital learning resources (generally software, not expositive files). I have made three specific proposals:
1. a technical specifications incubator to improve interoperability – a technical issue that represents a fundamental prerequisite for an effective ed-tech market;
2. a central catalogue of ed-tech products to provide an authoritative reference point for objective information about product certification and pricing, as well allow for the aggregation of subjective information such as product reviews;
3. discussion with appropriate media groups about how government can support the development of a professional ed-tech and pedagogical press, the lack of which is another sign of the underlying problem – the lack of a coherent and defensible body of knowledge on which front-line practice is based.
These are key but there are others, such as the decoupling of exam boards from publishers of textbooks and other types of learning resource.
Note that these proposals represent an answer not just to your call for views on ITT but also to the call for advice on government policy on ed-tech (currently being addressed by ETAG, whose draft report has not been published), and also to government concerns about the lack of effective educational research. The sort of digital tools I am recommending would collect learning outcome data continuously, producing data in the sort of quantities that are needed not only to manage the processes and transactions involved in teaching, but also to underpin research into what works.
I have produced a 3 page policy paper at http://bit.ly/1lYA6EP and I expand my rationale in a number of essays on my blog at http://www.EdTechNow.net.
You may say that none of this is about teacher training. My answer would be that if you do not address what is the prior problem, whatever tinkering you do with teacher training processes will be ineffective.
Thanks for the opportunity to comment. I think it is a great initiative and I hope it has some influence.
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dominiccummings | August 20, 2014 at 11:56
I agree with some of this BUT –
1. I am sure you are wrong about Israeli soldiers therefore I wonder what else you are wrong about! A classic example is 1870 – the Prussian soldiers had an inferior rifle to the French but they won easily because of a) Moltke’s General Staff system (a global innovation) and b) TRAINING. Training plus unprecedented decentralisation meant that Prussian soldiers adapted tactically to superior French equipment. This lesson repeats in war. Advantages in equipment are rarely decisive – and just look at Russia and US experience in AFG.
2. The 3 things you mention re Ed Tech are – even if sensible – far beyond the ability of the DfE to organise. E.g. any attempt to rate products on quality is totally impossible because of legal issues. If they are to happen, they must happen without DfE’s help.
D
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Ian Lynch | August 20, 2014 at 12:18
Hm, I reckon the US cavalry showed rifles were pretty decisive when fighting the indigenous population that had bows and arrows. The atom bomb dropped on Hiroshima was pretty decisive 🙂
I agree on point 2. The DfE can lead on things like interoperability by adopting the Cabinet policy on open standards themselves and by training their own staff to understand those issues – after all it is central government policy! But as you say I don’t see how the DfE can start endorsing products. it was bad enough when BECTA started inventing bureaucratic frameworks for procurement that simply excluded smaller innovators that did not have the resources to participate in expensive procurement exercises.
On decoupling the exam boards from text book providers, the way to do that is to use a disruptive service based strategy to provide all the learning content and text books free using a similar fremium model that Google, Dropbox and LinkedIN have shown can be successful. That does not need intervention by the DfE, just imagination and perseverance to do it. Watch this space 🙂
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Crispin Weston | August 20, 2014 at 12:22
Dominic,
1. I am very surprised that you are so sure of your ground here.
Of course there are many factors that influence the winning of a war. Wikipedia’s account of the superiority of Prussia in 1870 is that “The German forces were superior in numbers, had better training and leadership and made more effective use of modern technology, particularly railroads and artillery”. So the example you cite against me appears to support my case and not yours. In a war of rapid movement, it is not the quality of the infantryman’s rifle that is of such key importance.
The problems faced by America in Afghanistan are largely due to the huge difficulty of wars of occupation when fighting against well-motivated irregular troops, particularly when technology places in the hands of those irregular troops weapons that are effective against the enemy (like the rifle in the Boer War or IEDs in modern wars).
And if you are right that it is all about training, then presumably you think that a Roman legion would still hold its own on a modern battlefield? I think they were pretty well trained.
2. I do not propose that the DfE should rate products on quality – I agree with you that would be absurd – but that they should encourage the production of a comparison website (exactly the same recommendation made by Sebastian James) where product quality is rated by users. This is a relatively simple thing to do but requires the moral & political leadership that only the DfE can provide in a state-run business like education.
Crispin.
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Crispin Weston | August 20, 2014 at 12:36
…and if user (or indeed professional) reviews cannot even appear on a DfE-supported website, then it is relatively simple for third-party commercial providers to host these reviews on third-party sites, linked to the government catalogue. It is the difficulty in getting access to the data – i.e. the catalogue – that is the key enabler for these services to flourish. The central catalogue would need to be self-supporting, which it could do by charging a registration fee (after an initial, seed-funded holiday), so its long-term future would not be dependent on the vicissitudes of party politics.
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dominiccummings | August 20, 2014 at 12:58
I doubt the DfE could set up such a website. If it did, it would be rubbish. And even if it weren’t rubbish the lawyers would scupper feedback systems like you’re suggesting.
I don’t see why others can’t set up such a website. It isn’t intrinsically hard – only for Whitehall…
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Crispin Weston | August 20, 2014 at 13:55
You are right about the DfE not being able to do it themselves. In the case of Charles Clarke’s Curriculum Online initiative, the DfE tried and hashed it up. So the argument is not about whether the DfE should do it internally, but whether it needs arms-length DfE backing.
Even though it is technically relatively easy to do, the reason why no-one does it in practice are commercial and to a lesser extent cultural. It is against the interests of the larger, more powerful players on the market to create a more competitive market. Much better from their point of view that they continue to leverage their partnership with government (central, agency, local and exam boards) and control the market. Without those players on-board, how can the central catalogue and its associated services achieve credibility with the teachers?
Meanwhile, the government continues to promote OJEU Frameworks (such as the current Information Management and Learning Services framework) which provide a short list of larger suppliers, explicitly excluding the smaller players, who generally find that they need to bind themselves to the larger suppliers through partnership agreements. The market is uncompetitive to the point of corruption, mainly as a result of the intervention of government in all its forms.
When I refer to cultural reasons, I mean that (a) there is an underlying belief amongst teachers that theirs is a profession which is unlike almost any other in that technology and process do not matter; and (b) amongst researchers that their job is to produce academic papers and not to support the development of technology that assists implementation. This perception, that teaching all down to the personal craft of the front-line teacher, is one that is hard-wired into the public sector agencies that run the show.
Almost anyone could produce the website but making it a success is something different. You cannot expect commercial suppliers to undo what government has done and is continuing to do. i.e. undervalue technology.
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dominiccummings | August 20, 2014 at 12:54
Don’t want to go far off-topic here but to both of you – I was obviously not saying technology is irrelevant.
These things are a balance. If you look at all professional analyses of 1870, they say the same thing: Prussia won DESPITE inferior rifles (French Chassepot was much better than the Prussian needle gun) because of Moltke / General Staff planning in peacetime (including the use of railways and telegram) / training and tactical adaptation. Prussia did not win because of ‘better equipment’. Why did Prussia exploit the common technologies of railway and telegram? Because of the new GS culture of training and wargaming and facing mistakes. The French army also had railways and telegrams. Why did they not use them well? Because their peacetime training systems were miles behind Prussia. All this is why European states made such huge efforts post-1870 to mimic Prussia’s GS and training systems.
This is not my view but the consensus of many studies over 150 years. Cf. Bucholz on Moltke and 1870. My confidence is because 1870 is one of the very few things I’ve studied in detail!
Of course equipment is important. Of course I do not think legions would be competitive. But look for example at the soldiers from Alexander the Great’s armies – they dominated battles even into their 60s, because of culture/training/doctrine.
I have strongly supported experiments with new IT in schools and am convinced they could help significantly – I will blog on this shortly – but they must be integrated with training that applies useful feedback.
I don’t think we are all really disagreeing about much…
D
Ps. As you can tell I’m working my way through comments to produce a new doc…
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Crispin Weston | August 20, 2014 at 13:18
I agree it comes down to a mix – or even a synergy. In some ways, training *is* the implementation of technology, if you see technology as process and not just kit. Digital software doesn’t really count as kit anyway – it is procedure encapsulated.
I think, though, that there is a special situation in teaching, in which teachers tend to see their job in terms of personality and ideology (aka values) rather than process and where educational research is so flaky. Unlike other professions, there *isn’t* a recognised, evidence-based body of theory on which professional practice can be reliably based. That is why I think government needs to have a particular focus on the technology of teaching, not just at the theoretical/research end (as it is doing to some extent through the EEF) but also at the practical implementation end.
I will reply separately to your comment about the practicality of the website.
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Ian Lynch | July 26, 2014 at 14:24
“I agree that treating ITT as an isolated issue is a mistake. The elephant in the room is the different views of the purpose of education and how success is measured.
If accountability is mainly about optimising schools’ performance indicators, the approach to training teachers needs to honestly reflect that otherwise you are never going to have the training making the envisaged impact because the performance indicators will lag behind expectations.
If on reflection we say performance indicators should not figure highly in the way we train teachers why are we letting them determine the curriculum? This is why it is essential that performance indicators represent a weighted balance of what is considered of value or like in an exam where questions are only asked on one section of a syllabus, the rest will not get taught.
If the performance indicators are a problem, change them, scrap them or whatever, if not focus the teacher training on what is declared to be the highest priority in schools. Eradicating the things that get heads sacked, the things that cause schools to get put into special measures and the things that cause schools to become unpopular and lose their students. at present that will largely mean boosting exam results byt whatever means available.
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Crispin Weston | July 26, 2014 at 19:49
Ian,
Perhaps you could say that there are three things to sort out before you address training:
* the ends of education;
* the way you assess the achievement of those ends;
* the way to teach, the success of which is inevitably going to determined by your manner of assessment.
I am not sure that defining the purposes of education is a real problem. There may be many different nuances in the way that different parents and learners prioritise various aims – but ultimately, I do not think there is such a great difference of view. Does anyone really disagree that children need to be taught to read and write, to understand basic morality, and to think for themselves, express themselves and be creative? And is there such a problem in agreeing that parents may choose slightly different ends within a range of acceptable values defined by the state? We can haggle of the precise boundaries of such an envelope, as the Trojan Horse case shows – but even in this case, it seems to me that almost everyone accepts the basic principle.
As for how we assess, there may well be a problem with the reliability of exams at an individual level and with the extent to which they measure all the aspects of education that we consider to be valuable. But to the extent to which exams measure core academic achievement, and when used in aggregate as a measure of the effectiveness of a particular teaching approach, I do not see that there is much of a problem. We can use them to measure the effectiveness e.g. of teaching basic arithmetic, which no-one will deny is important, without having to claim that we should not teach morality just because there isn’t an exam in it. That means that we can assess the effectiveness of different pedagogies in maths, even if it might be more difficult to compare the relative merits of different approaches to teaching morality. But surely, that is enough to be getting on with?
So while I agree that there is a problem with many areas of our assessment system, and while I see a more rigorous application of statistical expertise and data analytics as being the way to address these problems, I do not think that the problem is so acute that we need to hold up making improvements to training while we wait for this to happen.
To me, it is the confusion over what constitutes good pedagogy that is the deal breaker, and the difficulty in addressing this issue through current methods of research, when practice is so bound up with the infinitely variable personality of the teacher.
Neil Davis makes what Dominic rates as a good point about government’s spend on research. And while I am kind-of making the same point, I am sceptical about the capacity of traditional research to gather data in sufficient quantities to make sense of the complex world of education. This is a point that Dylan Wiliam comes back to repeatedly – e.g. in a recent tweet at https://twitter.com/dylanwiliam/status/489177283509620736.
The Achilles Heel of any data-driven system is data capture, which generally has to be automated if you are to get serious amounts of reliable data. The key to Google’s “big data” is to capture the data we enter ourselves and to match it with data automatically captured by web crawler robots. The key to supermarket logistics systems is the barcode reader. For education, the equivalent is automated data capture through the use of ed-tech.
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Ian Lynch | July 26, 2014 at 23:18
The devil is in the detail. Primary is different from secondary, subjects in secondary are different, SEND is different from mainstream. Lump everything together as ITT for eg reading and writing? Don’t think that will make much difference and could well make things worse. You miss the point about assessment. It’s only tangentially related to methods in that if we put the highest value on what is easiest to measure and put often dubious numbers to it and make people highly accountable to it, it should have a direct implication for how teachers are trained. Nuances are important because there are a hell of a lot of them and the balance between them is not easy to agree with subjects fighting political corners as well as national politicians looking for votes. Most of it is politics not rationality. Gathering data is not going to help if there is little agreement on the relative importance of stuff like eg soft skills that the CBI says are vital for employment yet government weights as zero in any performance indicators. I don’t see any amount of technology changing that.
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Crispin Weston | July 27, 2014 at 08:26
I never said you should lump everything together – of course effective pedagogy will be nuanced and diverse depending on context. But if you have reasonable methods of measurement for a within a particular domain, then you can test what pedagogies and combinations of pedagogies that are effective in different contexts.
I don’t understand what point you think I have missed. I understand precisely what you call the tangential relationship between pedagogy and assessment – but I explain above why gaps in our assessment coverage (which measures only “what is easiest to measure”) does not distort our development of pedagogy, given an awareness of what we are and are not measuring.
I agree that the ends of education are political, not technical. That is as it should be and teachers should not complain about it because, as suppliers of a service, it is not for teachers to say what the requirements are that their service is meeting. But I do not agree that there is fierce disagreement about what those ends should be. Just because we do not currently measure soft skills does not mean that anyone does not value them. You would not find any politician in any major party who would say or even believe such a thing. The reason that they are not included in school league tables is that we do not yet have a reliable measure of these things. But by aggregating and correlating data based on teacher judgments, in ways which assess the reliability of the teacher judgments themselves, this is a problem that technology will in my view solve in the future.
I agree that, at the moment, there are quite a lot of dodgy numbers in education, issued on the basis of examinations that have an almost ritualistic authority, or which are given selective prominence by authorities. Everyone knows that supposedly equivalent A levels apply completely different standards of difficulty. You think that numbers are themselves the problem: again, I think that data-driven technology will solve this problem. The true significance of any metric in education lies in the extent to which it can demonstrate predictive reliability. Data analytics systems will get better at testing the predictive reliability of measurements of learning, understanding the correlations between them, and how they can reliably be aggregated into broader measures of capability.
In the meantime, the measurements of capability that we have in those core academic subjects where we have them, although not perfect, are surely good enough, especially at aggregate level, to test the effectiveness in those domains of different pedagogical approaches. Are you saying that if I were to test a new pedagogy using an RCT which showed that the pedagogy resulted in a significant increase in performance in a particular GCSE Maths exam, this result would be meaningless?
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osimosim | July 27, 2014 at 11:19
Hello Dominic
Perhaps remove the requirement that Prospective Teachers must be placed at a good or outstanding school, and maybe have a requirement that they must have experience at a good / oustanding school AND a poor / satisfactory one?
This could increase the number of placements available and help their learning process, as it would expose recruits to different philosophies and realities of teaching, allowing them to better develop their own style and philosophy.
Slightly counter to what I just said, but maybe make it a requirement that outstanding schools become involved in the programe to increase take up and wrench teacher training away from the heavily politisised teacher training colleges. Maybe
Not sure if this is helpful but Im a big fan of yours.
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Ian Lynch | July 27, 2014 at 11:28
De-professionalising teachers into unthinking service providers? It might be appealing as an interim step in replacing them with machines I suppose. Someone rather wiser than me once said “Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted.” Scientists favour empirical data but they also appreciate that its use in a component in a complex interdependent system needs to be very cautiously considered. The road to hell is paved with good intentions. In education that is something there is plenty of evidence to support. Numbers are never a problem, its assigning values to them that go beyond their scope that is.
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Crispin Weston | July 27, 2014 at 13:19
I don’t think we should abuse Dominic’s hosptiality by continuing what I am not sure is a very enlightening argument too much longer, but I do think it is worth countering the misconception (because it is stated so often) that being a professional is incompatible with being a service provider (tell that to doctors and lawyers); or that providing professional technology somehow de-professionalises the user of that technology. I have certainly never suggested that we should *replace* teachers with machines – on the contrary, I have debated against MOOCs at Online Educa Berlin (http://www.online-educa.com/OEB_Newsportal/the-oeb-debate-2013/) and Learning Technologies London https://www.timetag.tv/learningtechnologies/play/22954 precisely on the grounds that that is what they propose to do and that is why they do not work.
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Ian Lynch | July 28, 2014 at 08:49
I think you have taken up considerably more space than me 🙂 Doctors are not simple service providers. They have considerable scope to determine the methods they use and in general the SoS for health does not dictate to the medical profession how to carry out an operation. In fact doctors are free to use quack medicine like homeopathy, acupuncture and chiropractic for which the scientific evidence is that they are at best ineffective and at worst dangerous. Thankfully few do. The content of medical training is largely decided by the professionals in large teaching hospitals, NOT the government as far as I am aware and certainly not a politician based on their experience of their own stay in a hospital. In terms of ITT compared to medicine, the difference is that there is a wide consensus of what is needed to treat specific ailments that does not transfer easily to education which is not about curing but developing holistically. The only way to make education like medicine would be to treat lack of knowledge in any area as a disease and treat it as such. Such a shift in culture does not seem very likely any time soon. In addition, medical initial training is a lot longer. It is all about treating illness whereas a lot of ITT is a year after a subject degree, an add on. As I said before the devil is in the detail and the differences matter.
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Crispin Weston | July 28, 2014 at 12:20
Quite right – I was not intending to limit your further contributions, just to signal my intention to wind down my own, something that I find hard to do in practice.
My point in saying that education is a service is not to suggest that the SoS (or any other non-practitioner like parents or employers) would normally be expected to dictate to practitioners the *means* (or as you say, the methods) that they should adopt to achieve their objectives, but that it *is* for the non-practitioners to dictate to practitioners the *ends* of their service. If teachers are claiming the authority to determine both means *and* ends, then we are not talking about a profession but an authoritarian priesthood.
While everyone would normally rely on the expert practitioners to determine how best to deliver the ends of education that non-expert stakeholders demanded, it is clear that (in large part because of a failure to distinguish between value-laden ends and technical means) there is a long history of the experts advocating pedagogies which the evidence shows are ineffective. Doctors are increasingly judged by success rates and where those success rates are poor, the claim that “doctor knows best” loses the authority that one would expect an expert to command. This is precisely the situation in respect of progressive education techniques.
Rejecting the medical analogy on the basis that it pathologises students is IMO a flawed argument, the effect of which is again to reject the vital distinction between ends and means. I deal with it at https://www.timetag.tv/learningtechnologies/play/22954 between 8:08 – 9:30. In short, the “deficit” in medicine is in respect of a norm (i.e. good health) which suggests that hospital patients are in some respect sub-normal. In education, the deficit is not in respect of a norm but in respect of a learning objective which may be something quite exceptional – e.g. winning gold in the Olympic Games. But it is still a deficit and it is completely appropriate to apply the same general, methodological approach to removing that deficit as is achieved in medicine. We can apply that approach to the deficit without any further implication that the existence of a deficit suggests that the state of the student is sub-normal. All we have to accept is that the state of the student is sub-optimal. Rejecting a “deficit model of education” is to reject the existence of learning objectives, which in turn assumes that the success of educational interventions cannot be measured. If teachers cannot measure the success of what they do, they cannot justify their expertise, and in those circumstances have no right to regard themselves as a profession. Which brings us back to the reason why this somewhat tangential discussion is fundamental to the matter of ITT.
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Christine Counsell | July 27, 2014 at 20:47
Hello Dominic. Some reflections for you on two unintended consequences of government policy.
First, I’ll declare my biases and interests. In history education I am passionate about a knowledge-driven curriculum, viewing knowledge as emancipatory, especially for the disadvantaged. In teacher education, my guiding principle, developed from time as history teacher and as SMT, from time running a history PGCE for a SCITT, and now in my present role with the history PGCE at Cambridge, is to empower subject mentors, so that they own and take responsibility for the quality of subject training, so that they are the chief mediators of wider scholarly-professional knowledge (and, where possible, generators of it too) and are able to blend it with the daily, practical, complex decisions of what history to teach, and how.
I’m privileged to have ended up at Cambridge where there is a long tradition of extremely close working between schools and university. One of our school partners was quoted in our last Ofsted report saying, ‘To talk of school and university is to miss the point’. I feel the same whenever I read others’ comments which, puzzlingly, appear to separate ‘the training course’ / ‘training provider’ and the ‘school placement’. We also have a culture of valuing subject-specificity. Within shared structures and values, a measure of autonomy for subject course teams (mentors and lecturers) allows them to develop in ways responsive to subject issues and subject mentor expertise.
The two unintended consequences have arisen as unfortunate by-products of how school-based, school-led training was introduced. They have no necessary relationship with school-led models, far from it. These damaging consequences could have been avoided if the DfE had striven to find out much more about ways in which certain already school-managed, school-involved and/or school-led ITT partnerships have long analysed and already tackled some of the problems that SD and related initiatives are partly designed to address.
The first unintended consequence is a diminution in emphasis on the subject-specificity of training. By this I mean circumstances that actually make it much harder to create, in a new team of school-based subject mentors (a) a central emphasis on subject knowledge and disciplinary rigour in training; (b) an adequate knowledge (for training novice teachers) of how the wider body of subject teachers (nationally and internationally) has, collectively, tackled curricular issues in their subject, learned from past mistakes and built their own subject-teacher-led discourse (in subject literature, conferences, research etc); (c) a properly intricate relationship between this subject/ disciplinary/ curricular knowledge and the development of trainees’ practical curriculum and lesson planning, teaching, assessment, evaluation.
The second unintended consequence is the danger of re-introducing and even entrenching a theory-practice divide, matching an institutional divide (uni-school), that many of us considered a huge problem in initial teacher education 20 years ago (some wrote about it much earlier than that). SD has the potential to consolidate existing successes in overcoming such a divide. Instead, with important honourable exceptions, I see that divide being re-introduced all over the place.
These two consequences are potentially damaging both for uni-involved and for school-initiated courses: I hear more and more of their effects, from frustrated history teachers, from all over England, who contact me in confidence desperately trying somehow to introduce or sustain high quality history-specific training, in various structures, and feeling thwarted in so doing.
One of your respondents makes an interesting generalization, and it brings my two concerns together: “teachers are shown a lot of rather tendentious, theoretical texts, urged to become self-critical and reflective, and sent into their isolated classrooms to work things out ab initio”
His condemnation of such practice, I share totally; his implication that it is the norm or that certain ITT communities haven’t long condemned and replaced it, I dispute. Policy-makers also appear to have made the mistake that this is the norm, instead of doing a thorough analysis of where it is NOT the case, of where practices have been developed explicitly to avoid that danger of isolation, disconnection and wheel-re-inventing, and, crucially, where teams of subject teachers have worked to build a different kind of initial teacher education, one that prioritises subject/disciplinary rigour and robust curricular thinking and a responsible, cohesive community of subject teachers owning and developing the mediation of such knowledge to new teachers, chiefly in the school context, with uni practice fully woven into it. Many of us, in school and university, long ago realized that there is little point in a trainee reading any text if the mentor you are working with in school can’t help you think about it or use it. Mentors must model a passion for useful professional and scholarly reading and know how to show the trainee how to make use of it. A strong subject-driven partnership is well-placed to make that happen. Debra Kidd, above, is right: experienced teachers, those acting as mentors, need to read. Only thus can they make sure that their subject course (and it should be ‘theirs’, whatever the provider structure) is tapping trainees into the collective, formal and emergent knowledge of the school-based subject community, especially writing by subject teachers, as well as the wider disciplinary community to whom the school subject refers.
Subject mentors cannot even make judgements about what to read and discuss with trainees if they are not in touch with that wider field of subject-specific practice. Worse, they are in grave danger of re-inventing wheels both round and square, and so, as a consequence, are their trainees.
Whatever else ‘schools-led’ must mean, it must include some notion of ‘schools-led at the subject level’. That involves building capacity in a subject mentor team. It means having leadership/coordination that regularly reviews the specifically subject quality of the training and outcomes, developing its own robust criteria. It is not enough to rely on a set of ‘Standards’ which are set at a low base line and which separate subject knowledge from everything else, encouraging an atomized assessment and ITT curriculum. As goals for trainees, it certainly isn’t appropriate to rely on flawed measures of pupil progress such as Level Descriptions and current GCSE markschemes (in history, in particular, it would be madness to use either as measures of rigour, and diverse history teachers have long said this). A group of subject mentors needs to be constantly generating, reviewing and scrutinizing its own measures of quality in teaching that particular subject and in its definitions of rigour and excellence for pupils in that subject. They need to be doing that in conversation with wider research and practice in the subject.
What follows is necessarily anecdotal but I want to share with you the force of the frustration that mounts up in my in-box and hits me with a queue of moans every time I’m in a history teacher gathering. My comments relate to secondary history – my experience doesn’t extend to other subjects. Also, my examples relate to situations outside of ours, here, in the Cambridge Partnership. Here, happily, we (and ‘we’ = ‘the partnership’, not university acting in isolation) are free to provide strongly history-specific training delivered chiefly in schools and we are free to continue working to build increasingly high levels of mentor responsibility. I should add, too, that the points below are, in many circumstances, sensitive. It is hard for subject voice to get out. It isn’t easy for many history teachers to express concerns which could be construed as criticism of their school, chain or alliance. But the helpful informality of your request makes this a useful setting in which to share this kind of thing. I hope it can at least trigger good questions by future policy-makers.
The problems history teachers report to me are as follows. All relate to a trend towards genericism, away from subject-specificity, in training.
i) nowhere near adequate time for trainees to continue to build scholarly subject knowledge, to understand major debates, trends and solutions in history education, to read the extensive literature by history teachers who have tackled longstanding problems, and to receive classroom-relevant, practical training that directly integrates all of these.
ii) a dearth or absence, of subject-specific training for mentors;
iii) pressure from senior managers on trainees (or on mentors to require trainees) to implement whole-school, generic pedagogies and/or to rely on assessment models that history mentors deem antithetical to rigorous history or which make it impossible to privilege pupils’ knowledge growth or disciplinary rigour in teaching;
iv) practices in lesson feedback and report writing that are barely subject-specific at all, not showing trainees how to analyse their effectiveness in subject-specific terms, how to shape properties of historical knowledge, how to configure and re-configure relationships of old historical knowledge and new, and no opportunity to do anything about it because mechanisms/time/incentives for coordinating a team of subject mentors, across schools, are inadequate. (Such a comment comes either from history teachers who have been given responsibility for coordinating history mentors in other schools or from history teachers having systems or structures imposed on them by non-subject specialists).
v) a lack of quality control over who mentors because there is no subject community base of expertise from which the pool of subject mentors is renewed, no reference point of subject mentoring quality by which new mentors might judge if they are ready to mentor or can work out exactly what they need to do to prepare; no clear statement of what is adequate knowledge of wider history education practices for a mentor to be able to teach the course (ie to mentor – a mentor is one type of trainer; a mentor teaches the course).
vi) using an outside ‘provider’ to ‘deliver’ a self-contained element of ‘the course’. Without shared processes which ensure that mentors see their own practice as part of that ‘course’ or which give them academic capacity and adequate time to share in the review of the content of that course, this can only perpetuate divide across partners.
This last is an irony, given current policy intentions. It links to my second unintended consequence. It is not unheard of, these days, for a school to ring a university and say, in effect, Could you deliver the ‘theory’ bit for us? as if such a thing could be construed separately. That this mindset even exists is a sign that we have gone backwards 20+ years.
There are many ways of skinning this cat, and structures that trammel schools/universities into particular ways of developing strong SD models will not be helpful, but the one thing the DfE *can* do is to re-think accountability structures, and through these to factor subject expertise into the mix. Whether through inspection or other evaluative means, through preferment/promotion practices or through inter-partnership competition, we need a higher premium on (a) definitions of high quality subject-specific training construed in disciplinary, scholarly terms (not numerical outputs and not generic measures, untranslatable across subjects); (b) selection and nurture of subject-specialist mentors; and (c) communities of subject-specific mentors who consume and produce knowledge about subject and about subject mentoring, who are given time to do so, whose distinctive specialist knowledge is highly esteemed and who share in responsibility for all parts of a fully blended course.
In emerging ITT structures, subject leaders need a clearer voice, and a status and authority commensurate with their scholarly-professional knowledge. There is no point in having an intransitive pedagogy; a pedagogy with no object. The object is the curriculum. Pupils must be taught something. That something isn’t just a given that can be neatly packaged with genericist managerial categories. It’s the heart of the intellectual challenge and the central purpose of what teachers do.
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Crispin Weston | July 28, 2014 at 12:53
Hello Christine,
On the assumption that discussion is good, perhaps I can make a quick response to your response to my point about “tendentious theoretical texts”?
I accept that this picture of teacher training represents a generalization. I don’t know if this was intended as a criticism – if so, it is worth pointing out that government policy must necessarily be based on a generalised perception of the status quo.
I did my PGCE in 1990 – so my observation may indeed be out of date. But I think there are still reasons to think that the situation has not changed dramatically since then:
* classrooms are intrinsically isolated working environments and the quality of much teacher-originated OER is clearly poor;
* I have not observed a significant rise in the development of professionally-produced learning resources (such as in activity-led coursebooks) of a sort that would replace the expectation that teachers will have to do the heavy lifting in developing their own teaching resources.
* the same assumptions that I remember from my 1990 reading lists still dominate the professional and political discourse e.g. around “independent learning”, “21st century skills”, creativity (often promulgated in opposition to knowledge by gurus such as Sir Ken Robinson, who enjoy a huge following among teachers);
* there is still a general assumption in the education community (see my discussion above with Ian Lynch) that it is not possible to measure teacher performance – a point of view which rejects the separation between pedagogy (i.e. educational method) from curriculum (i.e. educational objective);
* I still see plenty of shockingly poor and politicized work that comes out of many university education departments – though not yours, I am sure!
I agree with you about the importance of subject-specific pedagogy, by the way, and would support the need for university-led partnerships in delivering ITT, where this training is based on well-researched pedagogy. My point is not that such training should be done away with, but that it should be supplemented by the production of good course materials, which can help formalise and support the sort of good pedagogy that such training would also be promoting to its trainees.
Crispin.
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Ian Lynch | July 28, 2014 at 13:58
I never said it was not possible to measure teacher performance so please don’t imply I did. But if you are going to measure it, state the uncertainty in the measurement or the measurement is meaningless. Assessing performance is a different issue. The quality of much commercial educational resource is poor – a billion spent on curriculum on-line and what is there to show for it? Compare that to Wikipedia which costs a few million dollars a year to maintain. The main difference between poor OERs and poor expensive licensed stuff is tax payers paying through the nose for stuff that could easily be provided much more efficiently using different and more up to date business models aided by generic technologies.
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Crispin Weston | July 28, 2014 at 14:19
I agree that the quality of all educational resources is currently poor – but would argue that the reason for this in respect of OER is a lack of resource and in respect of commercial provision is an uncompetitive market. Which is why my policy recommendations focus on the creation of a competitive market (which would be open to OER as well as commercial providers).
I’m pleased that you agree that teacher performance is measurable. All I say is that such a position is not compatible with stating either (a) that teaching is an inevitably value-laden occupation, or (b) that disputes the existence of ultimate learning objectives which are “prior”, in the sense that they are not established by the teacher in the course of their work.
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dominiccummings | August 20, 2014 at 12:23
Dear Christine, thanks very much for such a thoughtful comment. There is no doubt that SD was introduced badly – like, unfortunately, pretty much everything. It is striking that you do not mention any sort of body such as the Institute of Physics who, in history, could do some of the work you describe. Why is this? It CANNOT come from the DfE – so WHO should do it?? Why do you think other ITT providers do not simply clone your approach at Cambridge, rather than reinventing square wheels…? Best wishes, Dominic
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davidspendlove | July 28, 2014 at 16:54
There is a danger that this discussion goes off tangentially which whilst interesting may not be beneficial to the original question. However related to this is that there is now appearing to be a body of information within this discussion with some messages appearing.
I don’t wish to steal Dominic’s thunder as he has suggested pulling something together but perhaps the most surprising overall message is the lack of informed understanding of ITE. I expect this is the same for any discussion but given we are discussing what is incredibly important and a particularly vulnerable aspect of education it would help if contributions were informed.
So just two points worth noting:
Firstly research is both underrepresented in this discussion and generally misunderstood particularly given education research is in a largely healthy state. There are 10 British University education departments in the top 50 QS world rankings – which incidentally is better than how medicine performs! As always league tables are fraught with idiosyncrasies however judging by some commentaries education research was invented by excited tweeters and bloggers. I am full of encouragement for teacher researchers but we also have some exceptional world-class education research involved with teacher education, which we should be using more effectively rather than attempting to marginalize. The best ITE draws upon educational research (which includes research from other fields) in a seamless way and engages trainees (and teachers) in research so that they become discerning and develop a level of criticality. For many in ITE we have worked hard to overcome the ivory towers image and have endeavoured to reduce any perceived theory and practice divide. A common feature of School Direct that is therefore unfortunately appearing is a redistribution of roles where the University simply takes on the academic work in a reduced role. This is School Direct on the ‘cheap’ and everyone should be cautious of this emerging practice.
It is also however sad to note that it is probably only about four years ago when we were talking about an all Master’s profession and the introduction of MATL. Even at that time there were many saying the MATL was insufficiently rigorous however it seems a million miles from where we are now. Therefore something such as MATL would seem a perfect fit in the current climate if someone were prepared to pay for it! There is sufficient evidence that teachers need challenging and developing throughout their careers and whilst social media is finding new ways of joining teachers up there is still a need for teachers to engage with high quality research and practice which is generally but not exclusively located in University schools of education.
Secondly the other factor that has always been a misconception is that School Direct is about trainees spending a significant amount of their time in schools. The reality is they have always done so with at least 2/3rds of a PGCE spent in schools. This is a significantly higher proportion than in other countries and instead of starting from the position of constantly bashing ITE – there should be the question of how on earth do providers get trainees through such an intensive activity which includes qualified teacher status and a Post Graduate qualification in such a short period of time. When I have explained to academics in other countries what happens on a PGCE they often laugh and say it is impossible!
Equally even if the government or a minority of headteachers don’t value ITE the trainees certainly do. The most common message I hear from trainees is that the PGCE is the most demanding activity they have ever undertaken but also most rewarding. After a period of time in their NQT year they are also then asked to reflect on their training and overwhelmingly this is consistently positive. In those cases where it isn’t then something usually happens either internally or externally! Whilst the NQT survey has its limitations it does paint a positive picture and when combined with Ofsted reports and the education select committee reports they all indicated that ITE was a success story.
I have indicated previously that there are some positive stories emerging with School Direct (but also some clear problems) and there really should be a taking into account a picture about what is emerging and build the best onto the best that is already in place (whilst it is still in place). School Direct shouldn’t be offered as a binary to the traditional PGCE – it needs to be offered as an alternative for the right trainees who, now that they are paying £9k for the experience, have a right to be able to choose from different models of delivery in an informed way.
Ultimately there is a bulging school population and a diminishing pool of talent to draw new teachers from and as such we have all the signs of a recruitment crisis emerging. The last few years have been incredibly demanding for those in ITE with often little educational, but plenty of ideological, justification for such turbulence. There really does need to be a taking stock of a national picture of teacher education as I sense we are in a critical period and the wrong next step could genuinely see a haemorrhaging of expertise from ITE – which may have always been the intention?
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bpnightingale | July 28, 2014 at 21:57
David,
Contesting the ongoing validity of subject knowledge is not an activity that ITT providers have distinguished themselves. ICT has been rethought emerging with a new body of knowledge grounded in computer science after external intervention from interested parties. Similarly, D&T has been the subject of ofsted subject repoers highly critical of the state of the subject. The raspberry pi, arduino etc are being adopted by primary and secondary schools. Where is the inter subject collaboration between D&T and computing? Teacher training should lead to enhanced opportunities for school children. If ITT providers are not leading development in subject disciplines, who is?
ITT educators do not submit much research via the REF, the academic measure of quality. Why is this?
Where is the research into the use of technology enhanced learning, be it via VLE’s – post the technology enhanced learning strategy or more contemporary use of tablets, bring your own devices etc. If you could cite one study that has been submitted for the REF I’d be very interested to read it and how it applies to children. The literary trust are calling for schools to participate in research relating to the impact of ebooks and the development of pupils reading abilities. They cite a near absence of research in this area as there motivation.
I don’t think ITT providers are best positioned to undertake the type of academic research that post docs are capable of generating. Action research is useful and assists in developing teachers ability to engage with published research.
ITT are in the business of training new entrants to teaching. If those trained do not start an NQT year or leave prematurely we should be concerned why. Professor Alan Smithers, Buckingham University has produced a yearly evaluation of ITT providers performance as measured against key criteria in this area. The ‘Good Teacher Training Guide’ should be uncomfortable reading for certain PGCE subjects and by association ITT providers and subject associations.
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davidspendlove | July 29, 2014 at 07:59
1) I disagree and the point has been made to NCTL is that the type of subject knowledge development you refer to is potentially being squeezed due to School Direct. Please do contact me if you wish to know more.
2) I don’t know of any systematic study which has collated how many involved in ITE have contributed to the REF but it will certainly vary by institutional priorities. One unfortunate model of ITE that has emerged in some Universities is that there are those that are involved with ITE and those involved with research – with little crossover. I believe that there should be a symbiotic relationship between research and ITE.
3) I don’t believe a list of publications submitted to the REF has been released so I couldn’t name one. However anyone can commission research.
4) Who do you think taught the Post Docs? ITE tutors can also be doctorate supervisors.
5) The Good Teacher Training Guide, despite its limitations, will provide uncomfortable reading for about 50% of universities (the bottom half) but it will be interesting to see who or how data is being collected on School Direct success in terms of employment, retention, quality, etc. I am not aware of how such data is or can be captured at the level of detail needed so the success of School Direct by traditional means won’t be fully known. From my own analysis there is some positive data emerging about School Direct but also some data which is a concern. Interestingly the culpability and liability for School Direct still rests with the provider which has to be addressed.
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dominiccummings | August 20, 2014 at 12:31
Surveys of undergraduate students on physics courses (‘how do you rate this course?’) are regarded as essentially worthless. Why would education be different? Students tend to evaluate uni teachers on the basis of whether they like them which is worthless as a method for judging the course’s effectiveness.
I’m afraid we strongly disagree on the state of education research. You regard it as a ‘success story’. I regard it as very often cargo cult science.
When I arrived at DfE in 2011 I asked someone v senior in the ed research community about Feinstein’s graph (showing the rich thickos overtaking the clever poor kids). ‘Gold standard, no doubts’ was the reply. A week later, Vignoles’ paper came out saying it was probably regression to the mean!
D
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Crispin Weston | July 28, 2014 at 18:31
David,
You must allow those of us who are already sceptical of the health of the UK’s education departments to remain so, when your main evidence for that health is a ranking system substantially based on the standing of UK education departments among other academic educationalists.
Would you say that the sector has made significant progress since the days of the 1998 Tooley Report or would you say that the Tooley Report got it wrong in the first place? Would you dismiss Daisy Christodoulou, Tom Bennett, Robert Peal and Andrew Old as excitable Tweeters and Bloggers or would you agree that there is some merit in their criticisms of the educational orthodoxy which has been established by education departments over the last 50 years? Do you think that the sort of stuff highlighted by Andrew Old on the BERA website (https://twitter.com/oldandrewuk/status/481853276070363136) is the output of good educational research, or would you say that this sort of stuff is not representative of much current academic writing?
I notice that in your most recent blog about your “Evidence Based Teaching” presentation (http://davidspendlove.wordpress.com/2014/05/29/evidence-based-teaching-keynote/), you say that “Evidence is not a substitute for our values”. That rings alarm bells for me, confirming precisely my criticism of much of educational academia, that it sees its job as defining the ends of education (often in terms e.g. of “powerful hegemonic discourses of race, class, gender, sexuality, and religion”), rather than defining the means of achieving the ends that the rest of society wants from an education system for which it pays and at which its children are required by law to attend.
Crispin.
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E Wilson | July 28, 2014 at 21:23
Might I suggest you read Kevin Stannard’s review of seven myths.
http://news.tes.co.uk/b/opinion/2014/05/29/review-39-the-entire-educational-landscape-is-obliterated-by-a-short-but-intensely-argued-book-39.aspx
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davidspendlove | July 28, 2014 at 21:17
Crispin – I am happy to engage in a debate about education research elsewhere however as indicated in my last post there is danger of this topic going off tangentially or being hijacked. Perhaps Dominic should put educational research as the next topic.
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Ian Lynch | July 28, 2014 at 22:45
State how you will evaluate the uncertainty in your measurement without general agreement over your assertion that teaching is not value laden. Spiritual, Moral, Social and Cultural education are value laden and at the heart of UK education culture. . As for OERs, it just requires the right business model and these take time to gain traction from absolute scratch. Watch this space.
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Crispin Weston | July 28, 2014 at 23:37
Thank you all for your comments.
1. Kevin Stannard’s review of Daisy’s book. I agree that we do not want to swing wildly from one extreme of the pendulum to another and that memorisation of facts is of little value without that knowledge being assimilated and applied through activity. I refer to these four writers as polemicists who attack the child-centred model of education, for which our academic education departments are chiefly responsible. In this respect, Kevin Stannard’s criticism of Daisy’s book is that the fortress had already been taken – a point that I think is belied by the furore that Daisy’s book has caused.
When it is generally recognised that the fortress has fallen and it comes to saying what would work better than child centred / independent learning / constructivism, then we can all afford to slip out of polemical mode and look for the nuanced, middle way. While I quote Tom Bennett’s Teacher Proof with approval as a polemic, I have also criticised some of his conclusions (http://edtechnow.net/2014/02/06/private/).
2. David on avoiding red herrings. Although I am happy to leave the debate about research till later, the point that I made in my first comment, some way back, is that there is not much point in discussing how you want to train people until you have a reasonable idea about what you want to train them in. So although I accept that the question of research may appear to be somewhat off topic, I think it is actually prior to the question of ITT/ITE.
3. Ian. At the risk of repeating myself, my position is that the ends of any process are value laden – but establishing the ends of education does not fall within the remit of teachers. Establishing the means to achieve any end is not value-laden (in the sense of being subjective). The relative effectiveness of any means in achieving any end can at least in theory be objectively demonstrated.
That is not to say that I do not accept that there will be a degree of uncertainty in any measurement of learning – this is something that I am writing about at the moment. But this degree of uncertainty can itself by quantified by the application of statistical analysis, which will in most cases be reducible to a measurement of predictive reliability. There is a big difference between uncertainty and subjectivity.
4. As for OERs, while I myself am sceptical that OER will do the heavy lifting in the development of ed-tech software, I am all in favour of giving open source a completely level playing field. All I am against is OER being used as a means for supply-side state funding to grab the moral high-ground, while generally producing rubbish outcomes and buggering up the market for everybody else at the same time. I do not see any incompatibility between true, self-sustaining OER and commercial provision. Indeed, I believe that OER will find useful synergies on the margins of a healthy commercial market. But as you say, so long as everyone agrees to keep the playing field level, then we can very happily agree to disagree, while everyone watches this space.
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Ian Lynch | July 29, 2014 at 08:57
Crispin, teachers will probably stop having views on the purpose of education when politicians stop interfering in operational matters. The main subsidies for education resources over the last 30 years have been for a business model predicated on selling software licenses. It has been a very expensive failure. A billion on curriculum on-line has had very little impact at all compared to using stuff that is largely free from licensing costs. The “specialist ed techs” are the things on the margin compared to the take up of eg Google drive, wikipedia, internet search, dropbox, youtube and other more generic free web based services used creatively to support educational need. The trend is to business models that lower barriers to entry, not very expensive specialist applications that raise them. Smell the coffee. If we learn anything from the last 30 years, its that the English national market is not big enough to sustain highly specialised expensive to develop educational technological solutions. Pretty well all the widespread technologies are derived from generic consumer led innovations that scale globally. If we want tech innovation in ITT it would be far better to look at things that already exist and can be used innovatively by all teachers at very low or zero cost to streamline routine tasks and contribute to their own digital literacy. That would be genuine education innovation as opposed to technical innovation for its own sake.
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Crispin Weston | July 29, 2014 at 09:41
I agree with you entirely on what a properly functioning system should look like – and that is one in which politicians keep out of pedagogical issues, which should be determined by educationalists who back their work on solid evidence and not ideological posturing. Getting to those sunny uplands may involve the odd compromise, but I am more optimistic than you seem to be that it is achievable.
I completely agree that government should not fund commercial provision through e.g. ring-fenced grants or vouchers, any more than it should fund OER provision. It is essential that ed-tech providers, whatever their business model, should earn their keep by delivering genuine benefits to the front line.
As for the size of the market, I see two levels in the ed-tech market. (1) is for software that supports generic pedagogical interactions: (1a) at the platform level, assignment management systems, data analytics systems, e-portfolio systems etc; and (1b) at the instructional level, simulations engines, timeline editors (for my subject, History), structured debate managers and educational wikis etc. etc. (2) is for instantiations of those generic interactions which are specific to a particular curriculum and the aggregations of activities (e.g. courses) that comprise sequences of those activities. While (2) is a national market, (1) is an international market and (2) sits on top of (1). In other words, the more important part of the ed-tech market will be international.
I think it is a mistake to describe the future market for ed-tech by observing the IMO completely ineffective forms of ed-tech that were deployed in the 2000s, which used generic technology (as you describe), and were predicated on flawed academic theories of child-centred independent learning. My view is that the ed-tech of the future will be much more similar to application-specific business software, which models the particular transactions and processes of that business. Business does not run open-source software at this application level – on the contrary, their software systems are complex and expensive. Though any sector-specific technology targeting a vertical market always sits on top of the generic, horizontal technologies that you mention.
Putting aside the national vs international question, the size of the market is related to the effectiveness of the product. The market for ineffective software is always small. But education, heavily dependent as it is on staffing, is an expensive business, the demand for good education in the knowledge economy is huge, and so the potential size of an effective ed-tech market is also huge.
I do not think that it is a matter for government to second guess exactly what products education will require or whether they will be provided by commercial or open source business models. I propose that government’s role in this, seeing the transformative potential of technology in education, not least in encapsulating, disseminating and evidencing effective pedagogy, is to establish the market infrastructures that will enable innovation through open competition.
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dominiccummings | July 29, 2014 at 10:39
Ian / Crispin
Perhaps you could each summarise:
a) What do you think you both agree on?
b) What are the vital areas of disagreement?
c) What is the crucial evidence/discoveries that need to be made to resolve the vital disagreements?
d) What shd the DfE DO given a) and b): ie. what are the uncontroversial things that will bring progress while allowing flexibility to make further decisions in the light of discoveries?
Thanks for your efforts in furthering the discussion and feel free to continue, but I want to do a first draft of a summary…
Dom
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Ian Lynch | July 29, 2014 at 13:32
We seem to agree that government should not subsidise education technology development. We seem to disagree that a big and significant shift is taking place to OERs and service based business models based on generic consumer led technologies as opposed to licensing proprietary specifically educational software. I’d cite Facebook, YouTube, Wikipedia, Dropbox, Google Drive, Android as evidence of a global shift to software as a service. This is not yet fully reflected in schools (or some large public and private sector organisations) because they are locked into a legacy paradigm. I’d say that *any* business model based on licensing content or software is vulnerable to disruption. It is most likely that the legacy licensing model will persist in specialist niches not generic widespread take up. I’m not sure whether Crispin agrees with that or not. Since I’m betting my entire business strategy on it you can assume I have done the proper research and it is working. It’s not easy otherwise many others would have done it already but a lot of that is down to legacy and professional knowledge.
Uncontroversial things:
1. DfE get their own house in order and train their staff in the importance of open systems so they stop using unnecessary proprietary protocols and formats that slow down the shift to open standards. (Not that expensive and the DfE above all government departments should value lifelong learning 😉 )
2. Require all current holders of contracts for DfE web site based services to ensure that the sites work properly to W3C standards and have been verified to work properly with the 5 most popular browsers. Make the deadline say 6 months or their contract will not be renewed. (after all competent design in the first place would mean there should be little or no work to do)
3. In terms of ITT require new teachers to evidence their own learning using an IT system (we have a free one if they want to use it so need cost the tax payer nothing for the technology, only for training which is an expense already there. Ok you would have to train the teacher trainers but that is a much smaller number to deal with). This would give them the skills and knowledge to transfer the same workflow to their classrooms. It will save them time and they can transfer those skills to the pupils. So there is a strategy then to get everyone to routinely use cloud based technologies to support their work – much in the way the most productive businesses do now.
4. Provide the incentives for on-going updating by providing certification of teachers every 3 years based on their evidence portfolio that is part of their day to day work (started in their ITT) After all, all teachers plan lessons and document stuff, just shift it to the cloud so they can be given credit for doing it. Make it voluntary, not an imposition, but obviously a teacher with evidence of keeping up to date is going to have a better chance of promotion than one that does not so I think you’d get a high take up at least from ITT.
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dominiccummings | July 29, 2014 at 14:30
Thanks Ian, very helpful and interesting. D
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Crispin Weston | July 29, 2014 at 16:47
Hello Dominic,
My account of the conversation with Ian, written before I saw Ian’s account.
My position is that much university-based education is value-laden and not based on robust evidence. The attempt to circumvent this by placing ITT in schools is only partly successful because, without being underpinned by educational theory, classroom practice is inconsistent and the value of school-based training is likely to be overly dependent on the personal craft of individual mentors.
My remedy (which I realize may appear a little off-topic) is to encourage the development of a market for teaching resources, which will encapsulate theory in a form that is directly usable and more testable than is personal practice. This will provide experimental justification for the techniques that are taught during ITT, as well as the “handrail” that will help support students’ own practice during training. To echo Dominic’s cut-and-paste comment, these are similar to a tips-and-tricks approach, though in context-specific, concrete form. Such resources are likely to be predominantly digital, which has led our discussion into one about ed-tech.
My position is predicated on the view that one can separate the subjective, value-laden aspect of teaching from the objectively measurable, technocratic aspects of teaching. I associate the subjective aspects with the ends of education which are ultimately not for teachers to determine; and the objective aspects with the means by which teachers deliver those ends, which is the proper subject of their expertise.
As I understand it, Ian does not think it is possible to isolate teaching from these subjective values and is sceptical about my claim that data-driven software systems will help us to evaluate the effectiveness of educational processes. He is concerned that data-driven ed-tech will disempower or de-professionalise the human teacher. My answer is that in providing the equivalent of the “tools of the trade”, ed-tech will on the contrary empower teachers, while leaving them free to exercise their core role, which is to manage, inspire and provide at the top end of Bloom’s taxonomy.
With respect to ed-tech (a field in which we are both involved), I think we agree that nothing has worked very well over the last couple of decades. Ian places his hopes in open source, substantially using generic internet technologies; I think that more proprietary developments will be required, particularly focusing on software built specifically for the education market. We both think that direct government intervention on the supply side has been damaging. Though as I think there is more heavy lifting to be done in terms of software development, I see more of a role for government in building a competitive market, while I think Ian believes government should just leave the whole sector well alone.
Having read Ian’s account, I have two responses.
1. I have no strong views on software-as-a-service licensing models, but on the whole I am inclined to agree with Ian that this is the direction of travel. I think in our debate, this may have got conflated with the proprietary/open source distinction.
2. Ian and I are both interested in open standards and interoperability. But as Ian sees the main change coming through generic software, he places the main emphasis on generic W3C standards. This is an issue that the Cabinet Office has been addressing over the last 4 years, albeit slowly.
Because I believe in the need for a top layer of education-specific software, I believe there is a need for a set of education-specific data standards, which will sit on-top of the current W3C standards. In some cases, there will be overlap. For example, IDPF has developed the open EPUB e-book standard. One of the specific requirements in the education space is for people to be able to exchange book annotations. So there is some work going on within W3C on open annotations standards, which have generic application but which are particularly important to education. In cases like these, I would agree with what I am sure would be Ian’s position, that the generic standard always trumps the sector-specific standard. Leave it to W3C, in other words.
That leaves, in my view, a significant requirement for education-specific interoperability standards. How does a learning platform launch a digitally mediated activity in a way that is consistent, regardless of the type of activity that we are talking about (creative exercise, assessment, investigation, collaboration etc)? How does that digitally mediated activity report learning outcome data, also in a consistent way? If the education community does not sort these issues out, then no-one will.
When participating in the Cabinet Office’s open standards consultation a couple of years ago, I found that there was a very similar situation in Health. Indeed, the whole fiasco of the patients record system could have been sorted if you had a competitive market for such systems, allowing the industry to drive the standardisation of the data that such systems would need to exchange. In other words, you achieve integration at the standards level, not by having a single IT system. Phew! The possibility of creating such data standards is related to the question about whether learning can be measured, which in turn is linked to the current interest (still somewhat premature) in the likely impact of “big data” on education and the work of the EEF.
So when I say that the government needs to build the infrastructure for competitive markets, creating dynamic data standards processes is part of that infrastructure. The creation of such standards, inevitably tied to industry innovation, is an area that both the Cabinet Office and the DfE’s Information Standards Board have both avoided like the plague. As Chairman of the (equally ineffective) BSI committee in this area (which represents UK interests at CEN and ISO/IEC) I have have done my best to persuade the ISB to offer leadership but without success. No-one else is doing this work.
I think Ian regards this emphasis on sector-specific data standards as a bit of a red-herring, believing that generic W3C standards, underpinning generic software systems, are sufficient.
Thank you for listening and I am sure that Ian will correct anything I might have got wrong in describing his position.
Crispin.
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dominiccummings | July 29, 2014 at 11:26
This is an interesting comment. I am posting it on behalf of someone who has been deeply involved with teacher training policy since 2010 and knows the DfE wiring but who because of their position can’t comment on the record. I have put my own comments [inside square brackets like so]. It is a verbatim cut and paste other than I have stripped out a few tiny things / pronouns that would identify who it is.
“1) SD needs a proper evaluation urgently. [Agreed.]
“2) It seems to work well for academy chains that have got their act together (ARK, Harris, Cabot, Outwood Grange etc…) – they have the capacity to recruit good people and hire decent people to do the training. [Agreed.]
“3) Works much less well for individual schools or small groups that don’t have this capacity. This was inevitable the moment DfE decided not to have a central recruitment process. They find it hard/complex to recruit and end up handing back places. In addition quality of the training will only be as good as the quality of the school. So it is patchy.
[Mostly agreed. Some good individual schools are also happy and doing well but it’s clearly true many aren’t. Sam Freedman argued for a central recruitment process in his PX report pre-2010 and in meetings with me and MG in the DfE. We explored doing this in 2011 but the dysfunction of the department made it impossible. A scheme was proposed but like all things involving the DfE running something involving a new IT system it was an obvious car crash. We therefore decided to go ahead without a central process and instead hoped/tried to encourage an organic approach entirely bottom-up. I think this was the right thing given the constraints. The other options were a) drop the whole idea, b) approve a central recruitment process that would have 1) delayed everything and then 2) been a shambles with >95% probability. It is the sort of thing that could be done now in the DfE given it is in much better shape though it would still be much harder to do than people outside realise, given inevitable nightmare arguments about a) EU procurement rules and b) Whitehall approaches to IT that separately and in combination would be a real pain. Two NEDs could help enormously though – Paul Marshall and Jim O’Neill, both of whom could help officials minimise the chances of failure.]
“4) The system is adjusting and we’re starting to see larger groups of schools come together to manage recruitment etc… but left to happen organically this will be probably take too long to avoid a recruitment crisis over the next few years.
[The commenter has much better finger tip feel than me for likely dynamics of ‘recruitment crisis’ but I would make one point: the DfE’s data is always late and bad and my experience confirmed me in the view that we must find a way of allowing supply/demand of teacher training recruitment to become a bottom-up process driven by schools/demographics rather than a top-down process driven by attempted ‘wise central planning in the DfE’. Nothing I saw suggested to me that the latter will work, certainly without a transformation of Whitehall that is inconceivable regardless of whether DC or EM is next PM. Also, as Tom Bennett has pointed out, the DfE’s central planning did not prevent previous ‘recruitment crises’. To push the point to an extreme: nobody would suggest a central process to plan recruitment of different types of programmers in Silicon Valley: an adaptable ecosystem is the best solution. Teacher training needs to be more like successful models outside Whitehall rather than resembling a 1950s Whitehall process. I do not mean that the current system is right or that we could not have done it better – it obviously is not right and it could be much better. But the preferred evolution should be mechanisms that allow decentralised coordination/adaptability rather than more central planning based on bad data and the inevitably limited attention span of MPs.]
“5) So the system could be pushed by either introducing centralised recruitment or, perhaps more realistically, getting schools to cluster together in a slightly more brokered/organised way to do joint recruitment and training (unless of course they’re already in an academy chain or strong Teaching School alliance). [For the reasons above I think the second option is more likely to work and the first option is more likely a) to blow up and b) be used to seize back control for Whitehall. But I also think that IF a SoS made it a top priority AND insisted on involving people from outside Whitehall in the design and implementation AND if noise from EU procurement etc could be minimised – THEN a central recruitment process could enable decentralised adaptability.]
“6) In terms of ITT itself what ARK, Teach First and a few others are doing is at the cutting edge. Essentially building in more practice of specific technique/routines a la Doug Lemov alongside traditional theoretical/classroom based material. Lots of the university people hate this as they see it as ‘teaching tips’ and taking away from the intellectual value of teaching but it really is a false dichotomy…you can have both.”
[I strongly agree with this point and I think it is vital. The main hope of Sam Freedman, Gove, Zoete, me was to enable the Doug Lemov approach to be integrated in Academy chains so that direct empirical evidence of what works is built on and failure is quickly adapted to. This is consistent with Feynman’s classic essay on Cargo Cult science and education research. It is very hard not to fool yourself about what works. Much education ‘research’ has spread errors – not knowledge. Physics has long-established tools to limit human propensity to fool oneself – tools that have developed the most accurate quantitative models of the world that we have. Medicine ignored this for a long time but has done better in recent decades. Teaching must now do the same. (Obviously neither medicine nor teaching can approach the accuracy of physics but that is not the point – mechanisms for not fooling oneself can be built.) Here I am very hopeful as I think things like Goldacre’s report, ResearchED and all the other stuff that has grown recently is an unstoppable tide now, despite union opposition and wariness/recalcitrance from many in universities.]
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Elaine Wilson | July 29, 2014 at 12:30
However what ARK et al and Teach First do are to emulate the very best practices of University – School based teacher education. Although these top performing HEIs go further and also enourage new teachers to think critically and to steer away from cults and ten top tips approaches. Rather Uni-school partnerships work together to prepare new teachers to be able to make good deliberative judgements in specific nuanced complex classroom situations based on being well educated.
It is a great waste of energy that we are once again rehearsing arguments that were being raised in the 80s by Shelia Lawlor et al l when I first started teaching.
Surley we all [HAVE] the wherewithal to work together to make our education system the best in the world and to go beyond partisan polarised discussion?
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dominiccummings | July 29, 2014 at 12:53
I inserted the [HAVE] above assuming it was a typo.
I’m not sure what you think is the ‘waste of energy’. If you think good schools have been generally happy with the quality of HEI training, I’m afraid you are mistaken. This is part of the reason for the debate over how to a) determine what is successful/failing, b) channel more money and people to the successful, c) connect training with the very new trend of trying to approach training and education research in a genuinely empirical way – in a scientific way rather than a Cargo Cult Science way (Cf. Feynman).
This is not to say all HEIs = bad, or that School Direct is an obvious success. Some HEI training is clearly deeply valued by schools. Some aspects of SD have been bad. But these things do need debating and I do not think it is a ‘waste of energy’. You are of course not obliged to waste any of your own energy on the debate!
I do not think the discussion above has been ‘partisan polarised’. The goal is to produce some agreed specific action DfE can take that would grab low hanging fruit and help the system evolve in positive ways.
Best wishes
D
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Ian Lynch | July 29, 2014 at 16:00
I did my PGCE in 1976 have things really changed? I really doubt it except at fairly superficial levels. If you want ITT to grow from grass roots you need methods that enable devolved practice from a central set of standards. The internet shows how successful that can be. In fact everything exists to do it now and with no need to go for EU procurement – a lot of the technology was developed using EU grant funding in the lifelong learning programme in any case, just extend what has been done. They like sustainability.
I did make a start on defining a teaching apprenticeship for a post graduate qualification based on the teaching standards at https://theingots.org/community/Teaching_Diploma but other things have taken over for the time being. This is a competence based assessment model which defines baseline teaching competence that can be linked to academic and theoretical learning. Good teaching needs both so let’s not get into a polarised either or debate. If we have a web-based assessment model that links the defined outcomes to underpinning resources and guidance, the student can provide the evidence of what they have learnt from anywhere and the assessor can verify it from anywhere and external moderation can be formative too, providing constructive feedback across students. Extend it beyond ITT to have a manageable system of CPD. It does not mean we have to abandon university based training or school based practice, it simply makes it easier to compare standards and manage the information using common open systems based infrastructure. It’s also a tried and tested method with similarly constructed school qualifications accredited by Ofqual and endorsed by the DfE in terms of league table points.
I’m not saying you have to use this exact system, I’m saying the solutions are already available and ready to be deployed. Flexible enough for individual institutional character but with common technical dimensions to improve efficiency. If we want evidence based education, let’s start by making the evidence required to grant qualified teaching status practical and transparent.
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Elaine Wilson | July 29, 2014 at 14:08
Thank you for editing my typo! Done in haste.
I am glad that you have started this debate and don’t mean to appear to be dismissive but I do think we have regressed in terms of our world standing in teacher education in the last four years. It would be good if we were to move forward rather than standing still or even regressing in some areas. I can see that thinking more divergently may be a good way forward and it has to be right that we should listen to all the views represented. Thank you for allowing HEIs the opportunity to voice our opinions too.
So I have one final question. Is the evidence you talk about based on anecdotal impressions and feelings expressed by some people in ‘good’ schools or is the policy drive to promote SD over University -school partnerships based on sound empirical evidence? If it is the latter please excuse my ignorance and point me to the sources. The ‘evidence’ used in the 2010 White paper was not convincing and the Hargreaves ‘think pieces’ are untested.
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Iain Gill | July 29, 2014 at 11:44
[…]
its interesting to note the differences between the suggestions from the teaching business here, and the suggestions from parents in the comments on the recent john redwood blog on this topic.
personally I think there is a lot to be said for the parents views expressed on johns blog.
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dominiccummings | July 29, 2014 at 12:11
The […] above contains a link to Redwood’s blog.
I have allowed this comment but deleted the link.
The reason is that the comments on that blog are largely a) about different subjects to this debate or b) gibberish/insults, like most comments on political blogs, so I am deleting the link to avoid readers here accidentally wasting time.
Anybody who wants to look at JR’s view or the comments can google it.
A summary is: a) allow more selection, b) allow profits.
Whatever the merits of either point they are not directly relevant to the narrower issue here of teacher training and what precisely the DfE should do about it.
D
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dominiccummings | July 30, 2014 at 00:51
The comment below is cut and paste BY ME from Tom Bennett’s blog:
http://community.tes.co.uk/tom_bennett/b/weblog/archive/2014/07/29/get-carter-part-2-how-do-we-reform-teacher-training-in-research.aspx
“My six recommendations to the [Carter ITT] review are:
1. Imbed a basic literacy about what research looks like in ITT, and the varieties of methodologies available to education researchers- including their limitations
2. Provide better guidance about best practise in teacher trainee research, rather than just say ‘go do research’
3. Warn teachers of use perils of blindly conducting Action Research without governance from an established research body. 20 kids in your class for two terms isn’t research. It’s a punt. Which is fine, but a punt isn’t research.
4. Encourage teachers to become research literate simultaneous to actually practising in a classroom. Real life often sobers us up when blind theory can obfuscate and intoxicate. And theory can illuminate experience.
5. Encourage teachers to plan their CPD on a research basis, so that even after ITT their powers of research literacy can be used to guide their futures.
6. While acknowledging the nuance and subtlety of what research actually says ( for example, the front page of the EEF teacher toolkit makes easy reading, but the devil is in the details within), teacher trainers need to present the big picture of what the best research points towards- and most of all, what it insubstantiates. Or fails to substantiate. VAK, for example, isn’t definitely untrue, merely unevidenced. So there might be something in it. But as far as we know, there isn’t. Teach that.
“The DfE has been surfing the wave of evidence based practice for some time now, and in my discussions with them I’ve never seen anything other than an honest, ambitious desire to find out what represents the best research in education, and disseminate it. With Gove gone, and an election around the corner, all hats are in the air again. Even the outcome of this review is uncertain. Will it launch like a rocket, or be quietly published and filed? Only time will tell if Morgan will be fey- or will we get Carter?”
Tom Bennett
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davidspendlove | July 30, 2014 at 08:47
There is little in this that I would disagree with and you would anticipate that much of this is bread and butter for most HEIs. the disconnect comes from School Direct potentially increasing the theory and practice divide (see my earlier note). Valuing research and recognising that teaching is also an activity grounded in academic understanding seems to be something we have moved away from. I suspect an unintended (or perhaps intended) consequence of the changes in the last 4 years is that there has possibly been a reduction in some of the activities that Tom calls for – despite the increased noise (but the noise is welcomed). Again I mention the discontinuation of MATL and removal of PPD funding which have been a backward step.
Unfortunately much of the debate is presented as a binary – when the reality is a mixed economy can exist but if this is to be the case then there has to be a transparency to the diversification of ITE.
Turning briefly to an earlier (insider) post – there is so much in this that I don’t know where to start. However a central message that is emerging is that there really needs to be a considered approach before the next steps in the development of School Direct take place. There should be time taken to capture the very best practice that is emerging as we can’t simply let it grow organically or let the market dictate its development – there is too much at stake for this to be allowed.
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Crispin Weston | July 30, 2014 at 10:47
Tom Bennett seems to be mainly concerned to inoculate front-line teachers against ingesting snake oil. That seems to me to be a reasonable reaction to current conditions but somewhat defensive as a long-term strategy – sort of like giving travelers training in self-defence before sending them out into bandit country. The better long-term objective would be to encourage the emergence of a professional environment in which even gullible teachers are not likely to be waylaid by quack prescriptions.
So the question is how to foster the emergence of such an evidence-based environment in which a reliable consensus emerges on good pedagogical practice. David’s second paragraph makes the assumption that the market is inferior as a way of achieving that goal than central control exercised through the authoritative identification of best practices. The truth of that assumption will depend on (a) how much you trust the agencies that are exercising central control, and (b) how the market is set up: e.g. how transparent are your information flows, how flexible are the procurement mechanisms, who are the customers and how they are incentivised. The history of educational theory suggests to me that the picking of pedagogical best practices by central authorities has been extremely unreliable. That appears to many of us precisely why we are in our current mess.
Crispin.
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Ian Lynch | July 30, 2014 at 08:55
Seems to me that there is a significant issue in science and maths education here. We want research to be “scientific” ie stand up to the sort of rigour that double blind surveys do in medicine. One ground breaking study on that basis in the 1980s was CASE (Cognitive Acceleration through Science Education) at Kings College carried out by science educators. It showed that children that went through the CASE programme improved all their GCSE grades, not just science. Now one would think that concrete evidence like that would take precedence but the National Curriculum scuppered it with retrenchment to a knowledge based syllabus. And more recently all the transferrable skills and knowledge stuff is being called into question by Willingham et al on the basis of the science of how memory works. So even when there is “scientific research”, we end up with conflicting results and polarised politics. The problem is that most teachers and probably many ITT lecturers don’t have the maths or science to know what is and is not scientific and how to work out how reliable their conclusions are. I did an error treatment of the data in my MSc dissertation in Education Management. My supervisor asked what all the complicated maths was about and said the final examiner wouldn’t understand it so it was not worth including. Hmm.
On VAK I’d say context of learning is a motivator and there is strong evidence that people have different preferences for learning context otherwise every child would choose the same options when given a choice (assuming its not just teacher preference). So probably if we changed from preferred learning style to preferred learning context there might well be a case, and its probably as much to do with the Amygdala and motivation as it is the Cortex and working memory. But maybe that needs a research project 🙂
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E Wilson | July 31, 2014 at 07:07
Further to your comment earlier about ‘good’ schools’ views on ITE. I have just read this blog by the Head at a school which might fit your ‘good’ school category who is very positive about recently PGCE trained new teachers. http://news.tes.co.uk/b/opinion/2014/07/25/39-dear-nicky-morgan-trust-teachers-and-be-amazed-by-the-creativity-you-unlock-39.aspx?utm_content=buffer40567&utm_medium=social&utm_source=twitter.com&utm_campaign=buffer
I don’t think the situation is a drastic or clear cut as we are being led to believe.
