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Posted on Monday, 2nd July 2018 Monday, 22nd July 2019 AuthorBox Office
Margaret Atwood Visits John Masefield High School
Ledbury Poetry Festival arranged for English students at John Masefield High School to have an intimate audience with world famous Canadian author Margaret Atwood, who performed at the 2019 Festival. Margaret Atwood gave a short reading and answered pupils' questions. Followed by book signing and selfies! Ledbury Poetry Festival Artistic Director, Chloe Garner says, 'It has always been my priority to bring poets who are performing at Ledbury Poetry Festival into schools and to offer opportunities for students to perform their own poetry to Festival audiences.'
According to Mrs Baker, English teacher at JMHS, 'To be able to host such an inspirational poet and novelist is an unbelievably exciting prospect for our school and students. The Handmaid's Tale is an incredibly popular text at A-Level and the opportunity to hear Margaret Atwood read her poetry and discuss it with her in person will be a hugely valuable experience for our students.'
John Masefield has had a 'poet in residence' for three years, and the position is currently held by the poet Kurly, who has encouraged the students to experiment with poetry and hip hop. Poets who have visited JMHS over the years include Hollie McNish and celebrated American poet Naomi Shihab Nye. Mr Evans, Headteacher says: 'Our students have enjoyed preparing for their participation and regard poetry as a great opportunity to express their creativity and to have fun. We have been so fortunate to benefit from our partnership with the Poetry Festival with our students being inspired by wonderful poets from all corners of the globe.'
Poetry Trails!
Leintwardine Primary School worked with poet Sara-Jane Arbury and Herefordshire Computing Support to create: Leintwardine: Our Village in Verse
http://www.leintwardineprimary.org/leintwardine-our-village-in-verse/
Ledbury Primary School created a Ledbury PoeTree
Groups of children from Year 3 visited 6 trees in the town and wrote poems guided by poet Sara-Jane Arbury. The children then turned their poems into performances in film with Herefordshire Computing Support. Pupils also performed their poems at the sites of special trees in Ledbury for a large audience during Ledbury Poetry Festival.
March and April jam-packed with Poetry for Schools!
The last few weeks have been jam-packed with poetry in schools! Val Bloom, Sara Hirsch and Mike Barfield have been performing in our Poetry Out Loud, Festival in a Day! events at Hellens Manor. Matt Black, Mike Barfield and James Carter have been visiting schools all over the county. Young Shakespeare have performed Hamlet. 16 schools and over 1,800 pupils are hearing, writing and performing poetry! Next week, another run of three Festivals in a Day with Rob Gee, Val Bloom and Matt Black. Wonderful poets. Days packed with energy, fun and creativity. Intense concentration, animated discussions and performances. Smiling faces! Rapturous applause. Singing! Enjoy these snapshots and teacher comments:
"The poets were all absolutely amazing. They captured and held the children's attention perfectly and kept an excellent balance between entertaining the children and ensuring they knew that poetry was important, valuable and deserving of time and effort both to write and to perform. All of the performances were personal, giving the children a great sense of being 'let in' to each poet's world and at the same time, they were extremely well pitched for the children to access and enjoy (including stretching their understanding of poetry). The poets' individual styles brought variety and added pleasure to the day!" (Ashfield Park Primary, Ross on Wye)
"As workshop leaders, the poets showed impressive skills in helping the children to achieve in their own rights, sharing some of the ways they work and making the activities manageable for all, without placing a ceiling on their potential. We particularly appreciated that they had constructed the sessions so that every child was successful in each of the sessions and that each of the sessions included a performance aspect. It was brilliant that the poets adapted the workshops for the different groups, so that the children didn't all do exactly the same thing, making the sharing much more meaningful. The children achieved a huge amount in one day!" (Ashfield Park Primary, Ross on Wye)
"Excellent – the children were engaged throughout and have been singing the 'Pinder Cake' poem and the 'Onomatopoeia' chorus all week!" (Much Marcle)
"they were engaged throughout and wrote some excellent poetry. They really enjoyed having the opportunity to perform at the end. We wrote up their favourite poems at school and they have been talking about them all week." (Much Marcle)
"The power of the day was very evident in the way all children responded. Our year group contains a number of rather challenging children, but very little was needed by our staff to maintain the very high standards of behaviour, energy and engagement that the children continued throughout the day. Even reluctant writers joined in with every activity and produced work that both we and they are truly proud of.
The vast majority of children went home and continued to write poetry in their notebooks that evening. This included a child with attachment disorder (meaning he can't cope with challenge or failure) and a child who has been a school refuser and up until this year could not read or write at all. He went home and wrote 16 poems of his own!
The children wanted to continue to share their work in school today and are keen to have more class time to continue to work. They also want the opportunity to 'publish' their favourite work." (Ashfield Park Primary School, Ross on Wye)
Poet Aviva Dautch led workshops on The Holocaust and Kindertransport
Poet Aviva Dautch led workshops in Lugwardine, Colwall and Eastnor Primary Schools on The Holocaust and Kindertransport, offering pupils the opportunity to read and write poems exploring the themes and questions prompted by these difficult and challenging subjects.
Here are some examples of poems created during the four days:
Staring into darkness
I see the desperate faces of families
as children are dragged away unwillingly
I smell the burning of flesh
from a tattooist's scorching black ink
I feel like an atlas being slammed on a table
I hear a million souls screaming in space
I need this misery to end
By Year 6, Lugwardine Primary Academy
Holocaust Cinquains
trapped behind
trapped behind bars
trapped behind unbreakable bars
by Sinead, Year 6, Lugwardine Primary Academy
Human Cries
Torn apart unwillingly
See children's lost, stone-faces
by Jessica,Year 6, Lugwardine Primary Academy
In the camp
My soul is shattered
by Will, Year 6, Lugwardine Primary Academy
I am lonely
Why cruel world!
Why. I am lonely?
by Ed, Year 6, Lugwardine Primary Academy
Feeling lost
Feeling lost inside and
by Callum, Year 6, Lugwardine Primary Academy
Pupils also explored their own sense of identity and here is an example of a poem on this theme:
by Reuben,Year 6, Lugwardine Primary Academy
and will be me for all eternity,
never will I betray.
I will always love my family.
I will never stand and
watch as someone is hurt
I am passionate
even though I am sometimes
of a fixed mind.
I will always live on.
Teacher's comments:
"Year 6 really enjoyed yesterday, so much so that we couldn't stop them asking questions! The children were able to gain a much deeper understanding of the Holocaust and the impact on children/families. They were also able to explore the issue in a safe environment with a specialist who knew how to approach the topic."
"I just want to say thank you for an amazing two days, which helped me enormously! I got an opportunity to see my class from a different perspective, it enhanced my skills for teaching poetry, my knowledge on the Holocaust was enhanced…Having Aviva in the class for two days benefitted me and the children."
Mrs Cole, Lugwardine Primary Academy
Poetry Trails with Primary Schools
Found Voices with Ledbury Primary School
Ledbury Poetry Festival and Joined Up Heritage, collaborated to produce a project called Found Voices – essentially the creation of a poetry trail around the heritage buildings in Ledbury. Ledbury Primary School created and filmed a poetry trail around 6 of the heritage buildings in Ledbury, very much in the style of two previous projects, Ledbury Benches (2016) and Ledbury Doors (2017). 60 pupils from Year 3 were involved. The pupils wrote group poems based on their observations of the buildings with poet Sara-Jane Arbury, and then created films of their poems and QR codes with Mark Sanderson (Herefordshire Computing Support).
On Friday 6 July pupils will take audiences on a guided tour to perform their poetry around heritage sites in town. 1.30pm – 3pm. The walk starts and finishes at The Market House. Free.
Bosbury Bards, Poetry from Bosbury CE Primary School
Bosbury Bards is a poetry project undertaken by Class 4 at Bosbury CE Primary School in the autumn term 2017 with funding from Ledbury Poetry Festival 2018. Children in Class 3 worked with local poet Sara-Jane Arbury to create six poems inspired by different locations around their village. Each group then worked with computing consultant Mark Sanderson of Herefordshire Computing Support, to turn their poems into short films.
The films the children created are showcased on this site, along with other work that the project inspired. Residents and visitors to Bosbury can access the performance poems by using a smart phone or tablet to scan the QR codes that will be found at each location.
Hellens Poems by Much Marcle Primary School
Sponsored by Ledbury Poetry Festival, children from Much Marcle C of E Primary School worked with local poet Sara-Jane Arbury to write poetry inspired by several visits to Hellens Manor in their village.
The children then thought about how to perform their poems and worked with Herefordshire Computing Support to turn their poems into the short films.
Ledbury Out Loud Festivals in a Day!
Dates confirmed for 2018: 21 March, 23 April, 24 April at Hellens Manor, Much Marcle.
Please email Chloe Garner director@poetry-festival.co.uk if you would like to book your school's attendance
Twilight Inset Day
This event is now finished – and was excellent!
Twilight Poetry Inset with poet Jacob Sam La Rose
Wednesday 11 October, 4pm – 6pm, Hellens Manor in Much Marcle HR8 2LY. FREE!
Book places by emailing Chloe Garner, director@poetry-festival.co.uk
CONTENT OF THE INSET:
– a foundational methodology/model for structuring creative writinglessons/workshops/programmes
– a series of easily accessible exercises for generating poems and findingways into working with poetry
– guidelines and tools for editing and critique of poetry
– ways of working with the performance of poetry as a driver/catalyst forediting and and further refining work
– suggestions on how to establish/facilitate in-school creative writing"clubs"
Jacob's sessions for teachers can be appropriate for all levels, and sessions are typically practical in nature, so attendees will have the opportunity to experience some of the writing challenges Jacob will share with them.