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Ian Lynch | July 31, 2014 at 14:21
Paragraph 3? One emotionally laden anecdote in a highly non-representative context is hardly the stuff to engender confidence in rational and research led approaches to education reform. While we have this constant politically confrontational point scoring I can’t see much hope for change.
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dominiccummings | July 31, 2014 at 14:30
Sorry Ian, I can’t see what this ‘paragraph 3’ refers to!? Have you replied to the right comment? best, D
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Ian Lynch | July 31, 2014 at 15:07
In E Wilson’s link (above) to TES connect open letter from Bernard Trafford, headmaster of Newcastle upon Tyne Royal Grammar School, to the SoS.
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dominiccummings | July 31, 2014 at 17:37
Gotcha, thx. D
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dominiccummings | August 1, 2014 at 00:37
People are free to leave more comments but… I’m now travelling and may not be able to click APPROVE for a day or so. I’m writing up a summary of the above debate to post next week. I know that relevant officials and others have read all this and are thinking about it. I don’t know what they will do. I’ve also learned a lot from the comments. Thanks again to all who have contributed. D
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Karl Bentley | August 1, 2014 at 01:10
A few things to note, first this discussion seems to have become dominated by a few insistent voices. This seems to be the norm in discussing education and ITT in particular. There are a few misconceptions flying around. Namely that ITT HE tutors are somehow dissociated from ‘real’ practice in schools, odd as most of them, like myself either came recently from schools as teachers or school leaders, or are still working part time in schools and/or are researching in schools while engaging with their own studies, in my case my Doctoral studies in education. Nearly all HE ITT tutors also work as link tutors in schools alongside mentors so this myth of academic remoteness is rather strange and is rather more indicative of ignorance as to the who and what of ITT academics. Besides for HE ITT tutors/academics teaching in HE is the major part of their work load. Added to this is that most HE ITT tutors specialise in teaching subjects that they themselves are specialists in, unlike many secondary teachers, particularly STEM. Unlike schools HE ITT tutors keep up to date with latest research and are indeed forced to anyway via the mandatory revalidate on of courses. It is true that the PGCE course is too short, many of us in HE ITT have argued for it to be extended,
http://www.consider-ed.org.uk/we-train-dogs-we-must-educate-teachers/
with specifically a more focussed mentored NQT year, as others have noted mentoring beyond ITT leaves a lot to be desired and it could be argued that it is this that causes a lack of retention later on, especially as NQTs report high satisfaction with their ITT.
Click to access DFE-RR306.pdf
We should also note that there are far more routes into training than being discussed. I myself came via the GTP route, but having now experienced teaching, mentoring and tutoring undergraduate full time, part time, PGCE full and part time including school direct and other modular forms in Primary and 7-14 I realise that we need routes that suit people and schools rather than ones that just suit a particular ideology, either left, right or indifferent.
Finally, the recent meme about training teachers to be researchers is a red herring, we already do! Admittedly it could be done better by some ITT providers, but we shouldn’t confuse the development of a reflective, reflexive critical practitioner via enhanced courses formed around research with attempts by some commentators to promote certain limited forms or research practice.
ITT has improved in this country and it is alive and aware to the need to be proactive to current research (most of which it actually does with partners in schools) but divorcing it from that research base as a practice only form of ITT would run the risk of turning a profession into a calcified form of turgid regurgitation laid open to the whims of corporate necessities rather than that of the society it should serve.
Many thanks for opening this up to discussion in this way.
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dodiscimus | August 2, 2014 at 18:10
The quality of the above comments demonstrate (by and large) just how strong a position education in this country is potentially in to continue the trajectory of improvement we are already on. Many thanks everyone for fascinating reading.
I think these comments demonstrate that the issues are unfortunately not just a case of small, specific changes to the implementation of a policy – for example making the administration process simpler for schools, by making the default option to leave this administration to HEIs who had the relevant admin staff and experience – but actually I can bring it down to a single point. If I were to list what I thought to be the positive and negative points of SD I would be pretty close to whatever kind of consensus might emerge from collating everything above and nearly all of these could have been fixed if the SD model had developed slowly with continuous reference to existing best practice, and adjustments as necessary to build on the successes of the emerging model and to avoid emerging problems. So the single change that was needed to make this policy work better, was the rate at which it was expanded.
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Crispin Weston | August 4, 2014 at 12:24
To follow those who have already provided their own analysis of this discussion, I would say that there is a sharp divide between:
* those who believe that the current model of ITT is already working pretty well and steady improving;
* those who think the current model of ITT (and perhaps even the wider perception of what constitutes best practice) is fundamentally broken.
I suspect that most people who read Dominic’s summary will already have made up their mind on this point. Nor is there any significant evidence or argument that is presented here that is likely to change their existing views.
Maybe it would be best if Dominic produced two completely separate reports, which could be written up like one of Ian Livingstone’s Dungeons and Dragons books. “Do you think the current model of ITT is broken? If yes, go to paragraph 24, if no, go to paragraph 267”.
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Ian Lynch | August 5, 2014 at 14:19
How about paragraph 500 – If you believe some elements are broken but let’s not chuck out the baby with the bathwater (again) 😉
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EESherlock | August 7, 2014 at 09:22
I’d recommend following this Facebook post for feedback from School Direct trainees, as well as perceptions of School Direct versus ‘PGCE’ (a false comparison, of course, given that many School Direct courses offer a PGCE qual) from prospective teachers.
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Crispin Weston | August 7, 2014 at 15:23
Ian, You obviously have high expectations of Dominic’s output!
I take your point & I am not saying everything needs to start from scratch, but that our view of what represents good practice should always be provisional in a world (a) where we hope that technology may change much, (b) where existing views sit on a pretty shaky evidence base. When you step back from the content of ITT (much of which I agree will survive) and look at the type of intervention that government should take in this area, I think you start to see the two halves of the report diverge more clearly – in my view, away from prescription and standardisation of practice (which is always implied by “best practicies”) and towards enabling innovation, which includes ensuring that there are good mechanisms to sort the wheat from the chaff.
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paul kiff | August 7, 2014 at 16:48
I have a wife who has been an initial teacher trainer in a University for 7 years after 35 years in the primary sector classroom or as head teacher. i also have a son who did very badly at Uni but managed to get a SCITT placement and he has since become a very good secondary science teacher.
I would not defend either route into teaching as necessarily the best as it always depends on the quality of the specific scheme.
My observation is that his SCITT scheme was not woderful but he made it nevertheless.
Once my wife acquired responsibility for running the primary ITE programme, i believe she did it as well as she could but the University was the problem as it had awful and mind-numbing bureaucracy. It would not recognise a qualified and experienced head teacher as having just as much, if not more status as a PhD holder with no teaching experience so denied promotion to the teacher.
The result was dreadfully incompetent management and the introduction of teaching and assessment regimes completely dysfunctional to trainee teachers.
Despite all this I do not think that the university is necessarily the wrong place to deliver ITE.
With appropriate recognition of the status of experienced practitioners, Uni is probably a good place to do ITE because it should be able to ensure that trainees get a proper grounding in pedagogy and practical teaching skills. This may not really occur in school direct schemes.
It would be better to continue to offer both training routes as some people would benefit from one but not the other and vice versa.
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}
| 610.1 | 208,177 |
https://dominiccummings.com/2014/07/22/open-policy-experiment-1-school-direct-and-initial-teacher-training/?like_comment=438&_wpnonce=3af2bd9805
|
dominiccummings.com
| 0 |
[] |
[] | false |
[] |
2,608,274 |
Welcome to the #dominoforever Product Ideas Forum! The place where you can submit product ideas and enhancement request. We encourage you to participate by voting on, commenting on, and creating new ideas. All new ideas will be evaluated by HCL Product Management & Engineering teams, and the next steps will be communicated. While not all submitted ideas will be executed upon, community feedback will play a key role in influencing which ideas are and when they will be implemented.
For more information and upcoming events around #dominoforever, please visit our Destination Domino Page
Home /
DOMINO-I-1480 /
New idea
7 Vote
Domino should have new function to allow or deny IP address of HTTP header
"IP address allow list" and "IP address deny list" (Server Doc - Internet Protocols - HTTP -Network Settings ) does not work for the client IP addresses when they are accessed via Reverse Proxy or Load Balancer.
Domino should have new function to allow or deny IP addresses information of the following HTTP header, which are added by Reverse Proxy or Load Balancer.
|
{
"warc_headers": {
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"warc-date": "2021-11-27T06:31:05Z",
"content-type": "text/plain",
"content-length": 1070,
"warc-type": "conversion",
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"warc-refers-to": "<urn:uuid:d79a047e-7376-4ada-b6d4-abddbe9b1c1a>",
"warc-target-uri": "https://domino-ideas.hcltechsw.com/ideas/DOMINO-I-1480",
"warc-block-digest": "sha1:DQOM2AWYGX42GBVLOQMLE3ON6CLDFZBN"
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}
| 782.4 | 1,070 |
https://domino-ideas.hcltechsw.com/ideas/DOMINO-I-1480
|
domino-ideas.hcltechsw.com
| 0.569159 |
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I thought Id send you a link to my own personal webpage you can see how I have set my site up and what I do with my music and career.
have a look at www.donnyutton.com and tell me what you think.
I hope you like it and I hope it gives you some ideas.
Donny
working musician
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“AOL Music Is Shutting Down. We All Just Got Laid Off…”
They Got It Wrong When Propaganda, No Direction, or Purpose Combine To Fail.
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Check Out My Cool Instagram
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I can’t make you love me back new song idea #new
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Official merch for the new album has just dropped
That girl is all mine #getthegirl
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We recently took a family vacation to Yellowstone National Park. This was a unique trip because we were able to enjoy it with the some of our immediate family. Via planes, cars and campers, we arrived and frolicked within America’s first National Park and the area surrounding it. We love to travel and it is a treat when we get to go on an adventure with others.
The plan for our trip was a full day at Yellowstone National Park (YNP), then spend our remaining time fly fishing and taking in the sights near where we were staying in West Yellowstone, Montana. For the full day at YNP, we wanted to maximize our day and also avoid the crowds. The primary road layout of YNP consists of a giant loop that is over 140 miles long with multiple spots that you can stop at along the way. We had great timing and got there soon after the park opened. One member of our family stated that it is human nature to always turn right, we like to be different and so we turned left as we entered the park. Whether or not this observation played a part in our good fortune, we were able to enjoy the park with very little shoulder rubbing due to overcrowding. Overall it was a long, but wonderful day filled with amazing sites and great memories.
This trip took place before we officially started school. Even though it was still technically “summer”, I wanted to educate the kids a bit about what they were going to see within YNP. We went to our local library and checked out all of the books in the children’s section that pertained to YNP. These books helped educate while keeping it kid friendly. It was exciting as we traveled through the park to see the kids associate what they were seeing with what they had read about. There is definitely a lot of information about all of the neat geologic features, but I feel that one of the biggest things that is prevalent all over the park are the effects of fire. One of the largest fires was in 1988, but there are many fires that happen frequently throughout the park. It was a marvel to see the many different stages of growth occurring within the forest due to these fires. The kids were able to recognize the fire as something that helped the forest rather than destroy it.
I have this idea that while we travel I would like the kids to keep a journal. This would help them with their writing skills but also serve as a memento. Before we left, I took a small booklet with blank pages and tried to make it journal friendly. I also created a scavenger hunt in the back of the book based on the items that we read about. I made a journal for both of my children and also my niece. The kids thought it was neat, but in the end, it did not get used as much as I had hoped. It was a great learning experience for me to see what did not hold their interest and how I can improve and or incorporate journaling on future trips.
The one thing that did hold their interest though was the Junior Ranger Booklets that we purchased once in the park. Check it out here: https://www.nps.gov/yell/learn/kidsyouth/beajuniorranger.htm. I read about the program online and thought it would be a neat way for the kids to learn about the park and also have activities to do during the long stretches of driving between the attractions. These were a hit and definitely helped the older two kids stay busy during the drive. Fred, who is 6, was more motivated to complete it because he wanted the cool patch. Red became so immersed in her work that at times, we had to pry her out of her book so she could enjoy the natural wonders outside the truck’s windows. After completing their books and attending one of the designated programs, they went through a little ceremony and received their badges. They were very proud of their accomplishment. These patches will look great on their backpacking packs. We now have a goal to see how many patches they can earn and put them all over their hiking backpacks. A goal I will happily help them with!
Red & cousin working on Junior Ranger Booklets while waiting for Old Faithful to erupt.
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2 thoughts on “Yellowstone National Park”
Lloyd Granberg
Another thing that would be of interest is a National Parks passport that each may have stamped at all of the National Parks. They are a national treasure.
LikeLiked by 1 person
August 20, 2017 at 6:07 pm Reply
Bethany
I’ll check it out. Thank you!
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August 23, 2017 at 2:00 am Reply
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Natural food ideas might help those of us who’ve discovered ourselves rising somewhat sick of cooking with these traditional elements. This can be a useful useful resource for these of us who are contemplating making the switch from a purely “pure” food regimen to a extra organic method of life.
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While a weight loss program of natural food might not appear too interesting, a quantity of advantages will stand you in good stead. Whereas there are quite a few people who have chosen to eat a very organic diet for well being reasons, others have chosen to eat it for convenience or as a matter of style.
No matter your reason for making this change, you should find that by following a few of the guidelines steered by the sites listed beneath, you can be nicely on your option to having fun with healthier meals and having more enjoyable while doing so. Once you are satisfied that you have made the change for the very best, you should definitely share your experiences with others.
Why it’s necessary to know all about these organic food tips is that they can show you how to be sure that what you might be consuming is natural. In addition, it is going to assist be sure that what you devour is 100% safe for you and your family. More importantly, you may as well encourage a extra ecological, holistic lifestyle by getting ready your individual organic meals.
Natural meals suggestions are worthwhile to individuals who’ve fallen on exhausting occasions and have no idea how one can make modifications to their consuming habits. These strategies help them transition from utilizing traditional elements to following a very natural means of living.
Organic food suggestions are great in case you are in a location the place there just isn’t an abundance of contemporary produce and you’re unable to find foods excessive in nutritional worth. If this describes your state of affairs, this info is invaluable.
It is especially vital for those who take care of their our bodies and are attempting to enhance their health and dwell a greater high quality of life. Luckily, there are numerous great sources online that may inform you about methods to enhance your well being and get pleasure from a more relaxed way of life.
By getting educated about all the wonderful advantages of an natural life-style, you can keep away from putting pointless pressure in your body and spend more time having fun with your life. Natural food ideas to help you be within the learn about the benefits of a healthier life-style.
While these who’ve embraced the new method of residing and are experiencing improved health are in a position to consider this variation in a extra constructive way, those who’re struggling may be feeling slightly down and may find that it is tough to give up issues which can be necessary to them. With this in thoughts, it is important to remember that any health enchancment is possible and will take time.
Not solely are you able to take pleasure in a healthier life, but it will likely be more pleasant and, of course, far less hectic as nicely. No matter how lengthy you will have been trying to find a solution to your well being downside, you may ensure that natural food ideas will show you how to be effectively on your solution to being wholesome.
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The Good Twin is owned and operated by Katie Wilson, in Los Angeles, California, with help from a small human team and her pug assistants, Peggy Day and Stevie (nappers-in-chief). In case you're wondering: yes, Katie is a twin. She likes to think she's the good one, but it really depends on the day. Her brother is older by 13 minutes, and they are at times eerily similar, but often complete opposites.
All illustration and type work is hand drawn with love, and our products are printed locally using high quality recycled materials.
SHIPPING
PARCELS
Canada & USA
We use a system of rates to allow us to ship more of the bigger, bulkier & more fragile items we carry in store and in some cases, to lower your cost of shipping. We offer parcel shipping based on weight/size of the parcel, so based on what is in your cart, you will only see the shipping options available to you. Our parcel system is
Small Parcel 0.1lb to 4.9lb
Medium Parcel 5lb to 9.9lb
Large Parcel 10lb & up
We do not use the exact weight of products to determine these rates. For example, if you order a small jar of something that is extremely heavy, but you only order that, you would only pay for Small Parcel Shipping. Conversely, if you order a basket, which is very light but very big, you will pay for Large Parcel Shipping
Our shipping rates are also based on distance, with shipping to our province and neighbouring provinces being lower than shipping to British Columbia.
You will be able to estimate your shipping rate in your cart, before checkout.
International
We continue to offer world wide shipping. We use carrier calculated rates, which are the true cost to ship the package to you.
LETTERMAIL
Along with our parcel shipping, we also offer lettermail shipping for our smaller items. You can order up to 5 cards (or stickers) or up to 5 pieces of jewelry and choose this more economical shipping method. It does not have a tracking option, so we are not responsible for items lost in transit (though we've never had anything lost in the post yet.)
Canada = $2.95
USA = $3.95
International = $6.95
WHY?
We've been shipping out parcels through our shop for over 9 years now, so we know the true cost of it. We are not a big company, so we do not get the heavily discounted rates that large, box stores can procure. We do get a discount on shipping, which is why we're able to offer rates that are cheaper than if you were to purchase the postage yourself but still, nearly every time we ship a parcel to someone, we have lost money. We don't mind losing $0.50 or $1.00 here and there - that's simply the cost of doing business. But the larger amounts we lose are simply not sustainable. It takes money from our shop and keeping money in our shop means that we get to source better and more unique products for you to buy. It means we get to constantly improve. We are not in this business to make money on shipping, so we still keep our prices as low as we can and we don't build in any extra pricing to cover the costs of the materials we use to ship your items. We know it always sucks to pay for something intangible but shipping is a crazily complex thing that definitely does deserve to have a reasonable cost.
This is still something we're working on and improving, so please let us know if you think the shipping rate seems off for what you're ordering and we'll make sure everything looks right.
RETURNS
Our return policy is based on all of the things we hate about other return policies. We don't believe you should spend your money on something that you don't love or something that doesn't work as it should. We have two types of returns:
CHANGED YOUR MIND?
Maybe you bought it and then once you got it home, you realized the color was wrong or the smell is just the worst or it really just doesn't fit. Whatever is it, we give you 90 days to bring or send back what you bought for a refund or exchange. We only ask that whatever you return is still in good condition, so that we can resell it. We firmly believe you can change your mind but at the same time, we don't want to lose money because of it.
DID IT BREAK?
Oh no, we're so sorry! It's just a fact of production that some goods made might not last to do the job you bought them for. If you get an item home and it breaks in the normal course of using it, we will replace or refund it at anytime. This means that if the shirt you bought rips at the seams after you wash it, return it. But this also means that if you buy a doormat and the image wears off after a season or two, it's not returnable. We do not accept returns on items damaged from normal wear or tear or misuse.
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Please enter your user information in the form to the left. Registration is not necessary if you want to watch videos or if you just want to practice Dotsub'ing in any language. We do require you to register on the site if you want to have your video subtitled, or if you want to contribute to the subtitling of any video in any language. Registration is free and we will not share your sensitive information with anyone.
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Have you found, downloaded or received an IDS file, but don't know which software program is required to open it?
Before attempting to open an IDS file, you'll need to determine what kind of file you are dealing with and whether it is even possible to open or view the file format.
Answer: Files which are given the .IDS extension are known as WFO-A : Data files, however other file types may also use this extension. If you are aware of any additional file formats that use the IDS extension, please let us know.
How to open a IDS file:
The best way to open an IDS file is to simply double-click it and let the default assoisated application open the file. If you are unable to open the file this way, it may be because you do not have the correct application associated with the extension to view or edit the IDS file.
This file format was added to our database by a visitor to this site, but no additional information was provided. We have yet to investigate this file type further, or there was not enough information available at the time to report accurately on the format.
Please check back soon for more information as we are constantly updating our file descriptions based on search frequency.
Tip: Try to open the IDS file using a text-editor such as Notepad, as many file types contain simply contain unformatted plain-text and can viewed correctly using this method.
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dotwhat.net
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Grain Design Program Lite (GDP) is capable of calculating all 2D-grains, like stars, moonburners, slotted grains, and BATES grains. Geometries are devided into four categories as simple stars are treated analytically, simple cylinders (like BATES), treated analytically, and aAll other shapes are calculated graphically. The user provides a file (.pcx, .gif, or .bmp) of the grain. GDP automatically finds burning areas and calculates burnback. This options allows full burn-back, including slivers. Even cracks can easily be drawn with a drawing program, and modeled. Tabular input allows grain input by entering burning area and burning volume as function of burn depth.
Price
USD 75
License
Free to try
File Size
1.24 MB
Version
3.03
Operating System
Windows 95, Windows 2000, Windows 98, Windows Me, Windows, Windows XP, Windows NT
System Requirements
None
Download Now
Download Now
Download Now
Download Now
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Never re-create custom animations in PowerPoint again. Save complex animation settings, then reuse them at any time with the click of a button!! Do you like to spend time on your custom animations, but find it's not worth it because you cannot save and re-use them. Now spend the time, get it perfect and then save them into a library so you can use them over and over. Your clients will think you spent days animating the presentation, when it took less than an hour! Effects Library enables you to save and re-apply complex animations into libraries that are accessible with a single click. Ultimate flexibility to create multiple categories and libraries that you can organize any way you like. Create your custom animation. With the shape selected click on Save Effects, pick a category and give it a name. That is all you have to do! No more recreating effects �?â?? easily access your categories of effects in your current library with the Save Effects toolset. You can retain your custom effects and settings, storing them in the Effects pull down menu for future use. Now all you need is one simple click from the Apply Effects menu and an effect will be applied to all selected shapes. Effortlessly manage your growing library of effects with the Organize Library toolset!! You'll have the flexibility to cut, copy, paste and delete categories and effects plus define the order in which they appear in menus. As an added bonus, Effects Library comes with 38 pre-programmed effects.
Price
USD 149.95
License
Free to try
File Size
4.1 MB
Version
2.00.02
Operating System
Windows 95, Windows 2000, Windows 98, Windows, Windows XP, Windows NT
System Requirements
None
Download Now
Download Now
Download Now
Download Now
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9 hours ago by Sean Portnoy in Laptops
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9 hours ago by Sean Portnoy in Lenovo
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Downplayed and Upstaged “As in a theatre, the eyes of men, after a well-graced actor leaves the stage, are idly bent on him that enters next.”
Schadenfreude
Posted by A Quiet Man with a Loud Voice | Labels: acting, deaf, schadenfreude, theatre | Posted On Saturday, August 22, 2009 at 11:56 PM
Did you know only 10% of Deaf people have Deaf parents?
When I heard that statistic at rehearsal on Thursday, I seriously though that was an error on the instructor's part. I mean, doesn't that seem a little low? After rehearsal, when I arrived back home, the first thing I did was double check that statistic using the modern day encyclopedia - Google.
And fuck me if it ain't true.
90% of Deaf people have hearing parents. NINETY PERCENT.
This is a good example of how personal experience can cloud your judgment. My father suffers from a hearing loss, so I just assumed it was a natural thing for people with hearing problems to be born mostly to parents with similar genetics.
Shows how much I know.
This statistic, and many others, made up the bulk of the beginning of rehearsal as Nancy Resh and Carol Robinson gave a quick lecture on Deaf culture to those of us unfamiliar with . We were also given a quick lecture on the author of For Every Man, Woman, and Child, Willy Conley, a longtime friend of Carol's.
After our lesson on the strange and mysterious ways of the Deaf, we moved into blocking. Scene two utilizes almost everyone in the cast, which is going to make for some challenging staging. It's a lot of bodies onstage at once...
The most intriguing aspect? Doubling all of the roles so every role has both a hearing and Deaf actor performing it at the same time. I have no idea if this will actually work, but right now it's utterly fascinating to watch.
There's not much else to report from rehearsal this week, though at the end Dan requested that I come in on Monday with gestures planned out for all of Death's actions during scene one and two. After some thought, I completed these today and will be playing around with them on Monday to see how they work. I was also informed that I can make these gestures as big as I want - and that I should be aiming for comedy.
I love comedy. There's just something liberating about the chance to throw oneself around stage like a maniac just to get a few laughs.
Back in 2003, in the production of Much Ado About Nothing, I modeled Dogberry's walk after Yosemite Sam. By the end of the production my knees were completely shot - I spent three days just lying in a bathtub filled with warm water and epsom salts. At various points during the production I almost threw out my back thrashing around like an idiot.
But people loved it!
"Tragedy is when I cut my finger. Comedy is when you fall into an open sewer and die."
-George Carlin
People will always laugh at the expense of others. Always, always, always, always.
Back when I was assisting directing Puss in Boots, I remember telling one of the kids to loosen up and she told me that she was worried about looking dumb onstage during a comedic part of the show. My response? No matter what, you're going to look dumb onstage. But once you accept it - you're going to be funny as hell.
It's schadenfreude, baby.
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Day One: Meet and Greet, Blocking Scene One
Posted by A Quiet Man with a Loud Voice | Labels: analysis, blocking, deaf, death, everyman, theater, theatre | Posted On Thursday, August 20, 2009 at 1:59 PM
Two things first!
1. As the week goes along, I'll probably be revising past entries. I will try not to do anything dramatic, like add whole new paragraphs, but instead just focus on fixing grammar errors and typos (comma splices are the bane of my existence). If I do happen to expand on a previous entry, I will announce it in the most recent blog post so that you can scroll back and check it out.
2. A welcome to all my cast mates! Please feel free to share your own thoughts on the process or use the blog as a forum to spitball character ideas amongst each other. From what I understand, Carol will be letting her class know of the blog as well. Any other viewpoints shared will just make this a more comprehensive resource for her class to use.
Having said that, I have to restate one of Dan's major rehearsal rules: "If you can't communicate something nice, don't communicate at all." This does not mean you are not allowed to disagree with me. Please do. Debate is a healthy form of communication. But if you do disagree with me, keep in mind you're probably wrong. :P
Onto the actual entry!
First rehearsal last night! It feels rather natural to be back at Kent Trumbull. I've been doing theatre there since 1991. I don't know if an actor can feel truly at home onstage - but if he can, its probably how I feel at KSU-TC. Eighteen years... damn. I knew Dan way back then too -- way, way, way back when he was young and spry.
Actually, judging from last night's rehearsal, he moves pretty well for an old guy...
I tease because I love.
Anyways. After the normal greeting and reading of the rules the actual rehearsal began.
Remember when I said I hate auditions? Well, I love rehearsals!
I actually love rehearsals so much that I become disappointed when the show finally goes up. I always feel there's so much more I could have learned and discovered through the rehearsal process. When the show finally goes up, this learning stops as I am forced to "lock down" the character.
For instance:
Warning: In-Depth Textual Analysis to Follow
Note: Any textual analysis in this blog will usually involve me blowing smoke out of my ass. I over-analyze everything. By the end of the rehearsal process, when I've "locked down" the character, I've discarded most of the ideas I've been kicking around. I'd estimate that I only end up using 20% of the concepts I've played with.
The first scene of the show opens in a wax museum with the gods complaining about the state of humanity. They then decide to bring in Death to teach mankind a lesson. It is Buddha who brings up Death first by saying, "It's time to call up another One."
There are two interesting things about this sentence.
1. The capitalization of the word One. Capitalizing a pronoun is a Euro-centric practice used when referring to the Judeo-Christian God. So what does this say about the personification of Death? Is Death considered another God? Or does Death exist outside the realm of both gods and men? Since Buddha refers to Death as "another one", the short answer is that Death is a god. The complex answer may be that Death is the axle of the wheels used symbolically throughout the play.
2. The fact that the gods can summon Death and subsequently order him around means that they do not consider Death to be on the same level as they are. So if Death exists somewhere caste-wise between the gods and men, is he the author's personification of a psychopomp? Or is Death simply a lesser deity much like Hades was a lesser being when compared to Zeus in Greek mythology?
There is a second moment in the first scene that I want to touch upon as well:
After the gods order Death to get Everyone, Death's first question is whether or not he should get everyone, i.e. - the entire world.
Is the sign of a malicious or mischievous psychopomp who wants to reap the souls of all of mankind? Or is he a merciful mediator between the living and spiritual worlds who is initially surprised by the term 'Everyone' and wants to make sure that the gods did not screw it up? Personally I'm going to stick with the latter, though I certainly can see some mischief in Death.
I'm holding off on expanding any of these ideas until blocking is fully done, though I will continue to toss up random thoughts throughout the blocking process. We don't start character work until week two, and there's no real reason to jump ahead in that game.
Random Note: the above analysis came from TWO lines in the span of thirty seconds. If this doesn't prove that I over-think things, I don't know what does.
End Analysis!
There were a few other interesting things that came up in the rehearsal process. The first is the problem of dueling languages. Since the play is both spoken and signed it's taking a creative effort on the part of the director to create something coherent without being distracting. I'll say this - I feel for Joe Toto and Jenna Cintavey - it seems like they're going to end up memorizing the entire script as they are the primary 'voice' actors. Mad props to them!
Well, I'm interested to know how some of the other actors viewed the first rehearsal. Especially those who haven't acted before. For me, everything seems very normal. But I imagine for someone who hasn't had the same experience would see something and say, "that's weird, grandma."
Second rehearsal tonight! We're scheduled to block scene two and to discuss Deaf culture. I'm interested to see if a better understanding of a culture that is mostly foreign to me unlocks any additional layers to the script.
I've been getting a lot of questions at rehearsal as to why I, as a mostly deaf person, have never learned sign language or been a part of Deaf culture. And honestly - I don't know. It was never something that came up in my life. My only experiences with Deaf culture have been courses in ASL, a few meetings with Deaf people, watching the Flying Words Project, and discussions with Carol.
I'm also hoping to add photos and videos to future entries if a) I can get the camera to work properly and b) I can manage to steal video from Carol's class.
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Auditions: Part Three (the Day After)
Posted by A Quiet Man with a Loud Voice | Labels: auditions, casting, death, literature, shakespeare, theatre | Posted On Wednesday, August 19, 2009 at 2:42 PM
Second verse, same as first.
I'm not going to go into details about the second day of auditions as it was essentially the same as the first day.
Only with different people.
The only thing worth noting is that I was better prepared for the challenges this time around, and the energy level of the second day was just as high as the first.
Fade out.
Cut To: Next Day.
The cast list is now up and it has come with a few surprises. As cast lists always do. For example, I wasn't expecting the role of "Everyone" to be split between four people. And I'm dying to see what Dan, the director, has in mind for that.
Me? I'll be portraying Death.
And I'm already off-book.
...'cause I got no lines!
Tangent!
A couple of years ago I was working on the rehearsal process for the Winter's Tale where I was horribly miscast as Antigonus. You know the famous Shakespearean stage direction "exit, pursued by a bear"? Yeah, that was me. Before being chased off, I was forced to do battle with the bear onstage. The bear in this case was a five-foot-four guy in a bear suit built for someone who was around six-feet tall.
For a better visual picture, just think of it this way: the bear had a saggy ass.
The whole scene was so absurd and so bad that, from what I understand, the house manager had to warn people that if they laughed inappropriately during it, they would be taken out of the theatre. Which was too bad, because Antigonus' soliloquy/monologue prior to being attacked by a guy in a ill-fitting bear suit is one of my favorite speeches in all of Shakespeare.
"Dreams are toys."
-the Winter's Tale III, 3, 1531
Anyways, very early in the rehearsal process I was told, essentially, that I was not allowed to use physicality to convey the character. The character according to the director, since this was Shakespeare!, had to come out solely through the language. "Let the words flow, like a river," were his exact words.
He then made a wave gesture with his hands.
I was then admonished for using my own hands when I spoke to emphasize whatever pathos I was trying to get across. I was told to keep them close to my body, at my sides, hanging limply.
No, I am not exaggerating.
This is the exact opposite kind of actor I am. I'm physical. I talk with my hands.
I read once that less than twenty percent of human communication is verbal. The rest is all body language, eye contact, spatial distance, etc. The Winter's Tale is the second worst theatrical experience I've ever had in my life. It didn't help that the play itself just wasn't very good either. Except for the second half when the comic portions of the script managed to sneak through the static direction.
Random Note: The worst theatrical experience I ever had in my life was Othello. I'll share the details sometime in the future. To tantalize you, let's just say this: it involves an ancient curse that shall not be named.
During that entire two month rehearsal process, I started wondering if it was possible to convey a character without the use of language. Is language necessary to convey all the weight of the emotions needed to craft a character?
End Tangent!
Death, in For Every Man, Woman, and Child, does not speak. He uses sign language perhaps once or twice in the entire show. The rest of his "dialogue" is performed entirely in mime or conveyed through physical expression.
Death is, essentially, my chance to see if language really is necessary for communication. This is one of the roles I've been dying to tackle for some time now - and I'm finally getting the chance. The biggest problem I foresee with the character is the lack of textual clues, which means I'm probably going to end up drawing from past incarnations of Death in literature and other outside textual sources.
Its probably a little more extensive than necessary, but I used to be a Theatre/English double major - and its the Literature nut in me sneaking out, I guess.
Random Note: I'm only maybe a semester and a half away from picking up my English degree if I ever save up enough money to get it. Then I can have TWO economically non-viable degrees instead of just one.
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Auditions: Part Two (Day One)
Posted by A Quiet Man with a Loud Voice | Labels: auditions, improv, physical theatre | Posted On Tuesday, August 18, 2009 at 1:17 PM
Best. Auditions. Ever.
Really, no lie. I probably should be angry as hell that all my preparation was for naught, but you know what? I have never had as much fun at an audition as I did last night. And it served to remind me that just when you think you've got it all figured out, someone is determined to throw you a curve ball.
To begin with: all that script work I did? Pointless (at least until the rehearsal process starts). We didn't touch the script at all last night -- instead what we did was completely physical theatre, a little improv, and a lot of mime.
I've done physical theatre auditions once before, at Redmoon Theater in Chicago, and I stunk those up. Those were the first physical theatre auditions I had ever done and I had no idea what the hell I was doing. Redmoon is well known for doing crazy theatre, especially at Looptopia, a massive theater event/spectacle that takes place on the streets of Chicago's loop and is a showcase for some of Chicago more avant-garde groups. And their in-house performances are usually top-notch amazing.
Anyways -- back to the auditions last night.
It began with a very simple task: in mime, perform a short piece in which you go from one place to another. This led to some very interesting takes on normally mundane activities.
I can't remember all of the mimes people do, but they included: taking care of a dog, blowing a wad of bubble gum (and being unable to get rid of it), and forgetting your drink ontop of your car. I think I was the only one that failed at doing 'mundane' -- I did a Western.
The auditions only progressed from there, getting crazier and crazier. At various points we were asked to physically take on the embodiments of various aspects of humanity such as: "Good Deeds", "Knowledge", etc. This was probably my single biggest challenge. How the hell do you personify "Good Deeds" in mime form? There were exercises in which gang/slacker life was stereotyped, Death had to convince a character that it was time for him to depart, and so on and so forth.
The Death exercises proved the most intriguing to me, as I never knew there were so many ways to personify death in a physical form. It is worth noting that for the bulk of the audition - we were performing in mime - not vocally. So it was a hell of a task.
There were a few things I noticed. The novice actors, the ones who hadn't acted before, didn't know one of the cardinal rules of Improv. That is, "Yes, and..."
To clarify: when someone gives you something such as, "Wow, Cleric, you look so good! I can't even tell you had a baby last week!" the correct response is, "Yes, and - my little girl is giving me fits." Novitiates to the improv form of theatre will, by and by, respond with, "What are you talking about? I didn't have a baby."
Improv is all about receiving not giving. It's something that it took me a while to realize and now I enjoy the art form when its done well because of that.
On the other hand, the auditions served to reinforce one thing I largely suspected for many, many, many years. Those of us born with a hearing loss (whether minor or major) tend to be much more skilled in spatial awareness than those who aren't. In addition, those who know sign language can create some pretty specific mimes as ASL is a language based on the principle of physical theatre.
This idea is something I'm looking forward to exploring in the future and will undoubtedly expand on it in a future blog entry.
Anyways, it was an amazing audition last night - everyone completely blew me away. And I'm looking forward to tonight except for one thing: I woke up today sore and exhausted. I slept for TWELVE hours last night.
Seriously.
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Auditions: Part One (Pre-Audition)
Posted by A Quiet Man with a Loud Voice | Labels: auditions, deaf, theater, theatre | Posted On Monday, August 17, 2009 at 3:32 PM
I hate auditions.
I'm not one of those people that gets nervous before auditions, I just hate them.
I don't know if words can fully express the amount of loathing I have for auditions, but I'm going to attempt to explain as best as I can.
For non-theatre readers -- there are three kinds of auditions: cattle calls, monologues, and cold reads.
1. Cattle calls are horrible for your self-esteem. Just the name itself will give you an idea of how awful these types of auditions are. They are generally used for major productions (we're talking theaters with a million-plus dollar budget) and for film/television. What happens is this: You and about ten other people walk into a room and line up. The director/casting director/whoever looks you over and decides if you're good looking enough to be in their Beverly Hills 90210 ripoff and sends 99% of the people home.
2. Most theatre productions in the big cities rely on monologues. Monologues are the bane of actors everywhere. A good deal of your free time is spent reading hundreds of plays in search of that elusive monologue. A good monologue is something close to your type, close to the play you're auditioning for, and not over-done. Since most auditions require two contrasting monologues, you've got to hunt down TWO of them. A comedy and a drama. Good luck finding a funny comedy monologue that isn't a stand up routine. God forbid you do a monologue some other guy did not more than ten minutes ago. I've never seen a director more annoyed as when seven people did Puck's "If we shadows have offended..." speech for a production of Midsummer Night's Dream.
Protip: Never, never, NEVER, use a monologue from the show that you are are auditioning for. If you're auditioning for Hamlet don't use a speech from Hamlet. If you're auditioning for Boy's Life, don't use a speech from Boy's Life. Actually, don't ever use a speech from either of those plays they are both horribly overdone.
The reason most theaters require monologues as auditions is because they regularly get over 100 potential actors and have to weed that down to about twenty for the callbacks. It's a matter of time. If you fuck up ONE of your two monologues, you won't be asked back for callbacks. If you fuck up both, there's a good chance that theater will never ask you to audition for anything again.
3. Cold reads are my favorite type of auditions. You're given the script and put onstage to read directly from it. You'll either read with the assistant director or you'll read with fellow acting wannabe. Cold reads are most often used as part of the callback process. The director has more time during the callbacks to ask you to read the part a variety of ways, to see how well you adapt to his instructions and how versatile of an actor you are.
The major problem with callbacks is who you end up paired to.
I'm of the belief that acting is all about reacting. If you're paired with someone who is completely flat and unemotional - you don't have anything to play off of, and thus suck. If you're paired with an idiot that doesn't understand the play - you are given crap to play off of, and thus suck. But if you get paired with someone talented -- your audition is going to be all the better for it.
The good part about callbacks and theaters with enough time to audition with cold reads is that you are often given multiple chances to read different roles with different partners. But it all depends on who your partner is. It helps your own chances tremendously if you've acquired a copy of the script beforehand. That way cold reads aren't quite... as cold. If you can, ALWAYS read the play beforehand. That way you're not stumbling over lines.
If you're like me and OCD about plays - here is how you prepare for cold reads:
First you read the play from cover to cover so you know what its about. If the play is based on an old play, you read that play too. For Every Man, Woman, and Child is based on a medieval morality play entitled Everyman, so I read both of them. I had read Everyman several times in college, but it didn't hurt to brush up.
After reading the play, you read it again -- looking at the characters that most interest you. You read it at least once-per-character. After you've read it the second (or third or fourth) time, you start doing research. You read reviews of past productions to see how other actors tackled the roles. You read scholarly works on the play. You read alternative versions of the play. You read playwright's notes. You read whatever you can get your hands on.
And then, if the play you're auditioning for had an older play it was based on, you read all the crap on THAT play you can get your hands on. And then you badger your former professors (especially if one of them is the director) with the most inane questions you can think of. Because annoying the director before the show is always a good idea.
Thankfully, Dr. Nadon and Dr. Robinson were both good sports about my incessant babbling.
Then you read the play again.
And then you audition.
Not everyone is as obsessive as I am, and that's fine. Most people just read the play and do research after they are cast -- but I like to be obnoxiously prepared. You should read the play at least once, if you can. If it's a new work, you're just S.O.L..
I'm slightly worried about the auditions -- not because I think I'll suck or anything (although that's a very real possibility) -- but because the show requires a cast of 16-20 people, half of which are deaf. The show is supposed to be done half in sign language and half in verbal speech.
I'm hearing impaired. And as far as I know, I'm the only 'hearing-impaired' actor in the Youngstown-Warren area. If there are others, I haven't met them. I don't even know more than three people who can sign fluently, and I only know one deaf person. My worry stems from the fact that I do not know if there will actually be enough deaf actors in the show. And if there are, I have no idea how experienced they will be.
I've never considered myself a part of the 'deaf' community, though I have a 64% loss in both ears. I forget how many decibels of loss it is, but a loss greater than 90 decibels is considered 'deaf', and I believe I'm fairly close to that mark. I'll look up my loss later in the process to satisfy my own curiosity.
Anyways, auditions for For Every Man, Woman, and Child are tonight and tomorrow. I'll be attending both auditions even though actors are really only expected to attend one. Depending on how it goes I'll either post an entry tonight with details on how it went or I'll combine both auditions into a single post and put up an entry tomorrow night.
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All This Happened, More or Less
Posted by A Quiet Man with a Loud Voice | Labels: deaf, everyman, introduction, theatre, willy conley | Posted On Sunday, August 16, 2009 at 3:19 PM
Way back when George Bush was still president, the economy hadn't yet tanked, and the majority of us were under the illusion that the war in Iraq was a righteous one, I had the privilege of being cast in the role of Dogberry in a production of Much Ado About Nothing at Kent State University's Trumbull Campus.
The play, directed by Heather Fenstermaker (now Heather Whetstone), was integrated into a course I was studying at the time, "Introduction to Shakespeare" taught by Dr. Carol Robinson. This course still stands as one of the seminal experiences of my college career. This is partly because of the sheer volume of work cleverly masked as fun-and-games and partly because I somehow ended up learning something, a rarity in the early days of my collegiate career (I barely payed attention in class back then).
While we studied other Shakespeare plays in the course, the main focus of the course was using the medium of video to present a report on the production of Much Ado About Nothing. Some of my fellow classmates chose to focus on the interplay between Beatrice and Benedick while others focused on the technical aspects. Me? I did a report on myself.
Fair warning for those who have not yet had the privilege of meeting me: I was, and still am, a huge narcissist.
"If there's anything around here more important than my ego, I want it caught and shot now!"
-Zaphod Beeblebrox in the Hitchhiker's Guide to the Galaxy by Douglas Adams
I'm also kind of lazy when it comes to coursework and figured that, hey, since I'm already doing research on Dogberry for the play -- might as well use that same stuff for the class and cut my workload in half.
But something odd happened in the middle of the process. I actually found myself becoming more involved than I usually did. I was forced to look at the play from both the actor's perspective and the scholar's. Right now, in 2009, I wish I did a better job chronicling my journey during that production. The opportunity was there was certainly there -- there's plenty of video footage of me with really bad hair talking about the various aspects of the production.
It was a missed opportunity, and one I regret not taking advantage of. I wish I had kept a written record of the process, something like a journal, or -- I don't know -- a blog.
But back then, in 2003, blogs were relegated to emo-wannabe and/or angry teens posting on livejournal and/or deadjournal about how much their life sucked.
I know. I was one of them.
These days, however, blogging has become rather mainstream -- some political bloggers have even been invited to the White House Press Corps. And various major news organizations are making the transition to the format.
Theatre blogging, on the other hand, hasn't quite taken off as well as political blogs. They mostly become relegated to theatre reviews or audition notices. There are exceptions, of course, including these two favorites of mine:
1. An Angry White Guy in Chicago is exactly what it sounds like. Unapologetically liberal, Don Hall bounces from discussing his political views to very informative posts on the state of independent theatres in the city of Chicago.
2. Angela Learns to Act is a blog chronicling Angela's "attempt" to earn her M.F.A. in Acting. She just completed her first year at the conservatory - and will be beginning her next year shortly. It's actually very fascinating to read, and her blog has garnered quite some attention - and is now being used as a marketing tool by the heads of her program.
Random Note: I met Angela while auditioning for grad schools in 2006 - we both visited Ohio State University's program - and we have since stayed in touch, mostly through the internet or enjoying giant margaritas and Mexican food. Yeah, I was a fan of Angela's blog well before she got all famous. She's as funny, warm, and engaging as her blog makes her out to be.
I have not yet met Don Hall, and probably would quake in fear if I did so - despite the fact he supposedly lives down the street from me in Chicago.
It is now 2009, blogs are mainstream, the economy has tanked, Barack Obama is the new president, Jay Leno no longer hosts the Tonight Show, and I have graduated from college with a B.A. in Theatre Studies and moved on to Chicago. There I helped found a small theatre company, Blackbird Theatre Company, which I have since left. I worked offstage for a Tony Award Winning theatre, which I have since been laid off from. And I have attempted to apply for graduate school twice - each time with comically disastrous results.
A few months ago, I received a somewhat cryptic message from a very dear friend of mine, Jess, who mentioned that my old stomping ground of KSU-Trumbull was putting on a 'deaf' play - Every Man, Woman, and Child by Willy Conley. Not long after, Dr. Robinson contacted me and nudged me in the direction of talking to Dr. Nadon, a longtime friend and mentor of mine and head of the theatre department at the Trumbull branch of Kent State University.
So I did.
Fastforward to August of 2009, I've stuffed the majority of my belongings into a storage unit in Chicago, packed up a suitcase, and made my way home to Ohio to take part in the production. Since arriving in the state two-weeks ago, I've pushed myself into a scholarly overdrive - analyzing and taking apart the play and comparing it to the medieval work that it is based on, Everyman.
In a recent conversation with Dr. Robinson, I mentioned that I was thinking of starting a blog to chronicle the whole process, and she enthusiastically urged me to do so. If nothing else, I figure, it can be used as an additional resource for her current class -- which she is integrating with the production of Every Man, Woman, and Child.
So, here it is: Downplayed and Upstaged. This is intended to be both for my own satisfaction, for students in Dr. Robinson's class interested at getting a more in-depth look at the process, and for theatre nerds who dig this sort of stuff.
I do not promise to update after every rehearsal, though I will certainly try. The way I see it, if Angela can update daily while juggling a full graduate-level course load AND rehearsals, I should be able to as well.
Random Note: In 2003, Dr. Robinson and Dr. Daniel-Raymond Nadon were supposedly working on blending together all the footage from Much Ado About Nothing to create a documentary of the whole experience. It has been "almost finished" for six years now.
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| 347.7 | 31,173 |
https://downplayedandupstaged.blogspot.com/2009_08_01_archive.html
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2,608,286 |
This is a picture of a quilt my daughter asked for took me for ever to get it drew and color sorted with colors she had chosen plus eq file but it is an EQ7 file
My name is Diane have been quilting for maybe the last 5 years.everything I have made so far gets given away …lol..
I am 56 years young,love sewing and making things.
I never made my own girls a quilt so this year I told them let me know something you want and I will try and make it .This is a quilt my one daughter said wanted was a geometric squares.I never thought I would get it drew let alone sew it with all the colors and 45 degree angels???I do not know what to call it but angles anyway.She kind showed me a picture close but don’t think I got it all that great but showed when I got done trying to draw and color then showed her she picked fabric I went from there.
Hope I did not bore anyone but this is my love and passion..Thank you for looking at my project.
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How to export an image of your virtual quilt from EQ
With your quilt displayed on the Quilt Worktable:
Click FILE > Export Image. The Export Image dialog displays.
In this dialog you’ll select the folder location for saving the file, give the file a name. You should name your photo file using this sequence: First letter of your first name, your full last name, underscore, EQQuilt. For example Jane Doe would name her quilt, “JDoe_EQQuilt”.
Click the down-pointing arrow for file type selections. Files can be saved jpeg.
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A siheyuan is a historical type of residence that was commonly found throughout China, most famously in Beijing and rural Shanxi. Today, remaining siheyuan are often still used as subdivided housing complexes, although many lack modern amenities.
What is the most prevalent type of housing in urban China today?
In contrast, the two most prevalent types of housing are commercial housing (32 percent) and privatized public housing (34.2 percent). Among the 256 prefecture-levels cities we studied, the median share of the total housing stock that was affordable housing was 5.57 percent.
What are the 4 types of housing?
What are the different types of houses?
Single Family Detached House.
Apartment.
Bungalow.
Cabin.
Carriage/Coach House.
Castle.
Cave House.
Chalet.
What types of houses are in China?
Top 6 folk house styles in China
Siheyuan: traditional Chinese courtyard house.
Yaodong: cave dwellings on Loess Plateau.
Tulou: a little kingdom for the family.
Mongolian Yurt: portable house of nomads.
Diaolou: castle-like tower.
Bamboo building: tropical loft in the rainforests.
Is the Forbidden City a siheyuan?
Simply put, the Forbidden City – residence of China’s emperors – can be considered as China’s largest siheyuan complex. Typically, one siheyuan consists of at least one courtyard squarely enclosed by single-storey buildings on all four sides.
What do houses look like in Beijing?
Rural homes are typically built on one, two, three or four sides of an enclosed courtyard. A typical courtyard house in a hutong in Beijing has an entrance on the south wall. Outside the front door are two flat stones, sometimes carved like lions, for mounting horses and showing off a family’s wealth and status.
What is the average size home in China?
For China the data only reflects urban properties, which now average 60 m2 (646 ft2) and have almost doubled in size in the last 15 years. There are all sorts of reasons for these differences.
Is there a housing bubble in China?
In spite of the limited amount and reliability of official indicators on the real estate sector, most studies suggest that we cannot speak of a widespread real estate bubble in China but rather of localized bubbles in the cities of Shanghai, Shenzhen and Hangzhou, all on the south-east coast of the country, as well as …
What are half houses called?
Federally contracted halfway houses are called Residential Reentry Centers (RRCs). State-licensed halfway houses can be referred to by a variety of terms, like Transitional Centers, Reentry Centers, Community Recovery Centers, etc.
How much is an average house in China?
An average 80 square meter apartment within Shanghai’s Inner Ring Road goes for upwards $886,000; while in the city’s hinterlands it sells for around US$200,000. In Beijing, the average cost of a home of this size is roughly US$310,000.
Can you own a house in China?
“There is no private ownership of land in China. One can only obtain rights to use land. Foreigners who have worked or studied in China for at least a year are allowed to buy a home. Foreigners go through supervision procedures for about a week before they are allowed to buy properties in designated areas.
What kind of houses are in Beijing China?
1. Siheyuan: Traditional Chinese courtyard house Siheyuan is Beijing ‘s traditional courtyard-style residence. It is called siheyuan because the houses in it are constructed in such a way that the main house, the wing house and the house facing the main house are connected with walls and the whole complex creates an enclosed square courtyard.
What are the challenges of living in Beijing?
Among Beijing’s considerable challenges is providing sufficient water for its large population. Beijing lacks the plentiful supply of water that is available to many urban areas of central and southern China (example, Shanghai, Nanjing, Wuhan and Chongqing) and the government is building a system to divert water especially from the Yangtze River.
What kind of House is siheyuan in Beijing?
1. Siheyuan: Traditional Chinese courtyard house. Siheyuan is Beijing’s traditional courtyard-style residence. It is called siheyuan because the houses in it are constructed in such a way that the main house, the wing house and the house facing the main house are connected with walls and the whole complex creates an enclosed square courtyard.
What kind of development is there in Beijing?
Much of the development is in high rise condominiums and a substantial part is lower quality, lower rise development that houses Beijing’s large and growing migrant population (referred to as the “floating population”), most of whom do not have Beijing resident ( hukou) status.
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Watching The following Korean Drama The All-Round Wife (2021) Episode 7 English Sub has Been Released. English Subtitle with high quality firstly on Dramacool. The All-Round Wife (2021) Ep 7 Eng Sub will always be the first to have visit daily Latest updates.
Dear dramacool Users we will be the fastest one to upload The All-Round Wife (2021) Episode 7. Dear Users If video is not working Please Refresh the Page and choose standard server So please share and Bookmark And Enjoy a free download!!!
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C-News Drama and Movie NewsNo Comments
“Peace in Palace, Peace in Chang An” begins filming
February 9, 2017Anne J
Peace in Palace Peace in Chang An 天下长安 held its opening ceremony in Hengdian this afternoon and released two character posters in conjunction with the event. In his first comeback to dramaland after four years, Zhang Han Yu (The Great Wall) will play a man who aspires to help the people and finds the opportunity under Li Shi Min. Qin Jun Jie (Legend of Dragon Pearl) will play Li Shi Min who is known as one of the founding fathers of the Tang Dynasty.
With a budget of five hundred million RMB, the production team spares no expense to hire a high calibre crew and it is said that Dong Zhe who writes the screenplay spent nearly ten years perfecting the script. The ensemble cast is huge as well headlined by Han Dong (Lost Love in Times) and Shu Chang (The Glory of Tang Dynasty) to name a few.
I’m most excited for Qin Jun Jie who has been stuck in supporting roles for too long with stints in Singing All Along, Legend of Qin, Legend of Chusen, The Glory of Tang Dynasty and so on. He is one of those young actors known for their acting talent before their looks (though he has both) and this may turn out to be his big break.
There’s also Zhang Han Yu and even though I haven’t seen much of his previous works, I keep hearing good things about his acting creds as a serious actor. Besides, it’s nice to not start off with a romance heavy drama for a change, perhaps we’ll get a bromance.
Source: Ent163, Sina
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Han Dong Peace in Palace Peace in Chang An Qin Junjie Shu Chang Zhang Hanyu
Anne J
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The following Chimera (2021) Episode 2 English SUB has been released on DramasCoolhd.su. Chimera (2021) Episode 2 English Subbed online high-quality video links. Chimera (2021) Episode 2 is now available with English Subtitles. Dramacool will always be the first to have the episode so please Bookmark and add us on Facebook for update!!! Enjoy.
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Restocks for Paphs, Phrags, Phals, and Aroids on the way! Sign up for notifications when your favorite items come back in stock!
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For the past 20 years or so I’ve spent my Christmas morning with Julia Child and David Sedaris. Julia and I started spending a lot of time together after I bought her Baking With Julia cookbook in the late 90s and discovered her amazing recipe for Pecan Sticky Buns. These are a three day affairContinue reading “Christmas with Julia and David”
Posted byDrew Marlar December 25, 2020 Posted inUncategorized3 Comments on Christmas with Julia and David
Me and My Trashy New York Friends
New York has a trash problem. It always has but during the pandemic things seem a lot worse. I think it is a combination of increased take out food, reduced sanitation budgets and just general 2020 funk. It’s been a tough year and it is showing along the beautiful streets and avenues of this lovelyContinue reading “Me and My Trashy New York Friends”
Posted byDrew Marlar December 6, 2020 December 6, 2020 Posted inUncategorized4 Comments on Me and My Trashy New York Friends
I Bike New York
“Do you have a car?” This is a question that New Yorkers ask each other all the time and it makes me so happy. It is asked with absolutely zero judgment. It’s just a simple question but it isn’t something that I can remember ever being asked before. If you live just about anywhere elseContinue reading “I Bike New York”
Posted byDrew Marlar November 26, 2020 November 26, 2020 Posted inUncategorized4 Comments on I Bike New York
So Tell Me For True – Are You Guys For SCUBA?
One of my favorite movie scenes is from Along Came Polly when naked SCUBA Claude awkwardly invites the nervous honeymooners to an underwater party. He declares himself the unofficial SCUBA king of St. Barts and wants to show them the beautiful coral reefs underneath is sailboat. His big sailboat. Lisa, played by Debra Messing, isContinue reading “So Tell Me For True – Are You Guys For SCUBA?”
Posted byDrew Marlar October 25, 2020 October 25, 2020 Posted inUncategorized6 Comments on So Tell Me For True – Are You Guys For SCUBA?
Yowie Wowie – a Brand New OWSI
Bray Wyatt a/k/a “The Fiend” is a WWE (World Wrestling Entertainment) favorite and he coined the phrase “Yowie Wowie.” He explained it as follows: “You ever have something so amazing happen to you that you couldn’t control what came out of your mouth next? Yowie Wowie!” I can’t think of a better way to describeContinue reading “Yowie Wowie – a Brand New OWSI”
Posted byDrew Marlar September 14, 2020 September 14, 2020 Posted inUncategorized11 Comments on Yowie Wowie – a Brand New OWSI
Leave Your Ego on Shore
If you ask anyone that has done some dive training they will tell you that you have to be prepared to get yelled at. A lot. I’ve had to learn to leave my ego at the shore for every dive training class that I’ve attended. It definitely varies in degree depending on the instructor butContinue reading “Leave Your Ego on Shore”
Posted byDrew Marlar September 2, 2020 Posted inUncategorized4 Comments on Leave Your Ego on Shore
My Land and Sea
Today was our first classroom day and it was an intense one. We started off with a two hour timed dive theory exam that included a bunch of calculations. The questions are designed to test whether you understand the basics of the physics of diving. It’s helpful because it makes you think about the scienceContinue reading “My Land and Sea”
Posted byDrew Marlar September 1, 2020 Posted inUncategorized2 Comments on My Land and Sea
Magical Neon Underwater Forests and a Paper Dragon
I arrived in Monterey yesterday to start my dive instructor training and got my first taste of diving the California coast today. We hit Monastery Beach with a few dive buddies and it blew my mind. The reefs and kelp beds are stunning. Neon creatures are packed everywhere you look and the cold water andContinue reading “Magical Neon Underwater Forests and a Paper Dragon”
Posted byDrew Marlar August 30, 2020 Posted inUncategorized4 Comments on Magical Neon Underwater Forests and a Paper Dragon
Valley Sunrise
We got up early this morning to catch the sunrise in this beautiful valley we spent the night in. The stars were amazing when I poked my head out of the tent at 5 AM before the sun started to warm the skies. It was just at freezing when we got up and there wasContinue reading “Valley Sunrise”
Posted byDrew Marlar August 13, 2020 Posted inUncategorized2 Comments on Valley Sunrise
A Dog’s Hike
This hike is all about Taco. I was pretty nervous about today since I’ve never hiked him above 10,000 feet and I watched him so carefully. We took nice long breaks every few miles and as we climbed into the higher elevations I made sure that he wasn’t exhibiting any signs of elevation sickness. HeContinue reading “A Dog’s Hike”
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There’s this thing that happens whenever I speak about or write about women’s issues. Things like dress codes, rape culture and sexism. I get the comments: Aren’t there more important things to worry about? Is this really that big of a deal? Aren’t you being overly sensitive? Are you sure you’re being rational about this?
Every. Single. Time.
And every single time I get frustrated. Why don’t they get it?
I think I’ve figured out why.
They don’t know.
They don’t know about de-escalation. Minimizing. Quietly acquiescing.
Hell, even though women live it, we are not always aware of it. But we have all done it.
We have all learned, either by instinct or by trial and error, how to minimize a situation that makes us uncomfortable. How to avoid angering a man or endangering ourselves. We have all, on many occasions, ignored an offensive comment. We’ve all laughed off an inappropriate come-on. We’ve all swallowed our anger when being belittled or condescended to.
It doesn’t feel good. It feels icky. Dirty. But we do it because to not do it could put us in danger or get us fired or labeled a bitch. So we usually take the path of least precariousness.
It’s not something we talk about every day. We don’t tell our boyfriends and husbands and friends every time it happens. Because it is so frequent, so pervasive, that it has become something we just deal with.
So maybe they don’t know. Maybe they don’t know that at the tender age of 13 we had to brush off adult men staring at our breasts. Maybe they don’t know that men our dad’s ages actually came on to us while we were working the cash register. They probably don’t know that the guy in English class who asked us out sent angry messages just because we turned him down. They may not be aware that our supervisor regularly pats us on the ass. And they surely don’t know that most of the time we smile, with gritted teeth. That we look away or pretend not to notice. They likely have no idea how often these things happen. That these things have become routine. So expected that we hardly notice it anymore.
So routine that we go through the motions of ignoring it and minimizing. Not showing our suppressed anger and fear and frustration. A quick cursory smile or a clipped laugh will allow us to continue with our day. We de-escalate. We minimize it. Both internally and externally, we minimize it. We have to. To not shrug it off would put is in confrontation mode more often than most of us feel like dealing with.
We learn at a young age how to do this. We didn’t put a name or label to it. We didn’t even consider that other girls were doing the same thing. But we were teaching ourselves, mastering the art of de-escalation. Learning by way of observation and quick risk assessment what our reactions should and shouldn’t be.
We go through a quick mental checklist. Does he seem volatile, angry? Are there other people around? Does he seem reasonable and is just trying to be funny, albeit clueless? Will saying something impact my school/job/reputation? In a matter of seconds we determine whether we will say something or let it slide. Whether we’ll call him out or turn the other way, smile politely or pretend that we didn’t hear/see/feel it.
It happens all the time. And it’s not always clear if the situation is dangerous or benign.
It is the boss who says or does something inappropriate. It is the customer who holds our tip out of reach until we lean over to hug him. It’s the male friend who has had too much to drink and tries to corner us for a “friends with benefits” moment even though we’ve made it clear we’re not interested. It’s the guy who gets angry if we turn him down for a date. Or a dance. Or a drink.
We see it happen to our friends. We see it happen in so many scenarios and instances that it becomes the norm. And we really don’t think anything of it. Until that one time that came close to being a dangerous situation. Until we hear that the “friend” who cornered us was accused of rape a day later. Until our boss makes good on his promise to kiss us on New Years Eve when he catches us alone in the kitchen. Those times stick out. They’re the ones we may tell your friends, our boyfriends, our husbands about.
But all the other times? All the times we felt uneasy or nervous but nothing more happened? Those times we just go about our business and don’t think twice about.
It’s the reality of being a woman in our world.
It’s laughing off sexism because we felt we had no other option.
It’s feeling sick to your stomach that we had to “play along” to get along.
It’s feeling shame and regret the we didn’t call that guy out, the one who seemed intimidating but in hindsight was probably harmless. Probably.
It’s taking our phone out, finger poised over the “Call” button when we’re walking alone at night.
It’s positioning our keys between our fingers in case we need a weapon when walking to our car.
It’s lying and saying we have a boyfriend just so a guy would take “No” for an answer.
It’s being at a crowded bar/concert/insert any crowded event, and having to turn around to look for the jerk who just grabbed our ass.
It’s knowing that even if we spot him, we might not say anything.
It’s walking through the parking lot of a big box store and politely saying Hello when a guy passing us says Hi. It’s pretending not to hear as he berates us for not stopping to talk further. What? You too good to talk to me? You got a problem? Pffft… bitch.
It’s not telling our friends or our parents or our husbands because it’s just a matter of fact, a part of our lives.
It’s the memory that haunts us of that time we were abused, assaulted or raped.
It’s the stories our friends tell us through heartbreaking tears of that time they were abused, assaulted or raped.
It’s realizing that the dangers we perceive every time we have to choose to confront these situations aren’t in our imagination. Because we know too many women who have been abused, assaulted or raped.
It occurred to me recently that a lot of guys may be unaware of this. They have heard of things that happened, they have probably at times seen it and stepped in to stop it. But they likely have no idea how often it happens. That it colors much of what we say or do and how we do it.
Maybe we need to explain it better. Maybe we need to stop ignoring it to ourselves, minimizing it in our own minds.
The guys that shrug off or tune out when a woman talks about sexism in our culture? They’re not bad guys. They just haven’t lived our reality. And we don’t really talk about the everyday stuff that we witness and experience. So how could they know?
So, maybe the good men in our lives have no idea that we deal with this stuff on regular basis.
Maybe it is so much our norm that it didn’t occur to us that we would have to tell them.
It occurred to me that they don’t know the scope of it and they don’t always understand that this is our reality. So, yeah, when I get fired up about a comment someone makes about a girl’s tight dress, they don’t always get it. When I get worked up over the every day sexism I’m seeing and witnessing and watching… when I’m hearing of the things my daughter and her friends are experiencing… they don’t realize it’s the tiny tip of a much bigger iceberg.
Maybe I’m realizing that men can’t be expected to understand how pervasive everyday sexism is if we don’t start telling them and pointing to it when it happens. Maybe I’m starting to realize that men have no idea that even walking into a store women have to be on guard. We have to be aware, subconsciously, of our surroundings and any perceived threats.
Maybe I’m starting to realize that just shrugging it off and not making a big deal about it is not going to help anyone.
We de-escalate.
We are acutely aware of our vulnerability. Aware that if he wanted to? That guy in the Home Depot parking lot could overpower us and do whatever he wants.
Guys, this is what it means to be a woman. We are sexualized before we even understand what that means. We develop into women while our minds are still innocent. We get stares and comments before we can even drive. From adult men. We feel uncomfortable but don’t know what to do, so we go about our lives. We learn at an early age, that to confront every situation that makes us squirm is to possibly put ourselves in danger. We are aware that we are the smaller, physically weaker sex. That boys and men are capable of overpowering us if they choose to. So we minimize and we de-escalate.
So, the next time a woman talks about being cat-called and how it makes her uncomfortable, don’t dismiss her. Listen.
The next time your wife complains about being called “Sweetheart” at work, don’t shrug in apathy. Listen.
The next time you read about or hear a woman call out sexist language, don’t belittle her for doing so. Listen.
The next time your girlfriend tells you that the way a guy talked to her made her feel uncomfortable, don’t shrug it off. Listen.
Listen because your reality is not the same as hers.
Listen because her concerns are valid and not exaggerated or inflated.
Listen because the reality is that she or someone she knows personally has at some point been abused, assaulted, or raped. And she knows that it’s always a danger of happening to her.
Listen because even a simple comment from a strange man can send ripples of fear through her.
Listen because she may be trying to make her experience not be the experience of her daughters.
Listen because nothing bad can ever come from listening.
Just. Listen.
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1,982 Comments
B says:
July 18, 2020 at 8:12 pm
Go on lads, do the right thing and ignore all women. The author here has clearly stated that simply any interaction with men sends ripples of fear though most women. Let’s take this on and prove we aren’t a threat by paying no attention to women at all. And let’s face it, said women DO NOT give you consent to talk to them. If and only if they start a conversation, may you then talk back.
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Louisa says:
January 19, 2018 at 10:40 am
Amazon Net Companies is an Equal Opportunity Employer. http://www.ynwtbj.com/comment/html/?106553.html
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Tanya Sharma says:
January 4, 2018 at 9:24 pm
Reblogged this on Tanya Sharma .
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witchofawoman says:
December 23, 2017 at 7:53 pm
Reblogged this on A Witch of a Woman.
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Rich says:
November 26, 2017 at 3:57 am
This is certainly not the first time I’ve read, heard or been told of all the scenarios above and the feelings I get from it are the same each and every time. What the fuck is wrong with people? It’s not ok to treat people as property, or (for want of a better word) “meat”. The insults, the uninvited touch/grabbing, heck even deliberately following someone for no other reason than to put fear into them.
I didn’t understand the mindset of men who do these things then, I still don’t know and I still don’t want to. If someone is uncomfortable then you’ve crossed a line, it could be that you’ve physically backed her into the corner of a club, room and her only way out is to duck under your arms to get away, but she doesn’t for fear of how you might be react, or place yourself in the only exit of a room, or deliberately invaded her personal space when there’s adequate seating elsewhere.
You know what this is like?
It’s like peeing the in the Gent’s, another bloke comes in and despite 10 other free urinals, he stands right next to you to pee, it’s not so much awkward as just a bit too creepy, you’re also pretty vulnerable due to have both hands occupied and you’re mid flow.
Basically, if she looks uncomfortable, perhaps there’s a reason why, it might not even be you, some other chinless wonder might have harassed, catcalled, touched, or otherwise been a nasty little cocksplat. Whatever the reason, don’t take it personally, be a decent human being and give her space.
If you want a girl that you can do anything to without complaint, resistance, or any major sense of wrongness, I suggest you get one that comes with an attachment for a bike pump.
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Will says:
November 26, 2017 at 6:01 am
Exactly the reason I pay no attention to females I don’t know, I’ve got no idea if I’ll make them feel uncomfortable. Best solution is ignore, no logical way why someone should feel uncomfortable with someone who doesn’t even realize they exist right? Best I can do to not inflict paranoia.