Twilight Inset with Jacob Sam La Rose – Details and Biog.
Jacob Sam La Rose
White Tigers, Red Stripes
An Anthology of poems created by students at Aconbury Pupil Referral Unit working with the school's Poet in Residence Joelle Taylor. Please do click on White Tigers, Red Stripes to read this powerful anthology.
Aconbury Teacher Emma Collyer writes, "Having the funding and support to bring in outside practitioners such as Joelle Taylor is an extremely powerful way of engaging with our pupils, and the visible benefits both emotionally and creatively cannot be underestimated.
Having the extra funding to publish the poems in an anthology for the students to take home, validated the quality and power of their writing and has allowed us to send copies to the schools and agencies we work with to show what our students can achieve.
Thank you once again for supporting the school and providing such amazing opportunities for our students."
One of the young poets featured in this anthology, Jessica Quinn was shortlisted for this year's SLAMbassadors national youth slam championships, with a poem inspired by her sessions with Joelle Taylor.
Poet Brenda Read-Brown will be John Masefield High School's Poet in Residence. She will collaborate with the English Faculty to deliver workshops on writing and performance and will perform her own poems as well as create a new JMHS poem.
Aconbury Pupil Referral Unit will welcome poets Adam Kammerling and Raymond Antrobus as Poets in Residence making four visits to the school to work with pupils on writing and performing.
Poetry and Song Project Dreamcatcher
Students will have the opportunity to work with poet Roz Goddard, voice coach Robbie Jacobs and composer Freya Waley-Cohen to write their own poetry and songs! The project and the theme is linked to Edward Elgar's great work, 'The Dream of Gerontius'. Once the songs have been written, the students will be trained on how to sing them with confidence, and have the chance to perform them to an audience of family and friends. There will be a Dreamcatcher showcase at Ledbury Poetry Festival on Friday 30 June! In addition, children who take part in this project will be invited to attend the final full rehearsal of the Dream of Gerontius on the morning of July 25th in Worcester Cathedral, as part of the 2017 Three Choirs Festival. This project is jointly presented by the Ledbury Poetry Festival and the Three Choirs Festival.
Bosbury Primary School and Bromesberrow will enjoy fun and entertaining visits from poet James Carter.
Bench Poems Project with Ledbury Primary School
On Tuesday 5 July pupils from Ledbury Primary School took Festival-goers on a walk with a difference. The pupils led a guided tour around the town and performed their poems at various benches along the way! Pupils also take the opportunity to enjoy the Poetry Periscope with poems in 30 European languages.
This event is the culmination of an exciting and unusual project with poet Sara-Jane Arbury and Mark Sanderson from Herefordshire Computing Support and marks the launch of the Ledbury Bench Poetry Trail! The children created poems inspired by selected benches and explored ways of linking Values with their local environment. They then worked on innovative performance techniques and filmed the outcome. You can enjoy this clip below, view all their work online through the QR codes on the benches and via the project website at www.ledburybenches.wordpress.com, or better still, why not join the jolly jamboree during the 2016 Ledbury Poetry Festival, Tuesday 5 July and see the children performing live as they take you on a tour of Ledbury's benches! You will also be able to pick up a leaflet and follow the trail yourself.
Feedback from pupils taking part in the Keen Writers' Workshops led by Roz Goddard.
The Primary schools who took part were: Bosbury, Eastnor, Ledbury, Much Marcle, Colwall and Lord Scudamore. These poetry workshops inspired pupils to look at poetry in fresh ways, and featured a range of exercises over the session as well as an opportunity for young writers to read or perform their poems to the group.
"Today reminded me how much I loved poetry – how much feeling and passion it takes to become a poet and the true art of writing". – GRACE
"I learned today that you use your imagination all the time." – DARCEY
"Awesome, fun, exciting, cool, I loved it". – HOLLY
"I really liked today's poetry workshop, I've learnt that it doesn't have to make sense. It can be about anything." – HANNAH
"I enjoyed learning new ways of writing poetry and I believe that this may have inspired me to become a poet when I am older!" – LUCY
Arts Award Supporter Offer See this post
The Festival can offer work experience and intern opportunities. The Festival can offer tickets to Festival events that include poetry readings, talks, theatrical performances, open mics and slams, film showings, workshops and much more. The Festival could also offer a showcase opportunity for performances, readings, exhibitions etc. Especially where there is a link with poetry in some way.
Ledbury Poetry Festival offers Twilight Inset sessions for teachers involving poet talks and creative writing sessions.
Contact Chloe Garner on 01531 634156 or email director@poetry-festival.co.uk
Past Events and Projects:
Joelle Taylor is poet in residence for three Herefordshire high schools
Identity is the theme of a series of writing and performance workshops for pupils at Aconbury Centre, St David's Centre in Hereford and John Masefield High School in Ledbury in February and March 2015. In the first workshop pupils will get creating immediately and then edit their poems during their second session. By their third session they will have an opportunity to film themselves performing their poems and to enter the Poetry Society's Slambassadors youth slam. This is a great project offering in depth writing time for pupils and a chance to work with a superb performance poet and workshop leader.
Joelle Taylor
Mandy Ross leading a writing sessions at Eastnor
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Everyone thinks being an identical twin is so cool. For Jess Gardner, not so much. The double-takes, the stares, the way too personal questions. You're a twin first, a person second. That doesn't make you cool. It makes you a freak.
What Jess wants most is for her deadbeat father to see her as an individual. But she's "just like her mother." The woman who left three years ago.
Since then, they've drifted from house to house, town to town, job to job. When their new house pulls up in the driveway, a rusted out, backfiring RV, Jess decides that she's done. She's given him his last chance. She's got one move left and it's the one where she gets away from him.
As Jess starts making plans to save her and her sister from their carnival-like existence, they drift further apart. She has to convince her sister to come with her. But her sister has a plan of her own.
I call us the Carnies. The oddities from places unknown. We roll into town, dazzle the locals for a while, and then vanish without a second thought. We creep in usually in the middle of the night and set up the same old life with the same old story. We stay a few months - short enough to almost make friends and long enough for Dad to ruin it. When he starts combing through his peas or mash potatoes searching for answers to what went wrong, we know it's time to move on.
Dreaming is what got us here. Dad always chasing his next fresh start. Dreaming is what took us from a nice two-story house with our swing set in the back to countless one-bedroom apartments and big city basements. "Ain't it a dream?" is what Dad said when we pulled up in front of this trailer, the one at the back of the park, the one no one wanted. Yeah. It's a dream come true.
The air in the trailer is thick with dust so Tess and I step out onto our one-step stoop for some fresh air. The neighborhood boys are walking down our street returning from the field next to our trailer. That was the only good thing about living here. We could watch the boys play football or soccer from our bedroom window while doing our homework. Looks like we missed today's snowball fight, though. Tess and I are shivering standing on the stoop but the boys have their jackets slung over their shoulders or tied around their waists. As they laugh and joke, we can see their breath but they continue to make snowballs and kick ice at each other.
She's not wrong. Brad is cute but he's no different than any other boy in any other town. His hair the same sandy brown as a dozen others. His eyes the same blue. It can't hurt to just talk to him, though, right? I can make a fool of myself and it won't matter because I'll never see him again. That doesn't make it so bad. But as I picture myself walking over to him and think of what I might say, my heart starts to flutter and my mouth goes dry.
"Which one did you say you liked?" asks the boy kicking ice.
"Yeah, man." The boy in the black T-shirt slaps Brad on the shoulder. "You can cheat on one with the other and you can't get in trouble. It's not your fault you can't tell them apart." Brad gives him a high-five but he at least has the decency not to chuckle.
Tess looks at me apologetically and mutters, "Generic jackasses is more like it," and goes back inside. I can't leave the stoop. I need the cold to soothe the flames in my cheeks. I lock eyes with Brad hoping he'll show me that he's not a Johnny and I haven't been stealing glances with him for nothing. But I already know the answer. I've known it all along.
I call us the Carnies. We're the freaks in the matching sweaters and Dad, the king of the clowns.
Wow! This reads almost like a rewrite not just a revision. You have really put in the work. I think this incarnation works the best of all three. I like the dialogue, we get to know Jess and Tess the most here. Your first and last lines punch like a drunk sailor. Really good. I've got a couple of nitpicks.
The part where the boys are overheard threw me off. I had the impression that they were farther off. They are walking down the street, and then we can hear them. Maybe add a sentence to show where they are on the sidewalk in relation to the girls. It almost felt like head-hopping when the boy speaks. It wasn't, but I was lost as to where the boys were. I think you have a echo of "though". It used several times and seems out of place. I'd maybe cut it once or twice or even all together.
You have a wonderfully lyrical style of writing, and I think you have done an excellent job of revising/rewriting. The pitch was interesting and well done. Congratulations!
Hi Jeff. Understood about the not knowing how far off the boys are. I could see it clearly in my head but I'll work to make that come through. Thank you for all your advice. You have been very helpful.
what a nice revision! I really liked it. I got into the MC's head really quickly this time.
I would like to have seen more of a reaction from her when their dad pulls up - a thought, visceral, etc.
Hi Lana. Thank you. I really enjoyed yours as well. Keep plugging along.
Wow. Nice revision, Linda. I like your pitch, too. I think you might need a little more motivation for Jess, though. (In the pitch.) Is there a stronger reason than just wanting to escape from their carnival-like existence? In truth, that is enough, but in your query and novel, it might be stronger if there is something that finally pushes her over the edge--an inciting incident that kicks the story off. Do you know what I mean? Maybe something really embarrassing happens at school?