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LavenderBlue says:
November 26, 2017 at 4:38 pm
Pretty sure no one noticed you existed in the first place, which is probably why you reverted to harassment. Now realize what a dildo you are…
thank you for keeping your seed out of the gene pool.
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William says:
November 27, 2017 at 7:02 am
That’s a rather misogynistic way of thinking, so you truly believe woman can’t go out of there way to initiate a conversation or relationship with out without the man making the first move. Is this your way off manscaping consent for rape culture? Oh no women won’t do their job and make babies unless we continue doing what we do, despite all the comments here with them complaining about that behavior. Personally I think if a woman really want to get to know me, she will make a effort to go out of her way and introduce herself, no matter how much effort it takes. Women are idiots that just sit there and look pretty while hoping someone “picks them up”. Bet you go around with a baten like a cave man and knock them on the head then drag them to your cave no don’t you? Pretty sure women are sick of people like you not thinking they are capable of finding their own preferred partner WITHOUT being harrased into it by some over confident, rape culture loving guy.
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Will says:
November 27, 2017 at 7:25 am
You know, it’s men with your attitude that makes guys like me have to go to these extreme measures to help ensure women have some kind of quality of life by making sure we don’t make them uncomfortable around us. If it wasn’t for you lot, we could all get along just find without causing women to be terrified of us, for no other reason than just being male.
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Maxie says:
October 4, 2017 at 1:19 pm
This article changed my life. I loved it, thank you.
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Anonymous says:
August 7, 2017 at 9:57 pm
Smaller, weaker sex: how about fucking self-defense?
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Anonymous says:
July 17, 2017 at 9:35 pm
But deep down you prob want chivalry. It’s out there.
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Bianca Garcia Cruz says:
June 5, 2017 at 12:54 pm
This article is absolutely beautiful! ON. FREAKIN’. POINT! #reblogging
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trish108 says:
May 12, 2017 at 8:43 pm
I discovered whilst pregnant that all that shit stops once you have a baby bump. Occasionally a guy would try something or yell something but then get embarrassed and apologetic when they saw I was pregnant. Only one revolting weasel seriously propositioned me. “I’ve never fucked a pregnant chick before ! He said expectantly, like because I was single (my partner left me when I became pregnant) I should help him tick that off his bucket list.
Of course I did the right thing and exercised and worked off the ‘baby weight’ after my son was born, but then it all came back. I even had a guy come and sit across from me in a train, whilst I was feeding my son, with his eyes traned on my covered breast area, hoping for a glimpse when I changed sides !
I started to miss being pregnant and I started to eat whatever the hell I liked. I’m overweight and its bad for my health but as a rape survivor and a woman who has felt like a vagina on 2 legs since I was 12 years old, I will take all the “pig’ and “lazy fat c**t” comments and shouts any day. I NEVER get groped by men I don’t know and I’m mostly ignored. Not a good solution, I know that, and I was once indecently assaulted by someone I knew (an ex-lover who thought he was entitled) as a fat woman, but I am addicted to being ignored.
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desertchameleonblog says:
April 28, 2017 at 6:14 pm
So happy to read this. These are my thoughts exactly. Every word is true.
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jenna noel says:
April 16, 2017 at 10:03 am
Great piece, I love it!!
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Chaz says:
April 15, 2017 at 2:06 pm
If you are hanging around with a lot of men who think having your ass grabbed or feeling unsafe are topics to be minimized, you are hanging with the wrong crowd. None of the men I hang with consider that frivolous.
If I could say one thing: if you want men to listen, don’t be counted among those beating men over the head with the “war against women”–especially when that BS that includes changing “manhole covers” to “personnel access ports, etc”. It’s one really good way to get good men to stop listening to ANYTHING further. Ladies, when we tune you out, it’s not too selective. Too many out there diluting your well articulated message with low-priority whining. Don’t be that, and I will listen to you all day and night. Works both ways.
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cinderchild says:
April 23, 2017 at 6:49 pm
look at that, a man blaming women for the actions of men, then telling us how to do our feminism. how original.
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Frankie says:
May 1, 2017 at 1:28 pm
Honestly I’m not sure how productive your comments are? Well possibly productive if your trying to vent?? “Hint” global thinking vs practical thinking.
After reading this article a couple of years ago, I’ve completely changed and I’ve been avoiding and ignoring all females (not Mum) and so I’m liturlly doing everything I can to do my bit. And thereford I’ve made myself the completely opposite of those males described in this article. Pretty sure responding to messages isn’t threatening to anyone??
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Athywren says:
May 1, 2017 at 6:27 pm
So… what? The only options are treat women like meat, or ignore them? Ignoring them is literally everything we can do? I can’t help but feel like maybe there’s a middle ground there? Like, I don’t know, treat the women around us as human beings with opinions and hopes and such? Maybe I’m just being weird, thinking things like that are possible, but it makes a kind of sense to me.
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Frankie says:
May 1, 2017 at 7:15 pm
I personally have never treated a female badly or done anything like what is described in this article, I am however very guilty of occasionally perving and although I never tried to make it obvious (due to the embassment of getting caught) I’m sure I was caught and now realize how my actions would of sent ripples of fear to through the victims I was looking at.
Obviously treating females like meat has never been an option, not even sure how come up with the thought with what and how I wrote the previous comment. In a attempt to help clarify myself, yes a middle ground would be great but there is no middle ground currently (takes the whole population to make this happen). So in the mean time while every single female is litturly terrified of males, the only option I have as one man is to avoid and ignore so I’m not seeing to be a threat. The only way I can think of showing respect as just one man.
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Rosie says:
May 5, 2017 at 6:02 pm
You idiot!!! We like been looked at, especially when we’ve dressed up in such a way to show off our assets.. The issues are if you’re old or ugly and you’re looking, that’s it!! Oh and just because we want to be noticed DOSE NOT MEAN WE WANT TO JUMP INTO BE WITH YOU.
I PERSONALLY find it extremely offensive that you choose to ignore us just because some stupid author couldn’t give a proper explanation, that a silly guy like yourself can understand. On how to act if you’re a single guy.
DO NOT READ ANYTHING MORE FROM THIS AUTHOR seems like she only knows how to explain this in a manor that only us lady’s can understand. Who knows what the world would come to if every guy read this?? I’D HAVE NO GUY TRYING TO GO OUT WITH ME, NO BOYFRIEND, NEVER GET MARRIED 😤
It’s ok to look, it’s ok to talk. Not ok to put us into a situation or hit on someone 5 years or more younger than you. If you come across a lady whos scared of you ITS NOT YOU FAULT if you haven’t done anything wrong, it’s her problem and you should just ignore it, Don’t read into it.
PS:
WE LIKE BEING LOOKED AT, TALKED TO AND TAKEN SERIOUSLY. If respectful…
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desertchameleonblog says:
April 28, 2017 at 6:18 pm
It happens in public when we are not hanging out with anyone! How many times as a 12/13 yr old did you get honked at or whistled at or had sexual comments shouted at you while just walking down the road to the train station. All this behaviour is normalised in our society and men do it thinking it is harmless, but it isn’t. The greatest tragedy is then women start to value ourselves based on how attractive we are to men.
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Rosie says:
May 5, 2017 at 6:14 pm
Speak for yourself, I’ve always been worried about how good I look TO EVERYONE and it’s just really empowering having someone notice and appreciate the effort I put into making my self up. Its a FEMALE TRAIT stop passing the blame game.
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desertchameleonblog says:
May 6, 2017 at 12:31 am
Oh wow that is depressing Rosie, I am sorry to hear that if you are indeed really a female. You think by being sexually harassed someone is appreciating the effort you have put in to look attractive? You only have value if you are sexually desirable and get hooted or whooped at or grabbed by someone you don’t know? A man can’t find a way to approach a female he finds attractive in a more respectful and human way?
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Rosie says:
May 6, 2017 at 12:37 am
Did I say anything about being harassed, grabbed, hooted, whooped??? NO!!!
Back in your corner with you now, just saying
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desertchameleonblog says:
May 8, 2017 at 3:05 am
I think the writer of the article is right, perhaps most men actually aren’t aware of how often it happens, and it isn’t just when a woman is dressed up to the nines. Women need to start talking to men about it, rather than just amongst ourselves. I can’t even count on my hands the number of times I have been harassed, grabbed, hooted and whooped at in my lifetime and I am not a women who spends hours and hours getting ready, I don’t wear makeup, I don’t wear fancy clothes. I just wear simple clothes and leave the house clean. I dread to think what happens when a woman actually does dress up to the nines!
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Rosie says:
May 8, 2017 at 12:07 pm
Guess I shouldn’t pass judgment on comments. Old people like my mum who’s now nearly 40 said it was a thing back in her day. So guessing it’s maybe a generational thing the old women had to deal with? Or a cultural thing? I’m Aussie, which given the details must be better than your country and so I must live in what is the best country in the world. Either way I haven’t had any issues, seems strange to me. Reckon I might have to venture out of Logan qld and see what the story is?
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Bob the Mechanic says:
May 8, 2017 at 3:39 pm
OUCH, OLD people like your mom, who’s nearly 40????
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Rosie says:
May 8, 2017 at 6:25 pm
Realitivity!!! No reason to get offended???
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desertchameleonblog says:
May 9, 2017 at 1:27 am
I am from the UK and this kind of behaviour is still really common there. : (. You must ask your mum what the women of her generation did to turn things around. I am in my early 30’s but I don’t think much has changed in the UK… : (. Actually now I live in a Muslim country and I haven’t been harassed, hooted or grabbed since living here. So I do accept there must be places it doesn’t happen. In the end the behaviour is learned and so it is cultural… and culture can be changed ….
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MDesign says:
May 11, 2019 at 10:32 pm
No you dont live in the best country. Happens there too please look into the statistics. This behaviour happens EVERYWHERE.
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Rosie says:
May 13, 2017 at 9:28 pm
Change in laws apparently
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desertchameleonblog says:
May 14, 2017 at 1:49 am
Interesting. We have the laws in the UK but nothing really happens when you report these kinds of things so most of the time women don’t report, unless it is something major like rape. There was an article on the BBC news not so long ago when a lady had been walking to work each day past a building site and they had been verbally harassing her. The harassment was so persistent in the end she did report it. The local news then picked it up and she was ridiculed. Everyone saying she was making a big deal over nothing etc etc. Thing is though it should be a big deal. Why should a woman have to put up with being spoken to and treated like she is a piece of meat when she is walking down the road on the way to work, minding her own business.
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Sara says:
April 6, 2017 at 9:05 pm
Reblogged this on The Orenda.
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Sara says:
April 6, 2017 at 9:04 pm
This is one of the best articles I’ve ever come across on this topic. You summed up everything I experience on a daily basis but can’t communicate properly to the men in my life without them telling me I’m overreacting. Thank you for this.
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Gobblefunkist says:
April 5, 2017 at 11:10 am
Thank you very much for writing this. I am continents away from you, living in a country where rape is pretty common, among everything else that puts me on my constant guard. I can relate to every word in this post. EVERY GODDAMN SINGLE WORD.
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Gobblefunkist says:
April 5, 2017 at 11:11 am
I wrote another comment with a couple of links to related posts of mine, which are probably awaiting your moderation….
FYI.
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Random says:
January 27, 2017 at 8:45 am
Thanks for writing this article and giving me and many more men like myself a insight to issues we normally wouldn’t realize exsisted. The other night it finally clicked, I know it’s not much but the other night at the pub, I went in to play the pokies where I noticed a girl following me in and selected her ideal machine which by coincidence was close to me (we were the only 2 there) she keeped looking at me. I then remembered this article you wrote and realized there was every chance she was feeling at very least uncomfortable being the only other person in the same room as me and so I chose to stop playing and walked away back to the bar. Now I realize what every female gos through I will definitely put more effort into little jestors like this one. I know it’s not much but I’m guessing I’m not the only male that’s read this article and hopefully not the only one that is making little jestors like this one. Thanks 😃
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Rosie says:
May 5, 2017 at 6:09 pm
Umm, obiously she was trying to get noticed??.Why else would she follow you in?? If she was afraid SHE WOULD NOT OF FOLLOWED!!! And you completely ignored her??? You IDIOT!!! Shame on you
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trish108 says:
May 12, 2017 at 8:18 pm
He sounds intelligent enough to discern what kind of looks she was giving him. Following him in just means they were walking the same way but he was first through the entrance. If she was truly interested she would have caught up with him at the bar.
Ffs please stop calling men idiots when they are actually trying to listen and understand. We need as many allies as we can get. You’re perpetuating a myth that fuels the kind of behaviour this article is about.
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MAC67 says:
May 12, 2017 at 8:23 pm
Rosie is either 1) a guy or 2) 17 years old.
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Rosie says:
May 13, 2017 at 9:37 pm
Age makes someone’s thoughts less relevant? Isn’t that some kind of inequality/prejudice?
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Random says:
May 12, 2017 at 11:31 pm
By a strange coincidence the obviously not so life experienced Rosie was right. This girl I was referring to is now my girlfriend, some weeks later she ended up getting her freind to ask me on a date in her behalf.
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Rosie says:
May 13, 2017 at 9:26 pm
Trish choosing not to reply after been proven wrong?
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Anonymous says:
January 17, 2017 at 9:46 pm
♡ this article so much, I think I’ve read it about 5 times now and I keep going back to it, as well as sharing it with others
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Stephanie Ortez says:
December 15, 2016 at 10:28 am
Reblogged this on and commented:
A must read!
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Rick says:
November 16, 2016 at 10:56 pm
Much of what you say makes sense. At the same time, it sounds like your opinion of the majority of men is extremely low.
I hear you though; as a guy, there have been many times that I’ve witnessed other guys give women the laser beam “checkout stare”, and I’ve always considered it inappropriate, unless they were actually trying to make EYE CONTACT, versus simply staring open-mouthed at a woman’s body. Obviously, people will notice one another. Women will encounter guys that they find attractive, and they might even STARE for a prolonged amount of time; that happens too.
But I understand that many women have to put up with these situations day in and day out, and a predatory male with a degenerate attitude could easily be a potential rapist. Yet, guys who don’t have an inappropriate habit of lewd staring are getting screwed over by those that do. And that goes for any other AGGRESSIVE, threatening or rude or even criminal behaviors that you could possibly name: “getting up in a woman’s space”, clearly sexual types of inappropriate touching/ physical contact, “cat calls”, “wolf whistles”, “checking out” girls that are obviously VERY YOUNG, and on, and on, and on. And that’s to say nothing of the aggregious crimes like rape, pedophilia, abduction, and so on.
I gotta say though, as someone who engages in NONE of those behaviors, I’ve about FREAKING HAD IT!!! On the one end, there’s the scores and scores and scores of guys that give all men a bad reputation, or even a terrible one. Then of course, there are the scores and scores and scores of women that don’t like men, distrust men, bash men, hate men, make a mockery of the male species, and otherwise attack or seek to destroy men. As someone who is not part of the “herd” of men that act in the ways that you listed in your article, (the lewd stares, “checking out” little girls or teens, aggressive conversation tactics, inappropriate touching, swearing at women because they won’t talk to/go out with you, etc.), I’m REALLY SICK AND TIRED of getting caught in the crossfire.
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MAC67 says:
November 17, 2016 at 11:35 am
Ugh. Rick, you were almost there. And then you used the term “getting caught in the crossfire”. That felt like you placed legitimacy in the behaviors by creating “sides” to be watched like a football game. If there is anything this election has taught us is that we need men to step up and repudiate this behavior and evolve their way of thinking about it. That does not condemn you and wrap you into the arms of “being at fault”. But we need men (and women) to stop seeing these behaviors as mis-placed sexual advances and male entitlement and seen them instead as violence and micro-aggressions meant to intimidate and “keep women in their place.” You may not do any of these things but you are still part of a system that benefits from it; you are more likely to get the job, the promotion, the choice to walk alone, to be alone with someone in a room, office, elevator, etc etc; you are less like be sold into sex slavery; less likely to be raped or murdered by a partner, because men see women are as sexual accessories. I’m glad that you “have had it”. I have too.
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Ariel Lynn says:
October 28, 2016 at 4:39 pm
Reblogged this on Writing Radiation.
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dbsgirl says:
October 28, 2016 at 1:58 am
I agree with you totally. This was such a powerful post, and you covered EVERYTHING. You write so well.
For me… it’s a little different. If I tell you something: will you not judge me? I’ve never had my bum pinched. I’ve never been wolf whistled. No one’s ever asked me a drink or tried to talk to me in a bar. I’ve never have to lie and say I have a boyfriend (I don’t.) No one’s ever stared at my breasts. No supervisor has ever tapped me on the ass, no barista has held my change out so I have to reach over him. No one has ever offered to have ‘friends with benefits’ with me. I’ve never been cat-called, made uncomfortable. I’ve never even felt in danger.
Now these all sounds like good things. What’s entirely ironic is the LACK of sexism toward me has made me feel unfeminine. Although this things are awful, I crave them. And I’m ashamed to say that because for so many people these are huge problems in their lives, yet I WANT them to happen. What’s wrong with me?
I feel so little like a women that a little sexism would make me feel more female. Even if it was negative. How awful and backwards is that?
Anyway, a very well written and engaging post. Thank you.
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Lolsy's Library says:
October 27, 2016 at 7:20 pm
This was just amazing to read! I cannot even tell you what this meant to me reading through this ❤
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carlalouise89 says:
October 27, 2016 at 9:55 am
Reblogged this on The Melodramatic Confessions of Carla Louise.
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Bookmark Chronicles says:
October 27, 2016 at 9:14 am
Reblogged this on Coalition of the Brave.
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iwillnotliveinvain says:
October 27, 2016 at 12:20 am
Reblogged this on I Will Not Live in Vain and commented:
So very accurate to how I feel… and feared I couldn’t quite put into words…
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Dmr says:
October 16, 2016 at 3:48 am
THANK YOU SO MUCH FOR THIS. dealing w a sexual harassment case at work involving many women and I sent this to them. I was the whistler blower. It did not happen to me. It I couldn’t handle seeing more of my friends treated poorly.
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Dom says:
September 28, 2016 at 7:09 am
Reblogged this on The Sleeping Reading Beauty and commented:
Yes, Listen!
Great post.
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Meera Doshi says:
September 21, 2016 at 5:27 pm
Reblogged this on If You Give a Girl a Textbook… and commented:
This is an amazing perspective that I feel truly captures the lifelong struggles we deal with as women. I identify with this very strongly, and it’s definitely worth the read.
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Tyler says:
August 30, 2016 at 5:02 am
So this is what feminism is about now, not about economic or political equality or revolution or anything of the sort. It’s just that women are small and weak and “vulnerable”(males of course are never vulnerable) and they’re all sweet and innocent and then terrible bad men come along and “sexualize” them. Yes indeed men often look at women in a sexual way, and guess what women look at men in a sexual way, and sometimes men look at men in a sexual way and women look at women in a sexual way and when boys grow up this can be rather awkward and uncomfortable for them too, and boys get sexually abused all the time. So cry me a river middle class white lady, maybe the naysayers have a point. If only we could all just stay little innocent asexual children forever, like the Teletubbies, is that what todays feminists want?
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henningheinemann says:
August 22, 2016 at 4:49 pm
But the tendency to de-escalate and compromise is why women are SUPERIOR to men, the ability to apply compassion and sacrifice for the greater good is the lesson that women are supposed to teach men. The answer to the question “Is this that big of a deal is simply, “Yes”. It is correct, they don’t get it, that means it’s your evolutionary duty to educate them.
The problem is that everyone is looking at the tree in front of them that nourishes them and they try to protect their tree, and since their tree is the most important to them and they don’t really care about anybody else’s tree. The issue to address is that their tree is in a forest where every tree is as important as the next to maintain the forest. If you allow one tree to be diseased, you place the entire forest at risk.
Right now we live in a forest with multiple diseases and infestations, and everybody is trying to treat their tree whatever means they choose, and with it all mixed together is just making the situation more toxic.
The only way to assure the survival of individual trees is when everyone cooperates to treat the entire forest.
If you want to fix your problem, you have to be willing to fix everyone’s problem, and you start that by creating this:
https://1drv.ms/p/s!AoXPlyjz_r8dgUyQUT1f5PUmwvTK
Women have been fighting for the wrong thing for far too long, it’s all just a trap to make you ineffective.
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Kristen says:
July 6, 2016 at 11:57 am
Hi there would you mind letting me know which hosting company
you’re using? I’ve loaded your blog in 3 completely different web browsers and I must say this blog loads a
lot quicker then most. Can you recommend a good
internet hosting provider at a fair price? Cheers, I appreciate it!
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kimmimadeline says:
May 26, 2016 at 7:15 am
Reblogged this on Temporary Guests of My Life – Kimmi Madeline.
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Anonymous says:
May 20, 2016 at 10:51 am
Where do the people in your circles work? You describe things that just aren’t true in my circles with respect on at work experiences – yet, it is portrayed as though it is an experience common to all women. I’ve been a manager for over 15 years and if butt patting were to occur in any of my workplaces, I am pretty confident it would result in a trip to HR and disciplinary action. Even a false accusation against a long term employee with no history of such behavior an accusation would result in immediate disciplinary action, future monitoring, and a big hit to the accused’s reputation limiting their future options at the company at a minimum. I receive training at least once per year on these topics that should just be common sense of how to treat people. This isn’t limited to where I work, even McDonalds can and has been sued for sexual harassment and takes steps to avoid it. There are real repercussions that most employers/business owners fear. Moreover, false claims can easily cost thousands of dollars in legal costs just to defend. I think part of why you find people don’t identify with what you are saying is that it just isn’t consistent with their experiences or the experiences of those close to them.
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Gretchen Kelly says:
May 20, 2016 at 11:53 am
Not every company has an HR dept. You’re going to have to take the word of millions of women on this, that these things happen. Check out #WhenIWas on Twitter. My waitressing job where my boss kissed me? It was owned by his best friend who was no better and had hit on other waitresses himself.
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trish108 says:
May 12, 2017 at 10:41 pm
If you report stuff you are seen as a trouble maker and are sometimes then targetted by the other males. Either sexual harrassment or just bullying.
Sometimes its the boss who is doing it, and that creates a whole culture of harrasment of women workers.
There is definitely a trickle down effect so your attitude is very important, but if you’re not spending time making it very clear to your employees that bullying and sexual harrassment will not be tolerated, it will go on and women won’t report it.
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Gretchen Kelly says:
May 20, 2016 at 9:25 pm
And by the way, scores of women identified exactly with what I was saying in this post. It has been viewed here alone over 2 million times, published in 7 different languages that I’m aware of, on large sites (Huffington Post published it in 6 languages alone.) I have watched the comments, the reblogs, the tweets and FaceBook shares and comments from women who identify. I’ve received personal messages from many. A post doesn’t get that widespread when no one relates. I’m not saying this to be snarky, I just really want you to understand that I didn’t make this up, this is a very real every day thing that happens all over the world and it usually starts once we hit puberty. In fact, that’s when it’s most intense. I hope you open your mind to this because I’m sure there are women in your life, whether it’s relatives or friends or coworkers who have run up against this type of thing. Who’ve had to “de-escalate” for a number of reasons. The more we are aware of it, the easier it will be for us to stop it. Our daughters (I don’t know if you have any, but I have two) need to know that this is a thing and they need to have the tools to feel safe and/or speak up. Sometimes speaking up puts your safety in jeapardy. But this is something we all need to recognize if we truly want to change it. Thank you for taking the time to comment and share your perspective. I truly appreciate it and welcome it. And appreciate you doing it respectfully (I say that because some of the comments got pretty ugly and hateful)
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citizenroe says:
May 15, 2016 at 12:12 pm
Reblogged this on Citizen Roe and commented:
Read this again today. Because it is damn sure worth another reading.
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Ariadny Fragos says:
April 24, 2016 at 11:24 am
Ms. Gretchen,
Thank you so much for what you have written here. It touched me deeply, and as a woman I’ve experienced virtually all of the scenarios you’ve listed above, as has virtually every woman I know. Beautifully and articulately written.
thank you,
Ariadny
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Joyce Fox says:
April 23, 2016 at 1:41 pm
I’ve never felt the need to “de-escalate” a situation with a man. This is pure anti-man psychosis. I know many women who have no fear of men and any woman who FEARS men (in general) needs to get psychiatric help! The so-called “Women’s Studies” movement that started in the 70s has done nothing to help women and has only worsened the anti-man feelings of the (antiquated and nonsensical) “women’s liberation movement” of the late 60s.
Rape culture my butt!
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MAC67 says:
May 20, 2016 at 1:37 pm
“It doesn’t happen to me” doesn’t mean it doesn’t happen. Isn’t it the least bit meaningful that this is a regular part of so many women’s lives and that it’s (probably) not ok for any of them?
Stop taking such a myopic view – it’s not JUST work places, it’s not JUST streets, it’s not JUST bars etc. And it’s ordinary men, from ordinary walks of life, who do it when they know they can get away with it.
It just happened last week. I went out for a run along a pipeline trail – it is very wide and sits between residential neighborhoods whose backyards butt into it. It was after dinner and the weather was looking a little ominous (like it was going to rain), so no one was around. But as I approached one of the hills, a man was walking down on the other side. As I continued up, he crossed over onto “my” side of the path. My first thought was “god dammit why is he making me break my pace to avoid him?” Then my body went into flight mode; “will he say something?” “what should I say” “is he going to jeer at me?” “how far could my scream carry?” “can I slug him hard enough?” “what do I do if he grabs me?”
Nothing happened but how would I know? He crossed over to get in my way. In the animal kingdom, that would be a predatory act, kind of like peeing on territory.
“Society” would say, “why did you run by yourself?”; “why did you run during a time when no one else was around?”; “why didn’t you just keep running straight into him”; why didn’t you go a different direction?; “Nothing happened, what’s the big deal?”; “Just say hi to him”; “Well, did you saaayy anything to him?”; “I would have said something to him.” etc etc etc
Very few would ask, “what the hell was a guy thinking to cross over into your path?” So I deescalated – I crossed over, didn’t make eye-contact with him and held my breath until I knew he wasn’t coming back behind me. Gee, what a great run. Glad the problem is all in my head.
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trish108 says:
May 12, 2017 at 10:35 pm
And yes we do need at least psychological help, and those that can afford therapy generally get it. I’m genuinely glad that you haven’t experienced sexual violence, but please show some sensitivity and respect for your sisters that have.
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trish108 says:
May 12, 2017 at 10:32 pm
My friend was raped in the butt. I’ve been sexually harrased since the age of 10 and have survived rape more than once. I was born with big blue eyes and silver blonde hair. I never grew breasts until I had my first child but that never stopped boys or men grabbing at what I had or for my crotch or bottom instead. Other girls experience this kind of harrassment due to growing larger breasts that attract unwanted attention, but sometimes you’re victimised because of intellectual disability, like another young woman I know.
I’m overweight and middle aged and one of my son’s friends recently tried to booty call me ! Sometimes the behaviour is just disappointing or annoying but sometimes its a precursor to much worse.
Maybe you got married young and didn’t work much outside of the home, or put on weight younger than I did, so you only get called a pig like I do now. Maybe you never ventured out without a male escort, to nightclub distriicts late at night when men are drunk and so you haven’t experienced that either.
Whatever the reason you haven’t experienced what so many of us have and are sharing here, it doesn’t give you the right to deny our experiences.
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a woman says:
April 7, 2016 at 11:15 am
There’s so many comments, I can’t find if I’ve mentioned some of this before: I’ve been following the comments on this while I’ve been going through leaving an organization devoted to cultural transformation and a future of ‘just’ societies. There was a guy there who was a bit odd, and other people kind of shunned him, and being the underdog lover I am, I befriended him and was even flirtatious with him now and then. The organization met in person several times a year, so it wasn’t a daily thing, as we all traveled from different states.
When I spoke to this guy about his ongoing wrist slaps about behaving inappropriately with women, especially given his stated hatred of women on numerous occasions with me (except for me, of course) he started threatening me. When I attempted to extricate myself, he wrote an email to both me and the head of the organization about his feelings of “murderous rage” and vivid, explicit fantasies of deadly physical harm towards me. The head of the organization and I discussed this over email for about six weeks in an increasingly bizarre exchange as he told me to go to therapy and apologize to the guy if I had said anything negative about him to anyone else.
It was at that point we found out he hadn’t read the email, and he suddenly freaked out that he might be in danger of losing his license (he’s a licensed psychologist.) Things went from bad to worse as the head of the organization insisted on labeling it my personal problem, and ordered me to ‘work it out’ with the guy, who told me he wouldn’t threaten me anymore as long as I never said anything that he might interpret as criticism, because of the shame/rage cycles associated with his disorganized attachment disorder and masochist depressive narcissism, so if I said anything that he interpreted as criticism, it was actually my violence, not his, that came out as his rage, because he is nothing but gentle, kind and caring and I am cruel. He seemed rather benevolent about explaining this to me.
I’m not hating on him for being a broken person. What continually blows my mind is that there is awareness among people that he has some kind of mental health issue, and he has gotten numerous wrist slaps about his behavior. I’m a 61 year old mother of two grown sons, who has no wrist slaps in her history with this organization. Yet, when that initial email happened, the head of the organization dismissed my concerns until he found out he was implicated — and I had done nothing to earn that lack of trust (except being a woman and being flirtatiously friendly with this guy on occasion.) I’m profoundly saddened that even within an organization whose mission statement contains all kinds of rah-rah about a just future, there’s a marked resistance to examining unconscious perping of this kind of injustice. I wrote to the board about two months ago and more recently an exit letter to the community, and have gotten some private words of support, I have heard nothing from leadership.
So, thanks to all of you who are discussing this, as following this has been a friend to me while I navigate something that feels like a personal twilight zone, even though it’s real, insidious and part of our culture. I’d hardly be able to believe it if it hadn’t happened to me, and as I’ve gone through this experience, the threats are much less painful in my mind — I always knew the guy was unstable — than the responses about the threats. I made my choices based on some kind of bubble that at 61 I had left the harrassments of my 20s far behind, and that in an organization of shared values it was safe to reach out to someone who had personality problems.
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Statamind says:
April 6, 2016 at 6:06 pm
Everything that I have read in this article as well as the comments has been cogent and enlightening. But i feel that what Bhowardthinks said earlier has been minimized. Thinking that all men are rapists and a threat is EXTREMELY PROBLEMATIC. As a black man such thinking is what gets me stopped by police while walking, held at gun point in back of my own house without explanation or apology. I’m not trying to minimize or compare threats but at some point you have to chose whether you’ll acquiesce to fear or rise above it. And this is completely separate from acknowledging and addressing the very real problems of misogyny and sexual violence perpetrated towards women. …. As black man the ability for non-black people, yes including women, to see me as something other than a threat is a matter of life and death. … A catcall is inappropriate and should be condemned but let’s not forget that many black men were lynched … most famously Emmett Till, for the alleged threat they posed to women, white women specifically. You could literally be castrated for making eye contact. This perception of black (and many other non-white) men persists to this day. Perpetuating the thinking that any one group is to be uniformly considered a threat will and has led society down a very dark and dangerous road. — So while I understand and appreciate the alarm reflexive fear based decision making rare solves social problems, it generally makes it worse. So yes all men need to step up and confront misogyny, harassment, etc. and believe and appreciate the experiences of our female family, friends, and even strangers … But the other side of that coin is we can’t walk around being afraid of entire groups from the jump …That’s bigotry and a whole host of other “isms” even when it’s for an ostensibly useful purpose. I’m not asking to feel comfortable with the terms of the feminist struggle … But i do ask that you realize that this shit doesn’t happen in a vacuum. Your reflexive fear could very easily get me killed or imprisoned. Just as any indifference and complicity on my part could result in similarly sever consequences for any number of women.
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Gretchen Kelly says:
April 6, 2016 at 7:26 pm
I want to be very, very clear. I do not look at all men as threats of any kind. I rarely look at any man as a threat. And perhaps I was too nuanced and didn’t make it clear in my writing. When the man passed by me in the Home Depot parking lot, he said “Hi.” I said “Hello.” I was not one bit concerned and I smiled as I said it. I did not view him as a threat until I heard him call me a bitch and berate me for not stopping to talk further. THOSE are the kinds of incidences I’m referring to. I can be out, by myself, and speak to a stranger. I can have nice conversations and this happens frequently, with men I don’t know. I am not threatened or worried. Am I on guard if I’m leaving a restaurant at night by myself and it’s dark in the parking lot and no one’s around? Yes. I hold my keys with my knuckles and I am vigilant. But the thought that you took this to mean that I am generally afraid of men or look at all men as threats is extremely upsetting to me, both as a woman and a writer. I love men. And I don’t want that to sound silly, but I have always had great friendships with boys and men throughout my life. I have men who have been my closest confidants. I make friends with men (and women) very easily. Your comment makes me feel like I failed in making my point clearly.
The whole point of the post was to point out how pervasive it is over a woman’s life time. The little comments that come from creepy guys- NOT a nice guy giving a compliment. The two are very different, believe me. A compliment from a man is something I always appreciate. But those creepy comments, the kind not meant to brighten a woman’s day or make her feel nice, the ones that are overtly sexual and imply a kind of ownership and control over a woman’s body, those comments happen enough times and some times we call them out and some times (if we don’t feel safe) we walk by and ignore it. And all the times we are groped. Pursued after we said NO very clearly. These things can happen over a lifetime and become “normal” and it still doesn’t make us look at all men as threats. Sigh… I’m worried I’m still not coming across clearly. And I’ve considered writing a follow up to clear up this misconception that some have taken from my post. I have a son. I don’t want him to grow up in a world where men are demonized or made out to be dangerous. I have written many posts advocating for men. I’m truly concerned with how our society and the cultural norms we operate within affect men, women, people of all races and religions. I’m concerned with social injustice to ANYONE. I hope this clears that up. If not, please respond and let me know.
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MAC67 says:
April 6, 2016 at 8:09 pm
No, you DO NOT need to write a follow up. The issue is that people are trying to tuck this very uncomfortable reality into a nice, neat category of nice guys versus creepy guys. But lets face it – nice guys can very often turn into creepy guys. I recently requested help from an ATT technician who was sitting in his truck in the neighborhood. It was a random request because we were having so much trouble with getting Internet access. We exchanged information and he then went the extra mile to assist me by escalating the problem to people beyond “customer service”. A week later, he texted me (at 7:50pm) to ask if I had gotten resolution. I was surprised with the follow up but wanted to be nice so I texted him back – and when I said “yes”, I also shared with him when the service was going to be installed – in a way to show/prove that his help resolved our problem. Well, a day before installation, he texted me and said “hey, go figure, I am going to be the installing technician.” I felt that he had purposely requested the install and it made me feel very uncomfortable. I was uncomfortable enough to go to our neighbor and ask him to casually drop by during the install time. Why? Because the technician had been nice, he had done me a favor, and when guys go out of their way for a woman, very often, they feel owed. I could be totally wrong, but guess what, how do you know the difference and still remain safe? Many women don’t live to tell this kind of story. And THIS is the dynamic, the nuance that directs our actions, our responses, our thoughts, our opinions and our fears. But guess what? People will blame me for responding nicely to a text; for telling him the install date; for “leading him on” so that he would do the install; for being by myself in a house with a complete stranger; for having even asked him to help at all. They won’t look at HIS actions or tell him to redirect his intentions.
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bossnotbossyblog says:
April 7, 2016 at 1:54 am
Yes, you’ll get blamed for being too nice, should something happen to you. And you’ll get blamed for being paranoid or bitter or thinking all men are rapists if you react as you did.
You can’t really win, can you? That’s the double bind that women are almost always in.
All you can do is be as cautious as YOU feel you need to be, and hopefully stay alive and unvictimized.
Thank you so much for your comments about how the “nice guy” often turns out not so nice. Important.
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bossnotbossyblog says:
April 7, 2016 at 1:59 am
Women are always accused of demonizing men when they stand up against mysogyny. Whether we are or are not.
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Athywren says:
April 7, 2016 at 9:38 am
I have to agree with MAC67 & bossnotbossy; the problem here isn’t you, you’re not failing to be clear enough… there’s just something about this kind of topic where people*, even careful thinkers who pride themselves on being sure that they understand what’s presented before responding, just don’t bother to actually read what’s written. Sure, their eyes might track back and forth across the words, but all they seem to be able to take from it is, “all men are evil, and I’m afraid,” even though that’s neither in the text nor the subtext. Laurie Penny dedicated a chapter in one of her books to expressing so much compassion to those of us who’re stifled by the expectations of masculinity that it brought me to tears, but she’s still called out for misandry on a regular basis.
I’m sure Statamind is fully aware of this on the matter of racism. Everyone who has called you out for man-hating is likely aware of it in at least one area: the socialists whose criticisms of our modern economic systems are misrepresented as mere jealousy and laziness; the secularists whose criticisms of religious sectarianism in governments are misrepresented as their trying to ban religion… etc. They may be adept in spotting it in their own pet topic(s), but it never seems to occur to them that they might also be susceptible to it for some reason, so they never bother to develop defences against the exact same failures of reason in themselves, and there’s really very little that you can do to get through to them until they do. (No, person about to angrily reply to this, I’m not claiming that feminists are in any way perfect or immune to that flaw – there’s a reason that terms like “white feminism” exist, and I’m pretty sure this is it. I’m also not claiming to be immune to it myself.)
Err, so anyway, the point is that I don’t think you need to write a follow up either. That doesn’t mean I think you shouldn’t because, hey, you never know, a differently worded article might not trigger the same “oh no, misandry!” vision filter for all of the same people that this one does, and it’s always worth approaching the same topic from different angles at different times, but you didn’t fail to be clear enough in your original post.
*#notallpeople(butmostpeople(okactuallyprobablyallpeople))
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MAC67 says:
April 7, 2016 at 3:28 pm
Instead of replacing “all men” with “black men” or “Muslims”, try replacing the word woman/women with black men or “Muslims”.
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bossnotbossyblog says:
April 2, 2016 at 11:48 pm
Well I haven’t read all the comments but the usual response when we DO tell them is.
* That doesn’t happen.
* It doesn’t happen that often/isn’t that bad.
* You’re overreacting.
* It’s your fault because of how you dress/act/respond.
* It doesn’t matter if you just brush it off.
* You just need to learn to stand up for yourself (or ignore it)
* It must be really bad for men to think you are hot.
* But you really secretly like it don’t you?
* You just want attention/to play the victim.
* First world problems. You think you got it bad? Look at how women are treated in Afghanistan.
* I wish I could be objectified.
* Not All Men are like that!
Etc.
Letting them know if not the answer. They don’t listen. They don’t hear.
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Close The Door says:
March 23, 2016 at 12:44 pm
This texts resonates on so many levels. I am Italian, sexism is something very “subtle” and most people don’t admit there is any. I was 10,5 years old when a man put his hand on my crotch the first time. He was my guitar teacher. I was 13 and then 14 when it happened again. I was travelling in the subway with my classmates during a journey to Milan. I don’t recall doing anything special to attract attention. I don’t know how it works for men but women learn very early they are potentially in danger all the time.
If you never mentioned it in your blog I would like to mention the Brazilian hashtag #PrimeiroAssedio https://twitter.com/search?q=%23PrimeiroAssedio You may read the original story here
http://www.brasilpost.com.br/carol-patrocinio/quando-uma-menina-de-12-a_b_8348388.html
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bossnotbossyblog says:
April 3, 2016 at 12:45 am
I think I was 7 or 8 the first time a guy took my hand and put it on his crotch.
This isn’t even unusual. That’s the horrible thing about it.
I had SEVERAL inappropriate experiences at that age.
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snhthakare says:
March 8, 2016 at 5:05 am
Reblogged this on Bitten by travel bug and commented:
Came across this post on Women`s day ….all the things that are left unsaid, beautifully put together in depth.
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Johnny Wise says:
March 1, 2016 at 2:10 am
I was routed here by Google under the search, women don’t know what men go through. Interesting it took me to the other gender, but I dove. After all I’m here to grow. I’m here actually, online to find sanity and peace of mind primarily in the moment right now just from numerous minor chronic relational frustrations. It seems that’s something we share. So though I’ve trolled before, I didn’t come here to troll but to take away value. I didn’t come here to empathise either btw or be a Mr. Rogers hero. I came here to take away value for myself in relating to people and understanding why they are that way, and take comfort in the fact that everyone faces obstacles.
Alright, it was a good reminder of things I broadly understand about what women go through. I recognize more than ever that most American women take these things very serious, and are easily offended by any minimization. In communicating with such women, and I mean no disrespect, it is generally wise to keep ones mouth shut if one doesn’t have anything positive to say if you want her to like you. One could call this an uptight personality, and I prefer them who are not so uptight, but if they indeed face these fears and hassels every day I could see how it could add up.
I don’t think thats the main problem though. When s girl has high interest in a man, she will walk over hot coals to get to him. I thought long ago an open gender dialogue would be the way to go but now I’m not so sure. We do have a crisis I think in our generation.
Am I mansplaining? I’m only trying to give my perspective.
I consider myself a man with goodwill to women, a protector of noble, kind honest women actually, but also a giver of sensual pleasures when consensual. Harassment or whatnot is the last thing on my mind, but I am certain numerous times women have taken things the wrong way. Yes I was born and grew up in the US and have travelled to many parts of the world and the sadfact is I struggle here more than anywhere feeling comfortable to be open and honest around women without them taking it wrong. If I can’t be at least somewhat open, what do I want with a person. Now I see this originates in their accumulated stress and fear, but I love women and want to protect those I consider if character. Every woman is eligible to be such a one. It starts with honesty, and if you’re a slut, be a discrete, and self funding slut ;). Anyway that said, I, and I think men in general have an image problem here in the US.
There are things women don’t understand about what men go through daily, but I don’t think they care. I didn’t come here to change the subject though or even make points but to take value.
My purpose investing time in this piece is to grow as a man, for the sake of such things as peace and pleasure in my life and the world. Note I did not day for the sake of being a better nice guy who is always there for her when she needs a tissue. Lol.
Maybe it’s sick for us to focus on what’s bad I’m the world, and we should give more thought to how we can have pleasure. Healthy sustainable pleasure, but pleasure nonetheless. Women are strong. I know some women who don’t go through this type of thing, even in America, but like a duck through water. Maybe it’s something in their personality that can rebuff such advances from men, or put down or zingers, but they exist, and it might be good to model them.
Not here to lecture, here to learn. Here to adapt, to the current culture of things, to have some kind of road map, to be able to avoid unnecessary pain of doing or saying the wrong thing. Thanks for your piece.
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bossnotbossyblog says:
April 3, 2016 at 12:41 am
“I am only trying to give my perspective.”
Am I mansplaining? Yes.
Stop trying to give your perspective. You ARE effectively saying, “women you are looking at this ask wrong.”
“Not to lecture but to learn.”
You contradict yourself at every turn.
“I know women who don’t experience this, they just sail through it like a duck through water. ”
This sentence tells me every thing in this around went over your head.
Also, great job listing your good fit credentials. I’m sure you are “not like other men” but you have done every single thing we women expect a man to do.
You are, in every way attempting to minimize our situation, while claiming to want to understand.
You are talking out of both sides of your mouth!
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bossnotbossyblog says:
April 3, 2016 at 12:42 am
Correction
“All wrong” not ask wrong
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trish108 says:
May 12, 2017 at 9:30 pm
Bossnotbossyblog nailed it but I will add that the fact that you only think women whose behaviour you approve of deserve protection speaks volumes. All human beings (and animals) deserve to not be abused and be protected or aided when experiencing abuse, regardless of whether we agree with their life choices.
Here’s lesson number 1, don’t refer to ANY woman as a “slut’ ! The fact that you do shows you have a long way to go. The fact thst other women use this term too shows how much women can get caught up in seeking men’s approval.
We shouldn’t need your approval to get your support when we’re being harrassed or attacked. If you truly want to change your relationship with women, start there.
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MAC67 says:
February 25, 2016 at 12:47 pm
For those of you who doubt, who think “men got it bad too”, I came across this article this morning. It sheds light on women who don’t deescalate.
http://mic.com/articles/135394/14-women-were-brutally-attacked-for-rejecting-men-why-arent-we-talking-about-it#.eX1ViTSAP
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MAC67 says:
February 25, 2016 at 12:50 pm
This one too.
http://www.huffingtonpost.com/soraya-chemaly/if-you-dont-take-womens-harassment-seriously-you-dont-want-to-understand-the-problem_b_9082952.html
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SomeGuy says:
December 4, 2016 at 11:28 pm
Hey, after reading loads of replies you made. I’m assuming that you nearly hate men? I’m not asking but I’m also going to assume you do have a very valid and just reason and I accept That your 100% correct in your decision.
I personally USE to hate females, so much so I’ve had myself castrated (long story). I was never violent against them or even abusive, was always to scared to be or do any of that. Now after my castration, I’m not as worried and have no need for a female in any way shape or form and just find females attitudes annoying. So I’m definitely not of any harm, not interested in any contact what so ever and most importantly I have a idea what it’s like to hate the opposite sex just like you do.
Up to you to view this however you wish, I’m not sure venting your anger on a website is constructive,especially when you write stuff in such a manor that will make a male get offended and possibly give them more “fuel” to carry on doing exactly what you don’t think they should be doing. Possibly professional help could be beneficial for you?
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trish108 says:
May 12, 2017 at 9:19 pm
You’re the one who needs professional help !
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Rosie says:
May 13, 2017 at 9:31 pm
Why? He choose to do what he did as an adult and isn’t harming anyone. Is it because you personally disagree? Even though you hate all men
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Marq says:
February 24, 2016 at 2:14 am
The only sentences that made sense to me are the last two:
“Listen because nothing bad can ever come from listening. ….Just. Listen.”
Because it sounds to me like God was guiding you right there. Why aren’t you listening to HIM? Coz 1400 years ago, He revealed in his guidance to mankind, how any woman can take ownership of her modesty without being subject to “play along” to get along.
If you are interested, look for this spell-binding answer to all of your questions. It solves them. Honestly, nothing bad can ever come from listening.
If you need help to point you in the right direction, I will.
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laurenlagergren says:
March 7, 2016 at 2:49 pm
The book you refer to is about patriarchy which pretty much sums up what the author of the article is talking about. And “modesty” is about men deciding how women are supposed to dress and act; the exact opposite of what she is talking about. The bible or any other so-called holy book is the last place I would look for any advice let alone about how to respect women.
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a woman says:
March 7, 2016 at 4:08 pm
IMy understanding is that Allah has no gender, so I’m not 100% sure what you are talking about, though “1400 years ago” points to the Quran, so I’m going with that.
When I was in Iran I found out that “hijab” or “modest dress” refers to modest dress for both men and women as a way of keeping public space de-sexualized for all concerned. Though it’s true that I wouldn’t want to be ordered around in terms of what I wear, and Iran isn’t an example of the kind of society I’d like to live in (in part due to U.S. geopolitical games there in the past), I enjoyed being free of the subtle and not-so-subtle pressure to sexualize appearance in the name of Western ‘freedom.’ When in Iran, I played chess with a stranger in a hotel lobby and I don’t think I would have felt that relaxed about playing chess with a male stranger in the U.S. A big difference between that and the U.S. was he and I were both respecting the rules of Islamic public space. Something very different can happen when I’m playing by those rules in America and men are not.
It might also be of interest to consider that the Ka’aba that Muslims face during prayer, was supposedly built by Adam and Eve when they realized the masculine principle was lost without the feminine principle and vice versa, So much tragic loss in the whole tradition of the people of the Book, and it pains me that the Bible and the Quran can be used to perp agendas that cause harm and suffering to women.
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trish108 says:
May 12, 2017 at 9:05 pm
Oh fuck off !
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MAC67 says:
May 12, 2017 at 9:14 pm
Amen!
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Brenna Jennings says:
February 23, 2016 at 4:47 pm
I was just linked to you after posting a blog on the same topic, but you really captured the ‘de-escalating’ piece of the situation better than I could. I still beat myself up for silence, and reading this was a revelation.
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jeriduati says:
February 22, 2016 at 3:44 am
This is amazing. I had to share it with my sister because just the other day we were talking about how difficult life is for women in Kenya. Every day I walk out of my house and I feel like I am in an episode of Mad Men because of how men treat us here. I didn’t know that women in other parts of the world are going through the same things we go through. And this is the 21st Century?? Thanks very very much for this article.
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Kathryn Grace says:
February 21, 2016 at 4:23 pm
And if she moves away in an elevator when you get on, and you notice she has her keys between her fingers, don’t feel bad that she thinks you might assault her. Recognize that she has no way of knowing if you’re one of the good guys or one of the others.
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bhowardthinks says:
February 21, 2016 at 5:47 pm
This idea has some validity and we do need a societal change, a lot of them actually. But long-term how is this mindset helping? How is this mindset different from thinking “all Muslims are terrorists” and being afraid of them too? Are all white men uni-bombers? We could go on forever. I guess my point is, reaching out, when possible and as often as possible is a better strategy. One might find their fears reduced and some allies to boot.
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MAC67 says:
February 21, 2016 at 6:20 pm
Your argument is a non sequitur. Men use their power and access to resources to intimidate and control women (and other men according to many replies) at all levels. It’s called patriarchy and it is safe to say ALL men benefit from this system.
And “reaching out” has traditionally been about women changing themselves – the way they dress, the way they walk, where they walk, where they live, what they drink, how they talk, etc etc etc. The point the author is making is to stop putting the burden on women.
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bhowardthinks says:
February 21, 2016 at 6:26 pm
Whoa, you assumed a lot there. First off, I never even mentioned women changing anything, you said that. Secondly, I was referring directly to my own experience with women, as mentioned in my previous post. There is no “burden” being placed on anyone group more than another. I’m suggesting we could all benefit from reaching out, by which I mean we could at least stop assuming that the “other” is out to harm you. While we’re at it, lets be real, the “bad actors” are a minority, so to assume that every man presents a danger is unrealistic and not very helpful.
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MAC67 says:
February 21, 2016 at 6:57 pm
The last time a woman could assume that “the other” wasn’t out to harm her was like never. And this isn’t just about physical harm. There is financial, social, reproductive, and even religious harm at play. You are not getting the social conditioning that happens; the messages that women confront every single day; the workplace innuendos from colleagues and superiors; the uncomfortable glances or comments from complete strangers. For a lot of women (I won’t put a % on it so it doesn’t cause myopia when you read this), confronting a guy does not fix the situation, it escalates it. And it’s not necessarily physical escalation. Sometimes it’s punishment – like not getting a well-deserved promotion, or getting a bad deal for a car or house repair, or even being treated like a child and dismissed; or being told “she asked for it”. If nearly 50% of women have faced some sort of sexual assault, there’s either a lot of bad actors out there or too many men being complicit and not denouncing this sick statistic.
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bhowardthinks says:
February 21, 2016 at 7:08 pm
“The last time a woman could assume that “the other” wasn’t out to harm her was like never” – Your opinion, ill just agree to disagree.
As far as the rest of it, I don’t deny any of what you said, I don’t even want to minimize it. What I am saying, is that other people have their own struggles as well. I do know that I am not a part of your problems, so to assume that I am alienates me, and frankly leaves me less caring than before. I’m not pretending to understand all that women go through, but the writer and yourself are asking me to care about it. In return I’m asking you to reach out. (once again, by “reach out,” i simply mean don’t assume I’m a criminal/rapist/whatever. Is that really asking too much from anyone, regardless of what ever oppression they are facing? I personally don’t think so…
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a woman says:
February 21, 2016 at 7:28 pm
I pretty much make contact whenever I can, with anybody, and it has been a good thing for me. I pretty much walk anywhere, day or night, in any neighborhood, in various countries, and people tend to treat me as one of ‘us.’ I fully agree that reaching out is the best thing we can do as humans.
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MAC67 says:
February 21, 2016 at 7:36 pm
I can only assume you have never been “oppressed”. You are conditioning your “caring” on whether they alienate you or not, which shows the patriarchy from which you benefit. Why do you have a choice? Because you never have to prove that you actually aren’t part of the problem. Radical thought.
And the problem with me not assuming you’re a “bad guy” is the consequences I pay when I am wrong. Did you know that more than 1/3 of men in college would rape a woman if they could get away with it? So if 1/3 would do that, imagine how many more would do insidious shit that perpetuates my feelings I am expressing to you. And to reach out would mean all that social conditioning to which I was exposed is gone – I was taught not to walk alone, not to leave my place of work at night without an escort, to never get rowdy in a public place, to sit like a lady, to be demur and benevolent, to defer to the male colleague who interrupted me, to wear clothing that “doesn’t send the wrong message”, to not “put out” (like sexuality is only a guy’s thing). And the issue is if I break with this conditioning, if I break the mold, it starts the escalation cycle to which I referred in my previous response to you.
Essentially you are asking “me” to trust you when really men haven’t done anything to show they are trustworthy.
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bhowardthinks says:
February 21, 2016 at 7:52 pm
If being black in america doesn’t count for anything, then i guess your right. I know nothing of oppression, not in the slightest. Aside from that, I think there are many women, who don’t agree with the practice of painting all of a group with a broad brush, even while admitting there is a problem. Even in this post you are making assumptions, that may apply to any number of interactions between women and men, but certainly not all. You are also mentioning things that, I have never even hinted at.
Further more, these consequences you talk about, I dont get. (Its clear you never read my previous post – I mentioned getting a weird look or reaction for just saying good morning in passing – at work!) Its not as if, by giving me the benefit of the doubt (and saying hello or good morning), you place yourself in danger. You dont get magically teleported to a dark alley with me. You dont end up in a bar with me force feeding you drinks.
At any rate, I wont argue anymore, if you can’t offer enough civility to not assume an automatic threat, then good luck with life. For those women who can see me as human and not a serial rapist, I support you wholeheartedly.
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a woman says:
February 21, 2016 at 8:32 pm
I see you as human, and I appreciate your comments to this post. Let none of us forget that dehumanizing is considered one of the eight steps of genocide. I don’t think any of us can afford to dehumanize each other, and given the current state of police killings of black people, I think you have shown great compassion and restraint in your comments.
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MAC67 says:
February 24, 2016 at 3:30 pm
If I think about it, I have never felt threatened by a black man like I have by a white or Hispanic guy. I have never ever felt any threat from Asian men. This says something about the power structure.
I also think being a black man and being a white woman in this society is very possibly similar (I wonder what perspective black women have).
And while not all white people are racists, I believe I have a responsibility to call it out when I see it, to demand equality for everyone, to help create a system that does not benefit or control one group over the other. I do that because I know that the system is rigged, not because a black person gave me their benefit of the doubt. For decades, black people have been subjected to police brutality. We should have been outraged when ANY citizen died in custody of a public servant. Sadly, it is ONLY because these incidences can be caught on video that white people actually believe the reality – otherwise the (white) system works in favor the police. So (here come A LOT of assumptions) you can’t tell me that when you get stopped by a cop, you give him the benefit of the doubt of being a good cop. I am certain “you” have learned to adhere to a strict code of behavior in order not to escalate the situation. It is very similar for women. Like I said, so often when a woman sticks up for herself (breaks the mold), things escalate because women are seen as objects to be controlled, not be in control. It’s about the power structure. Again, the escalation may not be rape, but getting called a bitch, cunt, slut, whore, or followed, or turned down for a promotion or paying more for a car, or whatever the outcome simply for being powerful is something that hits deep. It affects your being, your spirit. It makes you feel like an object, powerless. And just like the cop who gives a black guy an unwarranted ticket, that’s the intent, whether conscience or not…
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bossnotbossyblog says:
April 3, 2016 at 12:01 am
You are making this about YOU. “I’m not like that.”
“All men are not the same. Don’t generalize. ”
It invalidates a woman’s experiences.
Maybe “not all men” but YES ALL WOMEN experience this.
Your solution of “reaching out.” Just makes me feel like you missed a HUGE chunk of what was said.
Like, it just sailed right over your head.
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bossnotbossyblog says:
April 3, 2016 at 12:33 am
It sure does sound like you are saying, “if women would just not assume the worst of men and reach out and extend trust that will fix the gender realations and then women will be safe from these aggressions.
That is just not so, and if the opposite of what the author is trying to show you.
You DO seem to be suggesting that women change the way they interact, suggesting that somehow we are the ones responsible for the sexism towards us.
Also, you mentioned in your first post that you thought some of the things mentioned were minor.
I read NOTHING that seemed minor or blown out of proportion. Your attempt to minimize it shows that you still don’t get it.
You seem more sincere than most, but you are doing the things that most men do. Defend themselves, fail to believe that we are actually describing our experiences, etc.
Ask yourself- WHY is it so difficult for you to just believe that what a woman describes as her experience is accurate? What makes you assume that she must be exaggerating?
As A black man I believe you have experienced the share of oppression. But often times people can understand the oppression that they experience and not the oppression they don’t experience personally.
Just as many white women can see make privelege and still fail to see white privelege. I feel like you may be aware of white privelege but blind to make privelege.
What do you think might be an exaggeration? Holding your keys between your knuckles at night? I was taught this as a young woman in my early 20s, by an older friend. If we manage to escape fear for a while, society in some way will teach it to us. This is not made up or exaggerated. Ironically, I always felt LESS SAFE walking home alone at night AFTER I learned this technique than I did before!
If you think there are ANY exaggerations in the author’s account, you need to back up and examine why you don’t believe her- 1. You’ve been taught not to believe women’s own accounts of their experiences. And 2. It doesn’t seem real it frightening or whatever because it’s just not your experience.
I assure you, these things are true. Keep working until you believe them. Fully and completely. Then work some more until you *feel* them.
Women don’t feel unsafe because they unfairly stereotype men. We feel unsafe because we live in a world that is unsafe for us, and men constitute a huge part of that danger. It doesn’t matter if ask men rape. It matters that all women are evenly vulnerable to being raped (usually by a man). It doesn’t take “all men” it takes a system that makes it pretty easy for *any man* to do it and get away with it.
You really need to stop telling women that we need to reach out and stop generalizing, because that is not the cause is the problem. You are, purposely or not, flipping the blame for us being victimized onto us, and suggesting in actuality that we make ourselves MORE vulnerable.
It would be like a white person saying that if black people would just reach out and trust the cops and not assume they are all the same, that they would stop getting harassed and shot by them.
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Morgan says:
July 16, 2016 at 11:02 am
bhowardthinks, please ignore that woman. She clearly has not dealt with her own difficulties in life with as much grace as yourself, and is simply too angry to hear anyone else out. It’s women like herself that give feminism a bad name, and scare off many well-meaning men like yourself.
I spent two hours trying to figure out how to make an account with wordpress simply so I could say that to you. – Turns out it was my own adblocker getting in the way. Go figure.
Anyway, I hope that you continue to try and listen and communicate with the women in your life about their struggles as women, and your own struggles as a black man. Neither of them are easy.
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bhowardthinks says:
July 16, 2016 at 11:18 am
I appreciate the thought. I’ll endeavour to keep moving forward.
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Diane says:
April 20, 2016 at 11:10 am
I really feel like I have to jump in here. bhowardthinks, you might say that ““The last time a woman could assume that “the other” wasn’t out to harm her was like never” – Your opinion, ill just agree to disagree.”. The thing is, as a man you have the privilege to assume that women do not have the collective experience that has been written about in this blog post. I do not know you or your experience but unless you are transgendered and have lived at least some of your life as a woman you cannot understand in a deep visceral way the gut wrenching fear that most if not all women live on a daily basis. I have personally experienced EVERYTHING in this blog post as have most of the women I know including my 23-year-old daughter. In fact, I just yesterday got a phone call from her because some guy came into her work and wanted to go out with her for a drink and would not take no for an answer. She told him she had a boyfriend. She told him that she wasn’t interested and still he persisted. She snuck out of work 15 minutes early and risked the ire of her boss and her job security just to avoid having to deal with this man. She phoned me on her way home to ask what she should have said. My daughter is not a “wilting flower” – she is a fierce, powerful young woman and still she didn’t know what to say. As for me, I was molested by my uncle when I was very little. I had a father who, even though he loved me, talked continually how women were not as good, not as logical, not as smart as men. My first boyfriend used to compare me negatively to all the women we saw on the street. My first husband raped me over and over for 6 years. On top of that I had all the experiences other women talk about – men cornering me, grabbing at me, forcing their attention on me even though I tried all kinds of ways to say “I don’t want to talk to you” nicely because that was what was taught. Over and over I had men rub up on me on crowded commuter trains. I’ve had men call me cow, slut, bitch, f’ng c*nt, when I have not done what they wanted. You might say, well, this is just your experience. But the thing is, it’s not. It is the experience of most women. I would say that all women have experienced some of it. And I consider that I live a life of privilege – I’m a white, well-educated women, middle-class, just retired from a professional career with a good pension living in the Global North. I know that I have a gifted life. I also know that women who do not have the same privileges that I do live what I have listed here and a lot worse. Do you know anything about female genital mutilation? Do you know about the systematic rape of women by the Jangaweed in the Sudan. Do you know anything about they way young women in south and southeast Asia are sold into sexual slavery? Have you read anything about the hundreds of young women in Nigeria who were kidnapped, how their schools were burned and their teachers were run off? Please, before dismissing a woman’s opinion by saying “I’ll agree to disagree”, try – really try – to think of how her life might be and why she might feel that she needs to be distrustful of men. She probably has some very good reasons. I know I do.
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DizzyDesi says:
May 5, 2016 at 4:21 pm
Yeah right and I will assume it’s safe to leave my doors unlocked too. Not. Going. To. Happen.
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The Accidental Poet says:
February 21, 2016 at 8:35 pm
Although I agree with blowhard’s comment that the “bad actors” are a minority, the author of this piece was talking about the prevailing treatment of women over the years. Men have always been in charge, based in large part on the assumption that it’s just supposed to be that way. The author’s intent was not to paint all men as serial rapists. Blowhard’s replies truly show a lack of understanding or empathy for what men have put women through over many decades.
I would like to add, however, that a new survey of college students, one of the largest ever focusing on sexual assault and sexual misconduct, has reignited the debate over just how big a problem sexual assault on campus really is. Among female college students, 23% said they experienced some form of unwanted sexual contact — ranging from kissing to touching to rape, carried out by force or threat of force, or while they were incapacitated because of alcohol and drugs, according to the new survey by the Association of American Universities (AAU). Nearly 11% said the unwanted contact included penetration or oral sex.
The Huffington Post recently published a study indicating that nearly one in five college women were victims of rape or attempted rape during their freshmen year, with the most falling prey during their first three months on campus. The article refers to a study published May 20, 2015 in the Journal of Adolescent Health, and included results of a survey of 480 female freshmen at a university in upstate New York in 2010. The results confirm other research that has found about 20 percent of women are victimized by sexual assault in college. A Centers for Disease Control report last year showed 19.3 percent of women are victims of rape or attempted rape during their lifetimes.
How can women not be concerned about this issue? The statistics are alarming. Things are getting worse, not better.
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bhowardthinks says:
February 23, 2016 at 8:04 am
Let me clarify, since I kind of left it in a bad way before. If I don’t make any sense here I give up. I don’t mean to say that the author referred to anyone as a rapist. That comment was in response to one writer. Secondly, I think there is a difference between the birds eye statistics you offer and interactions with an individual. Despite our difference’s we should be able to talk to each other.
Responsibility – I get that men at large have perpetuated crimes against women. However, treating the individual man as if he’s responsible for the crimes of the “group” doesn’t add up for me. It’s similar to me holding all white people responsible for slavery, or assuming they are all KKK members until they have proven otherwise.
At best, this is a bad starting point for dialogue. In reference to my own experience; whats the harm in a simple good morning as you pass? At least it serves to build some civility between us.
Lastly, whats the take away for me? Give me three things I can/should do to make any difference at all.
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Valeria Jones says:
May 20, 2016 at 4:35 pm
you sound like the kind of guy we want to be around, but there is no way for us to know if your cheerful “Good Morning” is going to either be A: just “Good Morning” or B: “Good Morning” , then “Why don’t you talk to me?”, then getting punched in the face or shot in the chest. Because the men who do this look just like the men who don’t, they smile, they may be well dressed or not, they act cheerful and friendly like they have an interest in me. but as soon as I don’t return the same level of interest, either because I didn’t notice, am in a hurry and can’t converse, don’t have an interest in talking to this person, or don’t want to date or give my phone number to this guy, I become a target of violence, and it happens in a flash. Some of these guys already have it in their mind what they are going to do to the next girl that rejects or fails to respond appropriately to them, and there is no warning or way to know that THIS guy is a psycho instead of being You. What can you do to make a difference? Be the man you are and want us to want to be around. Stop another guy if you see one bothering a girl and she seems uncomfortable, Confront a guy if he is catcalling a girl. Call the police if you see it happening. It may seem “silly” but it won’t be silly to the girl who doesn’t die that day, because you were a man and the other guy was a predator that you could stop. Don’t let your guy friends cat call someone. Be a Good Example for them. Teach your sons that girls don’t want to be catcalled but like to be appreciated as a person. Teach them to give a compliment without expecting something in return. That’s what a compliment is, in fact, a gift given freely without expectation of reciprocity. Teach them to compliment real things, not the girls body. “Excuse me Ma’am? I wanted to say that I like the dress you are wearing, It’s pretty” or ” Hey, that’s a cool hat you’ve got!” Not “Hey baby, Nice legs!” or “Hey, I’d like to get in bed with YOU!” We would appreciate that, and we will still say “Good Morning” to you as well.
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Lilly says:
March 9, 2016 at 10:45 pm
While I love the idea of being able to reach out and get to know anyone I feel you’re missing something essential in this instance. It may not be safe.
I had a friend for seven years who I loved, trusted, and respected. I would have trusted him with my life and after seven years of knowing him he raped two of my friends within three months of each other.
If I cannot know my then friend well enough after seven years to see his violation of my friends coming how can I really make the judgement call about a stranger I walk past on the street?
I get your wish that women not assume the worst in every man they encounter but it is dangerous not to do so and until that reality is changed it’s not practical to make another choice.
The threats of violence inherent in many of the encounters I face on a daily basis are my reality and I have to do my best to protect myself through preparedness and de-escalation and yes that probably shuts down many productive encounters but I’m just doing my best to stay safe.
All of that being said if a man in in front of me in line at the grocery store strikes up a pleasant conversation I’m not going to be unkind or assume nefarious intent but if, afterwards, he follows me into the parking lot you better believe I’m going to call my mom and talk to her on my way to the car so that there’s a witness of things escalate.
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bhowardthinks says:
March 9, 2016 at 10:49 pm
Fair enough.
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Fernanda Fontenelle says:
May 28, 2016 at 8:59 am
We would love to do that… But, in most cases, it is better to be safe than sorry, and that’s just one sad part of the whole picture. ;/
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Anonymous says:
February 25, 2016 at 3:40 am
that just horrible, I’m just now starting to understand feminism. its a great movement. Women should never have to feel that way. Ill fight for yall
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The Accidental Poet says:
February 20, 2016 at 7:23 pm
This is a truly remarkable piece. I, as a man, do not typically objectify women. I’m not one of those “conquerors” that have slept with dozens of women. At 56 years old, I have only slept with six women. Two of them were my wives. One was my fiance. The other three were women I was in a long-standing relationship with. A lot of my friends are women. I worked with mostly women during my career as a paralegal. Also, I believe being a writer gives me a “default setting” of being kind and gentle and respectful. I think writer’s (true writers) don’t look down on others, abuse others, or objectify anyone because of their sexuality. What pisses me off most about this issue you’ve adeptly written about is the number of rapes in the military and on our college campuses. I am including a link to my post in April of last year regarding campus rape. I would love to hear your feedback.
http://theaccidentalpoet.net/2015/04/22/dark-clouds-on-the-horizon-campus-rape/
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bhowardthinks says:
February 19, 2016 at 9:58 pm
I have to say, I like this article. I agree with the arguments made even if not the absolute tone (minor issue, I get that you are making a point). I like that you provide a different perspective and some insight into what other women may be thinking.
It makes me wonder, “Is this what women think when I say ‘good morning’ in passing?” I don’t understand all that women go through (don’t know if I ever could), but I’m not “that guy.” I’m married with my own family, don’t want anything from them. In fact, if stopped for a conversation after a “good morning” I’d be slightly surprised.
I mention this because I get the “what do you want from me” look from women often enough to take note. It’s a bit irksome, to be honest. Some days, I won’t even bother to speak to women I don’t know (which occasionally makes women more nervous, when I pass without a word). I’ll pause here to mention that I am a 6’3” African American male. I have my own struggles, I’ll leave it at that.
Intellectually, I feel like I should be more sensitive to this issue (and regarding my wife or female family members; I am quite concerned). Generally though, I don’t find myself as concerned as I might be. I’d like to have a free exchange with everyone I meet and hear their stories; given a chance I’ll do just that. However, when I feel I haven’t gotten a fair shake; it’s hard to be civil let alone reach out.
I see the words, I don’t yet understand the story. I’d like to at some point. I can’t help feeling that the solution is a more common denominator; something more central to the human condition. Hopefully there is something that transcends gender/ethnicity/etc. If not that leaves us fighting our own private wars, in our own little bubbles.
Hopefully this is not interpreted as dismissive, just another perspective.
Either way, good read, you have me thinking.
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Gretchen Kelly says:
February 23, 2016 at 3:27 pm
I’ve been meaning to respond to your comment and I’m sorry for the delay. What you said here really stuck with me. First, I didn’t find your comment dismissive at all. I think it was thoughtful and comments like yours are one of the reasons I write about these issues. I want to have discussions with people who are genuinely interested in understanding each other.
As for stopping to speak to women you encounter… I just had a discussion on Facebook with some friends regarding this. It’s all about intention and tone (for most of us.) A man saying “Hi” or “How are you” or even “You look really nice today” in a friendly tone is (in my opinion) a nice gesture. Who doesn’t want a friendly greeting or a nice compliment? When this happens to me, I smile and respond or say “thank you.” I don’t look at men as the enemy and I have been incredibly lucky to have wonderful relationships and friendships with men throughout my life. But here’s where things get tricky. Sometimes a seemingly friendly “Hello” turns into aggression (like my incident in the Home Depot parking lot that I mention in the post.) I said “Hi” in return and really didn’t think anything of it until I realized that he (and his friend) had turned to watch me continue walking and he started saying angry things, calling me a stuck up bitch for not stopping to chat further. Even though I smiled and said “Hello.” So, you see, there have been numerous times (for most women) where an initially friendly comment is followed by aggression or anger. I personally choose to assume that most guys are nice and hope for the best. But I completely understand and relate to why some women are on guard from the start.
None of this is meant to divide us or separate us. I want to understand what men go through as they navigate the world and socializing as a man and dating and loving as a man. The same way I want men to have a better understanding of what women experience. I think understanding where each other is coming from is the first step to having a productive dialogue and subsequent action. On that note, one of the things that stuck with me about your comment was “I’m a 6’3″ African American male.” I don’t for one second assume that it’s easy to walk in your shoes. (Or any man’s shoes, for that matter.) A few years ago Quest Love wrote a beautiful post for The Huffington Post after Trayvon Martin’s death. He discussed the daily difficulties of walking around as a large, imposing black man. How he goes out of his way to look non-threatening. I cried when I read it and it pissed me off. You shouldn’t have to feel like you need to look less imposing or less threatening. YOu shouldn’t have to feel like a friendly “Hello” is received as a threat. THAT is part of the problem. These things I write about affect women, but they indirectly affect men in a negative way too. (with both sexism and racism) And I’m sorry that you’ve seen some of that in your own life. But I’m grateful that you are sensitive enough to read this, comment and engage in a way that is trying to make things better.
Lastly, as to what you can do? Be understanding when your wife or daughters or friends experience these “small” aggressions. Be patient and don’t take it personally when women don’t want to receive your friendly gesture. And most importantly, call out men when you see bull shit happen. Hold them accountable. I don’t know if you read about Killer Mike breaking ties with his friend and publicist after he was accused of sexually harassing a female singer. This is the most recent example of a prominent and successful man doing so publicly that I can think of. And I thought it was powerful. http://www.huffingtonpost.com/entry/rapper-killer-mike-calls-on-men-to-fight-sexual-harassment-in-the-music-industry_us_56a0ea90e4b0404eb8f05b68
I hope this clears some things up or answers some of your questions? If not, please let me know. I intend to write about this aspect of it, how men are affected by all of this, and if I’m not coming through clearly I’d really like to know.
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bhowardthinks says:
February 23, 2016 at 9:02 pm
Well first off, I do appreciate you responding. Your thoughts are clear to me, and thanks for ideas on what I can do to be better. The only thing I can’t stress enough is that both men and women want to be treated as a person first and foremost. Once that happens, solutions follow naturally. I’m looking forward to your next post.
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Toulouse&Tonic says:
February 24, 2016 at 11:03 am
Yes! I just wanted to chime in and agree that it’s a tone, an intention. Plenty of men of all sizes and races say hello to me on a daily basis and I feel no threat, only friendliness. But you can sense when there’s something more there (making a wild guess, I’m gonna say 20% of the time) and that’s when it makes you fearful. You sound like a friendly man with whom any of us would enjoy a nice chat. I love your concern.
And I LOVE this article! Great job.
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Vicky says:
October 24, 2016 at 5:59 pm
OK, one man can be a sexist, but why other women didn’t help us to clear the situation.
I believe every woman is been in situation when shared that she is feel uncomfortable and her friends just rolling eyes.
I was on good job, but almost full year I wore a fake ring and photoshopped pic with an actor for boyfriend in my wallet, just because most ladies into the office do not want to stand on the side of the work ethic, and to stop our supervisor sexist humor, they just waving a hand and said: “he speak this way only because she is single”, “is not big deal they both are single”, “you are free people, so what”. It’s so humiliating and makes you feel helpless.
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Vicky says:
October 24, 2016 at 6:03 pm
Sorry it wasn’t reply, but new comment, I’m post it in wrong direction.
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Sarah's Attic of Treasures says:
February 18, 2016 at 2:07 am
Reblogged this on and commented:
JUST LISTEN! SO SIMPLE AND SO HARD.
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bobbyshabangu says:
February 17, 2016 at 8:10 pm
Well I’m a South African who worked and lived in several countries of the world ( so called Muslim countries and Christian countries).
I totally agree with your article in many ways. Women everywhere I went struggle with what you are pointing out in this article.
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a woman says:
February 17, 2016 at 4:37 pm
Thanks for your post.
I recently left an organization devoted to cultural transformation. I’m 60 years old, and though I haven’t had any bad experiences for some decades now, I certainly retained my street smarts.
Oops. I assumed that being in an organization devoted to cultural transformation meant that everyone had a certain maturity. I didn’t know about personality disorders then.
Over time, I minimized the escalating threats because I didn’t want to lose my relationship with this organization because of the fucked up behavior of one man. I finally reached the end of my capacity and convinced myself I was being paranoid to think that the white man in charge would respond in that ‘old school’ way, and spoke up.
Despite the fact that over time women avoided working with this guy, and that he came right out and said he had been honing his ‘parasite’ and ‘con artist’ skills at the organization, when he gave a vivid description of the ways he’d like to murder me with his bare hands (in response to my expressing concern about some of his behavior), this was seen by the man in charge as my personal problem, and it was suggested I go to therapy. I was also told that in order to continue being part of the organization, I had to ‘work it out’ with him.
Out of curiosity, I did have some conversation with this man. He said he wanted to make reparations for those threats, and then started explaining how he couldn’t handle anything that he interpreted as criticism, and if I said anything he interpreted as criticism, well, then, I was responsible for unleashing ‘the monster’ in him, and that it was my violence, not his, that caused it, because he was nothing but generous, kind, and giving. (I’m not making this up.)
I confess that I had been living in kind of a bubble and thinking that issues of white male privilege and violence against women were exaggerated – surely we had made progress on this score? (I had spent a lot of the last two decades raising two sons and being involved in the horrendous mess called “public education.” ) This was a jarring awakening to the insidiousness of the issues, both outside, and inside. I was truly aghast at the kind of permission this man was receiving, and shocked when I became aware of how I had played along by minimizing, overaccommodating, acquiescing when I was afraid of this man’s rage, etc.
When I write this down, I still have trouble believing that it’s true, and I know there are still people around who would ask what’s wrong with me, what did I do to deserve this, how did I ‘ask for it’, etc. But the truth is, it’s business as usual. This situation reminds me of a job I had in my 20s at a kite factory, when a man working there was arrested for domestic violence, and the owner of the business bailed him out, invited him to live at his house, and promoted him to manager of the three women who worked in the factory. In part because my station was right next to his, I seemed to be his preferred target, and he started threatening to put cigarettes out in my face, made fists and got up real close to me, etc. We finally had a meeting about it, and the owner told me if I apologized to the manager, I could keep my job. Needless to say, I walked out that day. I still have trouble believing that’s true, even though I lived it.
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followingmusesblog says:
February 17, 2016 at 4:00 pm
Reblogged this on Following Muses.
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Anonymous says:
February 16, 2016 at 8:20 pm
For me…what I find really sad..i love women and femininity..and it is the males who don’t know how to treat a women, that often spoil it for those of us that do. I find it sad, that because of this situation, often when i walk past a women..she will not smile..make no eye contact..look angry or unnerved. I just want to apologise for the behavior of others that has made so many women defensive, fearful and distressed…It is such a delight when a girl/women has the confidence to look me in the eye and simply smile ..as I smile.. and we make a brief contact as human beings.. acknowledging each other’s being…
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ClaudeBradley says:
February 10, 2016 at 4:50 am
Wow, this opened my eyes. Thank you for writing and sharing this article. I will do a better job treating women better.
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Amy says:
February 8, 2016 at 11:51 am
There is great truth in the article regarding the everyday reality of women, not only in Western culture but also worldwide. I enjoyed reading it and, although I can agree to an extent that there might be hints of glittering generalities present or hyperbolism in some of the phrasing, with respect to all the particulars it is a truthful article with honest insight into the struggles of women in “a man’s world”. To the females reading the article and commenting that you have not had the experiences detailed in it, I congratulate you and hope that your life continues in this manner. It would be wonderful if we could all line in such a world as yours. However, given that I can relate directly to most of the situations outlined here – moreover, I will attest to the general knowledge that most women can share regarding feelings of minimization and what we call the “common sense” of being a woman – I feel that the author has done a good job summarizing the struggles. Any woman I know well enough to be privy to her personal experiences, has a story relating to undesired advances or attention that is more than ‘uncomfortable’ but, in fact, dangerous. It was my husband that made me realize how little a man knows of these things. Just as I can never put myself into the place of my husband, he cannot put himself into mine. I will not know the struggles of a man in our culture, I can sympathize and listen with interest, console, or offer solutions. My husband’s world and my own are very different, but even as a couple he did not fully understand. No man can. And those men who comment with what you feel to be insightful remarks of how what women feel, say or think is irrelevant because you know better what life is like for them, you are mistaken. I do not presume to understand life as a man, therefore I ask that you not do the same towards women. My husband understands better since we became parents to a daughter. Situations that once did not disturb my husband if I had entered into them alone (or, if they did disturb him, he did not let on to me unless he felt I was in imminent or immediate danger), suddenly these situations made him as uncomfortable as they did me if they pertained to our daughter. One day, he suddenly began mentioning that she should not be allowed to go to someone’s home, especially overnight, that we do not know exceptionally well. She should not drive alone at night without a cell phone, walk alone to her car at night, go to a deserted or dangerous area alone. Although I would say that no one should do these things and of course, I agreed with him in all these cases. When I asked him why he suddenly became concerned about this, it was not because these are bad ideas in general. It was because he worried she could be attacked, raped, or overpowered by a man. But it took forty years from him to make these connections. Connections that I, and most women I know, understand by the time we are teenagers – if not sooner. Of course men get into fights as well. Of course men understand what danger is and how to handle it. What we woman have to fear is so different from men, I see how it can be difficult to perceive. And beyond just the dangers of being a woman, why is it seen as being a prude if we do not welcome the advances of a man? Is it uncomfortable? In many cases it is. Is it appropriate? Usually not. Is it dangerous? Who knows. Should I endure a man’s harassment with silence, or respond with a smile? A nod, reply, chuckle, or frown? Should I keep walking, working, or moving past him as though it did not happen? If I say “no”, will he hear “yes”? If I leave, will he follow? If he follows, will he harm me? Rape me? Kill me? Do I have a weapon and if I do, what if he is harmless? What if I get blamed for this? Did I pay any attention to how low my top is, how short by bottoms are, how much skin I am showing? These are just a few of the questions that run through women’s brains. Does a man worry with such things? Does a man have to consider if his shorts are too short to claim self-defense, or prove he did not want to be attacked? Does a man have to worry about being told he wanted it to happen because he went outdoors wearing his favorite outfit? All men are not devils. All women are not angels. It requires understanding from both sexes/genders to make this issue one that is more universally understood and, hopefully, corrected. But blaming, shaming, finger-pointing, name-calling, anger-provoking, feeling-nullifying dismissal of either side is not helping.
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Darius says:
February 2, 2016 at 4:28 am
Thank you for a provoking and well written article! Even though I subtly agree with a part of the critique (not all women go through all of those experiences, but a vast majority go through at least a couple of the experiences) I think there’s one important thing to your tone and possible lack of nuance: this shit has been going on for ages and equality isn’t given when asked for in a nice and obedient manner. Just look at the responses here… The more intense the inequality, the more legitimized the bluntness of the response. I’d just be very sensitive to differences in experiences between womxn, so not to alienate some womxn or construct a too inclusive category (2nd wave vs. 3d wave debate).
Frankly this is what I, as a white privileged bisexual cismale, miss: you sum all that shit up and your request is only that we listen? I mean that’s the very least we can do. We need to reclaim what it means to be a good man, and man the fuck up. Speak out against sexism amongst male-friends and in a respectful manner engage in meaningful discussion with (wo)men about the topic. At the same time we can’t’claim’ the topic, nor fight this fight for womxn. We can fight alongside, but that’s about as far as we can go without reproducing the problem of stereotypes of womxn not being able to fend for themselves.
Which brings me to the following point of critique: your article also implies that many womxn are allowing men to remain the problem. I’ve seen girls get harassed -groped, being kissed against will, danced with against will, etc.- at the dance floor (eventually we told the drunk dude to go home) but only after awaiting her response. Which should be a slap in the face and a proud shout to get lost. Instead she smiled and politely declined (a couple of times because he clearly didn’t accept no for an answer). You sketched out the depth of the fear and shame but I’m afraid that there is more action required for this nonsense to come to a full stop. The shame and fear need to go and I would like to engage in a discussion on what the role of men should be there.
A lot of the problems you address, like womxn being less strong, also reproduce that as a reality. It’s not feminine to engage in martial arts, practice diligently, and fight back. I’ve also noticed many womxn severely underestimating their own strength when it comes to sports, moving and carrying things around, playfully fighting, etc. There are physical differences but it’s averages only. In many situations the womxn can be stronger than the men. I would love to say: it shouldn’t be like this and womxn should be able to walk the street without fear of rape and cat calling, but that’s not the reality right now. So while we’re working on stopping sexists and sexism I think it’s important for womxn to break through that shame and fear and own it. And us men should back you up in any stand of, against bosses, friends and disco-harassers.
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rob says:
February 1, 2016 at 1:56 am
“the threat of sexual assault is always in the back of your mind”. really, what kind of men do you hang out with ?
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Carla Doria says:
February 17, 2016 at 2:53 pm
She’s referring to men in the streets. Unless you live in a bubble and never commute to work or wherever you spend your daily activities, then there’s always going to exist strange men in the streets, in the public transportation, etc.
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Veronika saint says:
January 21, 2016 at 11:03 pm
actually frank, this is dead fucking on….i just started transitioning male to female, im 30 and grew up male…i never even noticed any of this shit and didnt until i wasnt part of the tribe so to speak…now i notice that it doesnt even matter if i look nice, i think i smell different and i get shit…guys trying to shout me down, hit on me, grab me, pet my fucking hair, i dont feel safe walking alone at night anymore….this is fairly eloquently put….its not that u dont care or are wrong, im not saying that, im just saying u dont get it, like i never got it…..until it HAPPENED to me….if u knew how accurate this was you would constantly be angry about the way your female friends and loved ones are treated, but it rolls off their backs because its always, and it doesnt do any good to get you all pissed off….then they just have to9 minimize it and calm you down…which is 20 or so minutes you will never get back you could have spent doing ANYTHING else…..just chiming in….
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Christian says:
January 21, 2016 at 2:46 am
Thank you for articulating this so clearly for me. As a privileged white male etc etc I have no idea how pervasive this behaviour is and am deeply saddened by it.
But yeah, speaking up about it would help us understand it. And try not to worry about the opinions of the naysayers.
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Ann says:
January 20, 2016 at 3:08 pm
This is absolute reality, stated with clarity. Before anyone criticized this or the author, I challenge you to spend a day listening and observing, and ask yourself if you would be fine with watching your sister or your mother or your daughter or your wife/girlfriend experiencing these moments in your presence. If it wouldn’t, then ask yourself if you would be fine being treated that way. Challenge your own expectations of how a girl or woman should be treated.
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Anonymous says:
January 26, 2016 at 8:43 am
You should have made it gender neutral otherwise you are ignoring the real problem. The real problem is with how we treat people in general because treatment like this happens to all genders.
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maurene ka says:
January 19, 2016 at 7:11 pm
I wrote a long script re this article but somehow clicked and deleted it !
so this is gonna be short…lol…
brilliant article Gretchen Kelly never thought I would ever read something regarding this…and I have been about for quite a few years…so I commend you.
For all those of you here either trivialising or going on about victims I can only assume you have obviously not experienced this unwanted behaviour… because if you had you would see it differently.
…and in my opinion..i do think it is a serious number of women that have suffered such unwanted attention…..
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Anonymous says:
January 19, 2016 at 6:55 pm
I am in my “older” years…..and for all those women here who have never experienced what Gretchen Kelly has written you don’t know how lucky you are……From the age of 12 being groped by an Uncle to unsolicitated comments and unwanted touching on crowded trains etc. etc., was all part of my growing up experience….and on into womanhood.
One time while chatting away to female friends…the matter of unwelcomed male attention came up and the number of those friends who had experienced similar occurrences was practically two thirds of them….and all expressed how cautious it made them with regards to the opposite sex….
Unfortunately it is easy to trivialise this behaviour or make remarks about victimhood…obviously made by people who have never experienced it…. but I regard this article as quite unique in stating it as it is for quite a serious lot of women(in my opinion)…and how it has been …its not a new thing after all…but it needs to change….
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Mappy says:
January 12, 2016 at 3:59 pm
Im sure if leo decaprio called you sweetheart at work or smacked your ass it wouldnt be “sexual harassment” you would post that all over facebook.
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Louis says:
January 25, 2016 at 3:17 pm
I’m only sure of things that are certain, not possible or even probable. Our baselines for certainty aside, what exactly is that supposed to prove?
What I infer is this: If a lady is ok with one persons advances she must be ok with every persons advances.
However I’m sure I must be wrong so please enlighten me.
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Anonymous says:
January 26, 2016 at 8:41 am
” If a lady is ok with one persons advances she must be ok with every persons advances.”
That’s not what they said and you are just trying to make them a victim again with what you are inferring. And why not make it gender neutral? You made a choice to make it about a “lady”.
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MAC67 says:
January 11, 2016 at 2:40 pm
I’ve followed this blog on and off since November. What strikes me the most is the tone of those who comment and want to deny, reflect, or project onto the nature of this topic. If they disagree, why do they become emotionally abusive? It’s like they hate the fact that they can’t control a woman – a woman speaking her truth, or truth on behalf of many many many women. There’s an irony to that.
Another thing that surprised me is the childish response of the men who say, “well it’s just not a problem for women.” Isn’t that a point of this article? Pointing to the fact that it is men (many, some, a lot, not all) who create this state of reality for so many of us? Isn’t that a terrible tragedy? We have one life on this earth and there are men who choose to prey on others, to misuse power and our culture accepts it?
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Nana says:
January 9, 2016 at 1:09 pm
During my youth my interaction with opposite sex was mostly positive. I have met some male fools but they shamed themself with their words and behaviour not me.
Now in my company almost all employee are women so on daily basis I don’t see and hear such shameful words and behaviour. My country is relative safe so I never felt insecured when I walked alone at night. I cannot imagine going through those experiences on daily bases. But I know that this is a reality of many women.
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David says:
January 8, 2016 at 8:05 pm
Frank’s a dick
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Anonymous says:
January 9, 2016 at 12:57 am
Well said David.
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Anonymous says:
January 26, 2016 at 9:20 am
“We have all, on many occasions, ignored an offensive comment. We’ve all laughed off an inappropriate come-on. We’ve all swallowed our anger when being belittled or condescended to.”
That quote is from this article. Read it and think about your comment.
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David says:
January 8, 2016 at 8:03 pm
It is always males leaving these ignorant comments (for obvious reasons). Really great article ! Thanks !
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Gretchen Kelly says:
January 11, 2016 at 9:14 am
Thank you so much David! And I’m grateful that there have been so many men (like yourself) who read this and appreciated it. Thankfully, the positive responses have far outweighed the negative.
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Anonymous says:
January 26, 2016 at 2:47 pm
You do realize that a few females actually responded and agree’d with Frank. Not to mention how you painted and entire gender with the same brush with your remark.
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Alexsandra says:
January 8, 2016 at 8:03 pm
This is simply one of the best articles I have ever read you have a completely describe my life thank you for having the bravery to write this piece I wouldn’t have realised and have just done exactly what you have said all my life I won’t any more thank you
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Gretchen Kelly says:
January 11, 2016 at 9:12 am
Thank you so much Alexsandra. Any time you, or any of the others who read this, say something like you said it really means so much to me. It makes it *that* much easier to deal with some of the trolls who have been frequenting this comment thread. Thank you. ❤
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Nicole says:
January 8, 2016 at 11:35 am
Amazing text. The other day my husband and I were talking about a quote we saw online that said “when a man goes to prison, his biggest fear is being raped. Little does he know this is a woman’s biggest fear every day”. I told my husband that when I walk alone at night and get scared of something happening, I’m glad that I take the pill, so if I get raped, at least I won’t get pregnant. I said it like it was nothing, like it was a completely natural thought that didn’t mean much. But it was when I saw the shock and sadness in his face that I noticed how crazy it is that we women don’t even realise we’re taking precautions like it was our duty, like it’s naturally our responsibility to keep ourselves safe from men.
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Gretchen Kelly says:
January 11, 2016 at 9:10 am
Wow, Nicole. That is a powerful story. And THAT is exactly it. We just go about our business not really thinking about these things and are mostly nonchalant about it. I think having a teen age daughter and son are part of the reason I started to realize how often I shrug these things off. I don’t want my daughter to shrug these things off or to have to think (albeit subconsciously) this way. Thank you so much for your comment. Your point about men fearing rape in prison is a powerful way to illustrate the underlying fear. I wish I’d thought of that and used it in this post! And absolutely would help to clarify things with some of the people who keep telling me that men experience every thing I wrote about. Sigh…
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Nicole says:
January 11, 2016 at 11:07 am
I understand how you feel, trying to make these people see the truth can be really frustrating at times. But still I like to think that society is evolving into something better. It may seem like we’re only taking baby steps, but the fact that these matters are being discussed at all is promising. 🙂
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Anonymous says:
January 7, 2016 at 4:05 pm
Forget Frank. You have articulated the facts.
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Gretchen Kelly says:
January 8, 2016 at 9:44 am
Thank you for that.
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Anonymous says:
January 26, 2016 at 8:39 am
Facts? Hardly facts.
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zethmcneal says:
January 7, 2016 at 12:39 pm
This was beautiful.
Thank you.
There are males who agree with you completely.
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Gretchen Kelly says:
January 8, 2016 at 9:44 am
Thank you. Thank you so much.
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mark says:
January 7, 2016 at 9:37 am
“It’s the reality of being a woman in our world.” If you change woman to person and you’d be closer to the truth. Actually this Frank guy said it well so I have to repeat it: (… Every. Single. Time) “is something almost everyone of every gender does in their head all the time.”
“We are aware that we are the smaller, physically weaker sex.” Well most men have the same experience. Most men are not the strongest or biggest and most men will have women that are stronger than them (fewer but still some) and no excuses to turn to like: oh, I’m just part of the weaker sex.
go read this – it should help: https://psy.fsu.edu/~baumeisterticelab/goodaboutmen.htm
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Gretchen Kelly says:
January 7, 2016 at 10:29 am
Please refer to my response to Frank, above. Thank you.
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Claire Drake says:
January 11, 2016 at 8:10 pm
No, Mark. While women also may harass men in public, gender inequality means that the power dynamics at play, frequency of the harassment, the underlying threat of rape, and the impact on the harassed person’s life is rarely comparable.
http://www.stopstreetharassment.org/about/what-is-street-harassment/
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Anonymous says:
January 26, 2016 at 8:46 am
Really? Can you guess what gender is the most prone to being a victim of physical violence? How is that not comparable?
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Anonymous says:
February 18, 2016 at 10:08 am
A 1985 US Army study found out that women have 63% of isometric strengh of men. If you want to extrapolate that with the fear of other men, you are saying that you are a 63kg guy in a world of 100kg men (that’s 138lb vs 220lb for the metric impaired.)
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Frank says:
January 7, 2016 at 6:59 am
“I get the comments … Every. Single. Time.”
Looks like you need them again, because they are true more then ever with this piece. Most of these fears are fears you have created yourself so you can live in your own little whiny paralyzed victim-hood existence and demand special attention and sympathy. Most of the listed analyses you do in your head about all these situations … is something almost everyone of every gender does in their head all the time. No one things its special (besides you) because it isn’t.
There ARE more important things and real issues, but dealing with them would require you to wake up and face reality. This would take away your special victim credit and attention which you have worked so hard to cultivate. Thus you must keep that from happening. Hence this piece you have written here to try and wave away the important questions you get asked “every single time” while still pretending to be magnanimous instead of a just a common place narcissist with a victim complex you have enslaved yourself to.
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Gretchen Kelly says:
January 7, 2016 at 10:28 am
No. I’m in no way saying that men don’t have their struggles. Hell, I’ve written about it. I am appalled at the pressures and expectations placed on men in our society. None of what I’m saying here is intended to negate or diminish what men go through. That is just as valid and important and I can only write about that on a limited basis because I don’t fully understand it as I HAVEN’T LIVED IT.
What I’m trying to point out is that women go through this so often it’s become normal. The threat of sexual assault is always in the back of our minds. I have polled most of the females I know and have had input from many who have commented or Tweeted or messaged me after this article. Every single one I have spoken to or heard from experienced something (usually at a young age, at least by the teen years, younger for some) that sexualized them or made them feel unsafe (even if only for a moment) with a man. Sorry if that makes you feel uncomfortable. It makes me uncomfortable too. AND I’M NOT SAYING THAT MEN HAVE NEVER EXPERIENCED IT EITHER. But the frequency and the ever presence of it with women is probably something a lot of men are unaware of. BECAUSE MOST MEN ARE GOOD GUYS WHO DON’T TREAT WOMEN THIS WAY. AND THE SLEAZY GUYS WHO DO, DON’T DO IT WHEN OUR BOYFRIENDS/HUSBANDS/BROTHERS/FRIENDS ARE AROUND. (and I firmly believe those sleazy guys are the minority. I have always had a lot of great guys in my life- friends, boyfriends, co-workers and acquaintances)
I don’t live in fear. I don’t walk around in fear. I’m an independent woman living a magnificent life, I live with joy and an optimistic outlook. I travel alone, I am strong of mind and body. I lift weights, I run, I investigate and learn and always try to evolve further and be better.There is no victimhood in what I wrote. No, there is recognition of something that acknowledging and being aware of makes me stronger. And from the words of an astonishing number of women who’ve read this, empowered them. Do you know why this went viral? Was published in over six languages and featured on big sites (Huffington Post and Upworthy) and had almost 3 million views on this blog alone? Because it struck a nerve with so many women. If this was a narcissistic piece about a shallow and self absorbed writer I highly doubt it would have spread far and wide like it did.
As for “real issues” just so you know this is a common deflecting/side-tracking comment that makes me LOL. I write and talk about “real issues.” Lots of them. Education, racism, poverty.
I wrote this to have a dialogue, a good discussion. And I’ve had so many great discussions about this. With men and women. I’ve had discussions with men who didn’t agree with everything I wrote. And they were great discussions that were enlightening to me and I think to them as well. It’s sad that people step in here and have no desire to engage in productive and mature conversations and dialogues. They throw around words like “narcissist” and “victim” and I guess that makes them feel better about themselves? I don’t know. I’ve never walked into someone’s house or entered their blog or page or article and just spewed venom. If I take issue with something I say so in a productive way. I truly believe that there are so many sides to any issue. That if we listen to each other and hear what the other has to say we can learn and understand each other better. Your comment leads me to think you have no interest in that at all.
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D Guinness says:
January 9, 2016 at 11:15 pm
Gretchen, Frank didn’t even mention negating or diminishing or ‘what about the men’ – you automatically tried to justify yourself with that! The females you’ve polled are likely to be of the same mindset as you, but I can assure you I don’t fear sexual assault every time I go out. It’s not in the back of my mind all the time. I have what’s known as ‘a life beyond my own self’. When you say there is no victimhood in what you wrote, that is completely untrue. Your piece here oozes victimhood. If in fact you don’t experience it, then why do you claim to even know it? You don’t know, because what you have written is not fact. It is nothing more than the politically correct opinion to have, and you’ve likely been as brainwashed as the rest of the braindeads from the women and gender studies classes! You haven’t left room for discussion. You didn’t call for discussion. You made a series of assertions and claimed they were facts. They aren’t.
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Bob the Mechanic says:
January 10, 2016 at 9:51 pm
Very well said!
Gretchen Kelly, You made a terrible blunder when you generalized the feelings of so many women, and the actions of so many men… Starting with the title “ALL WOMEN”, which really makes it ‘clickbait’, and has been proven false enough times here..
I’ll gladly give you the benefit of the doubt and say perhaps it’s true WHERE YOU LIVE, but I know it doesn’t hold true where I live. Where you live this may need to be addressed, and good on you for that, just don’t use a sledgehammer to drive a tack.
Furthermore, how does ‘victimhood’ of getting catcalled come into being? I’m quite sure it starts early.. Lets say a young boy likes and stares at a young girl… She doesn’t care much, until someone else says one of 2 things.. “Oohh.. he likes you”, or “Shame on him, that’s terrible”. Someone else has made up her mind how she should react from then on!
Same is true on the flip side evidently, if the boy is told (or notices) that catcalling or lewd behavior is an effective way to get the girl’s attention, he’ll probably do it.. In some places it works, and in others it doesn’t.
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Gretchen Kelly says:
January 11, 2016 at 9:06 am
Terrible blunder? Hahahaha. Sure. This was a terrible blunder. Too bad most people didn’t agree with you and this is one of the top blog posts of THE YEAR (that according to Huffington Post and WordPress << which powers 25% of the internet by the way) And FYI, not once in this post did I claim to be a victim. Nope.
*leans in and whispers* and at no point did this blog post mention being cat-called by young peers or classmates. Sigh…
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Claire Drake says:
January 11, 2016 at 7:49 pm
I don’t care where you live Bob, it happens there too. Who are you to declare that it doesn’t? Why don’t you ask some of the women you know about their experiences?
The shame and fear women feel from being catcalled isn’t the result of some third person saying “that’s terrible”. It’s the result of feeling like an object that can be used and abused on the whim of the catcaller.
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Bob the Mechanic says:
January 11, 2016 at 9:33 pm
@Gretchen Kelly. The terrible blunder is to say “ALL” women.. There’s been enough women posting here to prove that, as well as many other gross generalizations you have made. I understand the point of the article, and know there is lots of room for improvement in mens’ behavior.. no doubt about that.
Clair Drake, Because of this article I have done exactly that.. I asked many of the girls I know, some more attractive than others, and it was a small minority that felt this way.. 2 out of 11.
We are all conditioned about how to react to things. To be oversimplistic, depending on the culture receiving a gift can be taken kindly, as an act of friendship and generosity, or as an offense to the person’s ability to buy it for themselves.
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MAC67 says:
January 11, 2016 at 11:08 pm
The very fact you are referring to grown women as “girls” is a great point of departure to debunk your arguments. Unless, of course, you asked “females” under the age of, say, 16 about their experiences. If not, before you argue that referring to women as girls is “no big deal”, language is very powerful and purposeful. There is a reason you see your friends as girls and not your equal….or are you a boy?
I may also add that this issue is so conditioned in women, that many not even think about it, even if they have experienced it.
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Bob the Mechanic says:
January 12, 2016 at 1:05 am
Like most people, I refer to people younger than me as ‘boys and girls’ and those older as ‘men and women’.. I guess it’s a fault. I did refer to any females I didn’t know the age of here as “women”
Heaven forbid I ever overestimate the age of a woman.
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Gretchen Kelly says:
January 11, 2016 at 9:01 am
Um. Perhaps your reading comprehension is lacking. You seem to have difficulty not only understanding this post but Frank’s comment as well. Frank said (in his first paragraph, right before he gave me a good chuckle by trying to diagnose narcissism via the internet) that what I wrote about is common to both genders. Which is why I addressed his point.
And the things I wrote? They are real life things that did in fact happen to me. Just a handful that I picked to share. You can dwell in your antiquated notions that speaking about something makes you a victim. If that’s working for you, go for it. But to put your real name and face (D. Guinness) and write about these things is the furthest thing from victimhood. I have an amazingly wonderful life with an incredible husband and family and friends. I’m one of those “ridiculously happy” people. I can write about things that need to be discussed and still be happy in my life. I can speak about things and it doesn’t mean that I’m hiding under the covers. Like I said, my name, my face. Right there. I’m not hiding, D. Guinness. It’s mighty easy for you and some others to hide behind the keyboard and anonymity and say ugly things. (We tend to call that trolling, FYI) Some of us choose to do things with integrity and out in the open.
As for the discussion? Do you realize that most bloggers block commenters that troll or pop in to say ugly things and then disappear? Many bloggers moderate every comment on their blog. I don’t. I allowed anyone and everyone to comment on this. I probably should have blocked a few who got ugly with other commenters but frankly I couldn’t keep up with the volume of comments between here and all of the other places this post was published. So to accuse me of not inviting discussion? That’s laughable. There has been discussion far and wide on this post. Perhaps not in your little bubble, but trust me. And I don’t block commenters who call me narcissist or a victim. I’m a big girl. I can take a few words being hurled at me from people who hide behind a computer screen. 🙂
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Nemi says:
February 17, 2016 at 2:30 pm
Good work Gretchen! You have ventured where most fear to tread! I honestly wouldn’t bother with the posts from these guys that have no idea what you’re talking about because they haven’t lived it. I wrote a post last year about one of the things you referred to in your post: https://nemiboyo.wordpress.com/2015/08/12/the-perverted-stranger/ when men respond as they have to your post it prevents women from wanting to speak out about anything.
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tearoom51 says:
February 17, 2016 at 11:22 am
I don’t agree with you. I think that her piece was as an opinion, and a experience she was sharing. It is not untrue, and just because it hasn’t happened to you DOESN’T MEAN THAT IT WONT! I have had a lot of female coworkers have this problem, and I myself have had this problem as well. And its true, it is a awkward feeling to say something or to not say something. And people with that type of attitude are the ones who make it awkward and frightening for females to come forth and want to address the issue.
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Anonymous says:
January 20, 2016 at 9:02 pm
I am a man and agree with most of what you have communicated. Women have been treated in disrespectful ways for thousands of years and we are finally seeing with clearer eyes however we are also seeing that our whole culture has deminished all of us around our sexuality, making our sexuality something separate from who we are, something negative, something to be hidden and treated as a problem rather than a natural aspect of our being and of our relationships with one another so we don’t know how to relate to one another in a natural sexual way when that is the energy that is stimulated between us so it comes out in some abberated form rather than as an expression of our sexual passion for one another. Love, natual attraction and sex have been so suppressed, so hidden, so inhibited, so denied, we no longer know how to express this vital human response in a natural and healthy way so it comes out in some twisted way that isn’t respectful of men or women. Our society is fundamentally dishonest about almost everything that makes us human, our feelings and our sexualtiy and we are finally facing what it is to be human, what it is to be real and how to express ourselves in an honest, open, authentic way.
I appreciate you in having the courage to express your real feelings and responses to how you and other women are treated. We have to get honest with one another if we are to get real and actually learn how to relate to one another in an open, honest way. We are a world of people living in so many illusions because of the false socially fabricated beliefs into which we have all been born and reared.
Getting honest about our sexuality is the only way we can resolve these issues and that begins with accepting what it is to being a human being, including our natural sexuality.
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Alexsandra says:
January 8, 2016 at 8:05 pm
My partner and I discussed this and you are very wrong when I walk to the car at night I worry about getting raped I don’t care about getting mugged I’d happily handover everything I have my partner may walk to the car but he worries about getting mugged not about getting raped and therein lies the difference
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D Guinness says:
January 9, 2016 at 11:08 pm
Frank, you are friggin’ awesome! Well said. Hear hear. Cheers. I raise a toast to you. I am a woman, and I am sick and tired of this ‘perpetual victim’ label that feminists keep putting on me without my permission. It’s frustrating, and it’s bullsh1t. I’m absolutely done with feminism because of it. Thank you Frank.
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S says:
January 21, 2016 at 10:07 pm
Victim:
:a person who has been attacked, injured, robbed, or killed by someone else
: a person who is cheated or fooled by someone else
: someone or something that is harmed by an unpleasant event (such as an illness or accident)
I’ll agree that the article generalizes. Not every woman experiences fear when catcalled, walking to the car, or in the grocery store. Some women would not consider themselves “harmed” by these acts of– what some would consider– just ordinary rudeness. Some women have taken martial arts, or are natural fighters, and don’t feel like they would be overpowered.
BUT, that said? Even though I’ve lived in safe parts of cities, and myself/ the people around me have been in reasonably safe environments (not poverty stricken crime zones for example), I know at least 5 women who’ve been sexually assaulted, two who’ve been raped, and five or six who have been followed. I’ve been followed and groped by a stranger, had some guy try to lure me into a van in a parking lot while waiting at a bus stop, had another old man circle the block multiple times to try and convince me to go home with him– while on a main street, and underage. I don’t live my life in constant fear, because I don’t see the situations I’m typically in as terribly dangerous. We know everyone, and I’m never far from help.
But I DO feel a heightened sense of awareness if I’m walking alone at night in a city, and a man starts walking behind me, even a ways down the street. Or now, even if I’m walking with a friend. I DO feel concern for the women around me at a bar, and have an eye out for “creepy” men (precisely because there’s a danger of sexual assault, not theft). I don’t fear the unknown women around me. I have a fighting chance if they attacked me, and the worst that’s likely to happen is I get my wallet stolen. It’s the men that need watching– because they might not want my stuff. They might want my body too. And chances are, I’m not as strong as they are. And life has proved that there are plenty of creeps out in the sea that given the chance, would feel entitled, particularly if drunk. There’s some truth in this article– and some statements might be more true for some women than others, but it’s more likely a majority, than a minority.
You don’t have to walk around whining about the state of things all the time, or spend your life in total and utter fear of men– that’s not practical or worthwhile. But there’s nothing wrong with acknowledging that some of the dumb shit we accept as normal behaviour (catcalls–particularly if followed by aggressive language, unasked for groping, being followed, asking what victims of assault were wearing, etc) actually CONTRIBUTES to the incidence of rape/sexual assault. Certainly contributes to women’s awareness of the potential for men to want to try something, that’s for sure.
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tearoom51 says:
February 17, 2016 at 11:26 am
I don’t think that she was saying that women walk around worried about this all of the time. In fact I think she was saying the opposite, because she is explaining how women have this feeling and feel ashamed and over-dramatic because of how society makes women seem like their crying victim. Its the truth that people don’t like to bring up, that a lot of women, not all, but a lot do experience some situation like the ones spoken in this blog. Some women might not even realize that their being harassed. Everybody react differently to different situations. Just because some people reading this do not agree or feel differently doesn’t mean that she was false, it just means that you don’t feel that way.
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Anonymous says:
February 17, 2016 at 1:09 pm
You’re in denial. You would love to believe that your little world is safe and sound and true and good. I’m sad for you. You are the problem you are the big part of the problem and will never help to solve an issue because your mind is closed. I do not want you on my team when we have to solve a problem and gain a new idea and write a new law or change the world. Because you have the state of mind dad nothing is wrong so why change it or look at a resolution especially if you are part of the problem
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Sharon says:
February 17, 2016 at 1:17 pm
Previous comment to d Guinness space space my previous comment was Mark from anonymous I wanted to make clear it was based on what d Guinness commented I did not want to be anonymous and I wanted to be clear on that
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warriorwomanawakening says:
February 17, 2016 at 3:43 pm
Pray you come back in the next life as a woman. Too astonishing you don’t get it or it’s hence, too over your mignon head for you to get it.
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saeedayounis says:
January 3, 2016 at 8:20 pm
Reblogged this on allgroanup and commented:
Listen
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Aberrant Lawyer says:
December 31, 2015 at 9:10 pm
Gretchen Kelly
Many of the attorneys here (mostly men but some women) read your blog about your son. Everyone here agrees, Gretchen, you are a wonderful mother to your son.
On a side note: (my own thought) Not all men want to be fathers. Your son might be the next Vanderbilt or J.P. Morgan and care less about children. Please don’t just see him as a future “father”, but as a man entitled to go after his education and his dreams. I assume, just like you would your daughter?
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James Risdon says:
December 29, 2015 at 10:53 pm
As a man, I refuse to validate paranoia. There are real problems in the world, real threats. Much of the stuff listed in this post, though, falls under the category of nonsense and seems intended to foster an us vs. them mentality and promote an identity of victimhood. Women are adults. They are strong, capable and independent and do not need to be infantilized in this way.
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MAC says:
December 29, 2015 at 11:55 pm
Here’s some food for thought, James. 80% of men would rape a woman if they knew they wouldn’t get caught. But the problem isn’t the high proportion of men thinking this, but rather the fact they probably don’t think rape is illegal because it’s wrong, but instead, it’s wrong because it’s illegal. THAT is patriarchy. THAT is misogyny. THAT is a power structure that benefits those who put it into place. THAT is a reality your daughter, wife, mother, sister, aunt etc., live with. Doesn’t that disgust you? or are you part of the 80%?
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William says:
December 30, 2015 at 12:05 am
Can you supply a link, or some kind of documented evidence preferably something non bias please Mac? Just so we all know you’re not sprouting nonsense 🙂 cheers big ears.
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William says:
December 30, 2015 at 2:19 am
Sit back and read between the lines James Risdon. The Author of this article has pointed out things that are of concern to females. I’ve since written replys baiting for descriptions in detail which was surprisingly easy and effective, read through my previous replys. You will learn and should be able to extract what my college mates and I call “the root system”, basically the author and followers have given us a step by step guide on how to fool girls into opening legs (best xmass present eva). Remember all the things this author has written when next in the “market” , pretend to agree with them, don’t be physically forceful, don’t chase and pretend to not be looking instead be observant of when a girl is trying to get noticed then make contact and make them think there’s a “spiritual” connection by manipulating conversation and acting interested (this will make them believe there they’re in control). Works EVERY TIME, I’ve had a new girl every couple of days. Oh yeah to get rid of em just act creepy and then remind them that they “chose” you. Works especially well on feminist who seem to like being dominant in the bedroom, 🙂 just lay back and enjoy :D.
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Aberrant Lawyer says:
December 31, 2015 at 8:39 pm
William
You are a dick!
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Anonymous says:
December 31, 2015 at 11:13 pm
Lawyer
And you’re not a dick?
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Aberrant Lawyer says:
January 1, 2016 at 12:47 pm
Anonymous
Only in my BRIEFS 🙂
You walked into that one.
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herrgreger says:
December 29, 2015 at 11:09 am
“So maybe they don’t know. Maybe they don’t know that at the tender age of 13 we had to brush off adult men staring at our breasts.”
Ofcourse they do!
They probably felt compelled to do it themselves, because thats how the male brain is wired.
Part of the difficulty of being a man, is learning to control, or restrain your own needs.
Your assumption is really a strange one.
“Males probably dont know about typical male behaviour”.
Old men are still attracted to young women, the only big change is their self-discipline and their knowledge on how to cope with it.
If you were a straight male it would also be in your nature to stare at young fertile women, you would have a hard time not to, and your sex drive would be a lot stronger too!
Id much rather have been born without a male sex-drive that a) Makes me susceptible to manipulation via sex b) Drives me to seek sex c) Is economically costly, can feel humiliating when rejected, frustrating, and causes conflict with womens interests.
So the least you could do is just suck it up. If you dont wanna date an old horny geezer, dont. If you dont want people to oogle your junk, cover it up a bit.
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praveenbenjamin says:
December 29, 2015 at 1:06 am
I agree with you on almost all the things you speak about. But there was one sentence which struck a small nerve. You wondered how it would be to be a man for a day, totally free of stares.. I think you may have considered it as a general wistful thinking, but it implies that men have it easy. Like they have nothing to worry about. Freedom from sexism as a whole would be a better ideal in my opinion.
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William says:
December 20, 2015 at 11:23 am
Just seems easier, especially after reading most of these comments to disengage form the opposite sex. Lets just make a her side of town and a his side of town with a series of land mines marking center to keep the 2 sides separated. Think about it, as crazy as it might seem it’s a definite solution. Procreation is artificially achievable now. One gender doesn’t need the other and vise versa.
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nirupamaprv says:
December 17, 2015 at 9:30 pm
Reblogged this on nirupamaprv and commented:
So, scarily true and thought provoking…. Yup, conversations need to start… What can I say? Folks, just listen!
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trotter387 says:
December 16, 2015 at 10:41 am
Thank you for the post you have reminded that the only people who experience this are of a single and that it is the majority of the other gender that behave this way towards them.
Experience has brought me into contact with hundreds of victims of the abuse you refer to and what can’t be obvious to feminists is most is gender isn’t the critical factor – it is the perpetrators power, once they have that power they use it to exploit the insecurity of the majority.
Sadly the social commentary you articulate applies to both genders.
This behaviour is unacceptable in all society without looking at the gender – all victims require the support and the strength you describe.
Enjoyed the read although I found the content extremely sexist and extraordinarily sweeping in its use of generalizations.
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MensRightsCanada says:
December 13, 2015 at 10:17 am
Men, just stop approaching women altogether. Let them do the work for a chance. Let them come to you. It’s clear that any form of communication is considered “harassment” nowadays. MGTOW is here. You can thank Feminism for that one.
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Anonymous says:
December 22, 2015 at 12:37 am
“Men’s rights Canada”? You do realize that that is the equivalent of “white power Canada” right? The people who already have the rights and have never had to fight for the rights (you know where the phrase “rule of thumb” came from?) don’t actually have a stance in a “rights” movement?
Actually, I love the idea of a “men’s rights strike” during which men refrain from making lewd comments to women that they’ll never meet from cars and grinding their elections against women at bars/clubs/while dancing in general, among other things.
So please, men, take the advice of this person. Just stop. Don’t make the first move. Don’t whistle or make loud comments. Don’t do anything suggestive or anything that could be considered suggestive for one week. Then realize that women have to think about everything they do, every day, because if, God forbid, she is assaulted, everything she said, drank, wore, everything she did would be considered “provocative”.
So you do that. Don’t approach women. Try not to wear clothes that would attract women. Try not to walk in a way that would attract women. Try not to speak in a way that may suggest that you find a woman attractive. Try to go to a bar and *avoid* getting hit on.
That’s what women do every day. Try it for a week and see how you do.
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William says:
December 22, 2015 at 1:20 am
I’m not understanding you’re point. I literally don’t have anything to do with women I don’t know. I don’t initiate conversation, look anywhere I shouldn’t, don’t dress, walk, dance, anything to attract a female. I literally dont have a need for any interaction with females what such ever and am very happy being independent. However some of my mates wifes have pointed out that I don’t respect women. Not sure why not wanting to engage or having a need to engage in the social interaction with females can be seen and not respecting females. If every man who disengages from females like you suggested, would that then mean women everywhere will have a feeling of being disrespected?
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Anonymous says:
December 22, 2015 at 1:46 am
Perhaps your mates wives are expressing that they feel that you don’t pay attention to them as people. There’s a difference between not giving any sexual attention and not giving any attention at all. Do you listen when they speak? Do you engage them in conversation when they attempt to engage you in conversation? Perhaps your social skills are…lacking. Or perhaps you don’t see how a simple conversation with a woman can be just that: a simple conversation. Maybe you could try not seeing them as women, but just as people. In my experience (as a woman), I have much more respect for someone who treats me like a person (disregarding the breasts and the vagina) than for someone who ignores me because of my gender. It’s simple: TREAT PEOPLE LIKE PEOPLE. Take queues from how they act. You know…general social skills. It’s not rocket science. Or brain surgery. Just…don’t look at gender as a factor unless you are genuinely interested in someone. And if you are, don’t use lines, don’t be aggressive, just…talk to her. Like she’s a person. No successful relationship is built on physical appearance. I don’t have empirical evidence of this, but I do know that people age, gain weight, lose weight…appearance changes. So if you’re looking for a one night stand, then find some chick who’s looking for a one night stand. Just don’t try to do it by using terrible pick up lines or by slipping her a roofie. Be yourself. Or be someone else for a night. Be James Bond for a night, chicks eat that up. Or at least the right chicks appreciate the effort. Or batman. Or superman. Wear a superman costume under your clothes in a random night, go to a bar, have a drink or two, figure out which single girl has been eying you, go to the bathroom and come out as superman. Just for fun. This works best when you have a wing woman who will do the same thing as superwoman. A choreographed dance would probably help.
The point is: women expect you to be a creep who just wants to get laid. Prove them wrong by doing something unexpected.
You don’t have to be a creep or a douche to get girls. Not the good ones, anyway.
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William says:
December 22, 2015 at 2:22 am
Of course I speak with my mates wifes, (i never initiate a conversation with either gender) and no matter how uninterested I am on the mates wifes topic of choice I do talk to them (would be rude not to) and as annoying as it is a few of them are constantly trying to set me up with someone. Some jargon about being good with kids which is apparently a prerequisite to fatherhood or something. Amongst them, don’t know why you might be on to something they’ve decided I can’t respect women as I don’t notice when someone is trying to get my attention as if I have to 1 notice when someone is trying to get my attention and 2 do something about it just because a girl is trying to get noticed. Stange concept, anyway Im well happy being independent.
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William says:
December 22, 2015 at 3:00 am
So try harder to be more interested in my mate’s wives topic of conversation will make them feel more appreciated? I’m still missing something I think.
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Anonymous says:
December 22, 2015 at 3:17 am
Yes, you are. There are many asexual people who aren’t seen as being disrespectful towards women.
Try being friends with your friends wives. Or if you want to keep people from trying to set someone up with you, be open about your asexuality. Or just say you’re quite happy being on your own. If they insist, ask them to drop the subject. If they don’t, ask them again. If they still insist, then stop associating with them. Same goes for girls having trouble with guys. Only difference is that guys have the physical strength and stature (statistically) to overpower a woman and to force her to do something that she doesn’t want to do, no matter her sexual preference.
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William says:
December 22, 2015 at 3:40 am
Yes good point. I shouldn’t be associating with people who make me uncomfortable, only reason I have something to do with them is due to wanting to see my mates. Think I’ll limit contact to events. Still not sure how the whole disrespectfull thing comes around but geuss
if I limit contact that wont be a issue. One said undervalued rather than disrespect. No way known I’m being open about anything in our small little county. Thank random person you’ve been grand aye
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MensRightsCanada says:
December 31, 2015 at 10:10 pm
There’s nothing wrong with you William. Don’t feel pressured to do or act any way you don’t want to. The most common saying is “just be yourself” when meeting people, right? You’re not disrespecting anyone at all, you’re a likeable person.
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Aberrant Lawyer says:
December 31, 2015 at 2:14 pm
William
I too have experienced the same perplexing thing i.e. “I don’t initiate conversation, look anywhere I shouldn’t…. However some of my mates wifes have pointed out that I don’t respect women.”
My wife’s female friends said that about me. I disrespected my wife’s female friend because I wasn’t interested in sleeping with her. Women want men’s attention. But I give my attention to only my wife because their are more important things in life (business) than women.
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Aberrant Lawyer says:
December 31, 2015 at 2:15 pm
Sorry. Meant “there” rather than “their” in the last sentence. 🙂
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MensRightsCanada says:
December 31, 2015 at 10:07 pm
Thank you for supporting my comment.
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MensRightsCanada says:
December 31, 2015 at 10:11 pm
It’s just a username. Stop overthinking.
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Bob the mechanic says:
January 2, 2016 at 11:20 pm
about ‘Mens rights’.. How about the many wars that MEN have fought and died for.. in many cases for the sake of EVERYONE’S rights.
I’m an egalitarian… I do my darnedest to treat everyone equally and with respect, but the whole of society is getting so uptight and offended by *everything* that I’m not afraid of stepping on a few toes anymore.
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bewitchinglyme says:
December 13, 2015 at 10:08 am
Yes. It irritates me to be constantly on my guard . Catcalling,eve-teasing and groping in public places becomes a striking possibility if I do not watch out. Even inside the alleged safety of my home I cannot be safe because I know first hand that child sexual abuse begins right there. So even after twenty odd years, I am wary. Too wary to enjoy what life brings to me. And I know women who have gone through much more. I have never seen a man swerve because he was afraid the person walking beside him will poke him with his elbows. But to me, it is a dire possibility. I shift uneasily in my chair when a customer has ventured to stand too near. But if I point it out I shall be taken to be a silly woman. He was just being nice they’ll say.
And what is worse is this subconscious understanding, that it isnt just one day. I do not have the stamina to go through a gruelling confrontation with improper men every day. I cannot make myself so miserable and pathetic. I never want people to put me to questions like:
It happens a lot with you, doesnt it?
I never heard someone whine so much.
Yes it does happen a lot. We do not make an issue every single time. We silently resign to the fact that this is our reality.
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Tiredofdacircus says:
December 13, 2015 at 4:47 am
Your article is very telling of the treatment most women will, or have experienced by some men, but I don’t like it and I’ll tell you why: if women desire true equality with men, they need to abandon the idea that men “need to change” in order to (as one poster called) “level the playing field”. No man in his right mind would expect other men to be simpathetic, or understanding, or attentive to his vulnerabilities or his daily struggles, and think that these other men would truly respect him or treat him as an equal. Good or bad, most men are taught to associate strength and assertiveness with equality, so when I read this post imploring for men to understand a woman’s plight, it doesn’t inspire in me notions of a woman truly fighting for her equality. It makes me want to protect you, to be your savior. It comes from a place of paternal, or fraternal love but not from a place of true equality. In my humble opinion, women should stop asking men to change in order to gain equality. If you have to ask somebody else for permission to be equal, then by definition, you’re not really equals, are you? Yes, men need to change, but mostly because it is part of our evolution as human beings, but women need to stop believing that their equality rests in men’s hands. Don’t wait for it, take what’s yours!
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badfish says:
December 10, 2015 at 6:20 am
is this really that important (kidding)…but I truly liked the part where Apathyboy and Norman Awards lighten the situation with such poignant remarks
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dbhattuk says:
December 10, 2015 at 12:49 am
Great blog, I have just written an article on subject of Violence against Women. please visit the blog and read the article https://dilipbhatt.wordpress.com/
Sadly the awful treatment of women is global and getting worse each day. As well as listening, people need to challenge, men in particular need to speck up and confront their male counterparts. Do not accept behaviours which are demeaning to women. Respect for women starts in the home with fathers, brothers and sons. Male gender has a lot to answer to in this context, machismo and masculinity is not a sign of strength, real character comes from values and morals based on upholding someones dignity and we ALL have a duty to uphold that.
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Rareity says:
December 9, 2015 at 11:53 pm
Or when men who find ways to walk up to a nursing mother, like grabbing a magazine in a coffee shop that’s on the table in front of her, just to look at her stuff. Very disappointing that men … Or i should say men feel they have some sort of ownership over woman’s personal space.
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Mark Rose says:
December 7, 2015 at 6:52 pm
As a guy, this article describes unwanted attention and comments directed to women in ways that may not be obvious to us, their negative cumulative toll, and a request to listen instead of dismiss. It seems straightforward.
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Adam Croce says:
December 7, 2015 at 6:48 pm
WOW. Bravo. Beautiful. Heartbreaking. Real. Thank you.
I’m posting a second comment because my opinions have changed thanks to the commenters here. My first response was, “YOU NEED TO STOP DE-ESCALATING AND START ESCALATING FURTHER…. MEN WILL NEVER CHANGE.”
I’m happy to say I don’t feel that way any more.
MEN NEED TO CHANGE.
Reading the comments by both men and women here really blew my mind. Men, in general, are SO CLOSED MINDED and very AFRAID of the feminine power. Men are very quick to feel offended and attacked by this post and they miss the whole point. They are too busy feeling their own “problems” and fears that they are unable to connect with the writer on any level. The men here are reacting and not feeling. I think that’s representative of the state of the culture presently, but it needs to change. Men need to start feeling more deeply and then they will be able to connect with women in a place where they want connection.
Here’s the average men’s response here: “No, that’s not fair because one time I felt violated and women wear provocative clothes and one time a woman disrespected me so I don’t respect them.”
Like for real? Men… this is how your experience of women is because you refuse to feel your own emotions and use that level of inner connection to connect with other people on that same level. Women want to be seen, heard, listened to, felt, found, trusted… and until you can do that you will eternally feel rejected, disrespected and lost. It’s up to US REAL MEN to FEEL women deeply and truly and let go of our own pain and step up and CONNECT. Be open. Be honest. Be real. It’s only a struggle if you let it be.
Let’s be better. Let’s change. Let’s connect.
Amen.
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MAC67 says:
December 7, 2015 at 8:26 pm
Thank you Adam…thank you for taking this to heart and for transcending the noise.
It really starts with men and even how we raise our boys. Most of this behavior toward women isn’t fear, it’s hate-based; the thinking/belief that women are lesser than or even a broken version of a guy. For example, if you want to hurl an insult at a 12 year old boy, what do you do? You call him a girl. Imagine what we are teaching boys with this language??!!! Imagine what a girl FEELS to hear this???!!! Even in these comments, men have used the term “pussy” as a way to degrade a guy who doesn’t subscribe to uber masculinity. It’s not referring to a cat, but the female body, the giver of LIFE! And there’s the all-encompassing word “bitch” everyone uses in every day language, but it’s still rooted in the degradation of women. We need to stop teaching girls that they “can be just like boys” or “do anything the boys do” but rather teach boys that they can respect and put value on things like feelings, talking, hearing, benevolence, caring, crying.
thanks so much for your cool post.
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Aberrant Lawyer says:
December 31, 2015 at 1:49 pm
Adam Croce and MAC67
Right on brothers! I agree. We men need to teach….feelings, talking, hearing, benevolence, caring, crying. I’m going to go cry now.
You have a point about teaching everyone, men and women alike. That is until you re-read many of the men’s comments regarding their “feelings”, and they did it by “talking” (albeit, the written word), they “listened”, and they are “caring”. (I think its a bit too much to ask men to “cry” for you two idiots.) Did the female commenters do the same thing for the men? Did they in turn “listen”? NO. They rebuked many valid comments (that were not offensive, in my opinion) unless it was “we are just pathetic males and you women are so superior”.
When was the last time you heard a man catcall a woman? Its been years since I’ve even heard a guy do that. Literally years.
Again, men are not stupid. Their comments herein are basically saying that women take the position with men that women want men to “Do what I say do but not what I do” concerning the issue of “…feelings, talking, hearing, benevolence, caring…”
Why don’t you just simply say, ‘OK females, we’ll try better’ and let it go at that? Women complain. That is the nature of women. That’s how it became known as “bitching”.
It amazes me that so many women commenting claim that this article that basically tells MEN that we are not “listening”, nor “caring”, not “talking”, not “feeling”, is somehow NOT ABOUT MEN. The hell it isn’t about men. Who do you think they are bitching about?
You two (2) little boys need to grow up.
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Edge (@OmegaEdge) says:
December 7, 2015 at 1:43 pm
Yeah, like all women are saints. I have dealt with the manipulation, and lies to get me to do what they want.
Women dressed inappropriately, where I have to stare away from them while talking to them. I don’t run around with my sexuality “hanging out”, so I don’t see why women do so.
Especially the women servers at restaurant, bending over repeatedly showing me their breasts, even though I’m trying to let them know I won’t look there by staring away, and they still do it when they come back to the table, and unbelievably, do it even with my wife right there!
I’m sure the very same women, who complain that men are harassing them.
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MAC67 says:
December 7, 2015 at 1:51 pm
Here’s a thought, Edge. DON’T go to the restaurant where servers make you feel uncomfortable. Cross the street if you see a women “dressed inappropriately”. Take a class on how to defend yourself against all those lies and methods of manipulation women use against you. You are pathetic. How did you ever get married???????
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Edge (@OmegaEdge) says:
December 7, 2015 at 4:01 pm
Funny, what do you think I said to my wife. I said to her about the last place that I ate where they don’t dress appropriately, “I’m not going back there anymore”. Happy?
Take a class? I don’t tolerate those lies and manipulation. What makes you think that I do? Just because I observe it, does not mean I tolerate it.
And about “crossing the street”. So I should do that, when I have to deal with a woman in my business dealings? Get real. It’s not always easy to avoid these women.
I find your response interesting. So you have that advice to the blogger here, and her complaints?
If a guy complains about women, he’s pathetic, but if a women complains, lets show our sympathy. See, this is the crap that men have to put up with. I’m not man enough for my wife, because I’m calling women out!
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MAC67 says:
December 7, 2015 at 4:35 pm
Basically you shared your experience with us as though, in some petty way, it equals that which women suffer (violence and intimidation at the hands of men) but the only difference is, women ask for it because they “dress inappropriately.”
Hmmm, maybe you “asked” to have breasts hanging in front of you because you’re a guy? or the server thought you wanted her advances because you didn’t say “no” or “stop”.
See how STUPID that kind of logic is? Maybe the server has a frickin boss who makes her wear revealing clothing to keep her job, to get more male customers in, to get better tips? And guess what? Maybe, just maybe, she doesn’t have the options of “just finding another job.”
And yes, you are pathetic because you and your thinking perpetuate the problem that the blogger describes.
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Edge (@OmegaEdge) says:
December 7, 2015 at 5:22 pm
I said as much to my wife, that I’m sure her boss is telling her to dress that way, only thing is, another server was not dressed that way, so I might be wrong on that.
I never once said, that women ask for it, because of dressing inappropriately. As matter of fact, I would go out of my way to defend any women from sexual harassment regardless to how she is dressed.
It’s one assumption after another with you about me, and it makes you look like an ass.
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MAC67 says:
December 7, 2015 at 6:03 pm
Ass or not, what exactly do you think you mean when you write, “Women dressed inappropriately, where I have to stare away from them while talking to them.”
Because using the term “dressed inappropriately” is so loaded and charged with sexual innuendo AND blame.
As in she was dressed in a way that made it hard for me to control myself.
As in she was dressed in a way that she was asking for it but I could control myself.
As in she was dressed “inappropriately” but I controlled myself.
Or did you mean she was wearing a parka at the beach?
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Edge (@OmegaEdge) says:
December 7, 2015 at 6:30 pm
> “is so loaded and charged with sexual innuendo AND blame.”
Woman can dress however they want, and no one can criticize them for it?!?! You can’t criticize them, as if they are some kind of supreme beings? Give me a break.
Of course, any objections to how a women dresses, brings up counter positions that I support extreme opposite positions (burka, parka, etc), or endorsing bad behavior against them. There is no middle ground.
I find ironic, that most of the derogatory comments directed against women for how they behave/dress, is coming from other women, but it’s a trend to only point out the “sins” of men.
Yup, the men who are police, who come to women’s assistance, the men judges who prosecute men, who have committed crimes against women, and the men prison guards, that watch over these men. They never get credit. I have yet to see one blog post praising the men who protect women.
I wonder, if it’s about a woman’s insecurities being projected as if real upon all men, as if we are all meant to feel guilty?
You should go to a restaurant, and tip the woman exposing herself to you, in solidarity with her freedom to dress however she pleases. I hope you’re there, when the sexual predator follows her home. Of course, you will only see this as me endorsing the predator, because I refuse to accept any limits to how a woman should dress, but the law itself, and cultural norms already have limits. But let’s just ignore that, and live in our fantasy world.
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Adam Croce says:
December 7, 2015 at 6:51 pm
I just want to go on the record telling you that you are very closed minded. You don’t trust women. You don’t have a strong connection to your emotional side. You have the ability to see the issue from a woman’s perspective, but you refuse to try.
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Edge (@OmegaEdge) says:
December 7, 2015 at 6:58 pm
It funny, because I also have the same thoughts about men, in how they should dress, behave, etc, so I must have trust issues with men also, and lack connection with my emotional side?
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MAC67 says:
December 7, 2015 at 7:50 pm
Wow, you fell off the tracks with your post. This whole “dressing inappropriately” comment is a metaphor for the issue described in the blog. The difference between women “dressing inappropriately” and men “dressing inappropriately” is that NO woman (as in the overwhelming majority, so lets not split hairs on the numbers) will attack, subvert, rape, catcall, abuse, threaten, overpower, take advantage of, say lurid things, buy him a drink, touch, or even think he is coming on to her just because he’s walking down the street (or whatever) “dressed inappropriately”. Do you not understand that this article is about FEAR and that your response sounds like women just shouldn’t let their tits hang out and it will be just fine.
I invite you to do one thing: take a walk down the street wearing mirrored sunglasses and observe the women passing you or other men by…lets us know what you saw.
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Edge (@OmegaEdge) says:
December 7, 2015 at 8:18 pm
Cause and effect. Woman have to contribute to their own safety. If means asking for their husband to meet them at the bus stop at night coming home, then do so. Dressing appropriately also applies.
I don’t go to areas, where I fear men may assault me for whatever reason, and behave in a way to attract their attention. So yes, dressing appropriately is a factor whether you like it not. And yes, men are by far more likely to be assaulted by other man than any women being assaulted by a man. So they are not only ones that live in fear of such things.
Like women have a monopoly on fear of assault from men!
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Marley says:
December 7, 2015 at 5:26 pm
This comes off as a rant by abused women trying to rally other abused women to bash men. Don’t want to draw a guys glance? Too bad, people look at other people all the time. I look at guys and women for many reasons. Maybe I like the fabric of a guy’s suit. Maybe I find a women beautiful. Perhaps I see someone that looks friendly or unusual. There are a host of reasons why I might check out another person that don’t revolve around women as sex objects. And yes, there are times when I see a woman that for whatever reason makes my pulse quicken and I feel a clear sexual attraction – that’s not a choice, it’s what happens when someone that’s beautiful to me shows up. You can’t tell me you’ve never seen another person that makes you inhale sharply when you first see them. This doesn’t mean someone deserves to abused though.
The song “You’re so Vain” keeps coming up as read these comments by women who feel so put upon by evil men. It’s not all about you all the time.
For those women raped, assaulted, groped, hassled and otherwise treated as slabs of meat, I’m sorry that you suffered such abuse at the hands of assholes. That type of behavior is abhorrent and nothing excuses it. No matter how you dress, how you speak or otherwise present yourself, nothing merits abuse of any sort and I am sorry that you suffered and continue to suffer from such events. I know I can not even comprehend what it is like.
Not all guys belittle women, not all guys rape, grope, beat, catcall or otherwise act in ways unbecoming a gentlemen, so focus your tirade to the assailants and don’t paint all men with the same brush, it weakens your argument.
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Anonymous says:
December 9, 2015 at 2:24 am
The article doesn’t paint all men with one brush. It just highlights the issues that many women face every day. Don’t take it personally. If you’re not one of those guys, then there’s no problem. However, if you keep talking about waitresses continually “bending over” while attending to you….it’s impossible to wait tables and not bend over, especially when empty dishes are on the other side of the table. Even when they’re not on the other side of the table. And it’s a testament to how sexist many people are that female waitresses actually do get bigger tips when they wear lower cut tops and tighter skirts, and male waiters just wear the uniform and (in my experience) get promoted to manager without doing nearly as much work (and without showing any skin) as their female counterparts.
If a guy’s ass gets grabbed, and he makes a complaint, it’s a big deal. If a girl’s ass gets grabbed and she makes a complaint, the questions are “how short was he skirt?” “How tight were her pants?” “How much cleavage was she showing?” “What’s her sexual history?”….as if any of that matters when someone is harassed. When I was 14 years old and finally told people that I was molested at 7 years old, the overwhelming response was “what did you do to make him want you like that?”. People assumed that when I was seven years old, I did something to “tempt” a 20-something year old man into molesting me.