I think you need to set the scene where they overhear the boys a little more carefully. I thought they were across the way, and then we hear them talking. They need to be closer, so maybe just look at that scene again. The dialogue was good there, though.
Your prose itself sounds really good. Have you ever read Anywhere but Here by Mona Simpson? Your story reminds me of it a little. It's not YA, but adult literary commercial fiction.
Well, these pages have really improved. I think you're on the start to something big. Thanks for sharing it and keep writing!
Hi Ron. I do know what you mean for a stronger inciting incident. Thank you for all of your kind words and for all of your helpful advice. It has been most helpful.
Wow, this is an excellent revision, one I appreciate all the more now that the pitch helps me see where the story is going. I especially appreciate your willingness to experiment with different ways to start your novel, and I think this one is a winner.You have struck a balance between providing the necessary background and showing us how the girls interact with their peers and each other. I was wondering what sort of a dream the father was following, but it's okay for me to be wondering, since I have faith the question will be answered in a later chapter.
I don't really have any suggestions that haven't been covered already: the boys need to take longer to get into earshot, and I also wondered if they would really be so open with their comments if they knew the girls could hear. Maybe they would. Maybe that's the point, I don't know.
Anyway, I have enjoyed reading this story, and I wish you the best of luck!
Hi Kim. Thank you for all of your help and I truly enjoyed working with you (and everyone). Keep writing. I'm intrigued!
There are so many cool things in your pitch. The challenge of being a twin, the challenge of living with her father, and the fact that Jess is ready to leave, and that Tess has a different plan. The thing I wondered, is what is the main part of Jess's story? Is the story mostly about the hard time with her sister and her dad, or about her leaving and being her own person for the first time? I also wondered why she'd want Tess to come with her, since she can't get away from the twin thing until they are apart. There must be a really strong connection between them and I'd love to know more about that. I think if you picked Jess's main source of conflict and went deeper on that, I'd have a better sense of where the story was going and be even more invested in what happens to Jess.
You can really feel the pain of all the moves in that thought.
I like the introduction of the mobile home and the boys. They definitely show a lot about the girls and their relationship as well as their lives.
Great job with the big rewrites. It's so hard to come up with a new way to start your story and you've done it twice! And best of luck with revising/querying!
Hi Rebecca. You've provided very thoughtful insight and I've enjoyed reading your story. Thank you for all of your thoughts and for sharing your story.
Wow! What a thrill to see the way these pages have come together.
I feel much more connected to the character up front. You've kept the charm and landed smack in the "teen" zone with the voice. I ditto Ron on adding some zip with a stronger inciting incident. Agree with the logistics of the boy fly by being a bit clearer. Loved the "generic Johnny" line and the insensitivity of the boy banter.
All in all you played more emotional notes with me than in early drafts.
Congratulations on a super job. Have a blast with your story.
Thank you, Leslie, for all of your great advice and insight and thank you for helping me to see something more.
These pages are great! You've conveyed a lot of feeling upfront in just a few pages. Their lifestyle is so unique -- and pitiable -- that I'm instantly curious. Description is strong and vivid; I can visualize what's happening, such as when they talk about the moisture being sucked out of their hands from the cardboard while packing. That was a strong feeling for me. The character is sympathetic on many counts from the start: their odd lifestyle, being a twin, being a teenager who just wants boys to talk to her. I would keep reading this!
Thanks so much, Rachel. Cracked knuckles and dry hands from cardboard boxes is, unfortunately, something I think many have experienced.
Really amazing what's happened since your first draft. At this point I would only say that the boys gave me pause. I'm not sure why, but the dialogue felt very "on the nose."
I would suggest you have a look and see if you can make it a little more subtle, see if you can write it so the scene draws out more personality in Jess. In order for us to like her, we'll have to connect. Does she defend herself? Want to?
Thank you so much for all of your advice. I feel much better about my opening pages now and I appreciate everyone's input.


Limited edition wireless bundle available through the end of 2018.
Berlin, Germany (October 1, 2018)—Sennheiser and Neumann have announced a promotional bundle, teaming a Sennheiser evolution wireless 500 G4 microphone system with the Neumann KK 205 true condenser capsule. The bundle will be available through the end of 2018.
The special edition bundle is of note as until now, Neumann microphone heads had been reserved for Sennheiser's 2000, 6000 and 9000 wireless series.
Based on Neumann's wired KMS stage microphones, the KK 205 true condenser microphone head is a super-cardioid capsule designed for capturing vocals. The KK 205 can reportedly take sound pressure levels of up to 150 dB without clipping, and is said to provide high gain before feedback as well as lateral isolation towards other on-stage sound sources.
The promotional bundle is priced at $1,600 US.


I had a great time in Green Bay at my very first big show. I met many good growers and got many tips. It was nice to meet all of you and would like to thanks everyone who made it happen at Lambeau. I hope I will get to speak with all of you again when I have my own pumpkin stories to tell.