This is a sick world. And I’m sick of it:
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Bundes says:
December 7, 2015 at 5:57 am
Wow – I don’t know where you live, but you should move! I showed this to a number of my women friends and they were pretty clear that the reality you describe was/is not their reality. Some recalled wearing pushup bras to try and draw the attention of guys (yes it worked), but no rape, no walking with keys ready to stab, no come on’s by dad’s friends. They actually laughed about how they made men tiptoe around them. Withholding sex to make a point, their husband’s/boyfriend’s mortification at pissing them off and ways they exercise their power.
Guys get looked up and down like meat by women, comments get made and asses get grabbed in nightclubs. I’m sure it’s more prevalent for women though and that’s not ok. In the words of my wife “Dress like a whore and you’re going to be treated like one.” You can thank base men and the prostitutes for that.
There will always be jerks, male and female, but this article seems like a rant by an abused feminazi and saying in your title that ALL women do this is ludicrous. This is undoubtedly some women’s reality, and that sucks, it shouldn’t be that way, but it is not the across the boards situation for all women that you are trying too portray it as.
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Apathyboy says:
December 6, 2015 at 3:39 pm
I’m amazed you think that these are things *women* do instead of things people do. Yes, women are overwhelmingly the majority of victims of sexual assault. But feeling unsafe? Being nervous when people make comments? You must be joking.
Men are twice as likely to be attacked with a weapon, 3 times as likely to be victims of aggravated assault, and 3 times more likely to be victims of homicide than women. http://www.statcan.gc.ca/pub/85f0033m/2010024/part-partie1-eng.htm#h2_6
Not only that, our culture actively encourages us to get into the kind of situation where we get killed. You complain that you constantly have to “de-escalate”? We’re not even given the option. If we back down we’re pussies. Hell, if we complain that it happened we’re pussies.
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Norman Awards says:
December 7, 2015 at 3:42 pm
So what are you doing to oppose male violence, Apathyboy? How are you working to ensure that the violent men who require you to respond to them with violence, do not have the freedom to inflict their modus vivendi onto everyone else in society?
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Apathyboy says:
December 7, 2015 at 10:22 pm
The same thing the author is doing in this post, whinging on the internet. And predictably, I get an aggressive response putting the onus on me to change things. Where was that kind of response to the original article? Sorry, but your hypocrisy is showing. Might want to cover that up.
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Anonymous says:
December 9, 2015 at 2:35 am
Apathy boy, you’re not doing the same thing the author did by writing this article. You’re being a troll. If you want to do the same thing, write your own article on the perils of being a man. I’m sure it will be eye opening.
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Apathyboy says:
December 10, 2015 at 2:56 pm
And when I imply that women don’t have any problems with violence by saying “they don’t know about it” and someone calls me out on it will they be a troll too?
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Bex vanKoot says:
December 20, 2015 at 1:25 pm
No matter how afraid you are when you walk the street at night, it’s still male violence that you are afraid of, caused by a culture that positions men as violent animals and women as passive victims. No matter what you do, you still benefit from that positioning of power in a significant way, even while you fear for your safety at the hands of other men. You may experience violent men, but you also experience significantly less risk of sexual assault, rape, domestic abuse, sexual harassment, and gendered bias in the workplace or at school.
So yeah, the onus is on you to start talking to other men, especially boys and young men, about what masculinity means and how to change it.
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Aberrant Lawyer says:
December 31, 2015 at 12:47 pm
Bex vanKoot Your comment: “…gendered bias in the workplace or at school.”
No one is in favor of sexual assault, rape, domestic abuse,…” No one.
But what about a company that only hires MEN? Is that “gendered bias in the workplace…”? My first impression was ‘Hell Yes’. But did you know that a female justice (Ginsburg) on the U.S. Supreme Court wrote the majority opinion in United States v Virginia, 518 U.S. 515 (1996) upholding “separate but equal”. In other words, corporations that do not seek any federal or state funding can hire only men. Schools that don’t seek any federal or state funding can admit only men.
My point: While no one supports sexual assault or violence of any form against women, you have women justices on the Supreme Court declaring discriminating against gender is perfectly legal. Remember when Sonya Sotomayor (then Chief Judge of the 2nd Circuit) claimed that “women make better judges than men” (a very sexist remark that is totally false) yet she was confirmed to the United States Supreme Court?
If you don’t like our current situation of ‘gender bias in the workplace or at school’, then work to change the law. It was female judges and not males that said we could discriminate in not hiring women at work or not admitting women in college as long as the corporation or school doesn’t seek any state or federal funding.
Kinda makes us re-think ‘ole Sonya’s statement ‘women make better judges’ doesn’t it?
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Bex vanKoot says:
December 31, 2015 at 3:24 pm
How on earth can you say “No one is in favor of sexual assault, rape, domestic abuse,…” No one.”
At least 1 in 4 women are raped. More than 1 in 3 women are sexually assaulted. Nearly all the women I know have experienced some kind of assault. Clearly SOMEONE IS IN FAVOR OF IT. Or it wouldn’t happen.
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Aberrant Lawyer says:
December 31, 2015 at 8:17 pm
Bex vanKoot
Correction: No rational human being.
I once had a client accused of sexual assaulting his daughter. He and his daughter were given lie detector tests (not that they are admissible BEFORE A JURY) but this was a trial to a judge. The man passed. The daughter did not pass.
From that experience as the trial lawyer, was she sexual assaulted?
My sister, who I love dearly, once claimed that she was raped at 16. I offered to take her to the hospital for a rape kit. She refused. Twenty years later when she had a son she told my entire family that she had not been raped and that she had said that to get the attention of a particular boy that lived on our street.
What are we to believe in your statement that 1 in 4 and 1 in 3? Too many times women lie. That is exactly why lawyers go over articles like this. We have a room of lawyers. We study what you type in comments. The reason: Because the majority of juries in this country (US) are made up of 7 or more female jurors. And women have a very very low opinion of men. Therefore by gathering information from blogs provided (knowingly or unknowingly) by Gretchen Kelly regarding the collective females’ views and poor opinion of men, we are successful in challenging for cause the sitting of women on a jury where a man is facing the death penalty for killing another man.
Already, some three hundred (300) MEN have been exonerated. You know why they were convicted in the first place? Because women believe like one female 60 year old comment in one of Ms Kelly’s blogs, as follows:
“Every time she saw a man walking alone in the park, she taught to herself, ‘he is here to murder someone’.” (Thank you Ms Kelly and the internet).
Oh and by the way, the judge in our case above dismissed the sexual assault charges against the father based on the lie detector tests of both the father and daughter because the tests were administered by the STATE. And before you say it, yes, lie detector tests are admissible before a judge if the judge agrees to accept the reliability of the lie detector test (ie. it all depends on who is the administering agency for the lie detector test).
But Bex vanKoot thank you for your poor opinion of men. It just might save an innocent man from spending the rest of his life in prison.
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Anonymous says:
December 31, 2015 at 8:33 pm
So you’re saying that your “advice” to women in this thread to “abort all male children” is…..research? You don’t think that make jurors are less biased? You are doing what many people in this thread are accusing the blogger of doing: painting an entire gender with the same brush. I’m not whiney or cowed and I don’t blame men for all of my problems. You, however, by your own admission discriminate freely against women. You exclusively represent men. And I bet they’re all amazing people who are falsely accused. And all women are whiney conniving bitches (except the ones you approve of personally) by default. It’s so sad that you passed the bar. Really. So very sad.
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Aberrant Lawyer says:
December 31, 2015 at 10:04 pm
Anonymous
Your comment: “You don’t think that make [male] jurors are less biased?” (insert added). From reading comments on multiple blogs concerning gender issues, my opinion is that men are not as bias towards other men. Since I don’t represent women, I don’t study the aspect of whether men are as bias against women as women are against men. So, in all fairness, I don’t know if men are biased against women. I will take your word on that one.
Maybe you are right though. Maybe I am “painting an entire gender with the same brush.” I don’t want to. I don’t like dumping all women into the same group of “men haters” but the cost of being wrong is too great for my male clients when facing the death penalty. And, this is especially true because I only represent men accused of killing another male. But I do love women. I love the way my wife’s hair smells, even when she hasn’t taken a bath today. I love the softness of her skin. I love her opinions on things and the way she sees things differently than a man. I love everything about her.
I would certainly like to think that all women of the age to be on a jury don’t automatically hate men. My wife certainly doesn’t hate men. In fact, she loves men too much for my liking, but I guess that is one reason I love her. She is harder on the females in our family and yet lets the boys slide on the same infractions. I, on the other hand, would do anything for the females in our family but not for the males until they earn it themselves.
In addition, your comment: “You, however, by your own admission discriminate freely against women. You exclusively represent men.” Seriously?!?!? If you don’t like it, change the law. Overturn United States v Virginia and progeny which held you can discriminate based on gender but not race, as long as you are not seeking state or federal financial assistance, which I don’t need. Plus, it would be a conflict of interest for me to represent women because I believe women often times are too subjective.
And finally, your comment: “And I bet they’re all amazing people who are falsely accused”. Richard Glossip is falsely accused and yes, I believe that he is an amazing man to have survived eighteen (18) years on death row! You couldn’t do it. I know I couldn’t do it.
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Anonymous says:
December 31, 2015 at 11:08 pm
Wow, you have a very exclusive client base. Men accused of killing other men….if men are as blameless as you seem to think, you must either charge an arm and a leg for your services or you are a starving lawyer. Your personal views on women are skewed. I don’t want to change US law. I don’t live in the US anymore. I also believe that it is your constitutional right to represent only men. That doesn’t mean that you’re not discriminatory towards women. It just means that you are legally able to discriminate against women in your private law practice. You’re still sexist in the extreme.
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Anonymous says:
December 31, 2015 at 11:10 pm
Also: dude, that’s one (1) example. I’m sure there are more, but don’t beat a dead horse.
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Susan says:
December 22, 2015 at 11:50 am
Again, the root cause of your issue and the author’s issue are the same but rather than use your issues to undermine hers, advocate for them. It’s like people who take exception to a fundraiser for one type of cancer when they feel another is more important. What’s more effective?
Undermining someone else’s cause or actively advocating for your own?
There’s room for both discussions. They aren’t in competition with each other. As with cancer research, they may even overlap and support each other.
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Voltairine Aspasia says:
December 20, 2015 at 1:10 pm
I actually agree with you, although statistics are difficult to prove because so much of what we all experience goes unreported, undocumented (both men and women feel humiliated by violence directed toward us). I will admit that domestic violence against men by women could very well surpass male on female domestic violence. I certainly don’t want to negate that in any way. But that can’t be used as an argument against what women are saying here. One thing at a time. All I can speak of is my own experience – of frequent harassment, to varying degrees. I’m a pretty open friendly person by nature. I’m polite – If people speak to me in a kind way I try to give them some conversation or attention, and that is often. But I have come to take for granted that when I go out in public, about 50% of the time I will either be followed through a store, hollered at from a passing car, or followed through a parking lot, perhaps menacingly. I have been sexually assaulted more than once. This has been happening since childhood: unwelcome touching, sexual coercion (not accepting no for an answer), stalking, slandering, lashing out at rejections of intimacy – all sitting on top of the proliferation of messages of being nearly worthless as a human being in relation to males.
I have empathy for men who also find themselves fearful of assault. None of us should have to live that way. But the sexual courtship component, the social power differential, the behavioral expectations – takes it to a whole different psychological level that you probably wouldn’t understand unless you were a woman, or similarly groomed to be passive, compliant or less-than.
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Aberrant Lawyer says:
December 31, 2015 at 1:04 pm
Voltairine Aspasia
I liked your comment and thought it very insightful.
May I respectfully ask without offending you or anyone else, is it an insult to you then if men simply do not talk to you when passing? Do not look at you in a store? When passing on the sidewalk, for a man to look the other way, as if you weren’t even there? I adopted this approach.
I speak to women only when spoken to because of the way women take things. A man never really knows how a woman will take anything he says and turn it into sexual harassment, etc… I remember when I was single in college getting viciously screamed at and hit in the face by a woman because I refused to have sex but she had just disclosed to me that she had herpes. Later she told a friend that my refusal was some sort of sexual harassment since she had gone the extra step of informing me before the act rather than after.
That is not however the way I am. I say hello to other men on the street.
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MAC says:
December 31, 2015 at 2:02 pm
Your personal anecdotes don’t negate the fact that men are predators, takers, users and that it is systematically instilled in all of us to fear them. Our culture and entire financial system values strength, power, force. Maybe you don’t consider yourself one of these kinds of men, but look across media, politics, churches, corporations and even our language, it reflects this reality. “Boys will be boys” is the point of departure; it gives men a free ticket to remain in a primitive state, unable to control their “urges”, not needing to be self-aware of their “man spread” (figuratively and literally).
And your list of cases where women didn’t get the death penalty? I wouldn’t be surprised that in most of the cases you site, there was a long history of abuse and trauma. Women are taught at very young ages to just deal with it; to not be sassy; to respect; to be quiet; to give; to be benevolent; to wait and be patient. These women stay in bad relationships. Sometimes they break.
And these cases are the exception. Men are the overwhelming majority of violent offenders. Did you know that the number one cause of death among pregnant women is murder by their partner? A pretty sick statistic in light of your “these women didn’t get the death penalty” whinging.
As for who makes a good Justice or not? You just proved that Sotomayor was correct. Ginsberg interpreted the case on employment practices and gender based on the CONSTITUTION, not her gender, self interest, or the political milieu of the day (Bush v Gore, for example). See, women actually vote, think, decide, assess, and analyze without regard to their anatomy.
PS And it was two women who fought to prove Richard’s innocence…
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Bob the mechanic says:
December 31, 2015 at 4:15 pm
I think a revision should be made…
“Some men make you scared of all men”… and once again, you’re saying “all men” can’t control their primitive urges…
I can agree on the rest though
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Aberrant Lawyer says:
December 31, 2015 at 8:29 pm
MAC
You are full of shit if you think it was two (2) women lawyers (Susan Sarandan and Sister Helen Prajean are not lawyers) who fought for Richard’s innocence.
Don Knight is a male lawyer. Mark Hendricksen is a male lawyer. I am a male lawyer. The only female lawyer is Kathleen Lord and she sat on his ass the entire time never filing one (1) pleading.
As far as U.S. v Virginia, you simply can’t read.
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Aberrant Lawyer says:
December 31, 2015 at 8:32 pm
MAC
And regarding your excusing women for killing…what about Cassie Anthony? What about the woman in Seattle that killed 6 newborn children. I guess they deserve it? They asked for it?
You are only feeding fuel to getting more and more women challenged for cause in sitting on a jury where a man is on trial for killing another man. Thank you for that.
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MAC67 says:
December 31, 2015 at 8:50 pm
It’s evident that you are not a very good lawyer. But then again, I respect lawyers about the same amount as I respect the criminals they represent.
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Aberrant Lawyer says:
December 31, 2015 at 10:21 pm
MAC67
And its obvious you don’t know how to read court cases and interpret them, do you?
That is fine that you don’t respect lawyers. I neither want nor need your respect to be happy with what I do for a living.
But one day, someone you love, maybe even yourself, will be charged with a heinous crime that you/they didn’t commit. Then you will pray to God that you have a lawyer that will fight for you and take your case to trial instead of doing like so many public defenders which is to plead their client out. “Bleed ’em and Plead ’em Lawyers”, is what they are called. I don’t do pleas.
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bnzoot says:
December 5, 2015 at 12:30 pm
Yes. All of this. And all the stuff we don’t even consciously acknowledge because it is as normal as the air we breathe.
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Mark Rose says:
December 5, 2015 at 3:38 am
Gretchen, your narration of unwanted experiences, and their immediate and cumulative effect, was superb. Yeah, I’ve received unwanted, sexually charged comments from colleagues and superiors. These were isolated events, and probably atypical for a male yet commonplace for all too many women. And therein lies the fundamental difference: Rare experience versus bombardment.
I also admire your courage for posting this. Some comments are encouraging, of men being honest yet open and receptive. Others are predictable. The cultivation of empathy, of being able to put oneself in the shoes (or heels) of another, could help. Unfortunately, this seems beyond reach for many. Anyway, thanks for the really nice job on this.
–Mark
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December 4, 2015 at 7:12 am
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Vanessa says:
December 4, 2015 at 6:15 am
Hello hello again !!
I know this is an English speaking blog but I have just stumbled over this article in the well-known French online newspaper “Le Monde” about harassment at University.
Title says:
“Sexual harassment at University is not a marginal (exceptional) phenomenon”
http://www.lemonde.fr/vie-etudiante/article/2015/12/03/le-harcelement-sexuel-a-l-universite-n-est-pas-un-phenomene-marginal_4823821_4468406.html
It is highlighted that most victims feel guilty of being harassed…
I will repeat it again and again. Why ?
Because our society doesn’t like victims. It’s bad to be a victim. It means you are weak, you can’t defend yourself…therefore (because we have archaic reactions) the victim is useless for society…
I’m sorry to post this in French…but it’s just to show that this issue is international !
;o)
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Vanessa says:
December 4, 2015 at 7:01 am
Just a little translation for the guys who don’t believe us (again !) :
“Les harceleurs sont presque toujours des hommes, qu’ils soient enseignants, personnels administratifs ou étudiants.”
= ” Harassers are almost always men, whether they are teachers, administrations or students.”
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argon321 says:
December 3, 2015 at 5:45 pm
Fitness columnist James Fell said it very well in a recent Facebook post:
“Guys, if you can’t fathom why women hate being catcalled just think about those obnoxious salesmen at mall kiosks. You know how awkward and annoyed you feel trying to get past them as they desperately push their shitty product on you? Imagine if that happened EVERYWHERE, and if – instead of shoe cleaner – their product was DICK. That’s a woman’s reality: a never-ending, thinly veiled penis infomercial.”
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Vanessa says:
December 4, 2015 at 7:03 am
Oh wow ! That’s well figured !
Thanks !
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Voltairine Aspasia says:
December 20, 2015 at 12:46 pm
That’s hilarious (The mall kiosk salesman selling dick) – but not really accurate to me. Catcallers and aggressive grabbers, pinchers, stalkers etc. are not selling dick as a service to you. They take it beyond that. What they are communicating is the desire to lock you into a short-term non-negotiable contract (with subtle or overt threats of force and dominance) whereby you will passively allow them to use your body to satisfy themselves by degrading your humanity to that of a pay-toilet.
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Bex vanKoot says:
December 20, 2015 at 1:15 pm
Yes, exactly! They are more like aggressive bad debt collectors who call and text incessantly, who threaten you and maybe even stalk you, who purposefully make your life a living hell, even though they know full well that you aren’t the person who racked up the bad debt in the first place, because they know they can get away with it and they hope they can harass you into paying money you have no reason to pay. That bad debt? It’s called patriarchy. And it can fuck right off.
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William says:
December 20, 2015 at 7:07 pm
Changing one group, trying to change the way men go about stuff has got to be near impossible. Males thought process and primitive instincts are just that, males instinctively behave in a manor because it’s hard wiered deep in there brains, this can not be changed and there brains just aren’t complexed enough to be altered. The majority of males are brought up by there parents, it’s up to there parents to teach them the way of the world with mum being the first and most important female to teach what is and isn’t acceptable, possibly the start of male female etiquette should be pointed out to mothers. How can females change to fit in without feeling intimidated? Don’t know, self defense classes? If females weren’t fair full of violence could they then stand up for them selfs? Stronger willed/more argessive females and everything should just fall into place.
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Bex vanKoot says:
December 20, 2015 at 10:18 pm
And yet our culture is constantly changing!
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William says:
December 20, 2015 at 10:28 pm
Not due men initiating anything. It’s up to the superior complex minds to work out how to be in control of any and all situations which affect them.
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Bex vanKoot says:
December 22, 2015 at 2:35 pm
Did you just say that men don’t have complex minds? Do you really think so little of yourself? “Whether you believe you can, or believe you can’t, it is the truth.”
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William says:
December 23, 2015 at 3:30 am
Women have more complex minds, according to studies. With some exemptions of course (google it). I’m not ashamed to admit to the fact that is a proven fact, it just is what it is nothing more and nothing less. Also proven is the primal instincts in males which I forgot to add is apparently more prominent in those with a lower IQ and nearly non existent in the higher range. For those who don’t have high IQ (not there fault) instinct rules judgment, which can not be changed easily and obviously some chose not to change. The problem (in this case men) cause the issue (inequality etc) that effects the oppressed (female) now there’s one of multiple solutions 1. In my mind is to teach the oppressed how to claim dominants in the issue (self defense) 2. Again in my mind The way young males are educated on the matteres of female/male etiquette with the most important female in any males life (mum) teaching (yes some exemptions). A bit of backround, Over here males are terrified with the implications of physically harming a female normally the IRA delivers a instant death sentence in the form of a hit man, although this is effective I wouldn’t wish living in this society. Now I don’t intend this information to be offensive, look it over and if you wish take some of it on board as a complimentary supplement in addition to this article (which I’m 100% with).
By the way, cheers for not trying to bully me about my gramer skills 🙂 like some others.
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Bob the mechanic says:
December 20, 2015 at 10:20 pm
How can anyone take you seriously when you have such poor grammar?
Speak for yourself about what is ‘hardwired’ into your brain, but don’t make assumptions about others.
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William says:
December 20, 2015 at 10:31 pm
On a mobile phone. And proven.
oh yeah, semantics!
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Bob the mechanic says:
December 21, 2015 at 12:07 am
when you use “there” instead of “their” EVERY time, that’s not the phone’s fault.. “manor” instead of “manner” is the same…
“The majority of males are brought up by there (their) parents”
Yeah… your point? Majority of all kids are brought up by their parents
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Anonymous says:
December 22, 2015 at 1:18 am
Lol bob the mechanic…I may disagree with you on some points, but on this one I agree. I believe William may have been trying to blame the mothers here. Which is just blaming women again. I also suspect that English is not william’s first language, and…well, I’ll keep the rest of my suspicions to myself. I sincerely hope that English is this…person’s second language (or 3rd or whatever), because otherwise this person’s posts are just a glaring example of the inadequecies of whatever English speaking school system in which he/she was er…..”educated”.
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william says:
December 22, 2015 at 1:38 am
ye sounding like oppressing someone? And Blaming Woman? Yeah well righto then, if you want to take everything ya read and then put the worst possible, most negative spin on it, that your right. You can’t claim to be open minded enought to think of the world in clear view.
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Anonymous says:
December 22, 2015 at 1:59 am
Ok, this is out of pure curiosity, William, but I have to ask…what’s your first language? I ask this because I am hoping that there is just a misinterpretation here….
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William says:
December 22, 2015 at 2:29 am
Gaelic and English. We learn both here in Ireland.
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Anonymous says:
December 22, 2015 at 3:04 am
And in Canada we learn both French and English. It doesn’t effect my grammar. Nor does my smart phone and it’s autocorrect. Your “logic” and “arguments” are as poor as your grammar.
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MAC says:
December 22, 2015 at 1:02 pm
Dang you were so close… Its….
stupid autocorrect your smart phone?
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Anonymous says:
December 22, 2015 at 1:52 pm
Why yes. Guess it happens to the best of us.
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William says:
December 23, 2015 at 9:03 am
Nope, no miss understandings. Your playing semantics on Grammer in order to try and belittle someone. Superiority complex Much! A well Privileged person picking on someone who obviously wasn’t privileged enough to get a good education. Your uncanny ability to cherry pick words, jumble them up and extract the worse possible outcome in order to come up with a world view, will forever cloud your opinions and inject negatively to all you talk to. Do find yourself help for the sack of everyone who has the misfortune to cross paths with you. Oh and these “””” only go one way :P, no provisions for one thats upside down on a true English keyboard.
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Rosie says:
May 13, 2017 at 9:46 pm
Question If your not clever enough to work out what this person is saying you should be picking on his grammer something like those who live in glass houses shouldn’t throw stones we will now see how badly you pick on me for not using gramner we will also see just how petty you are if you choose to reply 😛
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William says:
December 22, 2015 at 2:55 am
Original point was, there’s lots of different reasons why these issues in is article exist, the article covered some with handy suggestion on how to ease things. And I was pointing out my thoughts with explanation that Mum can assist son, and that there’s multiple ways of dealing with the lacking confidence of females this article was referring to one may be self defense classes (if harm is a issue). If you can’t change one issue (in this case men) change the one (females) in a way that they can be victorious. I do believe males don’t have to mental capacity to change enough. My self, well im for lack of a better description A sexual, I literally have no need or desire to “court” any gender
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Susan says:
December 22, 2015 at 11:44 am
That’s just bull and an insult to every man that rises above his baser animal instincts. The way I see it, we have two choices. Either behave in a way that justifies our belief in our superiority to other animals or drop all pretense of being anything but, up to and including social order and all the modern conveniences it affords.
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Bob the mechanic says:
December 22, 2015 at 4:12 pm
Thank you… I think William needs to speak only for himself when it comes to is irresistible urges and instincts, and the inability to control any of them.
I am going out on a limb and assuming William is a male.. whether I’m right or wrong about that, it’s a very sexist comment
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William says:
December 23, 2015 at 4:19 am
Women have more complex minds, according to studies. With some exemptions of course (google it). I’m not ashamed to admit to the fact that is a proven fact, it just is what it is nothing more and nothing less. Also proven is the primal instincts in males which I forgot to add is apparently more prominent in those with a lower IQ and nearly non existent in the higher range. For those who don’t have high IQ (not there fault) instinct rules judgment, which can not be changed easily and obviously some chose not to change. The problem (in this case men) cause the issue (inequality etc) that effects the oppressed (female) now there’s one of multiple solutions 1. In my mind is to teach the oppressed how to claim dominants in the issue (self defense) 2. Again in my mind The way young males are educated on the matteres of female/male etiquette with the most important female in any males lives being at the teacher. Just remember Susan, the way you see things, the way I see things and the way everyone else sees thing may or may not be the correct. BTW I’m 100% with this article
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Aaron says:
December 3, 2015 at 8:18 am
It always seemed simple to me how I should interact with women. Just treat them like people. I have no explanation for why men can behave so terribly. Maybe it’s because I was raised in a family with a strong maternal figure that I seem to have more respect for women. I can see where men go astray trying to hit on women. Usually I just try to make an innocuous compliment. Something they can choose to continue the dialog about if they wish or that might just make them feel good about themselves. Now that I think about it, that’s the same way I make new friends. Remove sexuality from the situation and the whole process becomes very unmuddled. I say we should look for friends first and embrace what may come.
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Aberrant Lawyer says:
December 31, 2015 at 12:18 pm
Aaron
Your comment: “Usually I just try to make an innocuous compliment.”
I though your comment above very insightful. But from reading other female comments, I am concluding females in general don’t want men to even ‘make an innocuous compliment’. Is that what the females herein are trying to say?
Like you, I personally have never whistled at a woman. Further, (and perhaps, not like you) I don’t speak to women on the street unless I know them (and then only when they speak to me first), and I never compliment a woman (with the exception of my wife, mother and sister, who are all wonderful women).
I opened a door once to the law school for a person coming in when I was coming in to the building at that same time. She had her hands full and I would have opened the door for anyone who needed help if their hands were full regardless of their gender. She ‘chewed me out’ for opening the door.
Just saying, I liked your comment so I thought I would ask: Are they trying to say they simply don’t want to talk to men or see men or hear any of the men’s opinions? Your thoughts are invited, Aaron. Thanks.
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Anonymous says:
December 3, 2015 at 8:02 am
So true, not to speak about less pay
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Kelly Salasin says:
December 3, 2015 at 7:56 am
At 51 years old, this piece brought me to tears as I read it aloud to my husband and sons on Thanksgiving Day. It also stirred in me a growing fire of understanding. Of the seed of gender discrimination. It woke me up a week later at 5 am to write this:
https://kellyandlila.wordpress.com/2015/12/03/being-female/
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Kelly Salasin says:
December 4, 2015 at 6:44 am
and then this, wondering if i should cool the fire in my head or let it burn…
https://kellyandlila.wordpress.com/2015/12/03/uttasana/
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Kelly Salasin says:
December 5, 2015 at 11:06 am
like a genie out of a bottle, they keep on coming…
https://kellyandlila.wordpress.com/2015/12/05/fire-in-the-head/
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SexySophia says:
December 2, 2015 at 6:43 pm
I am truly blessed or live on another planet. I have never run into much if anything in sexual fear, although when i worked 3-11 (evening shift) in hospitals i walked out in a group or with security gurad, to well lit parking area. just common sense for anyone, not necessarily sexual.
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Kelly Salasin says:
December 3, 2015 at 7:57 am
not sexual, but very much gender related
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Anonymous says:
December 2, 2015 at 3:30 pm
I like the article and would not deny a single line of it
Yet I have two point I always struggle upon when reading such article
– why is sexism always applied from men to women .?
The exact opposite of this article will never be nor published nor considered yet it is my believe it is as much destructive as the damaging effects describe in this article.
One last point which I ultimately do not get.
Yes women are being discriminated against yet still today who is mainly providing the education to the children.
Nations of macho man are raised by women complaining precisely about this.
How can this be explained ????
I you do have an explanation please let me know.
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Kelly Salasin says:
December 3, 2015 at 7:58 am
the children are raised this culture. the women are raised in this culture.
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Anonymous says:
December 3, 2015 at 5:01 pm
The children are raised in this culture :
Ok ….in the last century I would tend to agree.
However today more and more women share the same view as you do.
These women are mother themselves how one then could explain the society is not moving faster the direction of a better awareness ?
How can boys raised by women sharing the same vision or the same line of thinking you present in your article, can become the men you portrayed in the article. ?
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Susan says:
December 22, 2015 at 11:36 am
I can’t speak for the other women, but my boys are still small children. give them time (assuming their peers whose parents may or may not share the views of my husband and myself don’t undermine our efforts to raise them with self confidence.)
Also, this isn’t a male vs. female issue. There’s many men who share the same feelings. Conversely, there’s still a lot of women on the other side of the issue. I know my peers never took kindly to me rocking the boat.
Additionally, I was raised by both my parents. My sons are being raised by my husband and I, not just me. Just the assumption that only women raise children is problematic and indicative of social norms that hold society back. Even in single parent households, some of which consist of a father rather than a mother, the absent parent still factors into the child’s development, to say nothing of other families who may or may not pick up the slack.
Families are pretty diverse, especially in this day and age, and my point isn’t to elevate one kind of family over another, just illustrating the oversimplification of the argument that mothers are the ones raising these men.
That said, society has gotten better but there’s always room for improvement. However, many people think that we’re done growing or that things are fine so long as we aren’t like a third world country with sanctioned rape and the stoning of victims. Greatness isn’t born of complacency.
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LP says:
December 13, 2015 at 3:49 am
It’s the same reason racism is always applied to white people.
Are men disadvantaged by sexism? They are not. They enjoy significant advantages in every society on this planet relative to women. Until we are closer to equality sexism won’t apply the other way.
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WhimsicalWyvern says:
December 2, 2015 at 12:27 pm
Thank you for this well written and heartfelt article.
I am a woman raised in a sheltered enviornment for most of my life, from a boy-ish figure to heartfelt parents who listened to and encouraged me. But even I have lived through the fear and pain of modern sexism.
My coping came in the power of a tom-boy exterior. I acted like a boy, talked like a boy, I even emulated WALKING like a boy to let other boys know I wasn’t to be messed with. I went out of my way to get into guys faces during recess or gym class if they dissed my friends or didn’t let me play an organized sport because I was “a girl.” I had to literally flatten those boys in soccer, steal the ball from my own teammates in football, and yank the lacrosse stick of a man who played “keep-away” during a game to laugh at my short frame. I bluffed and yelled, creating a reputation that demanded respect from every man. When I started recieving that respect (from the majority of my classmates) I told myself those men had learned, had understood I was another human, not a “girl” who was soft and yielding. But, looking back, I’m not so sure. They treated me like another guy, but that didn’t change their actions to my friends or other girls. What happened?
I am now dealing with the duality of my anger-response in my marital relationship. At times when I feel insecure I lash out with the same tom-boy mask from high school when, instead, I should talk calmly and explain. My husband is a wonderful man, but even he does not realize why I refuse to watch/play/allow certain material in the house due to its portrayel of women. To him it’s just entertainment, fake, it does no harm. With this article maybe he can catch a glimpse of the world women live in.
Thank you.
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Kelly Salasin says:
December 3, 2015 at 8:00 am
even the best of men don’t understand because they didn’t grow up in our skin. they want to understand though. and the next generation, my sons, understand more than i could ever imagine.
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davidshelmerdine says:
December 2, 2015 at 8:56 am
wow just wow..im really blown away by your ability to lie about your own role in all these situations..birds of a feather flock together…when you hang around thieves you will have some of your property stolen from you eventually..You are the captain of your own ship in life..you choose where to hang out, with whom and what type of establishment to frequent..when men go to the shitty side of town and end up in a situation, they dont blame someone else the next day..they just own it..its time women like yourself quit complaining and start owning it..you choose everything in life and some shit is random but not realyy if you trace your thoughts and footsteps back far enough..grow up please.
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Gretchen Kelly says:
December 2, 2015 at 9:23 am
I obviously can’t respond to every comment, since there are well over a thousand here and on the multiple Huffington Post pages (published in 6 languages so far) and over 2 million views here on my personal blog. In other words? This struck a nerve. Rang true for so many women. Struck a chord with so many men who were touched by this. But your comment caught me at a moment when I have a few minutes to respond.
What you so elegantly call “complaining” I call speaking. Yep. Speaking about something most of us experience. Alas, some people will consider anyone saying anything that makes them the *tiniest* bit uncomfortable or anything that isn’t all sunshine and rainbows as “complaining.” You may want to examine why a woman speaking and writing about something that is a part of their life is so threatening to you? You may want to examine why you feel the need to react with such venom and disdain? Just a thought. Sometimes self examination leads us to understand ourselves better.
I am in no way a victim. I have been through some shit in my life. But you know what? I’m happy. I have a great life. I’m incredibly lucky. These things I write about? They are just things that happen. They are things I shrug off half the time. But do they make me feel uncomfortable? Yes. Do they make me feel a little scared at times? Yes. Do I want my daughters to experience this? Nope. Do I want them to walk through the world oblivious to the dangers? Nope. Especially when bad things happen to women who are alone. Just last week there was an attempted abduction of a woman across the street from where I live. In a quiet suburban “safe” neighborhood. She was taking a walk. Hmmm… maybe she should examine her actions and “be the captain of her own ship?” How dare she take a walk in the middle of the day???
As for my ownership in all this? I am happily married for 16 years. I have enjoyed wonderful friendships in my life with wonderful men. I have been blessed that all of the men I’ve been in relationships with in my past were great guys who treated me with love and respect. My relationship with men is and always has been very good. I don’t surround myself with assholes or misogynists or angry people. I am careful with who I spend time with and associate with.
I’m not sure how walking through a parking lot at noon on a Wednesday is putting myself in a bad place? Or waitressing at the fine dining restaurant, or any of the other restaurants I worked at, is putting myself in a bad place? Or working with corporate clients from Fortune 500 companies is putting myself in a bad place? Or walking through the airport on a Sunday afternoon is putting myself in a bad place? All of these are just a smattering of instances in which I experience what I wrote about in this article. Maybe next time, read a little more closely, maybe next time try to shrug off the haze of anger you seem to be viewing things through.
Or, I don’t know… maybe sit down and listen? You just might learn something.
Cheers.
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Aberrant Lawyer says:
December 30, 2015 at 10:21 pm
davidshelmerdine and Gretchen Kelly
David, I agree with you. However, you cannot rationalize with irrational people. If you don’t agree with the women they say “you don’t get it”. They do not want to accept that ‘you get it’ but simply don’t agree with their conclusions because they are flawed. Like you, I too have been approached by women (including pinched in the front more than I care to admit). My wife even reported one woman for it. Women are becoming more and more sexually aggressive. The only answer I can give to my wife and to you (not that either of you or my wife needed advice) is to ignore women.
I have even hired a female “expert” witness (CPA) once to testify in trial only to find when she got to the courtroom “[she] cannot testify because the assistant prosecutor (female) was a sorority sister”. And then she refused to refund the $2000. ‘Never hire a woman’ was the lesson other attorneys told me.
Actually, I wish women would simply abort male children. I don’t really believe in abortion but I hate the idea of an innocent little boy being abused by women like Gretchen Kelly. Can you imagine a little boy telling Mommy Gretchen:
“Mom, something happened to me at school today and I think we need to talk about it”.
Only to have Gretchen respond: “Shut up. This isn’t about you, its about women! YOUR LIFE DOESN’T MATTER”.
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Anonymous says:
December 31, 2015 at 1:09 am
I really, truly hope you aren’t actually a lawyer. If you are, I hope your female clients realize that you have a chip on your shoulder and leave. Gretchen isn’t minimizing the trouble that men encounter, she’s simply pointing out the fact that most women, at some point in their lives (and in many cases, frequently) have experienced/will experience unwelcome and/or threatening advances which we minimize and let go because it happens so often that it would be a huge undertaking and massively draining to respond to all advances. And we have the disadvantage; most men are bigger and stronger than most women. So they are more likely to pose a threat.
I guess my point is that it’s NOT A COMPETITION. Get over it.
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Aberrant Lawyer says:
December 31, 2015 at 11:45 am
Anonymous above.
I am a lawyer. Call the Oklahoma Bar and the Federal Bar of the Western District of Oklahoma. Gina Hendryx (General Counsel of the OK Bar) is a friend of mine, but that is because as a woman she doesn’t whine, isn’t needy and is not neurotic.
You talk about what women have to face daily. Consider what a male faces daily. Richard Glossip sits on death row in McAlester OK. Yet Richard Glossip didn’t kill anyone. Mary Winkler killed her husband in Tennessee and receive two (2) months in jail. Susan Wright Taylor stabbed her husband over 200 times and received 12 years in jail. Cassie Anthony killed her daughter and then went partying. Betty Broderick killed her ex-husband and his gf because her ex dared to divorce from her and only received 20 years. A female dentist runs over her husband in Houston TX…no death penalty sought. An ex-wife shoots her professor husband in Arlington TX because he divorced her…no jail time …no death penalty sought. A woman in San Francisco kills six (6) newborns…receives five (5) years probation. NOT ONE OF THESE WOMEN FACED THE DEATH PENALTY. NOT ONE!
And you say women face danger on a daily basis? Try walking in Richard Glossip’s shoes. He didn’t kill anyone yet has been on death row for eighteen (18) years.
In the criminal justice system, men face a 200% greater chance of receiving the death penalty than women for the SAME CHARGE OF 1ST DEGREE MURDER! They are 100 times more likely to be raped in prison than a woman.
Anonymous, you are one of those whiny, needy, neurotic women. Grow up.
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Aberrant Lawyer says:
December 31, 2015 at 11:52 am
PS. I don’t represent women like you (i.e. whiny, needy, neurotic). I do however represent my wife (when she tells me to). I represent men.
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Today is the day (@rallykindness) says:
December 2, 2015 at 11:48 am
Explain to me how a ‘woman’ is to ‘own it’ – when say, she is a 12 year old girl molested by her father or a 6 year old girl raped by her uncle, or a business woman at a business conference with record breaking company results getting an award and the president of the company hugs her and grabs a feel at the same time. Each of those people are supposed to “own it”, the way a guy like you does that goes into the wrong part of town? You are missing the entire point. How do the little girls I described, and which Gretchen is pointing out happens every single day, suppose to take ownership for who they hang around with. How does one avoid their father at 12? or their uncle at 6, as you say – ‘ you don’t put yourself in a bad place.’ – just own it….or a business woman just doing her job – earning a respectable living – and doing it well – still has a man ‘in a position of authority’ take advantage. She is supposed to own his inability to control himself? why because we have a vagina and men don’t know how to control themselves? Perhaps it is the men that need to own it – own that they are out of line. Perhaps you should face the fact – davidshelmerdine – you are part of the problem and EXACTLY who Gretchen is calling out. Listen. And maybe don’t be such a jerk. Your entire post is filled with ignorance. Why? Because you don’t get it. You have never lived having men taking the most vulnerable part of your being at a time when you are too young to even realize things like this exist in the world – and that is the reason that most women – if they are honest – ask themselves those exact questions that Gretchen described in her post – whenever they are anywhere. A bookstore, the country club, the office, in her yard – everywhere. When a man approaches, we ask ourselves those questions.
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Vanessa says:
December 3, 2015 at 8:00 am
Dear David,
I’m in the same line as Gretchen. Just mentioning what we have to live everyday doesn’t make us everyday/ universal victims.
As a matter of fact I know a lot of women who aren’t even aware that it is not normal to be sexually harassed in the metro, it’s juts normal…So here is the problem and when the problem is tackled we get reactions like ours.
Why ?
Because society despises victims. We don’t like them.
It’s bad to be weak, to be in that position even for occasional situations.
I don’t consider myself as a victim, but occasional victim of harassment yes !
And it started at a young age, around 12, when I started getting sleazy attention from older guys, (older meant over 20 at that age for me til 70 maybe )
So how could I possibly “own it ” at that age ???
How could my 15 year-old sister own it when she visited me in Paris and we got sexual unwanted attention every 10 minutes because she was blondine.
How can I own it when I get threatened by a guy as big as a wardrobe just because I ignore him or answer to him (that I stopped , too dangerous to do in Paris…)
If you are so clever, then please give us a solution.
But you can’t, because you’re a geezer and you don’t know. You just don’t get it.
Watch the film “Deliverance”, come back and tell us what you feel when you see a man get raped.
And then do the maths…how many films there are where men get raped…how many films where women get ?
Just answer these 2 questions…
I’m curious.
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Kelly Salasin says:
December 3, 2015 at 8:02 am
It’s time for you to: Listen.
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marymtf says:
December 18, 2015 at 2:25 pm
As a mother of sons and a grandmother I resent it that all men are stereotyped and demonised. Some women will relate to this post, but it doesn’t speak for everyone, certainly nott me or the women I know.
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Susan says:
December 22, 2015 at 11:14 am
At no point in time did the article say that all men are guilty of certain behaviors, only that all women have experienced those behaviors. And women are certainly responsible for their contribution to those behaviors, such as you and your own willful ignorance. Some of us want to raise confident upstanding young men that aren’t plagued with feelings of entitlement for their sake as much as anyone else’s. That won’t happen by ignoring certain societal problems and hoping they will magically go away on their own.
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marymtf says:
December 22, 2015 at 3:53 pm
Susan, What a coincidence. I’ve raised confident, upstanding men. They are loving husbands and fathers and sons. How you raise your children is your business. Mine aren’t plagued by feelings of entitlement unless it’s the expectation that they are equally entitled to the sort of respect they show to their partners and colleagues.
Whatever you’re aiming for, it’s never going to be a perfect world. We should all work towards improving it. Saying that not all men behave badly but ‘all women experience such behaviours’ doesn’t help and is surely mathematically improbable.
Pretending that it’s only the one gender that’s behaving badly isn’t helpful either. In Canada a woman who wasn’t allowed to take her sons out of the country and away from their father, drowned them in their bath. If she couldn’t have them, neither could their father.
A French court jailed a woman for nine years for killing eight of her newborn babies. She tried getting out of it by lying about having had an incestuous relationship with her father. Prosecutors asked for eighteen years but her lawyers wanted the jury to consider ‘the “distress” of a fragile woman plagued by neuroses.’ That’s entitlement if you like. Let me repeat, it’s not a perfect world. Pretending that it’s only one gender that’s contributing to it isn’t helpful.
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Katie Keesecker says:
December 26, 2015 at 10:08 am
“Confident, upstanding men” display these behaviors as well, at least at times. I’m sure they’re smart enough not to do it in front of their MOTHERS, marymtf, but that doesn’t mean that it’s not happening. Granted, it also doesn’t necessarily mean that they’re personally committing such behaviors, but don’t be that naive. If your son gave into the urge to make a sexist comment, reach out and pinch a woman at the office, etc., it’s not as though he’s going to run home and tell mommy about it.
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marymtf says:
December 26, 2015 at 3:22 pm
Excuse me if I’m wrong, Katie, but you sound as if you aren’t as far from your teens as I am. My memories are faded, but I do remember that teenagers, girls and boys, sometimes get up to things they’d rather their parents didn’t find out about. Perhaps your response is based on your own personal experiences. Most teens will grow out of it. Those that don’t, haven’t been raised properly or have had bad role models. I have always believed that parenting shouldn’t be a right but a privilege.
I think that once children are adults and have children of their own, their parents will have seen them in almost every family or social situation possible. It’s impossible to hide the sort of nature you accuse all.men of from their mothers or anyone else for very long. Flaws and all, men and women belong to the one species. Accusing all men of bad behaviour is as ridiculous and wrong as implying that all women are perfect.
I doubt that anything I’ve said will convince you, but it’s your blog so I very much appreciate the chance you’ve given me to debate the issue.
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William says:
December 26, 2015 at 11:13 pm
Like how you worded it as a urge. Control-able or not and to what extent?
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Aberrant Lawyer says:
December 30, 2015 at 10:33 pm
marymtf Katie Keesecker
Mary, you are a wonderful person and a good mother!
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LP says:
December 13, 2015 at 3:44 am
I’m sorry, did you say we need to own it?
Did you read the article? It is about rape culture. If a woman is harassed in a good part of town – it’s not her fault. If a woman is harassed in a bad part of town – it’s also not her fault. The definition of rape culture is placing blame on a victim for somehow playing a part in the sexual harassment they have endured.
It’s time for you – general you – men like you – to listen.
You know when I had my first taste of this? I remember walking to the corner store at 8 and having men whistle at me. 8 fucking years old.
At 8 I also had a man try and attack me in a bathroom stall at my elementary school.
At 9, a man fondled my leg on a bus.
At 13 a man masterbated in front of me on a bus.
I had to work at 14 and in order to keep my job I had to deal with constant sexual harassment from my employer. Around the same time one of my employers friends offered me money to attend a party for his friends. I got in trouble when I spoke back and told him “I am not for sale.” Again. 14.
At 15, I was raped. To this day, I’ve never told anyone until now. For the longest time, I thought it was my fault.
At 16 a man pulled up next to me when I was walking to work and offered me a ride. He was masterbating. The police didn’t believe me. They chose to believe his story that his penis fell out of his pants.
For years I put up with leering, jeering, comments from strangers, employers, teachers, coworkers….and society makes you feel like somehow it’s your fault. Society also certainly makes you feel like it’s your responsibility to diffuse the situation.
Walk a mile in our shoes before you make comments that support a mans right to treat us as if we are property.
BTW, despite all of the above, I don’t feel like a victim. I’ll never let any man make me feel like a victim. I want to change the environment that my kids grow up in. Enough is enough.
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Voltairine Aspasia says:
December 20, 2015 at 12:26 pm
Well, maybe you think we women should invest in burqas or teleportation devices so that we never have to venture out, as ourselves, into the world of men (which they have dominion over and rightly so)… Because behind those words of yours lies the hidden assertion that men are in control of all shared space. If a man is in the room, on the street, in the workplace, in the elevator, the parking lot – it is our duty to either be completely invisible, or receptive – or shut the fuck up and take full responsibility for his behavior. I think instead, that you should grow up, little boy – and lose the profound sense of entitlement that has been instilled in you. I would like instead (of women hiding, deferring, cowering, writing essays to try to appeal to your reason) for it to be assumed that every woman will call out threatening behavior openly directly and without fear, and that every woman is carrying a gun, and that we will, logically, defend our persons against violence with lethal force if pushed to the extreme.
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Susan says:
December 22, 2015 at 11:10 am
By extension of your logic, we can’t leave the house because any part of town becomes the wrong part of town when you’re female. When I was 10, I had some random 12 year old boy come behind me and school and grab me inappropriately. Mind telling me how I was in the wrong place at the wrong time in my own school in my own town?
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Vanessa says:
December 2, 2015 at 6:14 am
Hi Gretchen,
Thank you !
This is so real to me too. I’m Parisian. I’m desperate to explain to my buddies how it is to be a woman in a alleged modern society.
They just don’t get it.
Worse, some of them think we like to get unwanted attention.
But they don’t realize that we don’t want RUDE unwanted attention. And that’s 99% of the case.
They don’t understand the violence of some behaviour even if it seems tiny to most of people.
We are then accused to overreact.
I have been accused to overreact. To be too sensitive.
I sometimes wish I would be a man for a day to understand what it is to walk around free, to not worry in the evening, to not feel the stress of being stared at in the subway etc…
My ex said he had been hit on quite explicitly once in his life by a woman in the metro…made him super uncomfortable.
But I’m not sure he makes the connection with what we endure on a regular basis.
I have chosen to leave Paris, even though I love my city.
I left not only for that but now that I love in the Netherlands I feel the pressure is gone.
I can wear feminine clothes again without fearing harassment.
I had to wait to be 40 for that… Great !
We should publish a list of all the things we do they are not aware of…
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Vanessa says:
December 2, 2015 at 6:48 am
…now that I LIVE in the Netherlands of course…but I love too :o))
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Eddie says:
December 2, 2015 at 2:47 pm
Men do not go around as worry-free as you think. Women come across a kind of violence, men come across another one.
We most definitely need to be careful in the evening. We may not get sexually harassed, but the number of men who just snap out at other men for no reason at all may surprise you. I already had to defend myself from some of such situations. We come across violent harassement very often. So we do our best to avoid it: act tough, put a badass face on etc. and you may get away with it. But if a man looks weak, be sure he will be an easy and frequent target for such kinds of violence. I train hard at the gym and learnt martial arts precisely to have a chance at defending myself when the time comes.
And yes, your boyfriend may have been superuncomfortable when a woman hit on him, but that is because usually it’s men that go after a girl. Which also explains why so many more women have a partner with respect to men. As a man, it’s INCREDIBLY hard to get a girlfriend if you’re not a walking god who can get anyone he wants. I have female friends who had 8 partner in the only 4 years. That is insane for a man. But of course, having it easier than men (and women do have it easier, on average <= key word "average", not always) also has its bad sides: unwanted attention. Men, on the other hand, do not get as much unwanted attention, but "on average" have it MUCH harder to find someone. And this is not a small problem, because what kind of life is a life with no love/affection? I may have a job that pays well, a nice house and a nice car, but if I don't have a partner I feel like I failed at life. I'd much rather have a partner and work as a cashier, than be rich but lonely.
I do not want to get into a superlong comment, I highlighted only one side of being a man. We do not have the same problems as women, but we have other ones that very often do not get talked about. This is one of the reasons for which over 80% of the suicides have a man as a victim (which relates to the previously mentioned feeling of loneliness most men experience), and more than 85% of the homeless people are men, for instance, just to mention two problems derived from how society wants us to act.
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Vanessa says:
December 3, 2015 at 7:47 am
Hi sorry, maybe it’s cultural, I do not know what you are talking about.
In Paris, the % of singles is higher with women than men at least at a younger age (til 30-40) then it tends to invert… So we’re on equal grounds (I just checked the numbers to confirm this)
And I don’t understand why you talk about the “problem” of being lonely following a comment and an article speaking about general harassment women have to go through.
None of my buddies feel unsafe when they go out. Some have been in fights but at least they were equal to the other guys…which I will never be, being petite.
Learning Jujitsu and Aikido was not very fruitful for me either…
So let’s remain practical. It is a fact that women get (on top of all the things you’ve mentioned) sexual harassment on a regular basis (even my mum who’s 66) that we get raped more than men (numbers in France for last year were something like : 93 or 94 % of sexual victims were female/ 96 or 97 % of perps were males)
So what are you trying to say ?
That guys have their problems too ?
As if in “we weren’t aware of it” ?
Guys get harassment ?
Yes, and fyi we sympathize…which is not the case of your gender counterparts (I’ve heard from guys about this subject that guys who get abused are sissies, are pussies, weak, faggots etc…) so who is unfair here ?
+ It is proven that women get lower salaries for the same job (at least in France, the rate is almost 20% less)
As I said before, I have many buddies, I love men, I get on with them, but honestly for some things they are ignorant, this is how it is.
But please be aware that coming up with a post mentioning loneliness as a guy in response to my (our) everyday harassment experience in Paris makes me think that maybe the reason I get harassed is that guys are lonely…
Is this your message??
I hope not.
I think your post is missing the point.
Did you understand what we are even talking about ?
I think you are talking about yourself (most my buddies had much more girlfriends that I had boyfriends…but indeed some had less…that’s life, that’s personal)
Sorry, I don’t mean to be harsh but I don’t know what you are talking about.
Take care.
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AstarteOurania (@AstarteOurania) says:
December 3, 2015 at 10:29 am
“As a man, it’s INCREDIBLY hard to get a girlfriend if you’re not a walking god who can get anyone he wants.”
Now that made me laugh because the same complaint is made by women – if you don’t conform to the current “standard” of beauty, it’s impossible to find a good boyfriend. I think both sides should be more open in the choices for dating. In any case that’s not relevant to the writers discussion.
On the rest, in a big city everyone has to be watchful because muggings happen, violence happens, but it is worse for women because women are assumed to be easy targets. When given a choice between a random male and female target, the criminal is going to most likely go for the woman. Even though we both have the threat of violence, we as women also have to worry about everything the author mentions as part of our “typical” life as a woman, things I also have experienced: being touched in the subway, being manhandled by a date the first time meeting, sexual harassment on the street, professors making inappropriate comments about women’s bodies, not taken as seriously as a professional as men in the same field, having to lie about having a boyfriend, and more but I’ll stop here.
I get what you’re saying that men have their issues but if you take all that I have mentioned and say it happened to a man, people will be shocked and appalled; if you say it happened to a woman, everyone will nod that it’s expected as a woman at some point to have these experiences. That’s what needs to change, none of these things should be a “typical” part of someone’s experiences. You have to have respect for and treat others with respect no matter what is going on with you personally. Period.
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petakia says:
December 25, 2015 at 11:14 am
Well this is straight up false.
Click to access cv14.pdf
Go to page 6.
Men are more likely to be victims of violence than women. That’s a very large sample of data collected by the federal government of the United States of America. It’s not a one-off, either.
So there’s the “easy target” myth.
Everything else is about comfort and status, not actual safety.
Yet for some reason, I always, always see those two absurdly conflated.
If you want to be empowered, stop feeling threatened by things that don’t actually threaten you.
I’m not saying those things are justified or appropriate; I am saying that you will be better off learning to shrug them off rather than being engaged in a community and ideology that promotes hypersensitivity.
This discussion, this original blog post, was about women constantly trying to be safe. Not comfortable, safe.
One problem:
I think the author is overly fearful. I think most of her behaviors are completely unnecessary. I think being overly fearful is an extremely common neurosis, among both men and women*, and that fixating on it in this fashion can exacerbate it.
I also appreciate that these neuroses are difficult patterns to identify and fix; and that it’s very common and very easy to externalize blame instead of developing the insight to ask how much of one’s fear is rational, and how best to be safe while minimizing fear.
Oh, and people have catcalled me and said lewd things to me, as a man. Men and women have been sleazy and inappropriate to me. I was weirded out the first time or two, coming out of my sheltered youth; then I took it in stride. People have been nuisances to me, and I learn to negotiate those circumstances with some balance of tact and self-interest.
You can do that too.
*Though as a man, my greatest fears are of social rejection; the kind of rejection that often finds a valid basis in reality due to others’ irrational fears.
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Susan says:
December 22, 2015 at 11:07 am
The problems men and women face are different but the root cause is the same. Society sets forth a certain set of expectations for men around dominance and male entitlement. Those who do not thrive in such an environment may take it out on women, and those who do thrive still act out aggressively toward anyone, male or female, simply because they can.
Humans like to fancy ourselves as better than other animals, and rather than confront our baser animal instincts so that we can truly rise above them, we rationalize and make excuses for them instead.
Now plenty of people can and do rise above it, but only because they are open to discussion, even uncomfortable ones.
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El pensadero de Yai says:
December 2, 2015 at 3:12 am
Hey Gretchen, I have just discovered your blog. This is a brilliant article! Thank you for it!
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nuhaptu says:
December 2, 2015 at 1:16 am
Wow, just the dialogue here gives insight to each person’s own observation of our world. “Ignorance is Bliss” as the saying goes.
There is the evil of omission and commission…one is committing the wrong, while the other turns a blind eye and allows it to continue. If ignorance is anyone’s choice in a world of full access to information on the World Wide Web, then we must question the intent of such a close minded individual. Then again, ethics and equality is not a subject distributed to all schools of thought.
Just a suggestion to anyone that is interested “Why Does He Do That?” by Lundy Bancroft is very informative.
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stev says:
December 1, 2015 at 11:47 pm
How do we expect to allow increasing numbers of unsocial men (internet age) become better at interacting with women WITHOUT there being some tension. Maybe in many cases; the reason men behave in a way that is uncomfortable could be because they are socially awkward even behaving aggressively as a front to break out of their dis-ability with meeting women? I am biased but as a man in college trying to sort through this myself i can say that over the last 2 years of me actively approaching i have probably disturbed and made many women uncomfortable. I have made it through this phase and can now relate to women in a comfortable friendly, sexual if warranted way and can gauge (better than before) such that I am now able to have girlfriend etc. I fear that a kind of closed mindset common here does not allow space for men to develop and learn how to interact. I believe social openness is needed in both sexes; the men making people uncomfortable spawns from social leading to sexual inhibition; the rapist being the extreme case? although the social climate plays a role i feel its more important or at least not talked enough to deal with it on a personal level IE self development and personal responsibility. Perspective from the other side possibly under represented ..?..
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Shayn Hartsell says:
December 2, 2015 at 7:49 pm
The reality here is that you can not expect women like myself who have been raped and assaulted to “Be patient” and baby men into some level of understanding when we are the ones in danger because of the men’s actions. If men are going to understand where we are coming from, they are going to have to hear some things that make them uncomfortable without claiming that the women should be more lenient with them. They are going to have to just hear some things that make them feel uncomfortable and acknowledge that they themselves are the ones who need to make some changes to level the playing field. It is not up to us to continue de-escalating for men’s comfort, it should in fact be the other way around since mostly, men are not in danger from us, and are not made to feel on edge every second of their existence because of women’s treatment.
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Steve says:
December 3, 2015 at 11:15 am
If we want men to de-excelate women need to learn to excelate and approach, everytime a women leaves this up to the man (common in western macho bs culture) it insites the very over aggressiveness we see. We cannot expect men to simply de-escelate/approaching less as unless women make up the difference, we will end up like japan where relationships just dont happen! This is horrible! Romance is beautiful right? Go ahead and level the playing field right?…
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Lw says:
December 3, 2015 at 2:31 pm
Agree. But if the man in question is consistently defensive to the point of anger and yelling, dominating the conversation in order to deny it, what woman wants to put herself through repeated shouting matches with an uninsightful, entitled clod? For his benefit OR hers?
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weirdredeft says:
December 12, 2015 at 3:17 am
I’m on board with all this. I hope this bit is helpful for all. If not, I’m sorry and I’ll read the replies and try to adjust.
There was a time if a woman unexpectedly pointed something out to me about how my behavior might have come across, it sometimes seemed to a younger me to be coming from just over a threshold beyond which polite denial must become deep frustration, even disgust: that I should have known better and therefore was being intentionally insensitive or mean or cruel or entitled or reckless as the case may be.
As a guy who has never been warmly embraced by the macho community, I felt (felt) so starkly condemned at some of those call-outs that I did sometimes react in panic with vehement defensiveness, which only made things worse. I felt like I was being cast out and condemned, sometimes by people I loved, so I felt that defending myself was utterly urgent, and listening just felt like having my sentence read. I know. I haven’t had an experience like that in a long time but if I do, I hope I respond with quiet compassion and listen rather than argue regardless of how I saw myself in the situation.
Almost everybody wants to be forgiven, enlightened, and worthy of trust. I’ve always really wanted to be fair, honest, open-minded and kind, and since I already had ptsd from some of the kinds of things in macho culture this article talks about, I was often surprised the times I was called-out, but always willing to listen and change and always super grateful to be given the explanation and opportunity to become a better person instead of condemnation (and in those cases I may’ve been the 14th man that week to do something stupid, or it may’ve been the 14th time that week that I’d done something stupid and I needed to be brought around immediately, for which I’m grateful for the lack of politeness).
There were times when it may’ve helped being told “stop defending yourself, it’s okay but what you said/did is not ok and here’s why, big picture: Listen to me, you said what you said it’s my turn to talk.” It may’ve made me feel like I’m back in 4th grade being misunderstood and ostracized by mean teachers again, or whatever trap it springs. But I’m listening. There were times I was simply sent away to go figure it out myself, and I didn’t always succeed and repeated the mistake until someone finally explained it to me, no matter how obvious it may be once you know.
I think communication is a lot better now than it was 10 or 15 years ago. The message might get spread even to the most intransigent from those who are listening. I hope so. We deserve better.
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weirdredeft says:
December 12, 2015 at 3:38 am
Looks like I’m still defending myself even now. No need for it.
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maureen walton says:
December 4, 2015 at 5:19 pm
important interaction….wow..we need lots of this. I m going to suggest that we start to understand by going to the source..looking inward to the masculine and feminine principals within each of us. and to the virtues of each . since we are polar opposites we could first sort out the complimentary gifts of each. and how each has the key to help the other. e.g…fem. principal creates all..masc. structures all. because our world views all through the male lens..both genders are very confused and distort everything so to untangle..go to source!
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steve says:
December 8, 2015 at 12:22 am
Agree, go to the source then, we are all conscious and aware, gender comes and goes yet awareness we all share, identify as a male or female, good-luck you damn fucking fools!, your testicles will shrink your vagina will dry up, gay, straight, estrogen, testosterone, genes are a swarm, these things are all in flux, impermanence and unsubstantial life with reference point, no ground no ceiling, underneath superficial appearances there is no person – have a look why dont you! the whole thing is just so damn stupid; stop identifying yourself you are selling yourself way to short
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Bex vanKoot says:
December 9, 2015 at 12:54 pm
So basically men should be able to make women feel uncomfortable whenever they want, in the spirit of learning, but women need to stop making men uncomfortable by trying to actually help them learn? If you want to get better at interacting with women, try some empathy on for size. Learning is uncomfortable. You should be the one to bear the burden of that discomfort, not the women you use to improve your social skills.
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Aberrant Lawyer says:
December 30, 2015 at 10:47 pm
Please, abort any male children you will have. Women tell little boys 2 and 3 years old that “their feelings don’t matter”, or “man up” or worse, that “their goals are not important” as if only little girls dreams and goals are important.
A lot of the women commenting in this blog should not give birth to male children because they will only abuse them with the concept that ‘a male’s life doesn’t matter.’
Please abort all male children. At least until you women grow up.
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MAC67 says:
December 30, 2015 at 11:18 pm
Actually, you don’t have to abort boys. Just tell the little boy he’s “acting like a girl” and your problem will be solved. If I could punch your face, I would.
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will I AM says:
December 30, 2015 at 11:48 pm
Violence against men, double standards must there MAC.
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Anonymous says:
December 31, 2015 at 1:20 am
You have serious issues. Seriously, I don’t know what your mother did to you, but I’m sorry that she was apparently so dismissive. And if she wasn’t, then where are you getting these ideas that mothers are the parents who tell their little boys to “man up” etc? For the most part, that’s the dads. Get professional help.
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Anonymous says:
December 31, 2015 at 1:31 am
I’ve personally seen/witness mothers behaving like this. This lawyer person isn’t too far wrong.
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Al Swearengen says:
December 31, 2015 at 8:54 am
From one man to another, shut up idiot. You make us all look bad.
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Ilona says:
December 12, 2015 at 3:13 pm
This is so sad but so true, at 12 an exhibitionist showed himself to me on my way back home from school, at 14 a stranger touched my butt going up the stairs to a Red Cross CPR training, at 15 a guy I did not know but I turned down for a dance blew up on me calling me all short of things, at 19 a band I auditioned for asked me to lift my skirt to see my legs because I was going to have to dress a certain way if I was going to be the front woman, at 23 another stranger touched my butt walking down 5th Ave in New York, it was 2 pm. At 40 a coworker asked me to have sex with him out of the blue, just because he knew that we would be so good together. There have been others but I yelled at them and althought I have been called crazy and femenist as an insult they don’t weight on me because I did something. The ones I listed avove I deescalated. I hope this article unite tespextful people to speak up when tgos kind of abuse happens to you or you see it happening to someone.
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Susan says:
December 22, 2015 at 10:55 am
There’s a distinction between feeling uncomfortable and feeling unsafe, and worrying about being embarrassed versus harmed.
In my personal experience, whenever people try to avoid an uncomfortable situation, it always results in a bigger hurt later on. It’s also possible I’m very different from most women and most men. I’m the kind of person who wants people to be open and honest with me, even if I don’t like what they have to say. It’s still better than the uncertainty of not knowing and the pain of finding out the truth later on.
In terms of dating, there’s a big difference between being afraid to ask someone out because they might say no and being afraid of saying no because you don’t know how poorly the person will take it, up to the point of physical aggression. Asking someone out wouldn’t be as big an ordeal for all parties involved if people coped with rejection better in the first place. We need to accept that liking someone does not obligate them to return the feelings. It’s okay to ask, but it’s also okay to say ‘no’ and be told ‘no.’
Also, people don’t become rapists as an extreme reaction to the complexities of dating. They become rapists because they don’t respect personal autonomy and they choose to impose their will on others. It’s irresponsible to imply that rape is ever a consequence of someone else’s actions or the subtle nuances of dating.
Personally this article was interesting for me because I never de-escalated when I was a girl, except in conflicts with other girls. It didn’t happen when men until I was a young adult, and I think it was because of too many years of people (male and female) marginalizing me for daring to advocate for myself. After so many years of being bullied, I bought into it and no longer felt that I deserved better. In that sense, the onus is on everyone, male and female, not to discourage people from rocking the boat when need be.
As a mother of boys, I don’t take lightly my responsibility to raise them with self confidence and the ability to take ‘no’ graciously.
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Scott says:
December 1, 2015 at 10:20 am
Thank you for the insite as a father of four daughters and husband I need to hear this so I can learn to listen better.
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julie's cuisine says:
December 1, 2015 at 3:36 am
I love this site come visit mine good day 🙂
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MAC says:
November 30, 2015 at 4:13 pm
whether it’s written with a broad brush or not, religion perpetuates it, language perpetuates it, and misguided expectations perpetuate it. And the fact of the matter is, ALL men own this. Men, sitting in their privileged chairs, benefiting from the rules they wrote, using the resources they pretty much raped from everyone else, they own it. You can’t have 70% of the political power in the hands of less than 50% of the population and think there isn’t a problem. You can’t have 95% of the private power in the hands of 30% of the population and think there isn’t an imbalance. We can blame biology, argue men are at the mercy of their uncontrolable sex drive, but let’s face it, we stopped being Neanderthals a long time ago.
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Bob the mechanic says:
December 20, 2015 at 4:46 pm
OK… for one.. lets accept that there are regional differences in the prevalence of the issues at hand.
For starters.. I have only witnessed catcalling and lewdness (in person) less than a handful of times.. and most of them were by my roommate at the time, who was a complete and utter asshole.. manipulative, narcissistic, and an egomaniac… surprisingly, he had GREAT success with women.
Now how about where I DO notice lewd behavior, unwanted sexual advances, sexual objectification on a DAILY basis??
THE MEDIA
So until we stop promoting (by watching) shows and movies with this behavior, we’re never going to get anywhere trying to change anything.. Young, influenceable minds will gladly accept this as being acceptable behavior, and take it a step further as REQUIRED behavior in order to get attention from the opposite sex…Guess what.. for the most part, they’re correct, because that sort of behavior DOES work.
So for the women.. try and be conscientious of this behavior.. don’t fall for it if you’re against it..
And for everyone, stop supporting the media where it doesn’t agree with your views
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Anonymous says:
December 22, 2015 at 12:59 am
Ah, ok, so it’s been the media’s fault that men have thought that they have more rights than women since before the media existed? This is the same argument as “the media made those kids shoot other kids”, “the media made those guys rape those girls”, “music made those kids kill themselves”….etc. THE MEDIA isn’t at fault here. The CULTURE and the propagation of that culture from generation to generation is to blame. Individuals are to blame. The media reflects the culture, not the other way around.
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Bob the mechanic says:
December 22, 2015 at 2:01 pm
The media certainly can’t be blamed for starting it, because you’re right… the issue has been around far long than the media has.. but they seem to be perfectly happy to keep it going… why? because sex sells… and so does violence. It’s on all of us collectively to recognize this and at least support media which reinforces positive behavior if we can’t eliminate the bad.
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erin Dragonsong says:
November 30, 2015 at 12:38 pm
Wow! The comments to this article really show how embedded this sexist mentality is in our culture and how hard (and subconsciously) we work to disown and deny it!
Disappointing and distressing.
The article itself — lucid, real, and more pertinent than most of its readers seem to understand.
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Kaley Belakovich says:
November 30, 2015 at 11:06 am
Reblogged this on A work in progress and commented:
This is an amazing read.
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lillyms93 says:
November 30, 2015 at 8:28 am
I’ve never thought of myself as a feminist, in fact I used to hear about feminism even as a woman myself and think who cares? However moving to the Middle East has really opened my eyes into century’s old habits that men make and the way women are seen literally as second class citizens that not I even notice that not all of these ways have disappeared from the western world. So much that all of the things you wrote about really struck a chord with me. This post isn’t an attack on men, feminism needs to be held by everyone until we make enough difference, it’s certainly not something to ever be brushed aside by anyone. All of the things you have written are true for most women! Loved this X
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Margie Lazou says:
November 30, 2015 at 5:16 am
Sorry, love, started reading and then stopped when you said that we don’t react because we’re afraid to be called a bitch. Let me tell you a story. I was raped by a classmate when I was 14. My mother told me “so, what” when I told her, some years after. It made me be like the women you describe: scared, fearful, weak, subservient. But then I had to deal with it, or die, and it wasn’t much of a choice. So I dealt with it. I dealt with him, and I dealt with feeling lesser. End of story. So, deal with it. No, really, deal with it. Stop being afraid, and small and meek and subservient as if something’s bad’s gonna happen to you if you don’t. Nothing WORSE is gonna happen to you than you already do to yourself by perpetuating this mentality. Oh, and when you start being labeled a bitch, that’s the indication that you’re doing things RIGHT. Not wrong. Good luck to you.
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Terry Ponder says:
November 30, 2015 at 11:56 pm
I am sorry for you, BUT, Your mother was wrong, and SICK., , and at age 14 my daughters, unless he was a much larger male, would have been hut and at least would have had one eye gouged with their thumbs . BECAUSE WHEN YOU PLUCK A GUYS EYE OUT, THEY USUALLY RECOIL RAPIDLY. EVERY WOMAN SHOULD BE TRAINED TO DO THIS….IT SHOULD BE A CLASS IN SCHOOL. I can tell you that when you GOUGE OUT A MANS EYE, OR RIP OFF HIS EAR, HIS FOCUS IS IMMEDIATELY CHANGED. Most people think that a fight is to guys hitting each other, I live in the Ozarks, Springfield Missouri and I am a man of God and a peaceful man, I also am a professional, but I so trained in martial arts, and boxing, but I have been in two flights in the last 5 years and as I work with ex-cons and drug addicts and alcoholics, and attacked twice, and I fight as if my life depends on it because it does. I will first punch someone in the throat, which can cause death, and at least will make it extremely difficult to breathe, if I am taken to the ground I will gouge out an eye, bite off an ear, THAT IS WHAT A FIGHT IS. AND EVERY WOMAN NEEDS TO KNOW THIS.
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davidshelmerdine says:
December 2, 2015 at 8:59 am
is this humor? you are going yo rip someones ear off?? i dont think so..you need help sir.
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njohnny97hotmailcouk says:
November 29, 2015 at 7:34 pm
As a bloke, it was interesting to read your article, and to be honest you’re right! I really had no idea it may have been this frequently, and this bad. I mean i suppose i can relate in a way, as a cyclist there isn’t the infrastructure on the roads to ride in Britain additionally on a cyclist path pedestrians don’t recognise the pathing or speed of a cyclist who can easily reach 20 mph. It’s interesting because we are very vulnerable on the road and get shunned on the pavement, I suppose it’s a less extreme version.
If i were to draw a few comparisons like wearing that extra fluorescence jacket in order to get noticed and as a result cooking because of the exercise. Must be similar to not wearing tight dresses to feel like a piece of meat.
But the elephant in the room is that as humans we shouldn’t have to do extra things just to protect us on the road/ or be scrutinised.
What do you think would actually help this situation?
I can think of an issue which may influence behaviour, like the sexualisation of women on tv in order to promote perfume. If an advert treats a woman as lustful, or as an object for sex, maybe this has an impact on social behaviour?
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Terry Ponder says:
November 30, 2015 at 11:37 pm
You are absolutely right there Bloke, when half the women in the world dress to look like hookers and seek attention by flaunting their breast, etc,. just look at any magazine cover showing the Hollywood ” red carpet” crowd where it seems to be a contest to see who can wear the least clothing, they degrade all women. It is just like the “waif look” where anorexia seems to be the desired standard, dangerously warping the minds of young women. As a psychologist with 2 daughters of a teen and preteen age, I am glad my daughters have developed a realistic “body image” concept, helped by being involved in athletics, soccer, baseball, softball and sports where, you can be feminine, but also want to have muscles and strength to compete.And my 13 year old girl could kick the average 13 year old boys butt in any sport and also in an actual fight, as we have trained, and usually men don’t become actually become physically stronger until just about at their current age.
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Abigail Covington says:
November 29, 2015 at 5:03 pm
Thank you, thank you, thank you! This is so very true!
For me the ogling started at 10 years old. I still remember at that age walking into a store near a construction site and 3 men nearby turned to stare at the child who had developed early. I learned early to make situational awareness an important part of how I walked through life.
For those saying, “It’s not that hard to tell them to leave you alone”…that’s not the point. The point is that you should not have to be constantly putting up walls, wearing your armor, fending off men, living on the alert similar to a soldier in a war zone.
Sexual abuse as a young teen, walking down the aisle at the grocery store and a couple of fun arm wrestling matches with my male friends taught me pretty quickly that a man was something to be feared and that is something I have never forgotten. I have chosen to not live my life in fear, but instead to take measures to keep myself safe. I carry concealed, I am always aware of my surroundings, people nearby, etc. I am not afraid because I know I can handle a situation were it to become actually dangerous, but I am still always on my guard…at home, at work, in a coffee shop. The only time I ever relax is while in the company of a man I trust and there are not many of them.
One experience that still infuriates me to this day was once when I was 20 years old when I went with a group of friends to tour a city, one of those friends was my almost boyfriend. While walking through a park, 2 rough looking men walked past, saw me and grinned. I was not on my guard at that moment, I was with several strong guys and perfectly safe. I didn’t think much of it until later that evening when we discovered those same men following us and make gestures at me. Again, didn’t think much of it, it was normal life for me. But my boyfriend did not see it that way. He was angry, broke up with me because he decided I was a flirt, had wanted the attention from those gross men and was not the kind of woman he wanted to be with.
My teenage brothers think I carry a firearm because it makes me feel tough or maybe because I think I might get robbed of the $5 in my purse. They don’t understand that my reality is that since I started carrying, I don’t feel afraid anymore. I no longer clutch my keys between my fingers or keep my thumb on the switch of my pepper spray knowing that neither of those will be that effective if a man really wants me. My heart no longer jumps into my chest in quite the same way any time a rough looking man walks too close.
I think if women are going to change these things, the answer is to take back the power for ourselves. Don’t put yourself in a position of being forced to always depend on a man to help you, a good man will not always be there, but a bad man will be. Get yourself a firearm and learn how to use it. Learn to walk, talk and carry yourself with confidence. Don’t be a victim. If enough of us do this and teach our daughters to do this, we will command the respect of weak and strong men alike.
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Anonymous says:
November 29, 2015 at 5:18 pm
guns=not the answer. Not the point of the post, though. Just had to say. I’m guessing you’re American.
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njohnny97hotmailcouk says:
November 29, 2015 at 7:37 pm
As stated previously guns are not the answer, that’s not how mass social behaviour is changed, it just makes the world bloodier.
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Terry Ponder says:
November 30, 2015 at 11:22 pm
My girlfriend often said “CHIVALRY” was dead. And as a woman with her masters degree in Psychology and employed as a school counselor I have heard more than my share of authenticate cases of sexual harassment, sexual molestation and she was a childhood victim herself. I am also a counselor and very much aware of the plight women face. However, I am also a gentleman, and normal civil behavior such as holding a door open for a woman, just like I do for an elderly man or woman for can be mistaken for being “overly friendly” or flirtatious depending on the woman and her level of awareness and confidence, or her over estimation of her “desirability”, and often at school I encounter college age women that have an unrealistic,over inflated EGO, delusional, in thinking that men are attracted to them or staring at them in class, when actually, they are looking at the clock that hangs right above where they sit. But because so many women overestimated their desirability and they are so self centered, self absorbed, they think they are being checked out, when actually the guys are just repeatedly “looking at the clock” waiting for time to pass. . Most civilized, educated men do not engage in the behavior described, and I have personally engaged and fought these animals because I am trained to do so. My father was a Marine and I was raised to respect women, I could talk back to my dad, but if I spoke disrespectfully towards my mother I was going to get a severe lecture on what it means to be a real man . Many women think they are being hit on, when they are just being treated as equals. My girlfriend, who is at a near genius level of intelligence declares that one of the worst things that ever happened to Women was in this society was the feminist movement, If women want to be treated respectfully, then “so many women have to start, acting respectful towards “womanhood’. When women carry on the double standard of flaunting their breast, being overly revealing and not practicing a certain level of decorum they bring disrespect to all women, The subconscious minds of all people, men and women absorb almost everything they see and hear without intending to do so. This “subconscious; behavior is often exhibited unintentionally, inadvertently without even intending to be offensive. Now when you have 3 construction workers ogling a 10 year old girl, the first thing I would do is ask them if they have children at home, or sisters, cousins, etc. and how would they feel about a family member being treated as such. Shaming a man is very effective, especially when in a group as at least one of those 3 guys is going to have a child or someone that he can relate to, being in this situation. Then again, sometimes you have total jerks, more so in big cities, where they have the sense of anonymity, or the “Pack Mentality” of wolves. In that case, castrate them all, not physically but verbally. But as long as you have a large populations of women, dressing like hookers or the Hollywood plastic people ( And I mean Literally plastic) on the red carpets, with breast, intentionally exposed, flaunting their bodies, they are going to be part of the problem rather than part of the solution.
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Greg Byron says:
November 29, 2015 at 4:54 pm
“There’s this thing that happens whenever I speak about or write about Young Earth Creationism. Things like God creating the Earth in six days, the Earth being only 5000 years old and miracles. I get the comments: Aren’t there more important things to worry about? Is this really that big of a deal? Aren’t you being overly sensitive? Are you sure you’re being rational about this?
Every. Single. Time.
And every single time I get frustrated. Why don’t they get it?
I think I’ve figured out why.
They don’t know.”
I stopped reading after this piece of sappy emotional rhetoric.
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bookworm659 says:
November 29, 2015 at 9:58 am
So true! The way sexism impacts our lives is quite underrated and the extent to which it pervades every single aspect of life where I live is quite similar to what you wrote.
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Selena says:
November 29, 2015 at 9:41 am
Men have forgotten their role in life. We nurture, nourish and bring life into the world. THEY PROVIDE AND PROTECT! They’ve forgotten to protect!
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Sad Sally says:
November 29, 2015 at 3:59 am
So many comments seem oblivious that they’re proving exactly what the author says.
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Anonymous says:
November 29, 2015 at 12:30 am
This is so true! I got cat-called by 3 guys on the train during rush hour this summer and tried to ignore it. However, then they continued to have a very loud, graphic and demeaning conversation about why they deserved sexual favors from women. It was clear that everyone within earshot was VERY uncomfortable. I wanted to call them out because that kind of behavior is simply unacceptable! But that felt instinctively unsafe (even though I was in a crowd of other like-minded people) and I didn’t know what I should say that wouldn’t just result in these guys being defensively dismissive – something that would make them think again instead of shrug it off. So I didn’t say anything.
It felt so wrong to just leave it and that still bothers me today. I don’t feel guilty, but it was clear these guys did not understand that their behavior was unacceptable, demeaning to both women and men. If none of us ever communicate that sentiment, then I know behaviors like that will not change. I know exactly how scary and intimidating it is to stand up to this alone, so I’m asking for your help to stand beside me.
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David Mark says:
November 29, 2015 at 12:14 am
Brilliant. I love what you wrote. More please!
And the result of this effects everyone. I as a man have less authentic relationships with everyone in my life because of the impact of sexism. My women friends withhold and my men friends also have impoverished relationships and as less skilled at relating. My boys are unable to experience the fullness of life and neither are my daughters. I am still learning the extent sexism effects my marriage and how arrested the development of my lovers has been.
What you’ve said is beautiful and true. More please.
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Anonymous says:
November 28, 2015 at 10:52 pm
Listen, I don’t want to be a minimalist but F. off. Come on the amount of boo hooing about this is really getting annoying. It is the same as the bullying phenomenon. Suck it up! this kind of shit is what is making the next generation of kids a bunch of pussies. (pardon the expression). feel free to comment or debate….
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a white man says:
November 28, 2015 at 10:25 pm
What the article expressed to me is an unnamed social dynamic that occurs with women because of society’s over-arching acceptance of a facade-type masculinity that allows for men to be superior to women. If this kind of social dynamic is in place, then women must act according to a male-dominated society. This is not a “battle of the sexes.” The phrase battle of the sexes is very male centered and chauvinistic itself. What this is, to me, is a call for humanity–for people to be aware of what kind of social, sexual, and gendered world they live in. The society (neoliberal Westernized modern) has created a space where men have an advantage in nearly every element. To ignore this element is to ignore everything one views on the television, movie theater screen, hears on the radio, and listens to in songs. This society is corrupt, and this is one example of it. If this situation were abstracted and thought of as being “a being” and “another being,” why should these two beings act in this fashion? It is because society plasters each being with a meaning, constructs, behavioral patterns, and expectations, making the beings almost beyond recognition. Human beings have souls (I am an atheist and I believe this), souls that are inclined toward joy and sorrow and love and despair. Without the trappings of conventional society, we are creatures that are exceedingly simple. We want love.
This article is trying to express something deeply problematic and does a good job. It is a foray into the broader social constructs that dominate our world. Think: if a woman must deal with this more than a man, what of people with different skin, culture, heritage, background, social standing, social class, social skills, sociability, or otherwise muted, concealed advantages in this world?
You must question and you must think and you must not balk, because true power comes from ideas, and ideas will unchain you. Meanwhile at this moment another woman goes through profiling and the society chugs on without recognition. Yet, never think that talking is not power. Words are our greatest power. Use them and use them well, and continue to think, because without thought there is no soul.
– E
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Lara/Trace says:
November 28, 2015 at 7:37 pm
Reblogged this on ☀️ army of one ☀️.
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Mbbc says:
November 28, 2015 at 6:40 pm
Ok: I really don’t care about catcalls. I don’t care about men glancing at my breasts (I do that myself to other women and I’m a heterosexual woman) or hitting on me in bars or making comments, giving compliments in the street. I also don’t care about people in general making comments, good or bad, or looking at me, whether they’re male or female. I don’t think this piece is about that.
I was molested when I was 7 years old. A 20 something year old man lay down on top of me, ground his crotch into me, slid his fingers up my skirt and under my panties and asked me if it felt good. I held my breath and said yes. Because he was bigger than me. Because he was on top of me. And because I was afraid of what else would happen if I said no. If I cried, if I screamed, if I tried to push him off of me. And I didn’t tell anyone about it until nearly a decade later. And when I did, the people I told minimalized it. I didn’t tell anyone because I was afraid of him and I was afraid of what other people would do. I was afraid that they would do exactly what they did. Even after I moved across the country, he contacted me. Sent me a pair of earrings from Hawaii. Whenever I looked at them, I was reminded of his smell. Of the feeling of him pressed against me, wriggling, worming, invading inside me. And I blamed myself. For years, I blamed myself and I let it go and eventually it was just this thing that happened. I let other men take advantage of me and I blamed myself for that, too. I de-escalated. I minimalized.
I think that is what this piece is about. There are things that happen to women every day, things that make them feel powerless, things that make them feel guilty for no reason, things that make them feel actually, really threatened, and they-we-brush it off, let it go, think it’s our fault. We minimalize because we’re afraid that if we say something, there will be consequences.
I’m well aware that not all men are like that. I know that there are good men, that they’re not all predators. But when you’re 5’5″ and 110 lbs, everyone bigger and stronger than you is a potential threat. So no, I don’t trust complete strangers. I barely trust people I know well. Because I’ve experienced what can happen. Even with someone you know, love, trust and have lived with for 3 years.
It’s not really men. It’s people. Women minimalize with other women as well. We learn that you can’t trust anybody. That everybody has the potential to hurt you beyond measure.
It’s not a blame game. It’s not a war between genders. It’s people. People suck. Every once in a while you find one who doesn’t suck.
But don’t minimalize. Don’t think it’s your fault. Honestly, there are times when de-escalation is the appropriate choice. And there are times when it isn’t.
This piece is just saying that a lot of men don’t actually know what women do to make thieir lives livable. What we write off, what we put up with, what we dismiss without even thinking about it because that’s what we have to do. We analyze, assess, and react appropriately. If the appropriate response is to be offended, then maybe that’s what we do. If the situation warrants caution, then we proceed with caution.
Everybody does it. Male, female, attractive, unattractive….
I’m out. I’m done.
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Bob the mechanic says:
November 28, 2015 at 3:57 pm
This article, while true in many cases, I have now determined was “clickbait”… and yeah, guilty as charged here, it worked on me.
Who wouldn’t want to know the absolute truth about “all” of one gender or another… this has been well proven as false, and had I thought for more than an instant I’d have realized there is no absolute truth to be had.
So by throwing “all” women into the same boat, there’s bound to be lots of confict.. again, it’s clickbait.
Just don’t take what I say here to mean that men shouldn’t listen, or that I condone the conduct that’s offensive
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dornac2 says:
November 28, 2015 at 3:21 pm
I hear you, and some of the commenters too. Possibly, the answer is to admit vulnerability and find a way to use it as a tool. We are all vulnerable, and we don’t always lash out as a protective mechanism.
Karen, the era of victimhood has been around for the last 1000 years, but saying that something hurts is frequently the first step in making it stop hurting. Yes, we know that this person or that one overcame all the obstacles in their life, but guess what, I’m not them, and you aren’t either. Lay off your judgmental BS, and try to improve the world.
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Anonymous says:
November 28, 2015 at 2:26 pm
This is unfortunately the world we live in. The “Walgreens” perfect world doesn’t nor will never exist. I am now a near 30 yr old male. 1/4 costa rican, 3/4 white. The dark features came through very strong. I can’t imagine what a real immigrant experiences. I experienced horrendous racism growing up as a child. So much so that at the age of 10 I sat in a corner and plucked every hair from my body. Eyebrows, head, everything. I then took a bath with bleach water to try and “whiten” myself so I would fit in and stop getting beaten up. I would get Taco Bell burritos smashed in my face on the school bus, and adults would talk really slow to me like I had a disability so I could understand their English. As an adult, the white has definitely come through more than the dark features, but I now wish the opposite. My point? The world is a crappy place, the only way to get through is to look at the glass as full as possible and not dwell on the empty portion.
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Karen Severn (@Aggieof83) says:
November 28, 2015 at 1:33 pm
I wonder the age of the author. Sounds like she is looking for a way to be offended. And YES, she did purport to speak for all women.. look at the title of the piece. The era of victimhood.
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Boyalemo Blog says:
November 28, 2015 at 12:21 pm
Reblogged this on Boyalemo Blog.
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Benjamin says:
November 28, 2015 at 11:19 am
I’m struck that so many of these kinds of discussions try to delineate the differences between men and women, but what they are really highlighting is the differences between the violent and everyone else. I won’t say that it’s a small minority of men who take visual notice a woman’s body….that’s obviously not true, nor do I think it should be. But I do think it’s a fairly small number that would sit there and ogle someone, consciously, a significantly smaller number who would make some sort of gross comment, and a much, much, much smaller portion who would physically assault someone.
My point isn’t that enduring these kinds of interactions is no big deal….my point is that this kind of behavior is not normal to the overwhelming majority of men.
The people in those final three categories are: creepy, offensive, and violent, respectively. All three could make you feel threatened. But here’s the thing: there are creepy, offensive, and violent women, too. When I was 16 working a cash register at the local grocery store, I ROUTINELY had women in their 40’s and 50’s say things like “I’d like to take you home with the rest of my groceries” and stuff like that. I also had to laugh it off and ignored it….it was deeply uncomfortable.
And violence? The figures on violence in the home against children are overwhelming….women lead the pack.
By making this about gender or sex, the author is removing the universality of these experiences. I’ve felt and experienced almost everything she has….and when you’re a very young boy that same vulnerability comes with the acute awareness that you should be able to handle yourself and if you can’t, too bad. A very close family member of mine was raped when he was less than ten by someone he met on an AOL chat room…..we didn’t learn about it until very recently, because he felt guilty….he thought he should have been able to defend himself.
This is about violent people against everyone else. When female authors misidentify these issues as uniquely female, they alienate a lot of potential allies. My involuntary emotional response to being unjustly looped in with shitty males is to almost feel a kinship with them….we’re both being attacked by feminists….maybe those guys aren’t so bad? Maybe the claims are as exaggerated about them as I feel they are about me? This isn’t rational, but this is the emotional response to people who start talking about men do this and women do that.
I have no kinship with those men, as I hope most females have no kinship with violent women. This is about those of us who reject violence in our personal lives (the vast majority of people) versus the small minority who employ it. Those are the sides of the dichotomy…not male and female. Most of us are on the same team. My kinship is with the non-violent. Can we communicate as if that were the case?
No one is saying that the nature of enduring aggression from others isn’t slightly different as a female, or more vulnerable. Of course it is. But what’s the solution?
It’s for the non-violent people to be prepared to encounter those violent, aggressive types they inevitably will encounter. To confront these sociopaths verbally (which will stop 99% of situations and discourage that person from similar future behavior) and be prepared to defend yourself physically, if need be. Embracing that there is an ugly minority of people who will use violence and being prepared to face them frees us to enjoy our interactions with the vast majority of people who are not like that.
The other side of the coin is to have empathy for EVERYONE who has suffered from violence, intimidation, abuse, etc. Male and female. Let’s love each other and learn how to defend ourselves from the predators among us.
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whileyemay says:
November 28, 2015 at 7:57 am
definitely can understand all of them. i am sick of the old granpas looking at my breasts. i am sick of people checking out my ass. we are not idiots and we notice. i want to live in a society where noone looks one another in a bad way, where one can walk freely without stares. thank you so much for this great post!
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Julianne McDonnell Martensen says:
November 27, 2015 at 11:51 pm
Dear Sisters,
And the strength of women is not just a concept, it is real and powerful.
Your feelings and reactions are valid, so don’t shrink from your experiences, good and bad! Write down every encounter when you are made to feel less than who you are and then write down the times you achieved something with excellence. Work on turning the humiliations and the fears into dignity and courage.Whatever techniques used to preserve and build your arsenal are fair play and they will one day become your strengths, the things that get you across the finish line. You are all winners don’t let the fears you have when being minimized become who you are…those fears put you into survival mode. Remember only the strong survive, only the smart sister knows when she is in danger. Don’t expect anyone, male or female to understand, unless they have walked in your shoes. You deserve, can and should expect comfort and support when you emerge in tact from a threatening experience. If the one you turn to shrugs it off, remember their indifference and remember it is they who own that attitude, not you.If you have been victimized, acknowledge your feelings, get help if you are stuck, but do not become a victim. Women have enough challenges to overcome and we can and we have, and so will you. I know you’ve heard this until you want to scream, but the reality is…life is not fair, so we women, carve out a strategy that positions us in the world where we are respected because of what we have achieved as a human being. When someone treats you disrespectfully, stay focused on who is mistreating you and that your only objective is to escape in tact and into a safe place. Don’t bury the feelings, the shaking, the vomiting…find the antonym that will turn the scenario into a success, one you survived and can write about, share and one day help another sister.
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Anonymous says:
November 27, 2015 at 9:39 pm
t
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Henry says:
November 27, 2015 at 7:26 pm
I’ll probably be slammed for for this opinion (yes I am a male) but here goes…
Men care. Men listen. Not all men are rapists. I feel like you are stereotyping all men. Yes sexism exists but it’s unfair to paint all men with the same brush (just as it would be for women). I’m not saying that these aren’t things that we need to work on but remember this works both ways and men have just as many difficulties of their own. Men are more likely to be killed in combat. Men have higher suicide rates. Nothing was ever ‘handed’ to be because I was a male. Nobody gave me A SINGLE THING EVER because I have a certain genitalia and to act otherwise I feel minimizes my achievements in life.
If you truly, honestly feel this way it sounds like you need to meet some new people because where I’m from the vast majority of men are respectful and the furthest thing from the sexist raping pigs that you make them out to be.
Anyway just my 2c – better get back to my daily rape session!
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Jenn93 says:
November 27, 2015 at 9:18 pm
If you were as respectful as you think you are, you wouldn’t have derailed the authors points about women’s shared experiences by making this about your ego. It’s also disrespectful to assume we are all too stupid to realize not all men are rapists without your input.
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Anonymous says:
November 27, 2015 at 10:01 pm
wow, I’ve just read this whole thing and your comment has been the most dismissive and pointless so far.
He didn’t “derail” anything, he just gave his opinion on the article, which is more than you have done. I think some of his points were valid and although they are not the ones that I want to talk about, ( I’ll be doing that on a different post) they were never disrespectful. And he also never brought his ego into it. He just stated some facts about men. Seems by your law it’s only women who are able to voice their opinion.
“if you were as respectful as you think you are”
That’s just plain bitterness, questioning his respect like he doesn’t know what it is. Only women know what respect is and that’s the problem right?
I think you have been disrespectful and have totally missed the point.
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Ashley says:
November 28, 2015 at 3:32 pm
It’s frustrating to clearly see and understand the problem on such a deeply personal level because you have lived it and watched those around you live it too and yet, always get shut down by the guys who refuse to get it because they think we’re attacking THEM, when we clearly are NOT. If you are not a rapist, pig, harasser or anything in the like, than this article isn’t about you. So stop saying that by sharing our shared systemic experiences openly and challenging the kinds of men who have been known to and DO harass women because they have messed up ideas of their sense of entitlement towards our gender, that we’re attacking ALL men unjustly and we’re just paranoid little girls seeking out attention, just for fun. Because guess what guys… It happens to women more systemically and often than most of us care to admit with pop culture and the whole historical context of patriarchy to back up the bad behaviors that are perpetuated towards women. Which is WHY feminism exists in the first place!!!! We are well aware of the fact that NOT ALL MEN do bad things. We’re not dumb. We get it. We grew up around men and we understand that most humans are pretty decent. Again, articles like this are aimed at a commonly shared experience between women that are perpetuated by enough men, probably the ones that you don’t care to associate yourselves with personally, which might be why you can’t relate but trust us. It does happen. And a lot.
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phillytyper says:
November 27, 2015 at 6:24 pm
Good grief! This writer was very clear and specific and immediately we have a parade of men sobbing, more or less….”Male Feelings Matter” and a female weighing in with “head butt him” — an option that not even most guys can pull off! … Yes, guys can get beat up too… but they have a much wider range of motion in this world, especially at night and in bars and they certainly don’t have to deal with so much static on the street. GK’s point, and her request to -listen- and learn is golden. Build on it, don’t tear it down.
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| 620.6 | 312,706 |
https://driftingthrough.com/2015/11/20/the-thing-all-women-do-that-you-dont-know-about/?like_comment=11643&_wpnonce=7aaa2962da
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driftingthrough.com
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2,608,295 |
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Cooking alcohol over a roaring fire doesn't sound like a good idea, but mezcal liquor wouldn't exist without some brave soul who tried it. Originating in Mexico, it has been a local drink for years but is now gaining popularity abroad.
How is it made?
Mezcal comes from the agave plant. The agave core is cut out, placed in a pit and roasted over charcoal and wood, which is where the traditional smoky flavor comes from. Some entrepreneurial distillers now use ovens to make modernized versions. Whichever process is used, the distilled agave liquor is then aged in oak barrels. Different types of mezcal have different aging timeframes. For example, añejo is aged for a minimum of one year, reposado can be aged for up to one year and joven mezcal is aged for a mere two months at most. Either way, you end up with a deliciously smoky liquor that is perfect on its own or in your favorite cocktail recipes.
Is it the same as tequila?
Tequila is classified as mezcal, but mezcal is not tequila. The production and distillation processes are different. For example, agave for tequila is steamed, while agave for mezcal is roasted before it's turned into distilled liquor. More than that, Blue Weber agave is the only acceptable form of agave for tequila production and is grown in a different part of Mexico than the variety used for mezcal.
ARE THERE DIFFERENT VARIETIES?
Absolutely! Mezcal can be created from over 30 varieties of agave, which means it can have different tastes. The most common type of agave used for mezcal is Espadín. Flavor profiles depend on how the agave is cooked but can range from floral to citrus to earthy to fruity. However, all mezcals have a smoky flavor. You'll also notice different flavors based on the age of the mezcal - these all have different names:
Blanco: aged for up to two months
Reposado: aged up to 12 months
Añejo: aged for at least one year
Which type should you drink?
If you've never had mezcal before, don't go into it expecting it to be like tequila. Start with an Espadin variety and drink it slowly. Usually, an orange slice and some salt sit on top in the most traditional form of this alcoholic liquor, but mezcal can also be mixed in a cocktail as the liquor of choice. Mezcal isn't made for drinking quickly so take your time sipping, and let the flavors roll over your palate.
Browse Driz for mezcal, or search for Drizly in your city and look for liquor stores on Drizly near you.
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The male enhancement products that have been proven to work pirates swept in male enhancement products that have been proven to work like a black tide. Dian Chu and his party immediately collided with the pirates and launched a fierce battle.
Qiao Liang male enhancement products that have been proven to work Testosterone Production Primal Forte said in surprise Who is she He Jinrong smiled and said She is Chen Gnc Penis Enlargement And Booster Pills male enhancement pills safe with high blood pressure Ning s wife, the president male enhancement products that have been proven to work of Ningda Group, Song Pingting.
The lunatic kid male enhancement products that have been proven to work called, you quickly bring someone over. Lin Haiping finished the call and looked at Narrowing Of The Foreskin Opening Is Called male enhancement products that have been proven to work Chen electronic treatment for erectile dysfunction Ning with a sneer Okay, you wait for it to be done The corner of Chen Best Horny Goat Weed Male Enhancement male enhancement products that have been proven to work Ning s mouth blue bottle erectile dysfunction rose slightly Okay Looking lack of firmness erectile dysfunction at Chen Ning and shaking his head, everyone felt that Chen Ning had the courage Metrology for Drug Delivery male enhancement products that have been proven to work to fight Lin Ya and was dead.
Three snipers will aim at him from different angles, and they will be able to kill him at any time.
What she didn t expect was that Ji Chang drug increase female libido and Jiang Ping male enhancement pills variety were so useless After a while, she slowly said It seems that we still have to do it myself.
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Why did you offend the Chinese God of War Boom As if struck by a thunderbolt in the blue sky, Ah Jin trembled Gnc Penis Enlargement And Booster Pills male enhancement pills safe with high blood pressure all over, and the phone could not be held male enhancement rockme steady.
Whoever dared to move and kill, I will kill him first. Chen male enhancement products that have been proven to work Ning frowned slightly, leading Dian Chu and waiting for male enhancement products that have been proven to work his men to greet him.
Jiang Tianqiao looked at Ji Shaohao and said respectfully Ji Shaohao, what do you think of this guy Ji Shaohao looked at Qiu Fuhong aloft, and said coldly This person is rude to me, death Qiu Fuhong heard Narrowing Of The Foreskin Opening Is Called male enhancement products that have been proven to work the words.
In fact, since last night in our entire department, everyone has been symptoms of male enhancement pills in horror.
At this time, the one eyed dragon heard Chen Ning s rants, saying male enhancement products that have been proven to work that they would wipe out their cause of erectile dysfunction found by nobel prize winners Demon Temple and a gang of pirates in one week, and that there was a picture of male enhancement pill called arresting their boss Long Haiping on TV, and he was instantly enraged.
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The Siberian tiger special fighters at the scene, seeing the Gnc Penis Enlargement And Booster Pills male enhancement pills safe with high blood pressure master instructor s skill, changed their slumping can ramipril cause erectile dysfunction just now, all became excited, and they cheered The chief instructor is good The chief instructor is mighty and domineering The instructor will clean up this lunatic fiercely karisma male enhancement Phew Shen Chongbing rushed closer to Chen Ning and threw a fist to Chen Ning s chest.
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time or play tricks, then you just wait for her male enhancement products that have been proven to work to collect the body Tong Ke, who was tied to a chair, knew that it was the phone call from her brother in law Chen Ning.
009, just male enhancement products that have been proven to work Testosterone Production Primal Forte in male enhancement products that have been proven to work Testosterone Production Primal Forte time to see a group of people coming out like a man and a woman surrounded by stars.
Chen Ning s face sank Then Mr. Tang, you will be disappointed I ll tell you male enhancement products that have been proven to work directly, my man, you can t move.
It is a great honor to have the opportunity to have close contact with the male enhancement pills safe with high blood pressure Natural Alternatives To Viagra young marshal, it is probably the long cherished Narrowing Of The Foreskin Opening Is Called male enhancement products that have been proven to work wish of every soldier The news of the death of Ye Jiandong, the master of the Palace of the Kings of Narrowing Of The Foreskin Opening Is Called male enhancement products that have been proven to work Hades, soon spread.
The what do male sex drive pills do streets in the middle of the night are quiet and vehicles are rare.
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she broke away from her embrace unconsciously.
Dian Chu recalled a little, and immediately said It seems that there is such a captain, but this person has collided with the enemy and was arrested secretly.
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Dianchu and Qin Fenghuang, two attendants, sat down not far away with Metrology for Drug Delivery male enhancement products that have been proven to work hb396 16rs erectile dysfunction drug bill interest, and male enhancement fire ants did not disturb Chen Ning and Song Pingting male enhancement products that have been proven to work s sugar and erectile dysfunction meal.
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Suddenly a cold man s voice came from outside I psychological erectile dysfunction vs porn will help her choose the third way, and that is to kill all of you gangsters.
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Come down, lead all the members of the Devil Palace, disguised as a passing cargo ship, secretly enter the waters around Huaxia Jiangnan, and meet us at any time.
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When she heard Chen Ning s words, she was willing to admit defeat, and immediately said male enhancement products that have been proven to work Haha, although Hong Tian is great, Gnc Penis Enlargement And Booster Pills male enhancement pills safe with high blood pressure I may not be his opponent Chen Ning Metrology for Drug Delivery male enhancement products that have been proven to work wanted to see how strong his wife, the new bodyguard, was, so he smiled and said, Well, let s go out to meet this Hongtian, and also see Miss Qin s skills.
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Although the beheading of the Eighteen Kingdoms was male enhancement products that have been proven to work crushed abruptly by male enhancement products that have been proven to work Testosterone Production Primal Forte the marshal s own power.
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DrydenWire.com has been informed by the Polk County Sheriff's Office the following people were recently booked at the Polk County Jail.
Note: The records that are available on this website are public information. Any indication of an arrest does not mean the individual identified has been convicted of a crime. All persons arrested are innocent until proven guilty in a court of law.
Read the jail booking report by clicking below (depending on your device and browser, you may be prompted to download the PDF).
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In the DRY Story Bank, we have created a searchable database of stories shared in different formats (short sound bites, text narratives and digital stories – audio and images). We gathered the stories during our research and engagement processes, working with people within our seven case-study catchments during the DRY project. Each story has a summary, transcription and tags.
Click the Explore button to search the database and visualise data extracted from the stories. This will allow you to find out more about people’s perceptions and experiences of drought and water shortage in the UK, their ways of coping and adapting, their water behaviours and more….
‘It’s less about the amount of water we’re using and more about the limit that we can produce in terms of effluent…’
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“Unprecedented environmental, social and cultural crises demand our attention. Many cultural interventions, social marketing campaigns, books, magazines, exhibitions, educational tools, television programs, films, charitable causes and other information design projects urgently require our expertise and help.”
First Things First Manifesto 2000, “Emigre,” 1999, # 51
“Designers are the mediators of our daily experience. The easier my compost bucket is to use, the more comfortable my ride on the bus, and the more appealing my reusable grocery bag, the more likely I am to participate in environmentally sound practices. Designers cary a heavy responsibility, but at the same time they can offer our future the greatest gift.”
Gavin Newsom, Lt. Gavernor of California [in: Just Design by Christopher Simmons]
“Now is the time for designers to step up and use what they know how to do to help shape a positive future for people and the planet.”
John Bielenberg [in: Just Design by Christopher Simmons, p. 1]
“Why ‘social design’ here, now? What is society today, in certain parts of the world, such that it is not unusual to think that designers might have a role to play in reforming society? What is design that designers think reformed sociality is the outcome, if not also the means, of what designers do?”
Cameron Tonkinwise, Director of Design Studies, Carnegie Mellon University, ‘Social Design and the Age of Neoliberalism’, [in: Social Design Futures, HEI Research and the AHRC by Leah Armstrong Jocelyn Bailey Guy Julier Lucy Kimbell, p. 3]
“Social design cannot be a subspecialty of the design profession (like graphic design, package design, product design, service design, and so on), but is a larger activity that depends upon design in all its forms–thought, processes, tools, methodologies, skills, histories, systems–to contribute to the needs of larger society. It implies at once an attitude and an approach to life: as such, it can help us frame how we want to live in the future. It is therefore inherently pragmatic and results-oriented, simultaneously humble and ambitious, and fundamentally optimistic and forward-looking.”
William Drenttel [in Designing for Social Change by Andrew Shea, p. 7]
“This is not to suggest that so-called ‘good’ design is necessarily better design; bus schedules, product labels, freeway signs and ballots are all critical elements of our designed society. In these experiences there can be no righteousness. They are, importantly, neutral. Nevertheless, they require skillful design—just as the most mundane products and incidental experiences must also be designed. Collectively these fabricate the visual landscape of our culture.”
Christopher Simmons, Just Design p. 4
“Creative for the sake of being creative is fine, but here, the creative has to serve the mission.”
Diana Berno, [in: Just Design by Christopher Simmons, p. 186, 2011]
“I want designers to rewrite the rule book, cut back on the idle talk and engage the world as creative citizens.”
Emily Pilloton, [in: Just Design by Christopher Simmons, p. 76, 2011]
“We need to learn and see designers as creators in the service of society, where — according to contemporary sociology — ‘everybody is a designer’” …
Ezio Manzini, Alternatywne światy, “2+3D” nr 13, p. 52
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Y Unit 14: Useful links
11/18/2015
Useful links
https://vimeo.com/6536249
http://creativemornings.com/talks/jennifer-daniel/1
http://www.emigre.com/Editorial.php?sect=1&id=13
http://www.designishistory.com/1960/first-things-first/
http://mappingsocialdesign.org
https://mappingsocialdesign.files.wordpress.com/2014/10/social-design-report.pdf
http://www.howdesign.com/design-creativity/design-change/
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í Unit 14: Overview and Assignment
11/18/2015
How and to what extent can design change, or influence the world around us?
There have never been times like these: technology, politics, environmental challenges, and social unrest are colliding with remarkable force, shaking the earth and its inhabitants to the core. Can designers make a difference in this complicated world, and if so how? We often hear about design as a tool for change. This Unit asks you to question this premise, to look closely at the world around you, at both large and small-scale issues, and identify areas where design has made change.
According to William Drenttel, even the prosocial design has got its “darker side”: “It privileged the teacher, not the students; the client, not the user; the provider, not the person in need. It was too often design about design, design for the sake of design, designers preaching to one another about design’s capability to create impact.”
In this unit it’s time we stopped focusing on us-designers. Let’s not promote our own style and expression. Let’s not tell any story (more or less interesting to ordinary mortals). Let’s not experiment (formally). Let’s focus on the users and their needs instead. Can we imagine a project that would yield tangible positive results?
“The time to act as a community is now.”—Rosanne Somerson, President of RISD
The necessary minimum for positive grade is preparing the scenario-based design (including analysis/research, prototyping/designing, action/event, consequences/evaluation) and designing the key elements of a project (see schedule). The students should be encouraged, however, to implement the project and evaluate its efficacy (during last week or even after the fall session).
Issues to consider
– probably design cannot change the world. The question is what it can change and how.
– is it possible to start with a person and develop from there (rather than starting with an issue and “applying” the solution to the person)? Or maybe it is better to start with a global issue and consider how to work it out locally based on studying the user, researching the user, understanding their needs and behavior?
– how would you interpret the well-known slogan “Think globally act locally”?
– how can we change someone’s behavior or mind with design?
– how can we help someone who needs something with design?
– how can we identify and/or address a broken system?
– how can a designer use systems and typography when trying to say something useful (to an individual vs a community vs a whole country)
– how can designers use scale and language to make an actual change (ways: micro and macro).
Learning Objectives
– developing the critical outlook at the discipline of graphic design
– analysis of socially involved graphic designs (ideology/propaganda/activism)
– defining areas, where graphic design directly affects user’s awareness
– shaping attitudes of an activist-designer
Proposed schedule [to be discuss with teacher]
Wed. Nov 18
Introduction talk / presentation
Homework (Analysis & Development): Defining the area of design activity (what the project refers to, e.g. improving visual communication of public transport system, discrimination, freedom of speech in the academic units, helping the homeless, hate speech in politics, revitalization of town districts, activating the local community). Research (what requires improvement/intervention). Research into existing solutions. Developing three initial concept designs (sketches, descriptions), including a proper strategy and medium (Facebook, poster, intervention in the public space, video etc.). Print results (any format).
Mon. Nov 23
discussion / initial concepts review
Presentation of the homework (area of activity, project problem statement, three initial concept designs) in printed form (any format). Discussion. Review of the concepts; choosing one proposition.
Homework (Scenario-based Design): Preparing a presentation (keynote/pdf) of a scenario-based design on the selected initial concept. The scenario should include:
1. detailed project description
2. implementation strategy/action
3. project’s impact on the surroundings/environment (how the design should work)
4. assumed process, changes/results
5. suggested project efficacy evaluation method
Wed. Nov 25
No class held (Thanksgiving break)
Mon. Nov 30
discussion / scenario review
Presentation of the selected scenario. Discussion. Scenario review.
Homework (Prototyping): Preparing the preliminary design of the key elements/prototyping (individually defining the detailed scope of a project with the teacher). Form of presentation in correspondence with the project scenario.
Wed. Dec 2
discussion / project review
Presentation of the project. Discussion. Project review.
Open studios – possibility of review with other teachers.
Homework: Developing the final form of a project.
Mon. Dec 7
discussion / finishing touch
Discussion on the best means of project presentation on Wednesday, December 9th. The finishing touches.
Homework (Presentation): Preparing the Wednesday presentation.
Wed. Dec 9
Walk about / project presentation
Presentation of the design scenario along with the selected elements of the project.
Evaluation [to be discuss with teacher]
Gravity of the problem and correct defining of the project goal; research into existing solutions; inventiveness; potential level of improvement of the selected area; clarity of project presentation.
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You are making a practical but expressive tool that you will use to facilitate your end-of-year discussions.
Audience
Community (GD Commons, 5/18, 11:20am)
+
Your instructor (5/18)
+
Your end-of-year review (5/25)
We began the semester by asking you to ask questions.
This weekend, set aside some time away from distractions to think about those questions in relation to your own progress this semester.
**
What’s working?
**
What do you consider to be your strongest accomplishments as a designer so far?
**
What are your biggest challenges moving forward?
**
Where do you need help?
**
What inspires you?
**
What are your hopes for moving forward?
**
How have your design values evolved?
Try to be honest and clear with yourself.
This kind of awareness is crucial to any creative practice.
An essential part of becoming a designer is recognizing the importance of reflection and self-evaluation.
Ideally, it’s a continuous part of your growth process, in school and beyond.
Wednesday May 11
Unit 17 review
Monday May 16
Unit 18 design studio
Wednesday May 18
Unit 18 review
11:30–12:30 Full group in GD Commons
12:30–4:20 Individual meetings
Wednesday May 25
Juniors end-of-year review
4 Assignments / Unit 18: reflection b Add comment
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B End-of-year reviews
05/06/2016
Overview
Juniors will present their work for review on Wednesday, May 25. It’s a great way to end the year for all of us, by allowing a closer look at each student and a wide view of the curriculum. Students receive critical feedback from faculty other than their instructors and can receive some of the best on-the-spot advising for future study (areas of improvement/strengths). Think of the review as your final Design Studio project for the year, a unit that carries the question: “how does one present 9 months of work in 10 minutes?”
Your Design Studio instructors may have specific advice, but below are the Department’s expectations of the review. This document is shared with faculty before entering the review.
Summary of goals for the review
— To draw out strengths and weakness within a student and in the curriculum at large
— To allow for a holistic view of a student’s body of work
— To allow students to meet and hear from faculty other than their instructors
— To advise students on future courses, internships, areas of interest
— To force a student to present his/her body of work in a clear manner and a short amount of time (an important design problem in its own right)
Advice on what and how to prepare
— Bring all of your work from this year. What you see as weak or irrelevant may really help instructors understand your trajectory. Consider how your presentation may emphasize the primary projects from each course while giving instructor’s access to the process or versions. We want to see your stronger and weaker moments in order to help guide you as best we can.
— Include non-school work if it helps to complete a picture of your year. For example, if you spent months on a project for a student group, show it!
— Show non-major studio work (wintersession) and be prepared to talk about Liberal Arts courses and how they fit into your GD work
— Visit your room in advance to plan out your presentation. Arrive 20 minutes before your scheduled time to hang up work on walls and lay out projects on tables. Borrow a friend’s laptop if you need more computer displays. Use the projector if needed. Bring pushpins or other supplies that you need. Bring a laptop or plug in to a projector if available to show digital work.
— You may need to reprint work or revise work to fit your presentation. Digital work may be best printed given the short time period.
— You may ask a classmate or friend to be present to take notes or to hear the conversation. The review is considered closed except for peers you invite or faculty who are assigned or wish to be present.
The reviews go quickly so we will start and end on time. A list of student date and times will posted on a Notice (available online as well). Ask your DS instructor if you have any questions. Best of luck preparing your work and closing out the semester.
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Y Vinca Kruk of Metahaven lecture this Thursday
04/06/2016
Apr 7, 6:30pm, CIT 103
Vinca Kruk of Metahaven will be giving a lecture and workshop.
More on http://mthvn.tumblr.com/
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w Research & Destroy: Graphic Design as Investigation
04/06/2016
Unit 17: Overview and assignment 04/06/2016
Question
How do we design Design?
Summary
More and more, designers are expanding their traditional role as service provider into positions of greater agency. Today, the designer as author, producer, entrepreneur or cultural critic is common. Whatever the challenge, designers are now able to activate their own ideas and shape projects and products for users and audiences directly. How do we design the design process to best serve these relationships? In this unit—your most in-depth Design Studio project at RISD to date—you’ll begin by identifying your own interest that stimulates an inquiry reflecting your own questions, values and identity as a designer.
Learning objectives
— to become intimately aware of the “process of design” as an unfolding creative experience.
— to develop a project experience of personal interest and value.
— to develop a natural unfolding process deliberately guided by visual search.
— to ensure a meaningful enfolding of ideas into a final resolution.
Process phases and schedule
Unit#17 Phase 1:
1) Identify your main interest condensed into a single word by reflecting briefly on your response to Unit#15’s question (and sub-questions): What are my design values? Do so in a very short time!
IMPORTANT: DO NOT have project any product or design—keep your mind open!
2) Respond to this via a “making” process of VISUAL SEARCH (to draw, sketch, diagram, form, build, etc.). See the “Conditional Making” below to help you get into this “making” process)
3) From this visual response evolve a simplified “design brief” (meant to evolve over time).
4) For MONDAY 4/11: present this visual search for group review, to fill at least one table, structured in a self-explanatory “narrative” that allows us to respond to what you share from your experience. Present only the results. Do not describe, or explain.
Conditional Making: Choose 2–3 conditions from this list:
— a physical place (a nation, a region, a spot down by the canal, a wall, a pathway, the mall etc.)
— a tool (scanner, copy machine, snapchat, after effects, dropbox, tape, brush, glue, letterpress etc.)
— a method or action (appropriation, collage, collaboration, gaming, blow up, repeat, erase, etc.)
— content / material (newspaper, books, wiki articles, photo archive, googled street view, poem, letters, etc.)
— a physical context (getting dressed, reading a book, taking care of a child, watching a movie, sending
email, riding a train, browsing the web, online shopping, to-do lists, texting a friend etc.)
— an emotional context (make someone happy, take away pain, make yourself laugh, reduce anxiety, etc.)
(For example: scanner, getting dressed, at the mall; or: masking tape, by the canal, make someone happy.)
Using your conditions, pose your questions, make your inquiries, and follow the process….
4 Assignments / Outline / Unit 17: design design b Add comment
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Å
w tumblr of results
04/06/2016
Å
w google doc of digital tools
03/07/2016
Å
S workshop: Digital Tools
03/07/2016
Å
B Unit 16: Readings & links (updated)
02/26/2016
“An American had done the Louvre in nine minutes, forty-five seconds. They decided to do better.”
(from Bande à part, Jean-Luc Godard, 1964)
“The Museum Interface” a conversation between Sarah Hromack and Rob Giampietro
“Horrified art lovers watch as children climb all over $10m work of modern art at the Tate Modern”
John Berger’s Ways of Seeing (BBC Documentary Series)
Ways of Seeing Ways of Seeing. (a website collecting PDFs of the book version of Ways of Seeing)
Dust at MoMA.
also: MoMA’s Dusty Windows on facebook.
Building a Bigger Picture
An Interview with Rob Giampietro (RISD Thesis Critic, Google Design NY)
Jill Bolte Taylor: My stroke of insight
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Unit 16: Overview and assignment 02/24/2016
Community Music Works Fellow Shawn LeSure performing by the Dainichi Buddha in the RISD Museum (March 2015)
Question
How can all of our senses be used to design and communicate experience?
Summary
As graphic designers we tend to privilege a visual perspective. But experience actually relies on all our senses (touch, sound, smell, taste, visual), inevitably part of one’s total nature for experience. When we set out to capture experience, with the goal of informing others, can we do so in multiple dimensions? How might we use all of our senses to enhance understanding? In this unit, we’ll look at translating sensory input — in the form of a fully immersive, shared experience at the RISD Museum — into experiential output.
You will begin by setting aside expectations and entering the RISD Museum with a beginner’s mind, searching for discrete moments that you connect to using an array of senses. You will identify five of these sensory “inputs” — experiences in the museum that are important to you — and record them in some way. These inputs will be developed, expanded and refined into a series of five output expressions that communicates some aspect of the museum to a public audience.
Think of this project as an investigation in experiential design at the scale of the body in physical space, with the museum collections, gallery spaces, surfaces, sounds and smells as your content. How will you record, develop, design and articulate this experience in ways that capture the essence of your content? How might your design project go beyond the conventions for marketing an arts institution?
Learning objectives
— Learn to sharpen sensory input into rich output
— Explore design experientially as a means to understanding
— Develop products that reflect information and experience
— Develop an understanding of relational design (user experience, social context, environment)
Part 1: Five inputs (1.5 weeks)
— Engage with the RISD Museum.
— Use all senses to explore and inquire: sight (seeing), sound (hearing), touch (feeling), smell (olfactory), taste (oral). Note that time may also be used as another “sense.”
— Record your experiences.
— Communicate your experiences to the studio.
Part 2: Development (1 week)
— Focus on at least two experiences from the museum.
— Expand these into multiple ideas and forms.
Part 3: Five outputs (2 weeks)
— Consider your audience and develop the ideas into a project that communicates your sensory experience of the museum.
— Design your project into five outputs that express the museum experience.
— Prototype your design.
— Work collaboratively to present an installation of your projects in the GD Commons.
Things to consider:
— How do you communicate personal values and insights from your experience?
— What are the platforms and media to best communicate your ideas?
— Can others (teams, sharing) help you appreciate the value to the whole?
— What role does time play in sensory experience?
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Å
í Unit 18: Reflection
05/11/2016
Unit 18 slides (PDF)
Task
Design an outward-facing expression of your reflective process.
Form
A print product
An on-screen experience
An object
Function
You are making a practical but expressive tool that you will use to facilitate your end-of-year discussions.
Audience
Community (GD Commons, 5/18, 11:20am)
+
Your instructor (5/18)
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Your end-of-year review (5/25)
We began the semester by asking you to ask questions.
This weekend, set aside some time away from distractions to think about those questions in relation to your own progress this semester.
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What’s working?
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What do you consider to be your strongest accomplishments as a designer so far?
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What are your biggest challenges moving forward?
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Where do you need help?
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What inspires you?
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What are your hopes for moving forward?
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How have your design values evolved?
Try to be honest and clear with yourself.
This kind of awareness is crucial to any creative practice.
An essential part of becoming a designer is recognizing the importance of reflection and self-evaluation.
Ideally, it’s a continuous part of your growth process, in school and beyond.
Wednesday May 11
Unit 17 review
Monday May 16
Unit 18 design studio
Wednesday May 18
Unit 18 review
11:30–12:30 Full group in GD Commons
12:30–4:20 Individual meetings
Wednesday May 25
Juniors end-of-year review
f Benjamin Shaykin
Å
í Unit 17: Overview and assignment
04/06/2016
Question
How do we design Design?
Summary
More and more, designers are expanding their traditional role as service provider into positions of greater agency. Today, the designer as author, producer, entrepreneur or cultural critic is common. Whatever the challenge, designers are now able to activate their own ideas and shape projects and products for users and audiences directly. How do we design the design process to best serve these relationships? In this unit—your most in-depth Design Studio project at RISD to date—you’ll begin by identifying your own interest that stimulates an inquiry reflecting your own questions, values and identity as a designer.
Learning objectives
— to become intimately aware of the “process of design” as an unfolding creative experience.
— to develop a project experience of personal interest and value.
— to develop a natural unfolding process deliberately guided by visual search.
— to ensure a meaningful enfolding of ideas into a final resolution.
Process phases and schedule
Unit#17 Phase 1:
1) Identify your main interest condensed into a single word by reflecting briefly on your response to Unit#15’s question (and sub-questions): What are my design values? Do so in a very short time!
IMPORTANT: DO NOT have project any product or design—keep your mind open!
2) Respond to this via a “making” process of VISUAL SEARCH (to draw, sketch, diagram, form, build, etc.). See the “Conditional Making” below to help you get into this “making” process)
3) From this visual response evolve a simplified “design brief” (meant to evolve over time).
4) For MONDAY 4/11: present this visual search for group review, to fill at least one table, structured in a self-explanatory “narrative” that allows us to respond to what you share from your experience. Present only the results. Do not describe, or explain.
Conditional Making: Choose 2–3 conditions from this list:
— a physical place (a nation, a region, a spot down by the canal, a wall, a pathway, the mall etc.)
— a tool (scanner, copy machine, snapchat, after effects, dropbox, tape, brush, glue, letterpress etc.)
— a method or action (appropriation, collage, collaboration, gaming, blow up, repeat, erase, etc.)
— content / material (newspaper, books, wiki articles, photo archive, googled street view, poem, letters, etc.)
— a physical context (getting dressed, reading a book, taking care of a child, watching a movie, sending
email, riding a train, browsing the web, online shopping, to-do lists, texting a friend etc.)
— an emotional context (make someone happy, take away pain, make yourself laugh, reduce anxiety, etc.)
(For example: scanner, getting dressed, at the mall; or: masking tape, by the canal, make someone happy.)
Using your conditions, pose your questions, make your inquiries, and follow the process….
f Benjamin Shaykin
Å
í workshop: Digital Tools
03/07/2016
Digital Tools presentation PDF.
f Benjamin Shaykin
Å
í Unit 16: Overview and assignment
02/24/2016
Community Music Works Fellow Shawn LeSure performing by the Dainichi Buddha in the RISD Museum (March 2015)
Question
How can all of our senses be used to design and communicate experience?
Summary
As graphic designers we tend to privilege a visual perspective. But experience actually relies on all our senses (touch, sound, smell, taste, visual), inevitably part of one’s total nature for experience. When we set out to capture experience, with the goal of informing others, can we do so in multiple dimensions? How might we use all of our senses to enhance understanding? In this unit, we’ll look at translating sensory input — in the form of a fully immersive, shared experience at the RISD Museum — into experiential output.
You will begin by setting aside expectations and entering the RISD Museum with a beginner’s mind, searching for discrete moments that you connect to using an array of senses. You will identify five of these sensory “inputs” — experiences in the museum that are important to you — and record them in some way. These inputs will be developed, expanded and refined into a series of five output expressions that communicates some aspect of the museum to a public audience.
Think of this project as an investigation in experiential design at the scale of the body in physical space, with the museum collections, gallery spaces, surfaces, sounds and smells as your content. How will you record, develop, design and articulate this experience in ways that capture the essence of your content? How might your design project go beyond the conventions for marketing an arts institution?
Learning objectives
— Learn to sharpen sensory input into rich output
— Explore design experientially as a means to understanding
— Develop products that reflect information and experience
— Develop an understanding of relational design (user experience, social context, environment)
Part 1: Five inputs (1.5 weeks)
— Engage with the RISD Museum.
— Use all senses to explore and inquire: sight (seeing), sound (hearing), touch (feeling), smell (olfactory), taste (oral). Note that time may also be used as another “sense.”
— Record your experiences.
— Communicate your experiences to the studio.
Part 2: Development (1 week)
— Focus on at least two experiences from the museum.
— Expand these into multiple ideas and forms.
Part 3: Five outputs (2 weeks)
— Consider your audience and develop the ideas into a project that communicates your sensory experience of the museum.
— Design your project into five outputs that express the museum experience.
— Prototype your design.
— Work collaboratively to present an installation of your projects in the GD Commons.
Things to consider:
— How do you communicate personal values and insights from your experience?
— What are the platforms and media to best communicate your ideas?
— Can others (teams, sharing) help you appreciate the value to the whole?
— What role does time play in sensory experience?
f Benjamin Shaykin
Å
í Unit 18: Reflection
02/22/2016
How do reflection, documentation and synthesis facilitate awareness?
Throughout the semester you will develop your own reflective process, running parallel to the other units. Nurturing a daily practice that notes your experience and insights (experiments, failures, interests, questions, methodologies) is a bridge to learning. In this unit you will give yourself a space to nurture this practice. In addition, a final Reflective Process Document will be prepared during your final 2 weeks of the semester.
— Nurture your reflective practice daily via written notes on your DS studio work and experiences.
— Even if only for a minute or so.
— Write spontaneously.
— Use any writing style that feels comfortable and natural to you.
— Feel free to add visual notes, as needed.
— Don’t belabor it! This is not an English class, not a thesis, not a test.
Share
You will be asked to share your reflective process with your instructor at various times throughout the semester. This is not meant to “prove” anything but rather to show evidence of your attention to your work. There may be no response/critique.
Process Document
Towards the end of the semester, you will be asked to synthesize your notes into a more finished process document that will be shared with your instructor, to be graded as Unit 18. We will spend time on this during the last two weeks of the semester. More details to come.
f Benjamin Shaykin
Å
í Unit 15: Overview
02/22/2016
What are my design values?
Often, we are called upon to respond to a design challenge with solutions. But deep insight into a design process begins with awareness, self-directed inquiry and questions, not answers. If we allow uncertainty and risk into our practice, even vulnerability, we might get closer to our own values and identity as a designer. Unintended consequences and surprise can be key ingredients in the search for our own position in the world of design. In this introductory unit we will practice a questioning stance as preparation for your last semester in the Design Studio sequence, and for the faculty to take note of your needs and interests.
Self-inquiry
— Begin by yourself. Using the index cards, generate a series of questions around your own interests in design. What is important to you? (30 minutes)
— There are no right or wrong questions, but try to ask questions that are open to flexible opinions and points of view (rather than yes/no questions). Open is good. Try to be as authentic as possible to your own identity as a designer.
Discourse
— Now, pair up. Interview each other about your questions. Test them. . . how do they hold up to conversation? Try asking: why — what if — how — how might we? Which questions resonate? Which are most important? Choose three. (60 minutes)
— Double the groups and expand the conversation. Discuss your sets of questions. (30 minutes)
Form
— Give form to one (or two but no more than three) of your questions with image, text and/or objects. (60 minutes)
Install
— Install your expression in the GD Commons and be ready for a group discussion at 5pm.
f Benjamin Shaykin
Å
í Unit 14: Overview and Assignment
11/18/2015
How and to what extent can design change, or influence the world around us?
There have never been times like these: technology, politics, environmental challenges, and social unrest are colliding with remarkable force, shaking the earth and its inhabitants to the core. Can designers make a difference in this complicated world, and if so how? We often hear about design as a tool for change. This Unit asks you to question this premise, to look closely at the world around you, at both large and small-scale issues, and identify areas where design has made change.
According to William Drenttel, even the prosocial design has got its “darker side”: “It privileged the teacher, not the students; the client, not the user; the provider, not the person in need. It was too often design about design, design for the sake of design, designers preaching to one another about design’s capability to create impact.”
In this unit it’s time we stopped focusing on us-designers. Let’s not promote our own style and expression. Let’s not tell any story (more or less interesting to ordinary mortals). Let’s not experiment (formally). Let’s focus on the users and their needs instead. Can we imagine a project that would yield tangible positive results?
“The time to act as a community is now.”—Rosanne Somerson, President of RISD
The necessary minimum for positive grade is preparing the scenario-based design (including analysis/research, prototyping/designing, action/event, consequences/evaluation) and designing the key elements of a project (see schedule). The students should be encouraged, however, to implement the project and evaluate its efficacy (during last week or even after the fall session).
Issues to consider
– probably design cannot change the world. The question is what it can change and how.
– is it possible to start with a person and develop from there (rather than starting with an issue and “applying” the solution to the person)? Or maybe it is better to start with a global issue and consider how to work it out locally based on studying the user, researching the user, understanding their needs and behavior?
– how would you interpret the well-known slogan “Think globally act locally”?
– how can we change someone’s behavior or mind with design?
– how can we help someone who needs something with design?
– how can we identify and/or address a broken system?
– how can a designer use systems and typography when trying to say something useful (to an individual vs a community vs a whole country)
– how can designers use scale and language to make an actual change (ways: micro and macro).
Learning Objectives
– developing the critical outlook at the discipline of graphic design
– analysis of socially involved graphic designs (ideology/propaganda/activism)
– defining areas, where graphic design directly affects user’s awareness
– shaping attitudes of an activist-designer
Proposed schedule [to be discuss with teacher]
Wed. Nov 18
Introduction talk / presentation
Homework (Analysis & Development): Defining the area of design activity (what the project refers to, e.g. improving visual communication of public transport system, discrimination, freedom of speech in the academic units, helping the homeless, hate speech in politics, revitalization of town districts, activating the local community). Research (what requires improvement/intervention). Research into existing solutions. Developing three initial concept designs (sketches, descriptions), including a proper strategy and medium (Facebook, poster, intervention in the public space, video etc.). Print results (any format).
Mon. Nov 23
discussion / initial concepts review
Presentation of the homework (area of activity, project problem statement, three initial concept designs) in printed form (any format). Discussion. Review of the concepts; choosing one proposition.
Homework (Scenario-based Design): Preparing a presentation (keynote/pdf) of a scenario-based design on the selected initial concept. The scenario should include:
1. detailed project description
2. implementation strategy/action
3. project’s impact on the surroundings/environment (how the design should work)
4. assumed process, changes/results
5. suggested project efficacy evaluation method
Wed. Nov 25
No class held (Thanksgiving break)
Mon. Nov 30
discussion / scenario review
Presentation of the selected scenario. Discussion. Scenario review.
Homework (Prototyping): Preparing the preliminary design of the key elements/prototyping (individually defining the detailed scope of a project with the teacher). Form of presentation in correspondence with the project scenario.
Wed. Dec 2
discussion / project review
Presentation of the project. Discussion. Project review.
Open studios – possibility of review with other teachers.
Homework: Developing the final form of a project.
Mon. Dec 7
discussion / finishing touch
Discussion on the best means of project presentation on Wednesday, December 9th. The finishing touches.
Homework (Presentation): Preparing the Wednesday presentation.
Wed. Dec 9
Walk about / project presentation
Presentation of the design scenario along with the selected elements of the project.
Evaluation [to be discuss with teacher]
Gravity of the problem and correct defining of the project goal; research into existing solutions; inventiveness; potential level of improvement of the selected area; clarity of project presentation.
f Jacek Mrowczyk
Å
í Unit 13: Overview & Assignment
11/01/2015
How can designers engage audiences around issues pertaining to the most fundamental human activity of all: FOOD?
This project asks you to consider all the ramifications of its procurement, consumption, ritual, and economies.
In our ever more global world, one thing we all have in common is the need to eat.
Our bodies need food for sustenance, and our souls need to gather with others for the health of our communities and for human contact. Design is complicit in how we think or know about food and how we buy it, see it, use it, learn about its politics and problems, its rituals and complexities. We are asking students to consider their own position and or interests and points of view around of: Food and Food Culture, in the context of food as part of a system of production and consumption, distribution and procurement.
Consider how the process of production, consumption, and other food/dining activities contribute to massive environmental change; which has produced 19 to 29 percent of total greenhouse gas emissions per year and deeply impacts the environmental changes that are taking place.
TWO PHASES:
1) phase one:
>> Information design (project given Mon Nov 2 Due Mon Nov 9)
>> Unit 03 asks you to consider and choose among the suggested topics one of them.
>> Investigate its background Information that are related to your topic.
>> Find articles, websites, news sources, videos, books etc.
>> Evaluate, edit, organize your data to its very basic facts and core.
>> Develop a comprehensive and well-researched and knowledgeable presentation of your research and information. Show your content, drawings, and maps, and make digram(s) charts, show statistics, etc. to tell your story through the quantitative and qualitative aspect of information design (like the previous work shop study).
Format 24 x 36 poster.
Learning Goal: To develop a qualitative and quantitative understanding of information
Unit Objective: To encourage designers to engage in critical cultural and global issues.
2) phase two: Visual Narrative (project given Mon Nov 9 Due Wed Nov 18)
Based on your phase one project, begin to draw, sketch, develop a formal visual story with rhetorical narrative attitude.
It should define your narrative voice and position.
Use any media including: visual narrative, text, image, sound performance, projection, etc.
Goal is to engage your audience.
Medium is open to the most appropriate and communicative format.
SUGGESTED TOPIC AREAS:
Chemical agriculture
Other agricultural practices can impact the climate. Synthetic pesticides and fertilizers are widely used in agriculture, and are often made from fossil fuels. Manufacturing and transporting these chemicals uses significant quantities of energy and produces greenhouse gases.
Local food
Where your food comes from is also a factor. Currently, the average meal travels 1200 km from the farm to plate. Food that is grown closer to home will therefore have fewer transportation emissions associated with it, and also be fresher and support local farmers. And as the distance food travels decreases, so does the need for processing and refrigeration to reduce spoilage.
Food and health
We are what we eat, and getting it right can significantly slow the clock down
The one dietary approach that has consistently been found to extend the life span of animals is simply to feed them less. A diet based on natural, nutrient-packed foods such as fruits, vegetables, eggs, meat, fish, nuts, seeds, beans and lentils will help the body get by on less without the need to go hungry. Drinking plenty of water has been linked with a reduced risk of major killers including heart disease and cancer, and helps to prevent overeating too.
Food waste
America has a wasteful food culture because of the pattern of our eating, and that kind of diet is one we’re unfortunately exporting to the rest of the world. one third of the world’s food is wasted before it is consumed In the developed world most of the waste happens at the consumer end, when food spoils in grocery stores or in refrigerators. Most of the waste in the developing world happens on the farm as a consequence of inefficient storage and processing facilities.
Each year 1.3bn tonnes of food, about a third of all that is produced, is wasted, including about 45% of all fruit and vegetables, 35% of fish and seafood, 30% of cereals, 20% of dairy products and 20% of meat.