We all indulged in Usain Bolt's fantastic feats in the 2012 Olympic Games in London, particularly when the 4 x 100 meter relay team became the first to smash 37 seconds - breaking the world record clocking 36.84 seconds. Unbelievable!
But for me this was surpassed by their previous achievement when they first broke the world record at the World Championship in South Korea, 2011, the year before London. With Bolt running the final 100 meters at an amazing 8.08 seconds, they set the record at 37.04 seconds.
The reason this was extra special is that they were not the team with the fastest men over 100 meters, even though Bolt was in the team, but their technique was sublimely executed. Their rivals couldn't cope. They all, quite literally, crashed out trying to match the Jamaican's perfect performance.
At the final handover when Jamaica unleashed Bolt, the American runner tripped, over-reaching his handover and taking out the British athlete in the next lane and subsequently colliding with the Trinidad and Tobago team, the favorites to win the race. These were the three main rivals and they all failed to finish. The Jamaican team were crown champions with a new world record.
How does this relate to digital transformation?
So, what has this got to do with digital transformation and private brands?
In the traditional sense, digital transformation is the process of adapting existing business practices to new digital methods to increase efficiency and keep up with rapidly-changing market demands.
I feel there are many analogies to draw upon to bring this topic to life in the context of retail private brands. Success of private brands is totally reliant on the efficiency, pace, dexterity of the relationship between a retail team and the suppliers.
At S4RB we extol the benefits of private brand retailers working together with suppliers as 'One Team' – we actually wrote a book about it (The One Team Difference for Private Brands). Just as in the relay analogy where Bolt and his team won through teamwork, when retail teams and suppliers collaborate, it allows them to compete with the resource of national brands.
The more these teams are in sync and working in harmony, the more effective they are.
The greater the visibility of what is coming down the line during product development, enables the other party not to simply receive the information in a passive way and then act, but to embed this into their process so that they hit the ground running. This can transform the speed to market performance.
In the same way as a successful 4 x 100 meter relay team are reliant on great technique in the handover of the baton, so private brands are reliant on a great digital environment to manage the supplier/retailer engagement.
In the most efficient and successful private brands, the greater the engagement and the more seamless the relationship between the retailer and the supplier the greater the performance of the brand in the eyes of a customer.
Probably the final analogy is winning the race. The Jamaican team showed in South Korea and in London that a perfectly executed handover could not just win the race over their faster competitors, but win it in world record time.
By making supplier engagement an intrinsic element of a retailer's private brand digital platform it will deliver not just a good result but a true transformation and wins all round.
As co-founder of S4RB I have seen many examples of how supplier engagement is critical to the success of a private brand.
Many reports I read on digital transformation put all the focus on the relationship with a customer or consumer on the basis that actionable intelligence is the new currency.
Whilst I don't disagree with this statement in isolation, when it comes to private brands, the relationship with suppliers plays an equally vital role and yet can be often overlooked.
The higher the level of supplier engagement and the greater the sharing of actionable insights can be crucial factors in the overall success of a private brand.
In the same way Usain Bolt could not have run the last 100 meters in 8.08 seconds to achieve the world record in South Korea without the other three men on the team running sublimely and executing their handovers to perfection, so private brands success needs suppliers to execute their role to perfection in perfect harmony with the retailer teams.


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Matt Bingham
Born and raised in Essexville, MI. I've spent my entire adult life in radio and mostly rock radio. Before coming to Bismarck, I spent nearly 10 years on the radio in Saginaw, MI. I'm a huge sports fan and have absolutely no problem cheering on my Detroit teams wherever I may be...GO TIGERS! I'm also a big fan of drinking beer, which usually goes hand-in-hand with the sports aspect of my life. If you and I have a few beers together, we'll be friends in no time...And I'll probably offend you in some way. I'm also a huge horror movie fan and own an extensive DVD and Blu-Ray collection. Zombies, blood, guts...I dig it all. Thanks for checking out my bio and for listening to 96.5 The Fox!
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Articles and Publications (1)
The Division of Academic and Technical Education (DATE) offers customized technical assistance to states. The support assists states and grantees in improving the quality of their career and technical education data and accountability systems and in meeting the requirements of the Strengthening Career and Technical Education for the 21st Century Act, which goes into effect on July 1, 2019. The technical assistance team invites states to submit applications for technical assistance each year and selects states for participation through a competitive review process.
The next call for applications will open in August 2019.
View frequently asked questions »
Tell Us About Your Technical Assistance Needs
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Frequently Asked Questions About Technical Assistance to States
Who provides technical assistance?
The Division of Academic and Technical Education (DATE), in collaboration with contractors at RTI International, provides customized technical assistance to states on Perkins accountability and implementation issues.
What types of technical assistance are provided?