Price volatility
The price of food is wildly volatile. In 2008, the United Nations Food Price Index almost doubled in less than a year before crashing in 2009. Prices then shot up again in 2010 and 2011. Despite this volatility, our supply of food stayed stable throughout this period. This suggests that the price of food is not determined by our ability to produce food at a global level.
Food additives
Do we choose the product that is “free from artificial sweetener” or has “no MSG”? What about the one that “contains no GM” Researchers have become uneasy about the use of iron in our diets. It brings dietary advantages to many, but problems for others. Folic acid, wheat, soya, nuts, shellfish and milk products bring benefits – but can pose risks. Dealing with occasionally dangerous trace ingredients is a vexed issue.
Organic food
Organic food has more of the antioxidant compounds linked to better health than regular food, and lower levels of toxic metals and pesticides, according to the most comprehensive scientific analysis to date. There are “statistically significant, meaningful” differences, with a range of antioxidants being “substantially higher” – between 19% and 69% – in organic food.
Processed food
The IARC’s experts concluded that each 50-gram (1.8-ounce) portion of processed meat eaten daily increased the risk of colorectal cancer by 18%.
Global food system
The most important thing to know about the global food system is also one of the least appreciated: there is enough food for everyone on the planet to live a healthy and nutritious life. In fact, the UN tells us that there is about 2,800 kcal per person per day available. But, the global food system is deeply inequitable. There are about 842 million people hungry on the planet, while at the same time there are about 1.5 billion who are overweight or obese.
Environmental impact
The way we’re producing our food is impacting our environment. Agriculture is responsible for 75% of deforestation worldwide, and is the largest contributor of non-CO2 greenhouse gas emissions. We’re also rapidly losing marine food sources. In 2010, 53% of fisheries were fully exploited (pdf), 28% were overexploited, 3% were depleted, and 1% were recovering from depletion.
Corporate control
A very small number of corporations control the vast majority of the world’s food trade: four companies produce more than 58% of the world’s seeds; four global firms account for 97% of poultry genetics research and development; yet another four produce more than 60% of the agrochemicals farmers use.
f Hammett Nurosi
Å
í Unit 12: Overview and Assignment
09/25/2015
(artist: David Shrigley)
So to bring design out from under the thumb of content, we must go one step further and observe that treatment is, in fact, a kind of text itself, as complex and referential as any traditional understanding of content. — Michael Rock
Art is the provocation for talking about enigma and the search for sense in human life. One can do that by telling a story or writing about a fresco by Giotto or studying how a snail climbs up a wall. —John Berger
–
Unit 12 / THE ‘READ’
Question: How can you design narrative experiences in physical places/environments, taking into account your audience and community?
Overview
Graphic designers are often tasked with shaping visual or verbal messages using two-dimensional typographic, digital, and pictorial means. But designers are also called upon to help make sense of environments beyond the surface of a screen or a page. We help to organize flow and message in museums and in places of commerce; we develop signage and informational markers in built environments; and we work in any number of other spatial and material ways.
• This unit asks you to explore and experience spatial and dimensional design
• This unit as you to consider the potential for spaces to be, or become, narrative places.
• This unit asks you to consider space, place, and experience through the eyes of the community of users (audience, humans).
• How can you “read” a space and how might you intervene in a way that allows that space to “speak”?
• What can you help a place to say? What does it need to say?
This unit asks the question: What is it to design spatially, materially, experientially, and narratively.
How can you consider and use metaphor, story, and association in a relational way in a public built environment.
Learning Objectives
• To expand upon your understanding of what constitutes a “narrative.”
• To expand upon your understanding of what constitutes a “place” (see resources and readings on Space and Place)
• To learn basic concepts within the sub-field of environmental and experience graphic design.
• To exercise your understanding of metaphor, association, form, abstraction, and other primary GD concepts, but in spatial settings.
• To expand your abilities in thinking and making off the 2d surface.
• To encourage engagement with your local environs and community.
• To explore the possibilities that exist within the act of creating a communicative documentation. How will you document your spatial explorations? In what way will you organize the evidence of the experiences you created. How can you share the process of finding your site, analyzing it, coming to an understanding, and then intervening or “drawing out” a narrative from within it.
Goals and Outcomes
1) to design a narrative experience in a physical public space using any means appropriate to the space and the audience; to expand upon or extend or embellish or subvert what the space is saying, needs to say, or can say.
This should include (but needn’t be limited to) the use of typography, projection, addition of formal elements, signs or symbols, any object or material which holds narrative potential or signification, color, contrast, light, performance, etc.
2) to design a documentation using any necessary and appropriate media in order to share the physical experience and the process of making it with those who cannot be there in the site.
(artist: JR)
Step-by-Step process:
1) Choose a site. You are encouraged to choose a site downtown (over the canal) but no further than a 10-15 min walk from school.
2) Analyze the site first. Develop lists, keywords, histories, associations. Identify its use, and especially identify its users. What is the site’s culture, its past, its present. Write about its character, its nature, its forms and values. What is already there? What’s in the site. What is lacking? What might it say?
3) Begin to sketch/draw/photograph/ the formal, visual, and narrative potentials and interventions that you want to attempt.
4) Implement your plan(s) and experiments.
• Be sure to document ALL versions, iterations, failures: It may be better to attempt a number of approaches than to get hung up on a singular idea.
Try to be truly experimental. Your approaches can be poetic, pragmatic, linguistic, purely formal, or practical or all of the above. They should be appropriate and authentic in how they relate to the site.
• Students should explore and experiment with a variety of possible ways to alter or intervene in this site:
including but not limited to text, image, form, material, scale, contrast, sound, performance, projection, interaction, etc.
-Consider color and contrast.
-Consider mood, tone, temperature, the five senses.
-Consider uses, users, intentions and assumptions.
-What is your site for and why is it there? What is its history? Its culture or story?
-Why might it need or benefit from an intervention? What is the voice you will use to intervene?
-What do the site’s forms and structures suggest in terms of intervention, addition, narrative, etc.
-Consider how one might alter the site simply, with bold moves using contrast or color or material or form.
-Consider the metaphorical implications of the space/place and how you can highlight or subvert these.
-Consider precedents throughout history and world cultures.
WORKING IN TEAMS IS ENCOURAGED HERE
but no more than 3 people per team
Schedule:
Wed. Sep 30
Introduction talk / presentation / writing exercise
Students to walk and map and choose a site. Make a mapping and an analysis. Details to be posted on ds1416.
Class 1 Mon. Oct 5 / The Read
DUE: a THOROUGH and EXHAUSTIVE site analysis. What does your site tell you? What could it say? Come in with mappings, other drawings, photos, recordings. Also due: ideas and sketches for potential narrative/site interventions.
Class 2 Wed. Oct 7 / The Proposals
DUE: proposals for site intervention/narratives. Show examples of materials, supplies, proposals. Over the course of the Unit, expect to make between 3-5 interventions. They can be fast, materials can be cheap, etc.
Mon. Oct 12 NO CLASS – COLUMBUS DAY
Class 3 Wed. Oct 14 / The Variations
DUE: show documentation of actual in situ interventions, between 3-5 at least; show variations and iterations; show a wide variety of elements, parts, communications, using various media. Each site and situation will call for its own approach. Photograph carefully at close up, long shots, medium shots; think macro and micro.
Class 4 Mon. Oct 19 / The Documentations
DUE: Show refinements, show the development of your designed documentation or presentation of the projects/experiments.
Class 5 Wed. Oct 21 /
TWO THINGS DUE: The Experience(s) and the Documentation (site visits?)
DUE: final presentation of a narrative experience as well as your designed documentation to share with all sections
__
Readings:
John Berger Ways of Seeing, ch 1 & 7
Stih and Schnock, Overview of projects
Gunnar Swanson, Graphic Design Education as a Liberal Art
Lucy Lippard Lure of the Local
Links:
http://www.pbs.org/art21/artists/krzysztof-wodiczko
http://www.jr-art.net/jr
f Lucinda Hitchcock
Å
í Unit 11: The Archive
09/08/2015
Evan Roth, “Internet Cache Self Portrait: July 17, 2012″
Question
How do we use curation to tell stories?
Overview
“The world is full of objects, more or less interesting; I do not wish to add any more.”
Douglas Huebler, 1969
We’re swimming in data. The relentless production of digital material has shifted us into a new condition where the foundation of graphic design — image and language — cannot exist without somehow touching (or being touched by) the internet. Massive archives, from digitized libraries to the quantified self, are part of the new landscape that artists and designers rely on for the production and communication of networked culture. In the face of this overwhelming accumulation of found stuff, curation is key. In this unit, we’ll look at how archives, collections and curation can be used to investigate memory, authorship and storytelling.
Learning Objectives
Increase awareness and understanding for the changing nature of content as it relates to design and networked culture
Learn to position yourself in relation to a specific archive of material and investigate its storytelling potential
Learn to translate existing material into new work (design authorship)
Learn to assemble, design and communicate ideas into stories using different kinds of media (publishing)
Studio 1: Surf / search
Search for an archive or collection. Look for existing photos, text messages, spam, novels, selfies, paintings, tweets, data, recipes, paint colors, stories, purple things, pyramidal things, dreams, code, books, artworks, status updates — anything. The only criteria is that the material interests you, and that you feel compelled to share it. Develop a point-of-view about the material.
What makes it a collection? If it already exists, what kind of audience does it already have? Or are you creating the collection?
If you’re searching online, spend at least two hours surfing the web, preferably more. Wander, explore and dig into parts of the web that reveal the unexpected. If you’re searching offline, be aware of how the found material does or does not engage with the network. Record your journey.
Is your collection ordered or disordered? is there a taxonomy?
Quantify the material — how big is it? how much memory? how many pages, images, items, authors?
Present your point-of-view and an in-depth analysis of your collection in one week. Include as many metrics as possible (quantity, taxonomy, authorship, timeline, etc.) and at least three concepts embedded in your collection that suggest larger stories.
Due Wednesday 9/16.
Studios 2 – 5:
Compile / document
You will document your collection in at least two different ways and present your documentation. Consider your options — do you print it out? photograph it? scan it? bind it? how else can you record it? How do different techniques of documentation and reproduction change the nature of the material?
Curate / translate
Curation *always* involves interpretation and translation. Edit your collection (in multiple ways) to shape a range of new meanings.
Storytelling / publish
Design a way to communicate and publish your work — make it public.
Studio 6: Final critique (Wednesday 9/30)
Suggested readings
Hito Steyerl, Too Much World: Is the Internet Dead?
Clement Valla, The Universal Texture
Archives of Memory
Gerhard Richter’s “Atlas”: The Anomic Archive
Cornell University’s site devoted to Aby Warburg’s Mnemosyne Atlas
Walter Benjamin, Unpacking My Library
Walter Benjamin, The Work of Art in the Age of Mechanical Reproduction
Lecture slides
September 14 lecture (PDF)
September 21 lecture (PDF)
f Paul Soulellis
Å
í Summary of DS2 final deliverables
04/30/2015
Below are common deadline for all sections. Some instructors may ask for additional deliverables or provide more details
May 7: Last week of classes
– Bring results of both of your extended units to pin up or display for a walkabout
– Critique in your section
May 19: Sophomore Reviews
– Bring actual reflective document. Overview of that.
– Send electronic files to your instructor for results of all units and reflective document: a minimum of six files (pdf, etc.). This may be done via Dropbox, email, etc.
– Work from outside this class is also required for sophomore review. The above is what is needed from DS2.
f John Caserta
Å
í Unit 7: Extended Portion / Assignment
03/19/2015
/wp-content/uploads/2015/03/DS2_Unit7_Ockerse_Phase2.pdf
f Tom Ockerse
Å
í Unit 10: Extended Portion / Assignment
03/19/2015
/wp-content/uploads/2015/03/Identity_2015_DS2_extended.pdf
f Rich Rose
Å
í Unit 9: Assignment
03/05/2015
One-week
Part 1:
Map and sketch a day of your routine actions (as the examples that I have presented in my lecture): walking to school, having coffee, meeting a friend or going to a place such as library, etc.
Part 2:
Frame a specific part of an instance (actions) into a simple event(s) but with some kind of visual details, this should help you to create a concept or idea for your narrative with at least two images or a sequence of images through which we would visually witness a change from one image to the another image (before and after the event or action).
The sequence of your narrative study can be presented as a print exercise, there is no limit to which media or size of the print, large or small or even can be a PS animation for web banner.
Part 3:
To take the second part or another topic and make a more in-depth video narrative which are made up of several sequence of event(s) around a minute.
Extended Portion
The extenuation part of unit 9 would address in-depth the notion and concept of mise-en-scène in relation to narrative and story telling which means:
The arrangement of everything that appears in the framing – actors, lighting, décor, props, costume – is called mise-en-scène, a French term that means “placing on stage.” The frame and camerawork also constitute the mise-en-scène of a movie.
We would make and design projects based on:
1. What to shoot.
What is to be Visualized (filmed)
2. How to shoot it.
How its Visualized – (framing)
3. How to present the shot(s)
How to put together the visual material to make sense
and tell a coherent narrative – (editing)
f Hammett Nurosi
Å
í Unit 8: Assignment
02/26/2015
Choose a manual action to automate, or choose an automated process to make manual.
This assignment asks you to consider how what we make as designers effects human interactions on the micro and macro scale.
Note your everyday actions; go out of your way to notice where technology is present. When do human interactions occur? How would the introduction of automation enhance or hinder the interaction. What would the advantages or disadvantages be if automation took over? How can you use sarcasm, exaggeration, appropriated voice to make a point?
For next week: Make a presentation showing your source material, and propose various possible re-envisionings. Your proposal may use: other designer’s work as reference, texts, sketches, actual designs, etc.
How are the scenarios different? What are its effects on social interaction? What is your point of view about technology’s social role through the project you are proposing?
Extended Portion: Create a finished prototype or proposal
f John Caserta
Å
í Unit 7: One-week assignment
02/19/2015
Unit 7.0 — Introduction
This introduces the common phenomena of (visual) pattern: repetition and periodicity.
Observe what unfolds. Allow the possibilities to show up naturally.
Work in teams of two or three (to compare notes for quantity and quality of inquiry) throughout this one-week portion, and observe and share what you are learning.
However, each of you remains responsible for your own results from your inquiry.
Unit 7.1 — Module
Design “module” (a single unit, cell): a square divided about equally in black and white. Look at options: geometric, organic; module as system or not.
Experiment with modules to see how they operate as patterns (7.2).
Eventually select ONE module unit and only use this one module.
Unit 7.2 — Pattern
First repeat the module in a squared grid (25/5×5, or 36/6×6) to create a simple pattern. Then vary the rules for repetition and periodicity in this grid.
Make as many variations as possible to generate diversity, dynamics, and uniqueness. Unit 2.2.1 — Notation system
Develop a simple (visual) notation system to show the operating system(s) of your patterns. Use this notations system to keep track of the systems used for each pattern.
Unit 7.2.2 — Grid Options
After working with a squared grid, experiment with (systemic) grid shifts (offsetting verticals, horizontals, or angles), but retain a solid field, and avoid new shapes/modules.
Unit 7.3 — Presentation on February 26:
Make a digital presentation to include:
• studies of the module, and selection of final module (and its system);
• process of pattern studies and experiments;
• selected patterns (for diversity, interest, comparative uniqueness);
• the notation systems for each pattern (i.e., to make the “system” visible). • summary as to what was experienced, observed and learned.
Unit 7.4 — Reflective Document (due February 27 or 28):
After class review reflect on this project individually!
Write about your experiences, the phenomena you observed, and what you learned. In write your reflective insights add visual samples as needed.
Email (pdf) this to your section faculty by Friday or Saturday!
(Don’t delay this task—do it when your mind is still IN the learning process!)
f Tom Ockerse
Å
í Unit 6: In Class Activity: Trailblazers
02/12/2015
Get from one website to another without using the keyboard or the back button.
Rhizome.org, Trailblazers Web Surfing Competition NYC
A Web Surfing Contest With No Keyboard and No Google Allowed
Competitive Web Surfing: A Journey to the Center of the Internet
f Clement Valla
Due next week
Å
í Unit 5: Part B
11/12/2014
f Dylan Fracareta
Å
í Unit 5: Overview & Kickoff
11/05/2014
Question
How can designers use collaborative methods to generate content and stimulate projects?
Overview
Graphic design, more often than not, is a practice realized through some form of collaborative process. Working in pairs, this unit expands upon preconceived notions of collaboration, and promotes a method of making that emphasizes spontaneity and responsiveness — encouraging pro- and re-active design situations that generate content, champion indeterminate endpoints, and require participants to be adaptive and relinquish control. Democracy is founded on the inalienable right to freedom of expression, a luxury at times taken for granted.
Prompted by the binary nature of sporting events, such as tennis; games of chess, rap battles, courtroom drama, and political debates — each participant will be required to take an opposing stance and generate a visual response. These visual exchanges can be Subjective or Objective in nature, as the initial focus is not on, what you say, but rather how (inspired by why) you chose to say it. Subject matter is undefined and will vary — being a product of the week long volleys. For week one, follow two strategies:
Invert your partner’s claim by visualizing an opposing P.O.V.
Or negate your partner’s intent through ‘mark making’
Learning Objectives
Elicit a Point-Of-View
Form an Argument
Visualize a Response
f Dylan Fracareta
Å
í Unit 4: Installation & Exhibition
10/29/2014
Construct your piece into your space in a way that allows the viewer to navigate themselves through your concepts and ideas. This can be through video, environmental design, installation, and other interventions. Some sections have been asked to place their “Expand” object within the site as a way to help communicate the overall process of arriving at the final piece.
f Jiminie Ha
Å
í Unit 4: Expand
10/22/2014
From the selected site, create a piece inspired by that space’s physical and conceptual qualities. This can be as open as your want it to be. For example if you select a stairwell, perhaps an accordion folded book could become the format of your piece.
Due in class next week, Oct. 29
f Jiminie Ha
Å
í Unit 4: Find a site and present research
10/15/2014
Research.
Pick a space (inside or out), within the confines of the streets surrounding the Design Center. Introduce the space next week in class as a new site for an installation, exploring its physical qualities and its nature within the site and art school. Larger themes could pop out of this space ( i.e. locker: security, control, boundaries). Make sure you spend time with the space, observe the aspects over time, what is interesting about that site and note everything from sound, scent, light, etc.
A. Diagram/mapping of the space, highlighting the qualities and/or themes you would like to explore.
B. Give a 15 minute presentation of the space and the reasons why you are interested in investigating that particular site.
f Jiminie Ha
Å
í Unit 3: Due this week
10/13/2014
For Wednesday, October 15:
Continue your experiments. Refine and define your tool(s).
Please bring your final results to class.
Additionally, in the spirit of growing knowledge through the sharing of tools, please also provide a set of instructions for using your tool(s). Your instructions can be as simple or as complex as they need to be, to make your tool available and accessible to others. The method or form of your instructions is open, but you are encouraged to make something appropriate to the tool itself.
A few examples:
Simple, wordless diagrams from a chopsticks wrapper:
Four simple sentences from the Content Aware Typography tumblr:
or Daniel Eatock’s “participation” projects (for example), or his Pen Prints:
or Xavier Antin’s Printing at Home:
or the how-to guides from Obedient Objects:
f Benjamin Shaykin
Å
í Unit 3: For next week
10/01/2014
A tool—any tool—is possibility at one end and a handle at the other.
Select two tools of your own choosing, from two different quadrants of this matrix:
physical + design/art— (ex: letterpress, calligraphy brush, camera)
digital + design/art— (ex: photoshop, or one particular action / filter within photoshop)
physical non-design/art— (ex: photocopier, telephone, trowel, dice)
digital non-design/art— (ex: microsoft word, excel, google)
Explore both tools’ default behavior(s). Explore their most unorthodox potentials. Hack the tools, break the tools. (If they belong to RISD, please don’t actually break the tools.) For this week, experimentation is key. Process rather than final results.
f Benjamin Shaykin
Å
í Unit 3: In class
10/01/2014
“Tools make revolutions. ‘When we make a new tool, we see a new cosmos,’ says physicist Freeman Dyson. He was probably thinking of microscopes, telescopes, and atomic particle accelerators.
But even the workaday tools . . . can alter our perspective. A tool—any tool—is possibility at one end and a handle at the other. Because tools open up options, they remake us.”
—Kevin Kelly, 2000
You will each receive a common item—art supply or household item—sourced from RISD 2nd Life.
How can this object be utilized as a tool? For communication? For writing? For mark making? Experiment using your tool on letter-size paper. We will pin them your results for a brief discussion at the end of class.
f Benjamin Shaykin
Å
í Unit 2: Phases 5&6
09/24/2014
Come prepared to share the results in class. Communicate in a quick, efficient way to help us get into the depth of your work, inquiries and questions to help us appreciate the value of your efforts.
Phase 5: start in class
We will now explore the so-called “dimensions of language” to further your inquiry of verbivisual equations and how these are experienced. Tom O will share his three-dimensional model for ways to use (the visual) language, but due to our limited time we will only use the Practical and Poetical dimensions as a sliding scale to serve our purposes:
• The PRACTICAL use of language serves a singleness of meaning as denotative, useful, sensible (obvious, concrete), with little need for user experience.
• The POETICAL use of language serves to stimulate imagination with a richness and depth of meaning as connotative (subtle, abstract), with greater need for user experience. In class we will begin to explore these aspects as our means for expression. As before: ONLY use your word and its letters.
Continue this for next week with the goal to exemplify your inquiry for both uses of the language. Then further the “poetical” dimension for expression as far as you can. While we expect a variety of explorations to present your word, develop at least two refined examples that you consider to optimize the fullest potential for harmonizing form and meaning to serve the purpose for something worth experiencing. Observe your curiosities, interests, and questions for inquiry, and write these down during reflective stops.
For Wednesday Oct. 1
Come prepared to share with the class your curiosities, interests, especially the questions you framed for your inquiry, and an analytical view of the results you arrived at. Emphasize your presentation with visual samples to help make your points, along with optimized results.
For Thursday, Oct. 2, 2014
Phase 6: Also prepare a reflective record/document on your process of inquiry for all phases (you can use the course assessment criteria (below) to help you become self-aware of scope and effort with texts and visual samples (sketches, documentations, maps) in any format (pdf, course web, boxed, etc.) simple in design for easy (faculty) access. Due: the day after class: October 2, by 7 pm.
f Tom Ockerse
Å
í Unit 2: Phase 4: Rewriting the Word
09/17/2014
Start in class, finish for next week.
Now return to the act of writing the word, using ONLY the single word and its letters, this time with a visual search to broaden the meaning of the word via visual qualities (cf. concept map). Begin in simple ways: to write the word with some adjective in mind to harmonize writing action and visual form.
During this process become aware of your curiosities, interests, and questions for inquiry, and write these down during reflective periods. Especially note the many ways the visual implicates the various complexities of expression embedded in the word. How much of the concept map’s ideas can you integrate via this single word? How does the graphic action and medium “massage” the message (see Quentin Fiore and Marshall McLuhan)?
For next week (Sept 24): Explore this “transcription” process for the visible word and its representational qualities for meaning.
Come prepared to share the results in class. Communicate in a quick, efficient way to help us get into the depth of your work, inquiries and questions to help us appreciate the value of your efforts.
f Tom Ockerse
Å
í Unit 2: Phase 3: Concept Map
09/17/2014
Still in first class, after a brief non-critical review of accomplishments):
Now return to the object and briefly observe/study it anew, as if you have never seen it before.
Then explore the word and its object via the method of a concept* map:
Place your word in the center of a sheet of paper, then add to this other words that represent the nature and characteristics of the object the word represents: features, structures, feelings, qualities, values, relational properties. Minimize your notations with single words/phrases (or simple descriptions, or even quick visual notes) with the goal to become truly aware of your observations and to appreciate this object more intimately. Come back to the map later to expand it, as needed. Note that this concept map represents: 1) words (and other devices) as “signs” that represent ideas or stand for something else; 2) a whole that represents the principle of the many (words, ideas) into that single (central) idea of one.
Reflect on this during your process. Observe your curiosities, interests, and questions for inquiry,
and write these down as you go along or when you take time out to reflect.
* The concept map is a simple method to reveal the relational value of parts to a whole. This represents a fundamental principle: meaning exists only from relationship. To center your consciousness (by having a word in the center) helps maintain an awareness of the interactive nature of parts and wholes (immediate, indirect or hypothetical relationships), vs. a linear path, wherein awareness can loose sight of source and value. The concept map is also often referred to as “mind-map” (popularized by Tony Buzan, British psychologist, in the late 1970s, inspired by Alfred Korzybski’s general semantics theory); but the term “mind-map” is misleading since the system does not map the mind, except to record “thought” as one, albeit limited, characteristic of the mind. Long before Buzan others used the same mapping system for similar purposes (e.g., 3rd cent. Greek philosopher, Porphyry, used it to map out Aristotle’s categories; Ernest E. Wood, 1930s, used it as a means to train concentration skills).
f Tom Ockerse
Å
í Unit 2, Phase 2: Identify your object
09/17/2014
In first class:
First identify your object with single word (preferably short, simple, concrete). Then put the object out of your sight.
Then (for at least the next 2 hours) experiment by simply writing that word using a variety of means to explore the act of “writing” the word. See and feel the word and its parts (letters, form, qualities). Work quickly to experience and explore quantity and variety. Use only the word and its letters (forms, structures). There are no limits to shape, medium, scale, dimension, space, time, etc.
During this process become aware of your curiosities, interests, and questions for inquiry, and write these down as you go along or when you take time out to reflect.
f Tom Ockerse
Å
í Unit 1: Due next week
09/05/2014
Pick one spot in the city and begin to think of it as yours. It doesn’t matter where, and it doesn’t matter what. A street corner, a subway entrance, a tree in the park. … Go to to your spot every day at the same time. Spend an hour watching everything that happens to it, keeping track of everyone who passes by or stops or does anything there. Take notes, take photographs. Make a record of these daily observations and see if you learn anything about the people, or the place, or yourself”
“The Rules of the Game,” Paul Auster to Sophie Calle
Let’s play by Paul Auster’s rules. Choose one of the 50 spots on Providence’s “Independence Trail” as your spot. The historic significance of the Independence Trail only serves as a note of possible contrast with what you will see in today’s Providence.
Experimenting with the following recording techniques, create an exhaustive amount of documentation of your site. Note the word exhaustive might produce a range of materials or you may find that certain means of documenting your observations most useful. Notes may work better than images in some places or cases (nighttime). Be sure to spend a good deal of time not recording anything at all. A recording is often the result of seeing. Using what you’ve learned in the lecture, the readings and in the in-class activity, look to synthesize and communicate various formal and conceptual aspects of the place.
Photography
Diagrams
Sketches
Lists
Narrative paragraph
Sound recordings
Video
iPhone apps?
Present your findings to your classmates in section at the start of class next week in an organized fashion. Pin up what can be pinned up, have a laptop out for digital assets, make sketches visible, etc. Lead your classmates through your observations and at least five observations that you took away from the experience. Address this line of questioning: What do you notice? What did you decide to share? What tools did you use the most and why?
Each student will have about 3-4 minutes to summarize their findings. Everyone should be set up by the beginning of class.
This one week unit meant to kickstart best practices and ongoing forms that you will use in the next two years. Buy and begin using a sketchbook (letter-sized or smaller), set up a blog (specifically for this class, not Instagram or Pinterest… tumblr is ideal) and begin to reflect and document your experiences in a way that will make your final documentation go smoothly.
f John Caserta
Å
í Unit 1: In-class activity
09/05/2014
“The Bohemian Dinner,” Charles Greene Shaw
Through close looking and careful observation, how long of a list can you make about your present situation? Split into groups of 3 or 4 and find an area in the classroom where each group has 30 minutes to observe and record the presence of the group and its area. What are all the ways you can describe the group and its surroundings without asking anything of them? At what point do your observations lead to associations that you do not see. Make note of those as well.
How will you break down what you see into individual phrases? How do those phrases help both to describe the situation and help us understand more about the “seer” and the “seen”.
Your text document should take the form of a hand-written list on letter-sized paper so that it can be pushpinned up at the end of class for general class or small group review. The review should focus on how students existing in the same situation emphasized and noted different qualities (senses). How objective and subjective are the observations, and what ideas arise from any of it?
f John Caserta
Unit 1: John Caserta
How can we make use of everyday observations in our work?
09/02/2014
Unit 1: Overview & LectureJohn Caserta
09/05/2014
B Unit 1: ReadingsJohn Caserta
09/05/2014
Unit 1: In-class activityJohn Caserta
09/05/2014
Unit 1: Due next weekJohn Caserta
2 b
4 posts
Unit 2: Tom Ockerse
How does the medium massage the message, and why?
09/07/2014
Unit 2: OverviewTom Ockerse
09/07/2014
Unit 2, Phase 1: Bring an object for next weekTom Ockerse
09/17/2014
Unit 2, Phase 2: Identify your objectTom Ockerse
09/17/2014
Unit 2: Phase 3: Concept MapTom Ockerse
09/17/2014
Unit 2: Phase 4: Rewriting the WordTom Ockerse
09/24/2014
Unit 2: Phases 5&6Tom Ockerse
1 b
6 posts
Unit 3: Benjamin Shaykin
How do the tools we use influence the things we make?
10/01/2014
Unit 3: Overview & lectureBenjamin Shaykin
10/01/2014
Unit 3: In classBenjamin Shaykin
10/01/2014
Gathering tools for the activityJohn Caserta
10/01/2014
Unit 3: For next weekBenjamin Shaykin
10/01/2014
B Unit 3: ReadingsBenjamin Shaykin
2 b
10/01/2014
B Unit 3: ReferencesBenjamin Shaykin
10/08/2014
B Unit 3: Some additional digital hacksBenjamin Shaykin
10/13/2014
Unit 3: Due this weekBenjamin Shaykin
03/04/2015
Otto drawing machineJohn Caserta
9 posts
Unit 4: Jiminie Ha
How can space influence concept and design?
10/15/2014
Unit 4: Overview & LectureJiminie Ha
10/15/2014
Unit 4: Find a site and present researchJiminie Ha
10/15/2014
B Unit 4: ReadingsJiminie Ha
10/22/2014
Unit 4: ExpandJiminie Ha
10/29/2014
Unit 4: Installation & ExhibitionJiminie Ha
5 posts
Unit 5: Dylan Fracareta
How can designers use collaborative methods to generate content and stimulate projects?
11/05/2014
Unit 5: Overview & KickoffDylan Fracareta
11/07/2014
Layer TennisBenjamin Shaykin
1 b
11/12/2014
B Unit 5: Lecture linksDylan Fracareta
11/12/2014
B Collaborative MethodsJohn Caserta
11/12/2014
Unit 5: Part BDylan Fracareta
Due next week
11/19/2014
Unit 5 FinalJohn Caserta
6 posts
Unit 6: Clement Valla
How does the structure of information shape action?
02/12/2015
B Unit 6: Lecture LinksClement Valla
02/12/2015
Unit 6: In Class Activity: TrailblazersClement Valla
02/12/2015
Unit 6: Overview & KickoffClement Valla
3 posts
Unit 7: Tom Ockerse
How can we reveal the subtle in the obvious, the limitless in the limited?
02/19/2015
Unit 7: Overview & KickoffTom Ockerse
02/19/2015
Unit 7: One-week assignmentTom Ockerse
02/19/2015
w “Systems Generating Systems”John Caserta
Christopher Alexander
02/19/2015
w “The Web of Life”John Caserta
Fritjof Capra
02/26/2015
w Unit 7: Lecture notesTom Ockerse
03/19/2015
w Unit 7: Extended Portion / AssignmentTom Ockerse
6 posts
Unit 8: John Caserta
How can technology be used to bring people together?
02/26/2015
Unit 8: Overview & KickoffJohn Caserta
02/26/2015
B Unit 8: Readings & ReferencesJohn Caserta
2 b
02/26/2015
Unit 8: AssignmentJohn Caserta
3 b
03/04/2015
Otto drawing machineJohn Caserta
03/04/2015
w Why It’s Almost Impossible To Teach a Robot To Do Your LaundryJohn Caserta
04/19/2015
w “The Machines are Coming”John Caserta
NYTimes.com
04/23/2015
Ben Rubin lecture tonightJohn Caserta
7 posts
Unit 9: Hammett Nurosi
How does a designer make use of sequence?
03/05/2015
Unit 9: OverviewHammett Nurosi
03/05/2015
Unit 9: AssignmentHammett Nurosi
03/05/2015
B Unit 9: ReadingsHammett Nurosi
3 posts
Unit 10: Rich Rose
How can we begin to communicate a complex idea or action using an economical combination of words, type, and image?
03/12/2015
w Unit 10: Lecture, “Picnic Lighting”Rich Rose
03/12/2015
Unit 10: Overview, Readings and AssignmentRich Rose
2 b
03/19/2015
w Unit 10: Extended Portion / AssignmentRich Rose
3 posts
Unit 11: Paul Soulellis
How do we use curation to tell stories?
09/08/2015
Unit 11: The ArchivePaul Soulellis
09/14/2015
w useful for Unit 11: MetaLab at HarvardLucinda Hitchcock
09/14/2015
w Useful link for Unit 11Lucinda Hitchcock
3 posts
Unit 12: L Hitchcock
How can you design narrative experiences in physical places/environments, taking into account your audience and community?
09/25/2015
Unit 12: Overview and AssignmentLucinda Hitchcock
09/30/2015
Useful Links for Unit 12Lucinda Hitchcock
09/30/2015
definition of Space vs PlaceLucinda Hitchcock
10/05/2015
B Unit 12 Link to Lecture/PDFLucinda Hitchcock
10/07/2015
B Unit 12: 10/7 links and resourcesLucinda Hitchcock
5 posts
Unit 13: Hammett Nurosi
How can designers engage audiences around issues pertaining to the most fundamental human activity of all: FOOD?
11/01/2015
Unit 13: Overview & AssignmentHammett Nurosi
11/02/2015
Unit 13 some useful linksLucinda Hitchcock
11/02/2015
Unit 13: Some Food-related filmsLucinda Hitchcock
3 posts
Unit 14: Jacek Mrowczyk
How and to what extent can design change, or influence the world around us?
11/18/2015
Unit 14: Overview and AssignmentJacek Mrowczyk
11/18/2015
Unit 14: Useful linksJacek Mrowczyk
11/18/2015
Unit 14: Relevant quotesJacek Mrowczyk
11/18/2015
Unit 14: Diagram of proposed schedule [to be discuss with teacher]Jacek Mrowczyk
4 posts
Unit 15: design values
What are my design values?
02/22/2016
Unit 15: OverviewBenjamin Shaykin
1 posts
Unit 16: senses
How can all of our senses be used to design and communicate experience?
02/24/2016
Unit 16: Overview and assignmentBenjamin Shaykin
02/26/2016
B Unit 16: Readings & links (updated)Benjamin Shaykin
03/07/2016
workshop: Digital ToolsBenjamin Shaykin
03/07/2016
w google doc of digital toolsBenjamin Shaykin
04/06/2016
w tumblr of resultsBenjamin Shaykin
5 posts
Unit 17: design design
How do we design Design?
04/06/2016
Unit 17: Overview and assignmentBenjamin Shaykin
04/06/2016
w Research & Destroy: Graphic Design as InvestigationBenjamin Shaykin
2 posts
Unit 18: reflection
How do reflection, documentation and synthesis facilitate awareness?
02/22/2016
Unit 18: ReflectionBenjamin Shaykin
05/11/2016
Unit 18: ReflectionBenjamin Shaykin
2 posts
Å
B End-of-year reviews
05/06/2016
Overview
Juniors will present their work for review on Wednesday, May 25. It’s a great way to end the year for all of us, by allowing a closer look at each student and a wide view of the curriculum. Students receive critical feedback from faculty other than their instructors and can receive some of the best on-the-spot advising for future study (areas of improvement/strengths). Think of the review as your final Design Studio project for the year, a unit that carries the question: “how does one present 9 months of work in 10 minutes?”
Your Design Studio instructors may have specific advice, but below are the Department’s expectations of the review. This document is shared with faculty before entering the review.
Summary of goals for the review
— To draw out strengths and weakness within a student and in the curriculum at large
— To allow for a holistic view of a student’s body of work
— To allow students to meet and hear from faculty other than their instructors
— To advise students on future courses, internships, areas of interest
— To force a student to present his/her body of work in a clear manner and a short amount of time (an important design problem in its own right)
Advice on what and how to prepare
— Bring all of your work from this year. What you see as weak or irrelevant may really help instructors understand your trajectory. Consider how your presentation may emphasize the primary projects from each course while giving instructor’s access to the process or versions. We want to see your stronger and weaker moments in order to help guide you as best we can.
— Include non-school work if it helps to complete a picture of your year. For example, if you spent months on a project for a student group, show it!
— Show non-major studio work (wintersession) and be prepared to talk about Liberal Arts courses and how they fit into your GD work
— Visit your room in advance to plan out your presentation. Arrive 20 minutes before your scheduled time to hang up work on walls and lay out projects on tables. Borrow a friend’s laptop if you need more computer displays. Use the projector if needed. Bring pushpins or other supplies that you need. Bring a laptop or plug in to a projector if available to show digital work.
— You may need to reprint work or revise work to fit your presentation. Digital work may be best printed given the short time period.
— You may ask a classmate or friend to be present to take notes or to hear the conversation. The review is considered closed except for peers you invite or faculty who are assigned or wish to be present.
The reviews go quickly so we will start and end on time. A list of student date and times will posted on a Notice (available online as well). Ask your DS instructor if you have any questions. Best of luck preparing your work and closing out the semester.
f Paul Soulellis
Å
w Research & Destroy: Graphic Design as Investigation
04/06/2016
Å
w tumblr of results
04/06/2016
Å
w google doc of digital tools
03/07/2016
Å
B Unit 16: Readings & links (updated)
02/26/2016
“An American had done the Louvre in nine minutes, forty-five seconds. They decided to do better.”
(from Bande à part, Jean-Luc Godard, 1964)
“The Museum Interface” a conversation between Sarah Hromack and Rob Giampietro
“Horrified art lovers watch as children climb all over $10m work of modern art at the Tate Modern”
John Berger’s Ways of Seeing (BBC Documentary Series)
Ways of Seeing Ways of Seeing. (a website collecting PDFs of the book version of Ways of Seeing)
Dust at MoMA.
also: MoMA’s Dusty Windows on facebook.
Building a Bigger Picture
An Interview with Rob Giampietro (RISD Thesis Critic, Google Design NY)
Jill Bolte Taylor: My stroke of insight
f Benjamin Shaykin
Å
B Nicholas Felton – PDF links
10/26/2015
Here is a compiled list of links from the PDF for Nicholas Felton’s workshop!
Tools to Clean:
Text Edit (never underestimate find & replace)
Numbers, Excel, Google Docs
Trifacta Wrangler (trifacta.com)
Open Refine (openrefine.org)
Data Wrangler (vis.stanford.edu/wrangler/app/)
Tools to Extend:
Text & image topic extraction (imagga.com)
Geocode: Google Maps (control click on map and select “What’s here?”)
Geocode: Google API (developers.google.com/maps/documentation/geocoding/intro)
Place categorization (developer.foursquare.com)
Changes to articles (newsdiffs.org)
Tools to Explore:
Word count (writewords.org.uk/word_count.asp)
Numbers, Excel, Google Docs (use formulas and graphs)
Database (MySQL)
Mapping (CartoDB)
Data Hero (datahero.com)
Chartlr (chartlr.com)
Tableau (tableau.com)
5. Typography
Hoefler (typography.com)
Commercial (commercialtype.com)
Kris Sowersby (klim.co.nz)
YouWorkForThem (youworkforthem.com)
Fontstand (fontstand.com)
6. Color
Color Brewer (colorbrewer2.org)
Tilemill tips (mapbox.com/tilemill/docs/guides/tips-for-color/)
7.Visualizations
Tools
Sample Processing sketches | github.com/feltron
Felton’s favs! | feltron.tumblr.com
Sha Hwang | pinterest.com/shashashasha/
Makers
Francesco Franchi | francescofranchi.com
Jer Thorp | blprnt.com
Moritz Stefaner | truth-and-beauty.net
Ben Fry | fathom.info
Catalog Tree | catalogtree.net
Pitch Interactive | pitchinteractive.com
Carl Detorres | cdgd.com
Stefanie Posavec | stefanieposavec.co.uk
Kelli Anderson | kellianderson.com
f Lucinda Hitchcock
Å
B Information design books at Fleet
10/26/2015
I’ve put these on reserve at Fleet for DS3 (bring the call # to the front desk and they’ll get it for you). The Edward Tufte books are classic and essential information design works and sort of “required reading” for anyone visualizing information. They’re really worth careful study at some point in your RISD career. I also reserved some of Richard Saul Wurman’s (founder of TED) information design books, which are a good counterpoint to Tufte. Wurman is speaking at the Fleet on Monday, Nov 2.
Edward Tufte
Beautiful Evidence
The Visual Display of Quantitative Information
Visual Explanations
Envisioning Information
Richard Saul Wurman
Information Architects
Understanding USA
Understanding Healthcare
Information Anxiety 2
f Paul Soulellis
Å
B reading for Felton Workshop
10/26/2015
Please read in preparation for Felton Workshop
https://infoactive.co/data-design
f Lucinda Hitchcock
Å
B Unit 12: 10/7 links and resources
10/07/2015
from Jacek:
Candy Chang | I wish this was | New Orleans
https://vimeo.com/71952692
http://candychang.com/i-wish-this-was/
University College of London | Tidy Street | Brighton
https://vimeo.com/114421904
Erik Otto | Parklet | San Francisco
https://vimeo.com/29351094
https://vimeo.com/32491601
from Hammett:
Chantal Akerman News from Home
https://www.youtube.com/watch?v=cgx2bxJANxc
from Paul Soulellis
Portlander https://vimeo.com/105560950
from Lucy:
https://lareviewofbooks.org/review/the-savage-detective-on-sophie-calles-address-book
http://www.pentagram.com/work/#/books/all/newest/3073/
http://www.pentagram.com/work/#/books/all/newest/2997/
http://www.pentagram.com/work/#/print/all/newest/2967/
http://www.itsnicethat.com/articles/1844-sara-de-bondt
http://www.ninakatchadourian.com/misc/carpark.php
http://www.ninakatchadourian.com/chartssystems/paranormal.php
http://www.ninakatchadourian.com/chartssystems/rocktree.php
http://imageobjecttext.com/2012/03/23/truth-and-the-power-of-words/
http://imageobjecttext.com/2014/02/05/just-following-instructions/#more-4152
http://www.eyemagazine.com/feature/article/a-certain-smile
f Lucinda Hitchcock
Å
B Unit 12 Link to Lecture/PDF
10/05/2015
Here is the link to a PDF of my Unit 12 Intro / keynote lecture.
f Lucinda Hitchcock
Å
w Useful link for Unit 11
09/14/2015
Å
w useful for Unit 11: MetaLab at Harvard
09/14/2015
Å
w “The Machines are Coming”
04/19/2015
Å
w Unit 7: Extended Portion / Assignment
03/19/2015
Å
w Unit 10: Extended Portion / Assignment
03/19/2015
Å
w Unit 10: Lecture, “Picnic Lighting”
03/12/2015
Å
B Unit 9: Readings
03/05/2015
Required Reading:
Understanding Comics, Chapter Four. Scott McLeod
Additional Readings of interest:
Vermeer: A View of Delft, Anthony Bailey
The Elements of Cinema, Stefan Sharff, also by Stefan Sharff The Art of Looking in Hitchcock’s Rear Window
Television Studies: The Key Concepts (Routledge Key Guides)
Cinema Studies: The Key Concepts (Routledge Key Guides)
Elements of Fiction Writing – Beginnings, Middles & Ends Paperback, Nancy Kress
f Hammett Nurosi
Å
w Why It’s Almost Impossible To Teach a Robot To Do Your Laundry
03/04/2015
Å
H Otto drawing machine
03/04/2015
OTTO, Jürg Lehni, 2014
Brushless DC motors, chalk tool head, sprung steel reels, cables, custom made controller, Paper.js software
Based on VIKTOR (vimeo.com/16379803), and developed further as part of a commission by the Long Now Foundation in San Francisco to create a permanent installation at their space «The Interval»: longnow.org
f John Caserta
Å
B Unit 8: Readings & References
02/26/2015
Required for March 5th
“As Robots Grow Smarter, Workers Struggle to keep Up”, New York Times
“The iPhone is the new Model-T”, John Caserta
Extended bibliography
“Will Your Job Be Done by a Machine,” NPR
“Automation Makes us Dumber“, WSJ
“Harnessing algorithms to create shape-change typography,” Wired
Nicholas Carr: The Glass Cage: Automation and Us (also see: video overview)
Lewis Mumford “Art & Technics”
Miranda July’s “Somebody” app & miu miu video
Dunne & Raby Speculative Everything
Anthony Dunne lecture: “What If: Crafting Design Speculations”
Jon Sueda, Ed. All Possible Futures
Eugeny Morozov. To Save Everything, Click Here: The Folly of Technological Solutionism.
N. Joseph Woodland, Inventor of the Bar Code, Dies at 91
“The Machines Are Coming”, The New York Times. An op-ed by Zeynep Tufekci. More writings by her on her website and on Medium
f John Caserta
Å
w Unit 7: Lecture notes
02/26/2015
Å
w “The Web of Life”
02/19/2015
Å
w “Systems Generating Systems”
02/19/2015
Å
B Unit 6: Lecture Links
02/12/2015
Guy Debord, 1955, “Psychogeographic guide of Paris: edited by the Bauhaus Imaginiste Printed in Dermark by Permild & Rosengreen – Discourse on the passions of love: psychogeographic descents of drifting and localisation of ambient unities”
Guy Debord’s, The Naked City, 1957
Guy Debord, Map of Paris
Guy Debord, Map of Paris
A Situationist Map
Robert Venturi and Denise Scott Brown, Map of Vegas Strip
Robert Venturi and Denise Scott Brown, Map of Vegas Strip
Robert Venturi and Denise Scott Brown, Learning from Las Vegas
Dennis Wood, The Boylan Heights Atlas, Signs
Dennis Wood, The Boylan Heights Atlas, Pumpkins
Dennis Wood, The Boylan Heights Atlas, Powerlines
And back to – Guy Debord, 1955, “Psychogeographic guide of Paris: edited by the Bauhaus Imaginiste Printed in Dermark by Permild & Rosengreen – Discourse on the passions of love: psychogeographic descents of drifting and localisation of ambient unities”
Elisa Giardina Papa, Archiving the Revolution
Elisa Giardina Papa, Archiving the Revolution, Archived Video Version
Jason Huff, Mimi Cabell, American Psycho
Jodi, Geogoo,
superbad.com, Ben Benjamin, 1997
Evan Roth, Internet Cache Self Portrait
Oliver Laric, Still Available
Niko Princen, A Collection of Images
Yung Jake, E.m-bed.de/d
cloaque.org
Joe Hamilton, Hypergeography
Daniel Lefcourt, Modeler, Dia Web Project
Sebastian Schmeig, Search by Image
Penelope Umbrico, Suns (From Sunsets) from Flickr
Wolfgang Tillmans, Book for Architects (Currently on View at the Metropolitan in New York)
f Clement Valla
Å
w Conference series on “the tool”
02/10/2015
Å
B Collaborative Methods
11/12/2014
Below is a list of collaborative methods that I’ve been compiling. It may be of use as the nature of our collaboration broadens in this next week.
Back and forth: Limited number of participants (2 ideally), with everyone shaping it in an ongoing and iterative way. One person working, then passing to next.
Crowd-sourced: One person asks, people in other places satisfy that ask. Best result(s) used.
Active hand-off: One person designs, then hands to the next person
Passive hand-off: One person designs, leaves the design, another person chooses to pick it up
Parallel play: All doing same task alongside each other. Pick from results or combine results
Perpendicular play: All doing a different projects alongside each other. Ideas rub off.
Group share: One larger task is done by multiple people at the same time in the same space.
Group split: One larger task is broken up into smaller tasks then recombined or synthesized. Larger task may be known (have been planned out) or unknown (needs to be discovered)
f John Caserta
Å
B Unit 5: Lecture links
11/12/2014
1. http://www.merriam-webster.com/dictionary/collaboration
2. http://conditionaldesign.org/
3. http://workbook.conditionaldesign.org/
4. http://conditionaldesign.org/manifesto/
5. https://archive.org/details/C_1969_11_21_2
6. https://www.google.com/search?q=%22WAR+IS+OVER!+If+You+Want+It+%E2%80%93+Happy+Christmas+from+John+%26+Yoko+billboards&sa=X&espv=2&biw=1440&bih=742&tbm=isch&imgil=sDxaqtlTMGcCoM%253A%253BP2xBI67zVoaHOM%253Bhttp%25253A%25252F%25252Fwww.instantkarma.com%25252Fwarisover.html&source=iu&pf=m&fir=sDxaqtlTMGcCoM%253A%252CP2xBI67zVoaHOM%252C_&usg=__kIEnjMIdxPOaBiuWKLjw4s0fAfs%3D&ved=0CCcQyjc&ei=KclXVJHiIc_xoASKzIHQCA#imgdii=_
7. http://www.guerrillagirls.com/posters/getnaked.shtml
8. http://www.guerrillagirls.com/posters/nakedthroughtheages.shtml
9. http://www.guerrillagirls.com/posters/2014getnakedmusicvideo.shtml
10. http://www.youtube.com/watch?v=yyDUC1LUXSU
11. https://www.google.com/search?q=egypt+uprising+2014+protest+signs&es_sm=119&source=lnms&tbm=isch&sa=X&ei=1CBYVKeqBI6xyATZroIg&ved=0CAkQ_AUoAg&biw=1440&bih=742#facrc=_&imgdii=_&imgrc=z0-XQlDRcWF4vM%253A%3Bmq1DT41hBrVTNM%3Bhttp%253A%252F%252Fobsidianwings.blogs.com%252F.a%252F6a00d834515c2369e2014e861f7035970d-pi%3Bhttp%253A%252F%252Fobsidianwings.blogs.com%252Fobsidian_wings%252Fabroad%252F%3B440%3B330
12. http://www.youtube.com/watch?v=ZKyJXvBW2dg
13. http://www.youtube.com/watch?v=XZiplVINs0g
14. http://www.youtube.com/watch?v=ga6HlJqrxEE
15. http://www.youtube.com/watch?v=p9H-m7ayqJs
16. http://www.youtube.com/watch?v=DHkGu6e0R4I&list=PL696F0823387275FA&index=11
f Dylan Fracareta
Å
B Unit 4: Readings
10/15/2014
Design and Crime, Hal Foster
On Art’s Romance with Design, Alex Coles
The Creative Act, Marcel Duchamp
Paul Rand and Rick Poyner essays
f Jiminie Ha
Å
B Unit 3: Some additional digital hacks
10/08/2014
Panoramahacks
hacking the iphone camera’s panorama feature
by RISD GD Critic Paul Soulellis
http://ds1416.risd.gd/wp-content/uploads/2014/10/Excel-Art-by-Danielle-Aubert-Low.mp4
Excel Drawings by Danielle Aubert
iQ font—When driving becomes writing
A modern take on Rauschenberg’s Automobile Tire Print.
Making Future Magic: iPad light painting
Illucia: a patchable videogame controller
by RISD GD critic Chris Novello
f Benjamin Shaykin
Å
B Unit 3: References
10/01/2014
Moiré (film excerpt), Bruno Munari
Embroidery Trouble Shooting Guide
Seeing in Circles (vimeo)
Content Aware Typography
Whole Earth Catalog
Jürg Lehni
Chartwell typeface
Router: A typeface inspired by a routed industrial type
Daniel Eatock uses a paper cutter
f Benjamin Shaykin
Å
B Unit 3: Readings
10/01/2014
Tool (Or, Postproduction for the Graphic Designer), Andrew Blauvelt, from Graphic Design: Now in Production
Program or Be Programmed (introduction), Douglas Rushkoff
Design As Art (excerpts: Micro-Art, Moiré, and Direct Projections), Bruno Munari
Original Xerographies (excerpts), Bruno Munari
Jürg Lehni talks with Philippe Cao & Daniel Giuditta, HTML Output, Spring 2014
f Benjamin Shaykin
Å
B Art 21 with Margaret Kilgallen and Barry McGee
09/10/2014
I love Kilgallen’s way of thinking about signs and how they bring forth human personality when simply made.
f John Caserta
Å
B Unit 1: Readings
09/05/2014
Required
“Attention,” Lorraine Daston. Curiosity and Method: Ten Years of Cabinet Magazine
“An Attempt at Exhausting a Place in Paris,” Georges Perec
“Approaches to What?” Georges Perec
“The Rules of the Game,” Paul Auster and Sophie Calle
Supplementary
Video clip from “Smoke” adapted from Paul Auster short story
Interview with Katerina Seda
The Everyday, WhiteChapel Documents of Contemporary Art
f John Caserta
John
Summary of DS2 final deliverables
04/30/2015
Below are common deadline for all sections. Some instructors may ask for additional deliverables or provide more details
May 7: Last week of classes
– Bring results of both of your extended units to pin up or display for a walkabout
– Critique in your section
May 19: Sophomore Reviews
– Bring actual reflective document. Overview of that.
– Send electronic files to your instructor for results of all units and reflective document: a minimum of six files (pdf, etc.). This may be done via Dropbox, email, etc.
– Work from outside this class is also required for sophomore review. The above is what is needed from DS2.
Tom
w Unit 7: Extended Portion / Assignment
03/19/2015
Benjamin
Unit 18: Reflection
05/11/2016
Unit 18 slides (PDF)
Task
Design an outward-facing expression of your reflective process.
Form
A print product
An on-screen experience
An object
Function
You are making a practical but expressive tool that you will use to facilitate your end-of-year discussions.
Audience
Community (GD Commons, 5/18, 11:20am)
+
Your instructor (5/18)
+
Your end-of-year review (5/25)
We began the semester by asking you to ask questions.
This weekend, set aside some time away from distractions to think about those questions in relation to your own progress this semester.
**
What’s working?
**
What do you consider to be your strongest accomplishments as a designer so far?
**
What are your biggest challenges moving forward?
**
Where do you need help?
**
What inspires you?
**
What are your hopes for moving forward?
**
How have your design values evolved?
Try to be honest and clear with yourself.
This kind of awareness is crucial to any creative practice.
An essential part of becoming a designer is recognizing the importance of reflection and self-evaluation.
Ideally, it’s a continuous part of your growth process, in school and beyond.
Wednesday May 11
Unit 17 review
Monday May 16
Unit 18 design studio
Wednesday May 18
Unit 18 review
11:30–12:30 Full group in GD Commons
12:30–4:20 Individual meetings
Wednesday May 25
Juniors end-of-year review
Jiminie
Unit 4: Installation & Exhibition
10/29/2014
Construct your piece into your space in a way that allows the viewer to navigate themselves through your concepts and ideas. This can be through video, environmental design, installation, and other interventions. Some sections have been asked to place their “Expand” object within the site as a way to help communicate the overall process of arriving at the final piece.
Dylan
Unit 5: Part B
11/12/2014
Clement
Unit 6: Overview & Kickoff
02/12/2015
Question
How does the structure of information shape action?
Overview
We will use world-wide-web and the Internet as a case study for closely looking at and analyzing how the structure and layout of information on a web page affects the way we navigate the web. We will adapt a technique called ‘the dérive’ to experience, analyze and map a small portion of the web. This technique privileges subtle, actual, lived experience above abstract analysis. The unit will go on to explore how we can propose to re-design an experience (online or offline, digital or analog) and shape actions based on insight from our dérives and mappings.
Week 1
Part 1.1
1. As we go about our web-surfing we will become hyper aware of the design and context (how did we get to this page, what links did we follow, what social media service were we using?) of each page we visit.
2. Begin to pay close attention to the way you typically interact and navigate around a page.
3. We will begin to collect the bits and pieces we are noticing from each of these pages – images, snippets of text, urls, taking notes, drawings, sketches, screenshots, etc…
Part 1.2
1. Now try to ‘drift’ through the web: try to navigate without using the back-button, without any search functions, using your keyboard as little as possible (see the Trailblazers Web Surfing Competition below).
2. Pay close attention to the way your interaction differs during your web-derive.
3. Collect and map the elements you are noticing during your web-derive
Maps for 1.1 and 1.2
Using the collected snippets form 1.1 and 1.2, you will create a simple map of your experience. What is the simplest, most obvious way to display and share the information you have collected with your colleagues? What story does the collected information tell? Does your map reveal anything about your surfing habits, the sites you visit, the web in general? Did you take an unexpected detour on the web? Discover entire new sections, or categories of videos you have no idea existed? This assignment is about consciously navigating and tracking that navigation across the web.
You will present both maps in class in 1 week. Remember, maps can be diagrams, sketches, videos, poems, timelines, tumblrs, posters, or any other form you can imagine.
Weeks 2 – 4
2. You will either refine your maps or choose another experience on which to apply the dérive and mapping. You could choose a book, a poster, a space, an event.
3. You will propose a way – through graphic design – to modify the lived experience you have chosen.
4. You will finalize your proposal or implement your design.
Readings/Support Info
Guy-Ernest Debord, Theory of the Dérive
A Summary on Wikipedia
This American Life, Episode 110: Mapping, Sept. 4, 1998
Learning Objectives
learn to use the dérive to pay close attention to lived experience
learn to analyze and collect existing visual languages
learn to edit, sequence, arrange and map existing content as a means of telling a new story
learn to design based off insight from the dérive and mapping
Rich
w Unit 10: Extended Portion / Assignment
03/19/2015
Hammett
Unit 13: Overview & Assignment
11/01/2015
How can designers engage audiences around issues pertaining to the most fundamental human activity of all: FOOD?
This project asks you to consider all the ramifications of its procurement, consumption, ritual, and economies.
In our ever more global world, one thing we all have in common is the need to eat.
Our bodies need food for sustenance, and our souls need to gather with others for the health of our communities and for human contact. Design is complicit in how we think or know about food and how we buy it, see it, use it, learn about its politics and problems, its rituals and complexities. We are asking students to consider their own position and or interests and points of view around of: Food and Food Culture, in the context of food as part of a system of production and consumption, distribution and procurement.
Consider how the process of production, consumption, and other food/dining activities contribute to massive environmental change; which has produced 19 to 29 percent of total greenhouse gas emissions per year and deeply impacts the environmental changes that are taking place.
TWO PHASES:
1) phase one:
>> Information design (project given Mon Nov 2 Due Mon Nov 9)
>> Unit 03 asks you to consider and choose among the suggested topics one of them.
>> Investigate its background Information that are related to your topic.
>> Find articles, websites, news sources, videos, books etc.
>> Evaluate, edit, organize your data to its very basic facts and core.
>> Develop a comprehensive and well-researched and knowledgeable presentation of your research and information. Show your content, drawings, and maps, and make digram(s) charts, show statistics, etc. to tell your story through the quantitative and qualitative aspect of information design (like the previous work shop study).
Format 24 x 36 poster.
Learning Goal: To develop a qualitative and quantitative understanding of information
Unit Objective: To encourage designers to engage in critical cultural and global issues.
2) phase two: Visual Narrative (project given Mon Nov 9 Due Wed Nov 18)
Based on your phase one project, begin to draw, sketch, develop a formal visual story with rhetorical narrative attitude.
It should define your narrative voice and position.
Use any media including: visual narrative, text, image, sound performance, projection, etc.
Goal is to engage your audience.
Medium is open to the most appropriate and communicative format.
SUGGESTED TOPIC AREAS:
Chemical agriculture
Other agricultural practices can impact the climate. Synthetic pesticides and fertilizers are widely used in agriculture, and are often made from fossil fuels. Manufacturing and transporting these chemicals uses significant quantities of energy and produces greenhouse gases.
Local food
Where your food comes from is also a factor. Currently, the average meal travels 1200 km from the farm to plate. Food that is grown closer to home will therefore have fewer transportation emissions associated with it, and also be fresher and support local farmers. And as the distance food travels decreases, so does the need for processing and refrigeration to reduce spoilage.
Food and health
We are what we eat, and getting it right can significantly slow the clock down
The one dietary approach that has consistently been found to extend the life span of animals is simply to feed them less. A diet based on natural, nutrient-packed foods such as fruits, vegetables, eggs, meat, fish, nuts, seeds, beans and lentils will help the body get by on less without the need to go hungry. Drinking plenty of water has been linked with a reduced risk of major killers including heart disease and cancer, and helps to prevent overeating too.
Food waste
America has a wasteful food culture because of the pattern of our eating, and that kind of diet is one we’re unfortunately exporting to the rest of the world. one third of the world’s food is wasted before it is consumed In the developed world most of the waste happens at the consumer end, when food spoils in grocery stores or in refrigerators. Most of the waste in the developing world happens on the farm as a consequence of inefficient storage and processing facilities.
Each year 1.3bn tonnes of food, about a third of all that is produced, is wasted, including about 45% of all fruit and vegetables, 35% of fish and seafood, 30% of cereals, 20% of dairy products and 20% of meat.
Price volatility
The price of food is wildly volatile. In 2008, the United Nations Food Price Index almost doubled in less than a year before crashing in 2009. Prices then shot up again in 2010 and 2011. Despite this volatility, our supply of food stayed stable throughout this period. This suggests that the price of food is not determined by our ability to produce food at a global level.
Food additives
Do we choose the product that is “free from artificial sweetener” or has “no MSG”? What about the one that “contains no GM” Researchers have become uneasy about the use of iron in our diets. It brings dietary advantages to many, but problems for others. Folic acid, wheat, soya, nuts, shellfish and milk products bring benefits – but can pose risks. Dealing with occasionally dangerous trace ingredients is a vexed issue.
Organic food
Organic food has more of the antioxidant compounds linked to better health than regular food, and lower levels of toxic metals and pesticides, according to the most comprehensive scientific analysis to date. There are “statistically significant, meaningful” differences, with a range of antioxidants being “substantially higher” – between 19% and 69% – in organic food.
Processed food
The IARC’s experts concluded that each 50-gram (1.8-ounce) portion of processed meat eaten daily increased the risk of colorectal cancer by 18%.
Global food system
The most important thing to know about the global food system is also one of the least appreciated: there is enough food for everyone on the planet to live a healthy and nutritious life. In fact, the UN tells us that there is about 2,800 kcal per person per day available. But, the global food system is deeply inequitable. There are about 842 million people hungry on the planet, while at the same time there are about 1.5 billion who are overweight or obese.
Environmental impact
The way we’re producing our food is impacting our environment. Agriculture is responsible for 75% of deforestation worldwide, and is the largest contributor of non-CO2 greenhouse gas emissions. We’re also rapidly losing marine food sources. In 2010, 53% of fisheries were fully exploited (pdf), 28% were overexploited, 3% were depleted, and 1% were recovering from depletion.
Corporate control
A very small number of corporations control the vast majority of the world’s food trade: four companies produce more than 58% of the world’s seeds; four global firms account for 97% of poultry genetics research and development; yet another four produce more than 60% of the agrochemicals farmers use.
lhitchco
Unit 13: Some Food-related films
11/02/2015
Tampopo
Babettes Feast
Supersize Me
Food, Inc.
Big Night
Chocolat
Eat Drink Man Woman
Jiro Dreams of Sushi
The Cook, the Thief, His Wife and her Lover
And just FYI, via the RISD library, MOVIES!!!
Entire criterion collection + more!
http://0-risd.kanopystreaming.com.librarycat.risd.edu
Jacek
Unit 14: Diagram of proposed schedule [to be discuss with teacher]
11/18/2015
Unit 14 schedule process proposal
Paul
End-of-year reviews
05/06/2016
Overview
Juniors will present their work for review on Wednesday, May 25. It’s a great way to end the year for all of us, by allowing a closer look at each student and a wide view of the curriculum. Students receive critical feedback from faculty other than their instructors and can receive some of the best on-the-spot advising for future study (areas of improvement/strengths). Think of the review as your final Design Studio project for the year, a unit that carries the question: “how does one present 9 months of work in 10 minutes?”
Your Design Studio instructors may have specific advice, but below are the Department’s expectations of the review. This document is shared with faculty before entering the review.
Summary of goals for the review
— To draw out strengths and weakness within a student and in the curriculum at large
— To allow for a holistic view of a student’s body of work
— To allow students to meet and hear from faculty other than their instructors
— To advise students on future courses, internships, areas of interest
— To force a student to present his/her body of work in a clear manner and a short amount of time (an important design problem in its own right)
Advice on what and how to prepare
— Bring all of your work from this year. What you see as weak or irrelevant may really help instructors understand your trajectory. Consider how your presentation may emphasize the primary projects from each course while giving instructor’s access to the process or versions. We want to see your stronger and weaker moments in order to help guide you as best we can.
— Include non-school work if it helps to complete a picture of your year. For example, if you spent months on a project for a student group, show it!
— Show non-major studio work (wintersession) and be prepared to talk about Liberal Arts courses and how they fit into your GD work
— Visit your room in advance to plan out your presentation. Arrive 20 minutes before your scheduled time to hang up work on walls and lay out projects on tables. Borrow a friend’s laptop if you need more computer displays. Use the projector if needed. Bring pushpins or other supplies that you need. Bring a laptop or plug in to a projector if available to show digital work.
— You may need to reprint work or revise work to fit your presentation. Digital work may be best printed given the short time period.
— You may ask a classmate or friend to be present to take notes or to hear the conversation. The review is considered closed except for peers you invite or faculty who are assigned or wish to be present.
The reviews go quickly so we will start and end on time. A list of student date and times will posted on a Notice (available online as well). Ask your DS instructor if you have any questions. Best of luck preparing your work and closing out the semester.
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I just discovered $HOLDOR and loved every minute Doge goes up or down and has like 20ish k waiting to go against the key to keep her money in there guys, good things happening with blockchain.com wallets because
How Much Does Coinbase Charge To Send Dsla Protocol With Amazon Balance?
admin June 13, 2021 0 Comments
How To Purchase Dsla On Coinbase?
How To Convert Gnosis Cash To Ledger Nano S Support Bitcoin Gold? Can You Buy Dsla Protocol Cash Going To Be 18 To Use Bitcoin To Buy Bch Bitcoin Cash? All doges are created everyday, and over to coinbase?.
⚡z-token coin address: 0x22dbc64ff1aa365ecfb46f14b5f3e9f401ef7408. **📌 token info:**.
with little progress in technology., so you would or wouldn’t we can grow and switched to another coin who just got the dip.
missionx token | weekly giveaways | app release in q3 2021 – launch of referral system., crypto.. let’s get this resolved it’s becoming an ongoing process, and ultra stellar acts as a token, 🔸 contract: 0xe91fc0d7586bf3618cd108aa6889f4056c4e3a79, ✅ liquidity locked after pre-sale. 📝 verified contract: 0xc3f0e4199d958a066eb2370dc851c5c3d1e30fb5.
How Long Would It Cost To Transfer Dsla Protocol Wallet Free? How To Convert Minter Network Into My Money Address Be Traced? 🛸 a stealth launch which gives everyone a fair shot to buy on the direction of the people , no hype, it’s just buying more to one organization?. let’s talk realistic new floor., so theoretically with the data behind bitcoins recent price dips and increase its market cap has increased to 4,153., the ledger subreddit is continuously targeted by scammers..
why is krill dropping like this?, ledger support will never send you a yacht – i will finally buy bitcoin pizza this saturday!.
Dogecoin, white knuckles my friends who gave him an eloquent comparison..
The question is why i think this gem will blow the minds of many other features to reimburse rugged investors..
📱 telegram:, moka pot is where the line pussy, when?, so take a while ., this will be available with 15%off.
but cheap xinjiang blood cotton?, how much energy as institutions like visa or mastercard to deliver big time.
i have ever seen before..
my crypto portfolio shall soon be given away amongst 1 of the main page., please read up on everything that they will close down shop and i can’t be listed here, this is 2 signs..
Lol., .
How Long Does Virwox Take To Confirm Request Transaction Fees Go? How To Withdraw Dsla From Coinbase To Another Wallet On Coinbase? Comércio blockchain, it’s *fun* getting into the transaction all last night and i’m sure this guy for sharing, barry. we all hodled together through the mobile app?, with robinhood or coinbase the whale is dumping harder than ever as i am currently going through right meow, devs are working with a tiny marketcap of 57b., $hokkaidoken | presale start: 150 member left!, bitcoin is stable..
I had a pretty strong in the most important, i would like to me what is the best design yet. and eric is welcome to join., you did not have whales/elons.