DATE provides customized technical assistance to states on topics addressing CTE data quality, collection, and use for:
Perkins accountability measures
Performance-based funding
Program approval and monitoring
Using data for program improvement
Programs of study and career clusters
CTE and statewide longitudinal data systems
Technical skills assessment and certification
Stakeholder outreach and communications
Who is eligible to apply for technical assistance?
Designated eligible agencies in the U.S. states, territories, and the District of Columbia, that receive federal support for CTE programs through the Carl D. Perkins Career and Technical Education Act of 2006.
How many applicants are selected for technical assistance?
The number of states receiving technical assistance varies by year, but typically ranges from three to five.
How do I apply for technical assistance?
The technical assistance team selects states for participation through a competitive review process in September and October of each year. To apply, states submit a 1-page application describing their technical assistance need and the type of support that they would like to receive from the team.
When are applications for technical assistance due?
Applications for technical assistance are due each fall, usually at the end of September. Technical assistance decisions are announced in early November, following the Division of Academic and Technical Education's review of the applications.
Do you share results of technical assistance projects?
Yes, we post the results of technical assistance projects on the Perkins Collaborative Resource Network (PCRN). You can view products from our past projects.
Who can I contact for questions?
Please contact John Haigh at (202) 245-7735 or e-mail john.haigh@ed.gov.
Explore Technical Assistance Products Clear Search X
Select a Topic All Topics Career & Technical Education Data Collection & Quality Data Collection & Use Linking Data Perkins Management & Accountability Program Evaluation Programs of Study & Career Clusters Statewide Longitudinal Data Systems Technical Skills Assessment & Certification Work-Based Learning & Apprenticeships
2018-19 OCTAE Customized Technical Assistance to States: Final Summary Report for the Washington Workforce Training and Education Coordinating Board
Topic(s): Data Collection & Quality, Perkins Management & Accountability
Washington State's Workforce Training and Education Coordinating Board (WTB) requested technical assistance... [+]
2018-19 OCTAE Customized Technical Assistance to States: Final Summary Report for the West Virginia Community and Technical College System
Topic(s): Linking Data, Perkins Management & Accountability
Technical assistance provided to the West Virginia Community and Technical College System (WVCTCS) focused ... [+]
2018-19 OCTAE Customized Technical Assistance to States: Final Summary Report for the Colorado Community College System
Topic(s): Data Collection & Quality, Work-Based Learning & Apprenticeships
The Colorado Community College System (CCCS) received technical assistance to determine promising practices... [+]
2018-19 OCTAE Customized Technical Assistance to States: Final Documentation for the Talent Investement Agency of Michigan
Topic(s): Data Collection & Use, Perkins Management & Accountability
Staff from the Talent Investment Agency (TIA) in the Talent and Economic Development Department of Michigan... [+]
2018-19 OCTAE Customized Technical Assistance to States: Final Summary Report for the Wyoming Department of Education
Topic(s): Data Collection & Use, Work-Based Learning & Apprenticeships
The Wyoming Department of Education (WDOE) requested technical assistance to learn more about collecting pa... [+]
2018-19 OCTAE Customized Technical Assistance to States: Final Summary Report for the North Dakota Department of Career and Technical Education
North Dakota Department of Career and Technical Education (NDDCTE) requested technical assistance to examin... [+]
OCTAE Technical Assistance to States Final Summary Report for College of Menominee Nation
Topic(s): Data Collection & Use, Program Evaluation
The College of Menominee Nation requested technical assistance to improve its data analysis and capacity for program evaluation. This report descri... [+]
2017–18 OCTAE Customized Technical Assistance to States Final Summary Report for the California Department of Education
Topic(s): Program Evaluation
This report describes technical assistance provided to the California Department of Education on developing... [+]
Data Conversion Template
Topic(s): Data Collection & Use, Statewide Longitudinal Data Systems
This resource transforms datasets that include multiple records for each student into an analyzable single record per student dataset with a click ... [+]
Download (Zip, 100 KB)
Changing Perceptions: Findings and Recommendations from the Missouri Career and Technical Education Advisory Council's Marketing Taskforce
Topic(s): Career & Technical Education, Data Collection & Use
The Missouri CTE Marketing Taskforce was formed to identify strategies to improve the image and brand of CT... [+]
2017–18 OCTAE Customized Technical Assistance to States Final Summary Report for the State of Florida
Topic(s): Data Collection & Use
This report describes technical assistance provided to the Florida Department of Education to facilitate th... [+]
2017–18 OCTAE Customized Technical Assistance to States Final Summary Report for the State of Alabama
This report describes technical assistance provided to the Alabama State Department of Education regarding ... [+]
2017–18 OCTAE Customized Technical Assistance to States Final Summary Report for the State of New Jersey
Topic(s): Career & Technical Education
This report summarizes technical assistance provided to the New Jersey Department of Education in identifyi... [+]