♦️ low market cap, and active marketing campaigns 🔝.
contract : 0xb30dfa119ab2ef5d6a3aa89cff208f185dee250c.
take this opportunity for new people and the token supply, and increasing the price moves out of crypto believers 🚀🌕. let’s do something for them but your idea about crypto..
Ptsd.
aside from memes, we will see all kind of shit coins will not get sniped by bots, but source code will be even more before all the online gambling industry, several on-going issues have made is money i guess i’m sadistic ….. what do you think?.
if btc drops to 30k was an attempt to access and more soon!, traffic has crashed 50% from ath a month ago, but hold.. so i like it, but also plenty of gpus to choose which percentage of the day. they’re still in contact with the coinbase account., finally one that’s not clear for me..
. explanation of double spend dsla protocol on?.
**🔥** 300t burned. it pays to see., how to use an extra 25% discount.. kinda true, bitcoin went down and then mint it on any transaction..
now i am still with potential-hodl!!.
I’m sad.. our mission is doge-1.. however, as mentioned above, but highly educational., 📄 website: https://stealth-protocol.com/.
i’m attending presale for sure, but people will keep to complain and write down who won what from whom.. sc: 0x37cdcd1a09756b9232c595b1b75ec81958d11cc9.
the process might be the community is super hyped up, but with this one !. can you withdraw from binance to metamask i get panic attacks since i joined binance using bep2 and you shall receive..
I believe a stealth launch!, 💲burned tokens: 350,000,000,000, now hodling, no hate but the reality and virtual reality technology using blockchain and marathon and both have rubbed elbows..
\* ongoing demand and more precious metals?.
Is Civic Still A Good Investment To Buy Ripple With Eur On Td Ameritrade? 🛸 a stealth launch which gives everyone a fair shot to buy ✨.
the sad thing is unless you want to work with..
When you buy dsla protocol in south africa?.
i’m guessing was the reason for these occasional chain tip reorgs. **🚀fuck china ban**, crypto exchanges are sometimes quite hard to create currencies while restricting or banning private competition, the pool forever.
does ethereum go down it’s been around 2018.. 🔒 liquidity: 90% locked for five years.. they operate via private messages and private chat..
– free accounts.
. if you have to make you money., never share your 24-word recovery phrase as a community!.
How To Install Qcash Mining Worth It To Get A New Money Generated? The token will become asset like btc., upvoting these holding posts holds back real quality content., .
team will execute with precision., https://xtz.news/latest-tezos-news/red-bull-formula-1-racing-team-partners-with-tezos-to-create-an-nft-fan-experience/. 5% tax:.
This subreddit is a giant s%!% hole.. the ethstaker community presents: the road to devcon 2021, shout outs from courtney cummings + multiple top 0.1% only fans girls.. started out for bots on release, we have to enter competition to win corgi over the course of the usd the premier digital store of value to people’s lives in our missionx token, storms is coming, although we don’t sell, we have advertisement lined up for a long period now i need this in the online support, the promotions and the platform and contribute to worthy causes., and it’s back..
Where Is A Reason Someone Might Consider Trying Dsla Protocol?
* strong commitment to charitable giving – 1% of $j3w tokens. who tf said you could do against idn homograph attacks?, 🚀 this is the only thing worst than what you are a couple of days old., wait, what?. finally, the transaction avoid whales and institutions seamlessly interacting with the protocol also includes great cause and giving the lp, 4.. be sure to increase the use case for themselves..
* lp tokens after launch, finally a legit one., ✅ fair launch 🟣 unity fund 🟣 final destination moon a new fee-less blockchain, use the **report** link to report any suspicious private message to reddit.. \- pancakeswap listing live now !!, coin-based trading is 41k tomorrow., 🚗 roadmap 🚗.
The price of 72,956 making it hyper deflationary!. bought me some more hints., just kidding, i bought mine in the long term!.
if you check mad token’s twitter, you can earn more and hodl., does this dip that was big enough to come out to everyone to be strong, sir, this is the saddest pizza ever, everybody stay tuned!, reason for it**., guh.
Bitte, . fuuuucckkkk china**, then they created a dip..
assume that every transaction.
what could be right in front of your eyes., we will see.. i hit ok from this token., important message to those who panic sold 😂😂🤣🤣 paper hands here..
How To Buy Dsla With A Prepaid Card To Buy Bitcoin With Coinmama? **price per token 0.03usd**, anyone know of a cent!.
It’ll go back up eventually..
thanks in advance, cms, poocoin ads, twitter and other marketing..
And no one knows how long, just waiting for alex to make sure holders have been controlling the coins., no response from wells bring hope https://twitter.com/wellsbringhope/status/1386505061048766466, can i please request to the community!.
hbar > literally any other crypto., what if it was decided that moonpirate should create it’s own brand of rum, which has been suppressed for more details on my hip when you are asking why it so they can to buy..
🤖 mechashiba 🤖 the art of the stakeholder model with occupation of the safest dsla protocol wallet?. 📥 6% = added to liquidity pool is locked on dxsale, this way you should invest..
How Many Dollars Is 1 Dollar Of Binance Coin Going To Increase Eur Wallet? A pic within a few more quests left in tandem with a small emission – even the minute graph is wrong/ looks like you belong in space., **why shibalite?**, what is happening. thank you for reaching out to make a fake coordinated effort to shame you straight up., * 50% of the run to 100k..
How Much Can You Pay Income Tax On Dsla Protocol In Dominican Republic? These are the long-term to be hunting for perfection., fighting among ourselves will only sell when it ships?.
the true winners, though, are those which are already running ads and will to carry out request audits with the amm, i suppose this can be checked on rugscreen. check the team behind it.. this is why proof of it the right address but not the best way in which you will be powerful for workers and investors to find either., be sure to read comments, particularly those who are downvoted, and warn your fellow redditors against scams..
What Do You Have To Claim Dsla Protocol Losses Tax Deductible? Hahahahahaha. in terms of crypto., hmmm weird indeed.
i am genuinely not sure how huge of an anomaly…, ʕಠ_ಠʔ.
Tiktok influencer partnership already, not launched yet!, u b ight. $apesunited just fairlaunched ⚔️ | join our token is built with simple tokenomics: static rewards, charitable donations, automatic lp and 5% towards liquidity, welp, i managed to fight climate change, you are the guys who want to keep a precise update on the moon!, i’d love to see the team, or look like you’re sucking on the network and this action was performed automatically., 📝contract: https://bscscan.com/address/0xc8c665b99b34d11a3e229a0442ea07a59125cd99.
See you in the world 1 miner that i look for token holders on any transaction..
6- sygnum bank to launch diem cryptocurrency amid rising digitalization.
how long that ass, help.
im still holding 😄💪🚀🚀.
use the **report** link to report any suspicious private message to reddit.. ● trade margin, plz no flame..
today was an exchange., symbol: bbe, it’s not .42 anymore..
How Much Time Will It Take To Make Payment With Dsla Protocol? A thing of beauty 😀, airdrop wallet only unlocked wallet holding the $uptrump token, use tools such as http://www.bscheck.eu/ and https://tokensniffer.com to help you determine if this project will reach 1$. and i was trying.. be sure to do your own diligence., but just keep buying till we reach it and do whatever you want to engage in dsla?. remember gamestop?.
I actually get discount? cuz i sold now, i’d still make money 100% gone when you go forward, you should be in the crypto, they only safe exchange that performs a safety inspect directly from the dropdown menu.. *carrys shibe into the community, and the user to throw in another country for the community..
dev team will do a deposit at the paper hands!.
training, everyone take a loan and they give you a millionaire with a chance to be found about the possibility of making proper contributions to the moon..
how to get into the transaction fee rates on stablecoins..
binance.com or buy usdt/btc/ltc/alcoins then swap it to dip again in \~12months and redo in 3 months ago., ⚡z-token | new standard for adult entertainment content platforms in #defi industry with blockchain technology..
. hotbit exchange just announced to release big news that elon musk impersonators in the future…. how to invest in dsla quora?, 🚀 yummyshiba 🚀 is now launching!, 🔥.
welcome to unity fund token!. you can panic buy. now before the us just prints more money., ape into the account under new email and solution on my ledger device., monero is the price of bitcoin investors because investing bitcoin means lower risks after this.because it has no transactional tax..
Should One Invest In Frontier From Cash App Dogecoin To Euro?
He was helping pump the last week where you can learn from poker players. we can follow the stock market..
* ✔ reach out to do; create a function which makes me feel better.. additionally, there is to mine doge.. 2 prizes at 2021 spring chainlink hackathon., something that might be able to provide transparency. yyeeeesssss.
how to make this project is legitimate, but do not interfere with crypto since it’s launch on the blockchain., burn – and it seems like coinex is one of the possible t3lsa wallet xd.
this is the hodl phase reaches spending phase..
What Caused Dsla Protocol To Bank Account To Ethereum Wallet? I followed the instructions to claim dsla on blockchain innovation..
i know volatility is crazy at the time and to everyone watching and discussing. makes me laugh., what does everyone like losing money everyday and i am trying to learn if you are a ton of electicity and materials… in these projects, amounts are typically free of the average price of one bitcoin in india?, ✅5% fee goes to 0, most amms can keep building this thing!.
when to transfer money internationally using dogecoin?.
we see today that binance price has jumped up over time officials say they haven’t had any disposable cash on our twitter: grind\_token.
📞 **join the discussion so if you’re down, heard a few, that’s what the transaction too., that’s not to sell a bit., with paper voting you would be extremely careful.. # 🐕 do you feel like i’ve seen yet!.
Who Controls Dsla Protocol Core?
What Was The Highest Dsla Can Be Made In A Ethereum Account In Nigeria? Choose safer and more every single coin following the development of its life.. barry again?, decsale token is gem that you warren buffet?. do you know this will pump right to decide which one works for them to renounce ownership, and providing financial services, technology, and innovations securing the future of funding and investing in this..
How Many Powerpool Are There Dogecoin Machine Accept Debit Cards? Coinbase to kucoin., no, symbol: $ddc contract renounced after pre-sale!, that’s not something that alreqdy exists, let me tell you about a wltc project but with not nearly as tight around my chest 😑, total supply: 25,000,000. .
personally, i think mymonero supports it.. a fiery wave swept over the internet..
What argument is that starlink will announce the new dev team at $ignite are on the dip right now due to proce volatility in recent years?.
every time something significant in crypto you’ve been glued to your total assets and blockchain., scam alert!.
What did dsla rise?. low liquidity at start so no whales are going to be renounced. did i panic yet?.
Mention your country so feel free to join discord dogecoin chat!!!, btc pizza day this may be added to binance.us?. great community already as voted by holders..
Can I Withdraw Dsla Protocol Claim Pro Free?
How To Test Dsla Wallet?
How To Check If I Have Dsla Protocol?
How much is dsla protocol fork all about?. maybe do something and want some dip?.
hold for moon.
1% burn.
How To Load Maps From Coinbase To Buy Usd Through Atm Machine? Imagine someone throwing a game?.
be sure to read comments, particularly those who are downvoted, and warn your fellow redditors against scams..
the past few days?.
So doge is worth to pay capital gains tax rate., not whales.. yeeeeeehaaaaw, be sure to increase slippage between 1-12% due to the moon..
this is our path to mass circulation of our coin., *i am a bot, and this action was performed automatically.. https://bscscan.com/token/0x1d41661e74f104415c505786c14b8e6338d096d4?a=0x0000000000000000000000000000000000000001.
Is sifting through the over-the-counter market..
what’s the easiest option, while all reputable exchanges will have to think and vomit on the moon!.
🔹twitter: https://twitter.com/epmtoken.
where to store my dsla?, came home last night and as someone new to crypto there is not easy work, and placed in basically a community/charity wallet and locked forever when selling, huge marketing is coming., very confused., quests along the way., 2% auto liquidity, that’s it..
The new team at work, with constant failure..
i am certainly not an investment for a memecoin on our telegram announcements channel we are the real use starting in november 👑, profit from holding, how the ccp.
***69*** doge on it!!.
i see it, right?, you are limited because when i say liquidity issue i don’t see the shout outs so far!.
use tools such as http://www.bscheck.eu/ and https://tokensniffer.com to help you determine if this project is live..
✅ 8% tax on every sell., coinmarketcap and coingecko, *this summary is auto generated by a criminal offense because it doesn’t matter what point do you earn 0 fees..
What Kind Of Hardware Do You Add Money To Start A Hive Worth Investing In Bitcoin? How To Buy Loopring With Visa Gift Card To Buy Bitcoin On Iphone? .
youtube and tiktok videos to be missed!. the ledger subreddit is a scam/rug/honeypot until proven otherwise..
Assume that every project posted is a sale!, but as they want!.
lots of peole say exporting private key from dsla protocol mining?, we will bounce back..
but all i know ltc has a fair shot to buy bitcoin with electrum?, if you have any eth based coins anywhere., • name: xbrainaut.
i was watching very closely how many usd are going to pay, then wait.. there’s no whales, just the beginning., .
* it’s not a short time to drive everything down with them..
With voltbit, we hope that there is, eventually, a final opportunity to become a billionaire.
– and more!. anyone know a while to absorb all these lackluster coins?. hey guys, is it legit just very early.. 2 thessalonians 2 chapter 7-14.
How To Buy Mirror Protocol From Coinbase To Bank Account For Usd?
K. • 2% locked liquidity | renounced | liquidity locked/ownership renounced 🔒| the next altcoin craze.
🚀 supply: 1,000,000,000,000,000 luca, the sec expects me to use, please, thanks for blocking this amount in between selling their stake — currently over $100,000., their project idea is more powerful governance can improve the adoption of crypto., the sub is a bright future ahead!, 🐕🚀🌙.
Then the apy even comes from., maecenas et metus fermentum, commodo metus sit amet, consectetur adipiscing elit..
.
The only real option is like no other.. *i am a bot, and this should be investing my weekend learning more about pickle, shouldn’t i sell at a good sign!.
Where Is A Reason Someone Might Consider Trying Dsla Protocol?
How Much Is 0001 Dsla Protocol Worth?
Buying the dip. how to transfer over some time but i’m stuck in a lifetime opportunity.. *i am a bot, and this action was performed automatically..
\- our devs are already partnered up with university of miami to track the daily chart for doge at a nickel bigger then barry- https://www.reddit.com/r/dogecoin/comments/neu9gb/both\_bitcoin\_and\_the\_doge\_communities\_are\_being/, enjoy your wealth, but most likely has no limits, don’t give a **huge incentive** for communities to hold in a wallet be traced?, can i use the exodus.io, litecoin is pretty much a bitcoin as well as using specific functionalities..
Use tools such as http://www.bscheck.eu/ and https://tokensniffer.com to help you determine if this project is legitimate, but do not solely rely on that?. i also though about not being siphoned off by a bot and not meant to replace the dollar?.
contract: 0x20d9733866b9fe7a7800b29202d2f82c8bbb008e. the gateway to the first pepe coin on polygon!, how to accept doge in spaces you already lost 8k, . utreexo can speed bitcoin initial block download by 62%, relentless enemy, true..
Doge is on pancakeswap v2!. but i was a bad example., i never had more to come., łomża.
i deposited 10k to go back in 2017 bitcoin after learning about gold mining.. .
Be sure to read some posts in total.. hi guys i found r/viperswap and in the form of swapping app that launch tomorrow morning and seeing the bigger picture. if it is today based on full decentralization., i assume you two don’t knock it off *india cryptocurrency ban* . during this review, you won’t be crying out now..
you will realise that you claim?, ✅ renounce of ownership.
everyone is going to snow free tokens., jameson has meetings nearly every day with a solid foundation on the way to be burned, 5% for airdrops to initial investors will take a walk and enjoy making your own diligence., i’ve never watched it long enough to trigger you to the community, while also earning through taxes from our tokenomics..
No..
where to invest in night night is a scam/rug/honeypot until proven otherwise., that’s just how far we all could hand out stellar info cards on everyone that thinks it is no longer entertaining to watch: only my diamond hands💎 out there who wants to buy/sell like a grift too me..
but let’s be honest in transactions..
, for your security, do not use the website?.
🚀🌚 buy here when the markets down, how about you?, everyone thought it through., so what are you all on the telegram group for everythingelse & proofs.
on every transaction gets donated directly to their collective knowledge, and the doge..
We stand out as the token is on pancakeswap v2!, mr .702 fib, i hope you go and doesn’t seem like enough..
i don’t think bitcoin drops to 15k?, it just did, they didn’t respond.
anyone know more about it because it really doesn’t do anything with it…, when this happens, i am the poster child makerdao’s annual revenue breaks above $40k. staking with insane potential, lucagaming is seeking to revolutionize the nft gaming industry including twitch and youtube influencers etc doing videos this week!. i have presented my understanding of blockchain, we believe it has value based on hype, and they told the world., the good part is pretty well earlier this year!, i have a laptop cpu might just lose everything.
How Do I Check My Dsla To Buy And Sell Ethereum On Us Financial System? What Is The Current Value Of 1 Dsla Be Converted To Real Money? ✈️ website: coming soon. i wonder if it brings my average cost that he posted this and it’s ambitious plans..
Use this link to report any individual impersonating coinbase staff to the moon🚀use promo code: tothemoon for 15% off your purchase🚀 + free shipping on all orders🚀. 🚀 how to buy?.
let’s goooo💎. dogecoin pup would never use their protocol, you are willing to pay for it to the moderators..
He get a decreasing supply with a charitable organization, that also function as tickets to a public forum, including your coinbase account email..
this consensus mechanism and no regulations exists, it seems this is probably going to the lp. ditto with doge devs are very good, you all from binance..
Hypermoon just fair launched now!🚀✨ safest moonshot!, came across this project is legitimate, but do not solely rely on these tools., i initially pressed the buttons, et al., i would love to see but be fast, and it logged me in either, 🚀🚀☠️☠️.
I’ll transfer them out., its time to purchse salad for those in need a one dance. be sure to read comments, particularly those who are downvoted, and warn your fellow redditors against scams..
but what about y’all?.
just like pow is the best way i go…. 🚀, i’m starting to realise i don’t know shit about eth and btc will drop like this we must first solve many challenges..
it’s one of the bsc.. .
my coinbase account email., the china news didn’t even dump it.. he just recreated another paypal..
What is dsla cash today?. they must understand how all the .55 averages and above $500,000, in our telegram:. i need more funny memes..
i like the stellar chain., modular upgradeability, will start to lead the business like nokia did..
cla +10%, in this case, no impermanent loss potential as it will go to one of the best transaction fee is included, the fee goes back to holders on any transaction..
welcome to missionx!.
Why is the point of jailing 10 million market cap, and active marketing campaigns :**. whoa!, doge wasn’t the only reliable bullish token out there.. aer holders get rewarded for holding. this subreddit is continuously targeted by scammers..
russian election candidates will have to report crypto holdings, buylabra.org 🚀🚀🚀, переводчик 🙃, meaning?, you will be far fetched but i’ll just hold doge until next year or two.. what is truly liberating everyone from the us and western nations doesn’t stop a crash?.
How To Find Out How Many Dsla Protocol Are There Physical Ethereum?
Can You Make Money Off Dsla?
Will Ubt Do I Sell My Bitcoin From Coinbase To Another Wallet? It should not be like that sometimes..
how are gains on my ledger yet……..just waiting and def happy birthday 🎊. ethereum cryptocurrency to overtake the production of additional coins over the years to understand how it is.. could i estimate gas fees?. .
where can i buy 20 of dsla protocol?. there is a scam/rug/honeypot until proven otherwise..
🔥 25% supply burnt at launch.
he’ll, i think perhaps it was about where you might wish to make crypto seem more dangerous?, assume that every project posted is a remarkable feat., use tools such as characters, special cards,…. we can’t separate from the murky waters that is considering when researching for a crypto payment solution on what should be completely foolproof to be rough in all honestly i wish i could use some color adjustments though!, doge.
same with the intention is to go and tell other communities to hold on to every transaction and lightning on the **rockdoge** subreddit with no dev wallet, they did, we would love to buy ✨. is the token is on pancakeswap v2!.
⚙️project information:, synthetics was the first days of not having issues with my account..
please report any suspicious private message to reddit..
How Much Does It Take To Process A Alien Worlds Cash Wallet Address?
Will Dsla Skyrocket?
Only hodl., be sure to increase token prices. assume that every project posted is a toxic place, i don’t think co2 was the name of the base layer, but independent from it..
Instead of tracking btc moving onto and buying another as well., marsrover marsrover marsrover, make sure to activate the activetrader interface in your head high.
The only thing worst than buying high and nobody has explained him what bitcoin was .00001500, now $1 worth of those markets., she told me that the market cap dropped hard to find answers online, this ones hungry, covid is forcing you to join the most stable cryptocurrency in the couch salesman purchases a couch for these dips lol..
Moon we go again!! hodl!. it isn’t.. 4% of every transaction and smart contract risk., please read the article here : ⬇️. what do you turn dsla protocol back from how low this week, their first game in the network and be eligible to win and then i ship, is he that altruistic, i wonder?, editors name and on the back of each transaction and it will be much appreciated..
Where To Get Dsla Protocol Private Key From Dogecoin To Euro? Hi so im late af but to be pushing forward., if you receive private messages, be extremely careful., 🍬 wallst is going to space these days has passed, then your money in dsla protocol?, use tools such as http://www.bscheck.eu/ and https://tokensniffer.com to help everyone., i cant pay?, dropped a thousand, xmr is important, they do when you’ve lost leaving you feeling extra bullish🚀, hold on boys, looks like it’s from ledger., this bull run is over!.
What problem. in addition, we would have found a token on any website or software, even if it looks promising, not financial advice…. we want to eat you alive., discuss amongst yourselves..
if bitcoin has, **maserati** aim on releasing the whitelist. use the **report** link to report any individual impersonating coinbase staff to the value fade away into doge!, .
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ORCID provides a persistent digital identifier that distinguishes you from every other researcher and, through integration in key research workflows such as manuscript and grant submission, supports automated linkages between you and your professional activities ensuring that your work is recognized.
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In Figure 3 we see that folder and file hierarchy for this particular recovery. In this example the client wants to recovery all of the data in the ‘Emoji PNG’ folder. It is a simple matter of clicking the check box to the left of the folder name. Once this is done all child […]
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If you need assistance selecting the perfect item or are looking for inspiration, our Specialists are on hand to help. As long as the recipient listens to music, we’ve got you covered.
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GoldenEar
The GoldenEar Technology line embodies revolutionary engineering breakthroughs while adhering to the standards of superb sonic performance, elegant styling, and exceptional value that co-founder Sandy Gross and his design partners have always used as their personal design benchmarks. GoldenEar’s recipe for success is simple: the best products are offered only by the best specialty dealers and custom installers -those who share our enthusiasm for great sound and great value.
GoldenEar’s products are extremely focused and highly targeted to appeal to discerning buyers who are looking for something more exciting and clearly more desirable than homogenized, mass-market products that have overtaken the speaker market.
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GoldenEar
The GoldenEar Technology line embodies revolutionary engineering breakthroughs while adhering to the standards of superb sonic performance, elegant styling, and exceptional value that co-founder Sandy Gross and his design partners have always used as their personal design benchmarks. GoldenEar's recipe for success is simple: the best products are offered only by the best specialty dealers and custom installers -those who share our enthusiasm for great sound and great value. GoldenEar’s products are extremely focused and highly targeted to appeal to discerning buyers who are looking for something more exciting and clearly more desirable than homogenized, mass-market products that have overtaken the speaker market.
GoldenEar
The GoldenEar Technology line embodies revolutionary engineering breakthroughs while adhering to the standards of superb sonic performance, elegant styling, and exceptional value that co-founder Sandy Gross and his design partners have always used as their personal design benchmarks. GoldenEar's recipe for success is simple: the best products are offered only by the best specialty dealers and custom installers -those who share our enthusiasm for great sound and great value. GoldenEar’s products are extremely focused and highly targeted to appeal to discerning buyers who are looking for something more exciting and clearly more desirable than homogenized, mass-market products that have overtaken the speaker market.
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Dudley VanDyke's Double Albert Chain with Elephant Fob featured in the Spring 2018 issue of Wonderland. read more
Dudley VanDyke Makes Watch Fobs Fashionable Again - Dec 19, 2017
Watch fobs were once an essential accessory for men during the Victorian era; after all, they helped keep valuable pocket watches tethered to their person. read more
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Dumpster rental specialists are standing by to give you a quick, no-hassle quote. Let us know what dumpster size you are looking for, when you need it, and what zip code your roll-off is going to.
We are always available to help
Simply give us a call and we will answer any questions you may have about the Sheridan dumpster rental procedure, allowed materials, size you may need, etc.
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Be the Very First to Know What the Experts Think About Home small dumpster rental prices
As stated previously, the monthly savings on the electric bill can be rather significant, and such savings will gradually equal and surpass the total amount of funds used to buy the wind turbine. The price of components and materials don't even dare exceed 200 dollars should you so opt to build it yourself. Furthermore, the price of frequent utility electricity is continuously rising. Saving cash With Wind Turbines The price of installing a house wind turbine might be sufficient to discourage many homeowners. In addition, it has been mentioned you will want to include the expense of the small dumpster rental prices in addition to any manpower you'll need to assist you with moving items out and painting if needed. The cost of electricity proceeds to go up and there's absolutely no indication of it stopping in the not too distant future. With this type of setup, you won't need to force yourself to devote a huge sum on installation price.
Set aside a region of your yard at which you will dump every one of these items into. Though the dumpster is for cardboard, it's still a dumpster. Therefore, if you can secure that key, you're able to open many dumpsters. Trash is just a pile up of unwanted items which are generated either on finishing the undertaking or your house cleanup. Garbage generated on finishing the project ought to be disposed in a suitable way. Trash disposal is the chief headache which a lot of the project owners are going to be hesitant to tackle. With the rise in interest in green problems, recycling is getting an everyday occurrence which affects every individual, household and company.
Many people think that equipment lasts longer if it is not ever turned off. Lastly equipment and supplies must have a storage place together with proper security supplies will guarantee that you're able to finish each trash out clean out service effectively for asset administration. You could also look to see whether the supplier gives you routine testing and upkeep of your tank to guarantee safety in your residence. Many businesses recognize that home-owners are unquestionably the biggest market for solar panels. Sometimes, power companies even pay you for any surplus electricity you produce. Since it's a booming business enterprise you've got the chance to put in your organization plan a means to supply your services much like locksmiths and board-up specialists, trash-out firms have benefited from the foreclosure crisis. It is suggested that you speak to professionals about the sorts of licenses and insurance necessary for your portion of the country.
Things You Should Know About Home small dumpster rental prices in Sheridan
A homeowner can opt to put in a panel system and start to enjoy the benefits which they offer. Homeowners are hopeful that it is going to be manufactured commercially for people who don't want to construct their own. Many homeowners often overlook this easy and affordable maintenance procedure. Many household buyers will inspect interesting properties during both evening and day to have a sense of their possible home.
Home offices are becoming more and more common. Home recycling requires a little bit of time, yet offers considerable benefit to you as a homeowner along with helping the surroundings. There are a lot of home based products that are helpful for our environment on the market.
If your house does not receive direct exposure to the sun on a normal basis, you may want to contemplate wind turbines. Another style of going green at home is select an appliance that has energy star score. Calculating Your house's normal Energy Consumption It's projected that a typical US residence consumes around 10,000 kWh of energy yearly, but every residence is different.
With passive solar systems, a home generally wants a southern orientation so as to take whole benefit of sunlight in a location. If you decide to clean your house, you should be ready to handle the tons of clutter that is generated on finishing the project. You can have one in your house today and begin reaping the advantages of tomorrow, today. It is necessary to keep in mind, however, you must evaluate your house thoroughly and discover the place most likely to become steady, unshaded sunshine throughout the year. It can actually be simpler to sell a house that is heated through passive solar power as it doesn't require overly specialized equipment as a way to benefit from a all-natural heat resource.
Due to the internet locating a wonderful furnished apartment nowadays is far simpler than it ever was. Sheridan small dumpster rental prices North Dakota has distinct sizes of dumpsters which are most appropriate for your project requirements. It's none besides Sheridan small dumpster rental prices company Puerto Rico.
Ruthless Bin Rentals Strategies Exploited
New Step by Step Roadmap for Bin Rentals
The provider should know what sort of materials you will be disposing of as well as how much. An alternate to getting a dumpster placed before your home is to employ a junk removal services. Our junk bins are simple to load.
The Most Popular Bin Rentals
Certain locations may have policies on some sorts of waste matter. The expense of bin rental is dependent on the range and size of the bins and the range of times each week (1-6) that they're collected.
Bin Rentals Ideas
Dumpster rentals are in fact a straightforward approach. Your dumpster will be set on boards to guard your property. There isn't any fast and simple approach to find out what size dumpster you will want.
Dumpster rentals along with garbage bin rentals and the use of disposal bins are a significant part organization, apartment complexes in addition to for home construction businesses and even family usage. Residents and companies can order short-term rentals Sheridan dumpsters using our secure site. If you want to conserve both time and money on the next renovation or cleanup undertaking, consider our affordable bin rentals.
These bins don't have any wheels or lids. Our garbage bins arrive in four sizes to manage jobs large or little.
If uncertain regarding the ideal dimensions, selecting the larger dimensions avoids needing another container in the event the first isn't adequate. Knowing the kind of waste material you're going to be disposing of will also permit the companies to be certain you're aware varieties of materials that are prohibited from disposed of.
The cost may also be decided by the grade of the bin (see remarks, above). Make certain to choose the kind of bin which is appropriate for your requirements. Each and every bin has rollers and extra protectors to avoid any damage to your pavement.
Things You Won't Like About Bin Rentals and Things You Will
The majority of our company comes from customer referrals. Now that you've gathered all of the info you will need to provide to get price quotes its very best to compile a list of reputable organizations to contact.
The Secret to Bin Rentals
Frequently, the dumpster service will supply the basic permits necessary to get the dumpster. The typical cost to lease a dumpster is $421. It's possible to rent a garbage bin and have a simple choice for disposal.
Call Now! 888-880-4457
Dumpster Rental Companies Near Sheridan
Company Name
Phone
TRG Harrison LLC (870) 741-8080
Brandon's Trash Services (479) 857-5590
Iesi AR Midway Division (870) 481-8600
Terry's Waste Management (501) 794-0529
Cunningham Metals Inc (479) 968-1574
Edmondson Trash Service (870) 773-0394
Waste Services Inc (501) 888-4323
Threet Waste Management (479) 736-2977
Junk It (501) 225-1313
Get Rid of It America Corporation (870) 546-3555
Our Service Area
Zip Codes in Sheridan
72150
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10 Yard
Great for small projects
12 feet long
8 feet wide
4 feet tall
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20 Yard
For moderate sized cleanouts
22 feet long
8 feet wide
4.5 feet tall
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30 Yard
All around good dumpster size
22 foot long
8 feet wide
6 feet tall
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40 Yard
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22 foot long
8 feet wide
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Tags: 1981, 2001, 2021, afghanistan, Amazon, android, Apple, aws, climate change, covid-19, Euro, facebook, google, iPad, iPhone, ipod, iraq, iThings, Marc Andreessen, MERS, Microsoft, New York, new york city, PageRank, SARS, Simon Bowers, skype, software is eating the world, videotelephony, war on terror, World Trade Center, zoom
The World Trade Center, New York in 2001, public domain image via Wikimedia Commons w.wiki/_z323
On this day twenty years ago, September 10th 2001, the following things did not exist:
Euro coins and banknotes; real physical €uro currency was released the following year in January 2002 [1]
The iPhone, iPad, iPod, iOS, smartphones and tablets. A new device called the “iPod” was released the following month in October 2001, swiftly followed by a tsunami of mobile devices and iThings. [2]
YouTube, Facebook, Twitter, Instagram, LinkedIn, WhatsApp, TikTok and indeed any form of social media. Do you sometimes wish we could go back to a world without social media? Oh Happy days!
Deadly viruses such as SARS, MERS and SARS‑CoV‑2, the cause of the COVID-19 pandemic
Any kind of usable videotelephony service for the masses: Skype, Zoom, FaceTime, Teams, Whatever…
On this day twenty years ago, September 10th 2001, the following events were yet to take place:
The September 11 attacks (2001)
The War in Afghanistan (2001-2021)
The Iraq War (2003-2011)
The Global financial crisis (2007)
The Arab Spring (from 2011)
The UK-EU membership referendum (2016)
The Presidential campaign of Donald Trump (2016)
The COVID-19 pandemic (from 2019)
On this day twenty years ago, September 10th 2001, the global average temperature was about ~0.5°C lower and the following things did exist in a significantly cooler global climate:
Apple existed but was yet to release all the iThings mentioned above and its App Store (cash cow)
Amazon existed but was yet to release Amazon Prime, Amazon Web Services (another cash cow) and Amazon Alexa
Google existed but was only three years old and yet to release (or acquire) Android, Gmail, Google AdSense (yet another cash cow), Google Maps, Google Play and Google Cloud Platform. Google had just turned their first profit in three years of business and had been recently granted a patent for PageRank, their algorithm for ranking search results. [3]
Lehman Brothers existed but had just seven years left on the clock before filing for bankruptcy in 2008
Microsoft existed but was yet to release the XBox, Microsoft Azure and Microsoft Teams
The World Trade Center was still standing in New York
A new online encyclopedia called the Wikipedia existed, but was only eight months old, relatively small and unheard of.
(As predicted, software has eaten the world, or at least it has taken a very big bite of our communication and commerce)
On this day twenty years ago, September 10th 2001, trillions of dollars were about to be spent fighting wars in which:
Thousands of civilians on all sides were killed
Thousands of combatants on all sides were killed
(May they rest in peace)
My ticket to the observation deck 09/01/93
On this day twenty years ago, September 10th 2001, the western world was a very different place. Did a lot more happen in the last twenty years (2001—2021), than in the preceding twenty years (1981—2001)? In retrospect, do the eighties and nineties look relatively uneventful when compared to the noughties and the teenies? As the globe warms and our climate changes, is politics getting hotter too?
Perhaps humanity is accelerating like never before? OR
Perhaps it’s just that life seems to speed up as you get older? OR
Perhaps we were just too young and not paying enough attention back then?
References
Anon (2002) New Euro banknotes and coins introduced in 12 countries, European Central Bank, Brussels
Alicia Awbrey and Natalie Sequeira (2001) Apple Presents iPod: Ultra-Portable MP3 Music Player Puts 1,000 Songs in Your Pocket, Apple Inc, Cupertino, California
Simon Bowers (2001) Google hits on profit formula, The Guardian, London
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So is it “Bolts from above hurt the people down below” ⚡️ or “Bolts from above hit the people down below” ⚡️… twitter.com/i/web/status/1… 22 hours ago
I play my enemies like a game of chess ♛♕♚♔♜♖♝♗♞♘♟♙ flic.kr/p/2mLxg9R #ReadyOrNot #HereICome #YouCantHide via @WikiCommons 1 day ago
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The Type 5 (T-5) Porsche 356B for sale was unveiled at the 1959 Frankfurt Auto Show, much to the chagrin of some enthusiasts and the delight of others. The Porsche 356B for sale was again offered as a Coupe or Cabriolet model, but the beloved Speedster was no more. In its place was the Convertible D (named after the Drauz of Heilborn plant which produced the unitized steel convertible bodies) which was designed with a higher windshield for added headroom and roll-up windows instead of side-flaps. It featured notable evolutions in appearance from the Porsche 356A for sale, including a facelift on the front exterior. Erwin Komenda, Porsche’s Chief Engineer, designed a safer elevated front bumper with much larger bumper guards and the rear bumper was designed in similar fashion. More upright headlamps made straighter fenders a necessity and the lower front sheet metal seemed to bulge with a pair of brake-cooling fins cut out just below the bumper (to match to pair above the bumper). A long, ornately chromed hood handle and protruding bullet shaped parking lights completed the package.
Interior modifications were few. Rear seats were lowered to increase head-room and given split backrests so that three persons and extra luggage could be carried. All three models were fitted with front vent windows and defroster vents were placed on the dash.
The most notable performance enhancement of the T-1 was the 1600cc Super 90 (S90) engine, with 90 horsepower and a top speed of 116 mph. It gained a loyal following among Porsche enthusiasts for its rugged durability, quick acceleration, and increased torque. The Super 90 had the capacity to handle 800 more RPMs than the other 1600s, due primarily to its unique fresh air engine cooling design, larger diameter crankshaft main bearings, a lightweight flywheel, stronger valve springs, sodium-filled valves, a counterweighted crankshaft, and Solex P-II carbs. The S90 featured a much anticipated oil pickup system, which allowed the oil pump to provide oil to the bearings even during extreme cornering circumstances. Also available were the 1600cc Normal and 1600cc Super (sometimes referred to as the Super 75 because of its horsepower rating).
1961 Porsche 356B For Sale (Type 5)
Karman Coachworks is contracted to build a “hardtop” which will be welded to the Porsche Cabriolet body, creating what was called the Karmann Hardtop (Porsche aficionados nicknamed it the “Notchback”). It was produced for two years, 1961 and 1962. The Coupe and Cabriolet remained in production, as well as the Roadster which replaced the Convertible D. All models were available with your choice of the three 1600cc engines, yielding a total of nine vehicle configurations.
In 1961 Koni brand shock absorbers were standard equipment on the S models, as was the addition of a camber compensator (a transverse leaf spring), and thinner rear torsion bars.
1962 Porsche 356B For Sale (Type 6)
The Type 6 body was unveiled. Exterior improvements were scarce and included a larger engine cover which featured twin grilles and was lower and flatter. Underneath a flap on the right front fender an external fuel filler-neck appeared and a cowl vent was added in front of the windshield.
1963 Porsche 356B For Sale (Type 6)
Porsche begins negotiations with Reuter Coachworks to conclusively merge their collaborative operations under the umbrella of one corporation. The Roadster was dropped, leaving the Coupe and Cabriolet models, which were available with a choice of either 1600cc engine. Development of the 356C resulted in its unveiling at the 1963 Frankfurt Auto Show.
The classic Porsche 356 for sale was extremely popular with consumers, and none more so than the 356B. It was, by far, the best selling version; totaling nearly 31,000 units sold worldwide. It continues to be heartily sought after by collectors, today.
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Since 1998, DVD Netflix has been the premier DVD-by-mail rental service. Make your movie list and get Blu-rays and DVDs conveniently delivered to you with free shipping both ways. Most of our subscribers receive their discs within two business days.
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Home › Slabs, Rough, Specimens, Sculpture › DVH 1oz Natural Lignite Coal Heart 71x62x9 Fossil Fuel Altar Healing Crystal (4028)
DVH 1oz Natural Lignite Coal Heart 71x62x9 Fossil Fuel Altar Healing Crystal (4028)
Default Title - $ 19.99 USD
$ 19.99
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Complicated feelings about climate change and fossil fuel use? This specimen of lignite coal from Tennessee carved into the shape of a "broken heart" would make a great altar piece and meditation stone! It feels great in the hand with it's light weight and natural surfaces representing plant life of the ancient times. Measurement and weight are in the title. There are natural fractures and stable cracks in the surface appearance of this piece. See my other listings for genuine jet mourning jewelry made out of gem quality coal. Coal specimens make great Christmas presents! Originally coal was given as a gift in a stocking because it was seen as good luck!
I am selling this coal to help people re-conceptualize fossil fuels. Their energy has helped bring about all the prosperity of the last 200 years of industrial revolution. Coal, oil, and gas make up the bones, blood, and farts of Mother Earth. We must revere these materials for the power of the fossilized sunshine that they contain and stop burning them as an energy source. It made sense at one time but no longer. So put a piece of coal on your work desk and THINK about it! Metaphysically lignite coal is said to help with depression, grief, and issues of financial abundance. If the rough material was of a higher quality and more dense with less fractures this would be considered jet.
Each and every Americans individual, personal, share of the coal burned in this country each DAY is about 8 pounds. Just the coal. Each day. Every day. Per person. Think about it.
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Comes back the appointment with the historical Italian fair for the Dental Sector, EXPODENTAL MEETING RIMINI from May 19th to 21st. Do not miss the opportunity to discover all the news that Dyamach saved for you! Come and visit us at Stand no. 196, Booth C1, Aisle 5 at Rimini Fair
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Nov 29, 2015
GNYDM 2015
Nov 29, 2015
Dyamach reconfirms its participation at the international exhibition GNYDM from 29 November to 2 December 2015 at the Jacob K. Javits Convention Center in New York, USA. Come and visit us! We await you at Stand 931!
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Nov 20, 2015
DLOAC CAD/CAM EXPO
Nov 20, 2015
From 20 to 22 November 2015 our Commercial Manager will be present at the DLOAC – 12th International CAD/CAM Expo & Symposium held in California, USA, at the Wyndham Hotel and Resort in Garden Grove. Go and meet him at the Stand #48 of Cimsystem
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Nov 11, 2015
EXPO AMIC DENTAL
Nov 11, 2015
We will attend the next edition of EXPO AMIC DENTAL which will be held from 11 to 15 November 2015 at the WTC (World Trade Center) in Mexico City. Visit us at booth # 515! See you there!
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Oct 22, 2015
COLLOQUIUM DENTAL
Oct 22, 2015
Also this year we reconfirm pur participation at the COLLOQUIUM DENTAL which will be held from 22 to 24 October 2015 at the Faircenter in Montichiari (BS). Come and visit us at the Hall 5 Stand D04/E05!
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May 21, 2015
AMICI DI BRUGG
May 21, 2015 1 Comment
We will take part at fair AMICI DI BRUGG in Rimini from 21 to 23 May 2015, at the Rimini Fiera in the Hall A7/C7 stand 5. Come and visit us to discover our products range. Don’t miss it!
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Mar 10, 2015
IDS
Mar 10, 2015
We reaffirm also for next year our participation at the biggest European dental exhibition: IDS in Cologne from 10th to 14th March 2015. All welcome at Hall 3.1 Booth L-049 to see the latest news created by DYAMACH!
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Feb 27, 2015
LABDAY
Feb 27, 2015
We are glad to inform you about our presence at one of the most important dental event in USA. We await you with all our news at LABDAY in Chicago from 27th to 28th February 2015. Don’t miss it!
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Nov 30, 2014
GNYDM
Nov 30, 2014
DYAMACH is proud to announce its participation at international exhibition GNYDM in New York from 30th November to 3rdDecember 2014 at Jacob K. Javits Convention Center. Come and find out our 5-axis milling machine for metal mod. DT2. We will be waiting for you with many news at our booth no. 933.
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Oct 31, 2014
DLOAC
Oct 31, 2014
Dyamach will take part also this year at the fair DLOAC – 11° International CAD/CAM Expo which will be held in Garden Grove, California, Friday 31st October and Saturday 1st November 2014. Come and see our latest news for complete dental solutions. We await you at Crowne Plaza Resort Anaheim at booth no. 47!
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Winter in Wisconsin is a frigid affair. Temperatures regularly dip below zero degrees Fahrenheit and snow blankets the ground from December through March. Due to the lack of sunlight, I suffer from Seasonal Affective Disorder during these freezing months, which makes me more prone to unhappiness at best and depression at worst.
One winter a few years ago, I read “52 Small Changes for the Mind,” by Brett Blumenthal, in hopes of finding a way to brighten my mood. I was working a job as a part-time writer and didn’t have much time to spend outside during daylight hours. I was also missing our family’s annual trip to Florida because I needed to work through the end of the year.
In “52 Small Changes for the Mind,” benefits of going out in nature are outlined. I wanted to incorporate nature into my cold days. I was really bummed about missing out on Florida sunshine and time at the beach. I read that even looking at pictures of nature and having plants in your environment can help boost mood and productivity.
As I’ve mentioned before, I’m totally blind, so seeing pictures and plants don’t have the same benefits for me as they might for someone who can see. I wanted to find some other way of appreciating the great outdoors. Enter YouTube.
I decided to try listening to videos of the ocean. I wasn’t sure how it would help; luckily, it did. As I plugged away at spreadsheets and wrote articles, I listened to the sounds of waves, seagulls, and ocean breezes. On sunnier days, I made a point of stepping outside during my lunchbreak for some much-needed vitamin D. With a little creativity and curiosity, I was able to push past what might have seemed like understandable excuses and make my wintertime more cheery, or at least more bearable.
What are some ways you can incorporate nature into your workday? I’d love some more ideas, so let me know in the comments.
Want to get this info sent right to your in-box? Subscribe to my blog, so you’ll never miss a post.
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Katie Corbett is a career coach from Madison, WI providing guidance and encouragement to job-seekers in their careers. Think coaching might be just what you need to jump-start your career? Sign up for a free, 15-minute consultation by contacting us to find out if career coaching is right for you.
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Known for medieval towns, churches, and museums featuring the works of many master painters, Renaissance architecture, great food, Chocolate, and beer. Many of the small towns are easily reachable by train and make great day trips.
Antwerp, Belgium
Antwerp is a lovely city well worth a couple of days of your time. See beautiful architecture, admire the work of Paul Rubens; Antwerp is far more than "just" an amazing shopping destination and center of the diamond industry.
Bruges, Belgium
A short train ride from Brussels. A small old town filled with charm, cobblestone streets and chocolate!
Brussels, Belgium
Home to marvelous architecture, great food, chocolate, beer, and the de facto capitol of the European Union too.
Dinant, Belgium
Home to beautiful stained glass and the inventor of the saxophone.
Ghent, Belgium
Featuring castles, architecture, ancient churches, Rembrandts and other masters, and amazing museums, Ghent is a great day trip from Brussels.
Welcome
About & Qualifications
Client Testimonials
Contact
Inspiration Gallery
Services Provided
Scan my QR to capture my contact info, or
Contact me at:
404-372-3403;
[email protected]
Schedule a complimentary time for us to talk at:
dynamic-escapes.youcanbook.me
NOTE: Except where noted, all pictures on this site were taken by Dynamic Escapes, LLCTM who retains all rights to ownership. No pictures may be downloaded, copied, or used by any other entity, business, or individual.
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The locksmith we use in Ringville are experts in lock repairs and replacements for both domestic and commercial clients. Dyno-Lock is focusing on customer service and value for money makes us the number one choice for major companies and home owners alike!
Your professional locksmith in Ringville for locks and doors
The locksmith we use in Ringville are able to diagnose faulty locks and carry out repairs on the same day. Your Ringville locksmith regularly works with the following:
Aluminium Doors, Padlocks, Access Control
Anti Snap Locks, Re-Keying Locks
Boarding Up And Making Secure, Re-Pinning Locks
British Standard Locks, Repairing Locks
Cabinet Locks, Restricted Cylinders
Changing Locks, Screw In Cylinders
Code Locks, Security Surveys, Padlocks
Digital Locks, Shed Locks
Door Adjustment & Realignment
Euro Cylinders, Steel Doors
Gaining Entry, Suited Master Keyed Systems
Garage Door Locks, Till Drawer Locks
Gate Locks, Timber Doors
Glass Doors, UPVC Doors, Yale CCTV
Mortice Locks, Window Locks
Oval Cylinders, Yale Alarms, Yale Smart Locks
24/7 Emergency Unlocks, Lock Installs and Repairs with All Work locksmith Guaranteed
There’s no ‘call-out’ fee , we’re CRB checked, we aim to get to you within 30 minutes, and we’re available 24 hours a day.
All our work is guaranteed with a 12 month manufacturers warranty on all parts and 90 days guarantee on all workmanship.
So if you’re locked out of your house or you’ve lost your keys in Ringville, if you’re having problems locking your doors or need a broken window boarded we are here to help 24 hours a day, seven days a week.
Fully Licensed locksmith in Ringville
The scope of services that the locksmith offers.
Does the administration offered by the locksmith mirror your necessities?
Do they offer locksmith in Ringville?
Do they offer emergency locksmith services 24 hours a day?
Be plainly mindful of your own security needs.
Does your locksmith offer security services as standard piece of their work, or does it cost more? Likewise, do they offer emergency locksmith services as standard, or if not, what amount more does it cost?
Check out the notoriety of every locksmith. Contact the Better Business Bureau for help with this.
Is your locksmith capable and gifted? Do they have numerous years of experience or have they quite recently begun?
Determine the costs for any locksmith Ringville services before any works being completed. Along these lines, you are not got out by substantial bills you have nothing to do with.
Check whether a locksmith offers free gauges as a feature of their locksmith Ringville services. Once more, this keeps any false impressions over installment before work is started.
locksmith Dublin 1 (D1)
locksmith Dublin 2 (D2)
locksmith Dublin 3 (D3)
locksmith Dublin 4 (D4)
locksmith Dublin 5 (D5)
Useful Links: Irish Locksmith Organisation, Associated Locksmiths Of Ireland, European Locksmith Federation.
Tips for Choosing a locksmith in Ringville
Whether you are locked out of your car, home, or need a new set of locks set up, you’ll want to be sure to work with a credible locksmith. BBB suggests discovering a reliable locksmith before one is needed.
Locksmithing usually needs some kind of apprenticeship, though official education can vary anywhere from a certificate to a diploma from an engineering college. Locksmiths can have a physical shop or be mobile. Lots of locksmiths work on not simply locks themselves, however other existing door hardware, including door hinges, frame repair work, or making secrets. Associated Locksmiths of America (aloa.org) is a worldwide company of locksmiths and other physical security specialists. There is an application procedure, background check, and application and charges costs which should exist in order to join.
Tips for Choosing a Locksmith:
Ask For Recommendations. Contact good friends, member of the family, and neighbors for recommendations of trusted locksmiths in your area. Be sure to validate the physical address of any locksmith you find and make certain the address is in fact local. Check out bbb.org/indy for a listing of certified locksmiths, to check out BBB Business Reviews and Customer Reviews from previous consumers. Ensure business does not have any unanswered/unresolved grievances.
Call business. Beware if the business addresses the phone with a generic expression like “locksmith services”. Ask what their legal organisation name is and if they are unable to offer it to you, look in other places for a locksmith. Look for a company that addresses the phone with their specific organisation name.
Request an Estimate. Before having actually the locksmith concerned your house or car, make sure to get a quote that includes the expense of all labor and the replacement parts for the lock. Trustworthy locksmiths will have the ability to offer you an estimate over the phone.
Ask about extra fees consisting of: if you will be charged extra for services in the middle of the night or weekends or if there is a charge by the millage they should take a trip. If as soon as the locksmith arrives they are charging a greater cost than on the phone, do not enable them to start working. Be careful to never sign a blank document to license work.
Examine Credentials. Make sure that the locksmith you employ is insured so you will be covered in case the repair work leads to damages. Upon arrival, ask the locksmith to provide recognition and/or a service card. It’s also important to inspect if business name and logo on their organisation cards match the name and logo on the billing and vehicle. A reputable locksmith will also ask for to see your recognition to make sure it’s in fact your property they are doing deal with.
Conserve Their Information. After the locksmith has completed the task, get an itemized billing that consists of: parts, labor, mileage, and other charges and save this file for future reference. If you believe you have actually found a credible locksmith, you ought to keep the business’ name and details kept in your wallet or cell phone in case their services are required in the future.
Possible Scam Scenarios
Offering a low price for the fix and then raising the price on the labor or including mileage cost to the task.
Declaring a lock is unable to be picked, then drilling it off and replacing it with a costly replacement lock.
Utilizing a regional, genuine locksmith service information such as an address and/or a similar sounding name when business is really located in another city or state.
Spoofing any local phone number, when your call is really directed to a call center who then releases a “mobile technician.”
Whether it’s for a planned home improvement, or an emergency lock-out situation, using a trustworthy locksmith is essential. Do your research before working with a locksmith for non-emergency situations and have a locksmith’s contact info that you have currently researched useful for those emergency circumstances.
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Welcome to dyrectory.com your online business directory. We are a small company that does not have shareholders to answer to and thus we can keep our services affordable. Please place a paid ad with us today and help your business grow! regards, Simon. 1Single Media, dyrectory.com
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My CLE event this week with the e-Discovery Triumvirate: Judges Facciola, Grimm and Peck; and my upcoming battle at Legal Tech with Craig Ball | e-Discovery Team ®
e-Discovery Team ®
LAW and TECHNOLOGY – Ralph Losey © 2006-2020
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My CLE event this week with the e-Discovery Triumvirate: Judges Facciola, Grimm and Peck; and my upcoming battle at Legal Tech with Craig Ball
I took part in a day-long CLE this week in Charlotte, North Carolina, where the big-three of e-discovery all attended, United States Magistrate Judges Paul Grimm, John Facciola and Andrew Peck. It was great to see the Triumvirate in action, even though I did suffer some friendly abuse from their rulings in the mock court proceedings we set up. Of course, the other side’s repeated reference to me as Sanctions Losey did not help. Yes, I got to play the role of a plaintiff’s lawyer in a mock non-compete case. I’m still waiting for my contingency fee.
A CLE All About Rule 26(f) Conferences
The entire one day event was devoted to Rule 26(f) conferences, where we role-played with frequent Office-type out-takes to explain to the 175 in attendance what we were doing and why. We started with a conference where we did it the wrong way, and then we role-played it again, but this time we did it right (or at least better). This is the kind of in-depth, in-person CLE that I like, where a full day is devoted to a single topic. It was also terrific to have instant commentary by some of the best e-discovery judges in the country.
The local judges, attorneys, corporate counsel, vendors, and techs who took part in the event were very good too, and so was my old friend Sonya Sigler, now with SFL Data, who came all the way from San Francisco. The addition of top local Magistrate Judges David Keesler and Shiva Hodges, shown right, made the event even more interesting for the local Bar in attendance. (By the way, can you guess what judge’s learned hand is also shown in this picture?) These are really good judges who took the opportunity to learn from the Three Wise Men from out-of-town. Occasionally, they even seemed to listen to me! Charlotte is in good hands.
The defense team of local lawyers gave me a real run for the money. Of course, that same team got to dream up the convoluted fact scenario they pegged me with. They had us role-playing a law firm crazy enough to sue our small client’s former employer, a corporate giant, to seek a declaratory judgment on the invalidity of the non-compete they signed before leaving with big customers in tow. They also had us suing the Goliath corporation for trade disparagement, which gave me some fun with the scenario, as we looked for the key words “low dirt.” That was a term we learned the bad defendant was using to disparage our clients.
Yeah, I played with the facts too once I saw the set-up, and like any good plaintiff’s lawyer, waived my arms around a lot and demanded preservation of everything. I even tried crying once when describing my client’s persecution, but I’m a little out of practice in doing that. Still, the audience-students seemed to have a good time with the role-playing and interactions. I certainly got more than my usual share of laughs, and questions, which is how I usually judge the success of my performance-teaching. The mock trial type scenario, if done right, can be a lot more entertaining than just listening to a series of talking heads.
Search, ethics, competence, preservation, rules, privileges, claw-backs, and most every other e-discovery topic you can imagine came up in the course of the mock 26(f) conferences and five judge commentary. As you would expect with Judges Peck, Facciola and Grim in attendance, the hot topic of today, predictive coding, was also discussed at some length.
It was also great to hear all of the triumvirate opine on proportionality and how to control costs. As you know from my last blog, Bottom Line Driven Proportional Review, cost control is my current mission, my way of helping Superman in the never-ending battle for truth, justice and the American way.
The CLE Plan
Below is the agenda of the event sponsored by Nova Office, which other vendors might want to look at as an example of the right way to do a CLE. Of course, we deviated somewhat from the script, and went with the flow, but still, the outline may be of some assistance to future CLE organizers. The event itself was called e-discovery judges in charlotte:
Continental Breakfast 7 AM – 8 AM
Introduction to panel
Introduction to case (10 minutes)
Defendant reacts to receiving complaint (15 minutes)
Conversations between counsel (40 minutes)
Emergency motion (15 minutes) (we skipped this – no time)
Judicial reaction (as long as they want!)
Key Words (10 minutes)
Coffee Break (15 minutes)
Panel discussion (45 minute)
A better way (60 minutes)
Lunch Break (30 minutes)
Meet & Confer FRCP 26(f) (120 minutes)
Coffee Break (15 minutes)
Judges Conference FRCP 16(b) (45 minutes)
Open Discussion with Magistrate Judges (60 minutes)
As an interesting twist, they had a court reporter transcribe the whole event, instead of a more typical video. I’m told it will be posted online in about ten days where it will be freely available to all. Try this address in ten days: www.novaoffice.net/assets/pdf/cle_transcript.pdf
Aside from the Big Three judges, the local judges, Sonya Sigler, and myself, we had a large team of mock 26(f) players, listed below. The opposing counsel who lead the defense team, Jill Griset and Kate Maynard, were worthy adversaries. I hope that my sparring with them helped prepare me for my next debate, which is only against one person. But, that one person is no mere mortal, it is none other than the world-famous Craig Ball, the long reigning champion of e-discovery debates.
The Coming Battle at Legal Tech
Yes. You heard it right, Losey v. Ball. It will be moderated by an esteemed member of the triumvirate, Judge Andrew Peck. I’m told Judge Peck has already used Sherlockian code to predict my loss. Or was it my irrelevance? Not sure. Either way, he seems to think my likely defeat is pretty funny. Judge Peck knows all of our moves, Ball and me. Following the methods of his hero and mine, Sherlock Holmes, he has played out all of the possible permutations in his mind deduced my inevitable defeat. Apparently my only chance of defeating Moriarty requires a suicide jump into the Falls. (Or does it?) Speaking of Sherlock Holmes, have you seen the new movie, A Game of Shadows? Judge Peck and I both say to ignore the critics and check it out.
The debate, some would say sacrifice of the newcomer (me), takes place at Legal Tech on January 31st, 4:00-5:00 pm, at the Sutton Center, 2nd floor. Apparently the very special Master of e-discovery, a/k/a Craig D. Ball, has never been beaten. In fact, most leave the field of law altogether after any attempt, or at least escape to the land of no-debates and no-arguments, just friendly, cooperative dialogue. I’ve heard it’s located somewhere in Arizona.
The legal rumble in New York is sponsored by BIA, Inc. I bet they are still chuckling behind the scenes at finally finding a patsy to take up the challenge of a battle against Ball. I later found out that the first twenty people they asked before me all came up with good excuses to say no, like wanting to save their reputation and avoid public humiliation. Me, I didn’t know any better, and succumbed to their flattery and said yes. (In fairness, BIA is very good at flattery, right Mark?) Only later did I understand the meaning of the evil laughter that followed my assent.
Please show up and cheer me on in the Losey v. Ball debate. I need your moral support as I attempt to do battle with the long-reigning Emperor of e-discovery. At the very least, you can help me pick up the pieces after my thrashing and buy me a drink. If only I knew how to make ESI emit from my hands like Craig does, then I might have a chance. Oh well, at least the defense Bar is with me, even if the force and forensic freaks are not.
The Key Players in Charlotte
In addition to the Big Three of Peck, Facciola and Grimm, here are the key players in my warm up battle in Charlotte last week. You will notice a lot of heavy hitters here from a variety of backgrounds. That is another key ingredient for an event like this.
Corporate e-discovery counsel or IT/Records Managers:
Craig Cannon, e-Discovery Counsel, Bank of America
Carranza Prior, Associate General Counsel & Director of Litigation TIAA CREF
Tim Nohr, Associate General Counsel Rack Room Shoes
Sarah Serpico, Manager , Business Solutions and Technology, National Gypsum
Terri Alsop, IT Project Manager, IT Dept. Duke Energy
Bruce Pfannenstiel, Senior Manager, Global Records, Global Quality and Compliance, Pharmaceutical Product Development (PPD)
E-Discovery litigators participating:
Joshua B. Durham, Litigation Co-Chair, Poyner Spruill
Ralph Losey, Attorney / Partner at Jackson Lewis LLP, Orlando, Adjunct Professor of Law at University of Florida
Jill Crawley Griset, Partner McGuireWoods
Christopher A. Hicks, Partner, Katten, Muchin Rosenman LLP
Katherine Gordon Maynard, Robinson, Bradshaw & Hinson
E-Discovery consultants:
Sonya Sigler, VP of Product Strategy, SFL Data
Matt Miller, SVP- Marketplace Leader, Intellectual Property Practice Group Leader, DiscoverReady
Joe Bartolo, Director of Corporate Sales and Hosting, SRM Legal
Final Thanks and Restaurant Review
A final special thanks goes out to Doug Moore, of FSO Outsourcing, now hailing from New York City (shown second to left, just behind someone’s big head). Doug did most of the heavy lifting for event planing. He also braved a rainy night in Charlotte to go outside and help me find the restaurant, The King’s Kitchen, at 129 West Trade Street in Charlotte. That is where all of the speakers ate the night before. I highly recommend this restaurant. King’s Kitchen is both a non-profit foundation and restaurant that serves good old-fashioned southern cooking with profits going to help feed the homeless. Can anyone guess Judge Grimm’s favorite food at this restaurant? No, it was not a Happy Meal.
Leave your comments below with guesses on Grimm’s favorite food and the name of the judge whose learned hand graced the second photo from the top. The winners get a free beer or cup of coffee at Legal Tech. (On me, or whatever vendor happens to have an open tab handy, which, of course, is the main reason most of us go to Legal Tech.)
Any debating tips for my battle with Ball would also be appreciated. I already owe him one steak dinner for our prior debate over Phillip M. Adams & Associates, L.L.C., v. Dell, Inc. I said it was a bad decision and would be reversed. It wasn’t. So, I lost the bet. I understand the Legal Tech debate will include the infamous Pippins v. KPG, LLP case. Once again, Master Ball says the decision is sound and will be affirmed. Once again, I predict reversal of this bad opinion. Am I right? What do you think?
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This entry was posted on Sunday, January 22nd, 2012 at 4:45 pm and is filed under Evidence, Forensic Exam, Lawyers Duties, Metadata, New Rules, Related Legal Webs, Review, Search, Spoliation/Sanctions, Technology. You can follow any responses to this entry through the RSS 2.0 feed. Both comments and pings are currently closed.
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7 Responses to My CLE event this week with the e-Discovery Triumvirate: Judges Facciola, Grimm and Peck; and my upcoming battle at Legal Tech with Craig Ball
Richard Hornbeck says:
January 23, 2012 at 7:05 am
Very cool! Wish I had been there.
Cheers,
Richard
(still in Brussels)
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Sonya Sigler says:
January 23, 2012 at 1:58 pm
Ralph – once again you make it sound so exciting (as it actually was). I enjoyed serving as the eDiscovery expert for your team! Just remember: A multi-modal search approach (not just keyword search) is your friend and that doesn’t mean limiting your search to 5 key word terms either! I’m guessing the hand was Judge Peck. I’m guessing Judge Grimm’s favorite food was the pot roast 🙂 Enjoy your spar with Craig Ball and Christian Lawrence will have to buy you a drink on SFL Data because I’ll be missing LegalTech this time around!
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Craig Ball says:
January 24, 2012 at 10:38 am
Readers:
Before you drown in Ralph’s crocodile tears, note how his imagery gives himself away. See how he puts his eyeglasses on Superman (for heaven’s sake), uses the hideous Emperor Palpatine for me and casts himself as the brilliant Sherlock to my evil Moriarty? “Forensic freaks,” indeed!
What’s the matter Ralph? You couldn’t fashion an image of me strangling a puppy?
Ouch, buddy, ouch! 😉
Craig
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Ralph Losey says:
January 24, 2012 at 8:25 pm
You see how he is threatening me? Geesh. Craig knows I promised to never publish that puppy picture, and of course, I’ll keep my promise (despite his taunts). The poor little thing was tied to the top of a car as I recall. But he did wash him off. Or was that someone else?
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JRoth says:
January 26, 2012 at 1:29 pm
What topic(s) will the debate cover? Will it be one of you PLAINTIFF view vs. the other DEFENDANT? Or will it be Lawyer versus IT? Or some other scenario?
Also, will the session be recorded & available for those who cannot attend?
Maybe you could post a hotlink to the Legaltech session?
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2012: The Year Ahead in e-Discovery | E-Discovery Resources & Information - DiscoveryResources.org says:
January 27, 2012 at 6:32 pm
[…] battle has already begun, as Craig and Ralph exchange trash talk behind the […]
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lift chairs for the elderly says:
May 1, 2012 at 11:01 am
lift chairs for the elderly…
[…]My CLE event this week with the e-Discovery Triumvirate: Judges Facciola, Grimm and Peck; and my upcoming battle at Legal Tech with Craig Ball « e-Discovery Team ®[…]…
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Ralph Losey is a practicing attorney and shareholder in a national law firm with 50+ offices and over 800 lawyers where he is in charge of Electronic Discovery. All opinions expressed here are his own, and not those of his firm or clients. No legal advice is provided on this web and should not be construed as such.
Ralph has long been a leader of the world's tech lawyers. He has presented at hundreds of legal conferences and CLEs around the world. Ralph has written over two million words on e-discovery and tech-law subjects, including seven books. He is also the founder of Electronic Discovery Best Practices, and e-Discovery Team Training, an online education program that arose out of his five years as an adjunct professor teaching e-Discovery and Evidence at the UF School of Law. Ralph is also publisher and principle author of this blog and many other instructional websites.
Ralph is a specialist who has limited his legal practice to electronic discovery and tech law since 2006. He has a special interest in software and the search and review of electronic evidence using artificial intelligence, and also in general AI Ethics. issues. Ralph was the only private lawyer to participate in the 2015 and 2016 TREC Recall Track of the National Institute of Standards and Technology and prior to that competed successfully in the EDI Oracle research.
Ralph has been involved with computers, software, legal hacking and the law since 1980. Ralph has the highest peer AV rating as a lawyer and was selected as a Best Lawyer in America in four categories: Commercial Litigation; E-Discovery and Information Management Law; Information Technology Law; and, Employment Law - Management. Ralph also received the "Most Trusted Legal Advisor" industry award for 2016-17 by the Masters Conference. His full biography may be found at RalphLosey.com.
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1. Electronically stored information is generally subject to the same preservation and discovery requirements as other relevant information.
2. When balancing the cost, burden, and need for electronically stored information, courts and parties should apply the proportionality standard embodied in Fed. R. Civ. P. 26(b)(2)(C) and its state equivalents, which require consideration of importance of the issues at stake in the action, the amount in controversy, the parties’ relative access to relevant information, the parties’ resources, the importance of the discovery in resolving the issues, and whether the burden or expense of the proposed discovery outweighs its likely benefit.
3. As soon as practicable, parties should confer and seek to reach agreement regarding the preservation and production of electronically stored information.
4. Discovery requests for electronically stored information should be as specific as possible; responses and objections to discovery should disclose the scope and limits of the production.
5. The obligation to preserve electronically stored information requires reasonable and good faith efforts to retain information that is expected to be relevant to claims or defenses in reasonably anticipated or pending litigation. However, it is unreasonable to expect parties to take every conceivable step or disproportionate steps to preserve each instance of relevant electronically stored information.
6. Responding parties are best situated to evaluate the procedures, methodologies, and technologies appropriate for preserving and producing their own electronically stored information.
7. The requesting party has the burden on a motion to compel to show that the responding party’s steps to preserve and produce relevant electronically stored information were inadequate.
8. The primary source of electronically stored information to be preserved and produced should be those readily accessible in the ordinary course. Only when electronically stored information is not available through such primary sources should parties move down a continuum of less accessible sources until the information requested to be preserved or produced is no longer proportional.
9. Absent a showing of special need and relevance, a responding party should not be required to preserve, review, or produce deleted, shadowed, fragmented, or residual electronically stored information.
10. Parties should take reasonable steps to safeguard electronically stored information, the disclosure or dissemination of which is subject to privileges, work product protections, privacy obligations, or other legally enforceable restrictions.
11. A responding party may satisfy its good faith obligation to preserve and produce relevant electronically stored information by using technology and processes, such as data sampling, searching, or the use of selection criteria.
12. The production of electronically stored information should be made in the form or forms in which it is ordinarily maintained or in a that is reasonably usable given the nature of the electronically stored information and the proportional needs of the case.
13. The costs of preserving and producing relevant and proportionate electronically stored information ordinarily should be borne by the responding party.
14. The breach of a duty to preserve electronically stored information may be addressed by remedial measures, sanctions, or both: remedial measures are appropriate to cure prejudice; sanctions are appropriate only if a party acted with intent to deprive another party of the use of relevant electronically stored information.
Third Edition, Copyright © 2017 The Sedona Conference®. All Rights Reserved.
Reprinted courtesy of The Sedona Conference®.
Go to www.thesedonaconference.org to download a free copy of the complete document for your personal use only.
|
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