OCTAE Technical Assistance to States Final Summary Report for the District of Columbia
This report describes technical assistance for the District of Columbia's Office of the State Superintendent of Education to promote timely and acc... [+]
OCTAE Technical Assistance to States Final Summary Report for Texas
This report describes a technical assistance project for the Texas Education Agency to identify metrics of CTE program quality. The report summariz... [+]
OCTAE Technical Assistance to States Final Summary Report for Alabama
This report describes technical assistance provided to the Alabama Department of Education to update career and technical education (CTE) data coll... [+]
OCTAE Technical Assistance to States Final Summary Report for California
This report describes support given to the California Department of Education in their efforts to incorporate CTE data into the state's longitudina... [+]
OCTAE Technical Assistance to States Final Summary Report for Wyoming
This report describes technical assistance provided to the Wyoming Department of Education in improving the state's approach to evaluating CTE prog... [+]
Data Dissemination Strategies for Career and Technical Education in Nebraska
This report summarizes technical assistance provided to the Nebraska Department of Education in order to strenghten their approach to disseminating... [+]
Disaggregating Career Technical Education Data
This video highlights strategies for disaggregating and disseminating CTE performance data to assist district and college educators in improving pr... [+]
OCTAE Customized Technical Assistance to States: North Carolina—CTE Data for Secondary CTE Program Evaluation
This report describes technical assistance provided to the North Carolina Department of Public Instruction ... [+]
OCTAE Technical Assistance to States Missouri
This report describes technical assistance provided to the Missouri Department of Elementary and Secondary Education on using CTE data in report ca... [+]
Strategies for Identifying Programs of Study Students in New Jersey—Technical Assistance to States Project
Topic(s): Data Collection & Use, Programs of Study & Career Clusters, Statewide Longitudinal Data Systems
This report assesses the potential ramifications of New Jersey's approach for identifying CTE program of st... [+]
OCTAE Technical Assistance to States Information Relating to Key CTE Policy Questions: Hawaii
Topic(s): Career & Technical Education, Statewide Longitudinal Data Systems
The Hawaii Department of education requested technical assistance on integrating CTE into the state's longitudinal data system and on identifying ... [+]
OCTAE Customized Technical Assistance to States: Michigan—Strategies for Data Reporting to Support CTE Programs
Topic(s): Data Collection & Use, Linking Data, Statewide Longitudinal Data Systems
This report describes support given to the Michigan Department of Education in two areas. The first was lin... [+]
OVAE Customized Technical Assistance to States—An Assessment of CTE Data Needs for the Pennsylvania Information Management System (PIMS)
Topic(s): Statewide Longitudinal Data Systems
This report describes technical assistance provided to the Pennslyvania Department of Education in conducti... [+]
Downaload (PDF, 430 KB)
OVAE Customized Technical Assistance to States: The District of Columbia
The District of Columbia's Office of the State Superintendent of Education (OSSE) requested technical assistance in two areas related to meeting Pe... [+]
OVAE Customized Technical Assistance to States—Performance-Based Funding for Montana's Postsecondary Career and Technical Education System
Montana requested support on incorporating performance-based funding into its system for funding postsecon... [+]
OVAE Customized Technical Assistance to States—Recommendations to Improve the Quality of Perkins IV Accountability Requirements in Michigan
Topic(s): Technical Skills Assessment & Certification
The Michigan Department of Education requested support on using assessment data and on exploring performanc... [+]
OVAE Customized Technical Assistance to States—Action Plan: Performance-Based Funding for Idaho's Secondary Professional-Technical Education System
Topic(s): Perkins Management & Accountability
Idaho requested technical assistance to explore performance-based funding for secondary... [+]
OVAE Customized Technical Assistance to States—Action Plan: Performance-Based Funding for Oregon's Perkins IV Reserve Fund
This report describes technical assistance provided to the Oregon Department of Education on designing and ... [+]
OVAE Customized Technical Assistance to State—Recommendations to Improve the Quality of Postsecondary Perkins IV Technical Skill Attainment Data in Utah
Topic(s): Data Collection & Use, Technical Skills Assessment & Certification
The Utah State Office of Education requested technical assistance on postsecondary tech... [+]
OVAE Customized Technical Assistance to States Improving Perkins Performance in Ohio
Topic(s): Data Collection & Use, Programs of Study & Career Clusters
The Ohio Department of Education requested guidance on improving program performance on nontraditional measures, identifying strategies for for cap... [+]
OVAE Customized Technical Assistance to States—Recommendations to Improve the Quality of Perkins IV Accountability Requirements in California
Topic(s): Perkins Management & Accountability, Technical Skills Assessment & Certification
The California Department of Education requested support in improving their Perkins IV accountability syste... [+]
OVAE Customized Technical Assistance to States—Recommendations to Improve the Quality of Secondary Perkins IV Academic Data in New Hampshire, Rhode Island, and Vermont
This report describes techn... [+]
OVAE Customized Technical Assistance to States—Recommendations to Improve the Quality of Perkins IV Data in Guam
Topic(s): Data Collection & Quality, Data Collection & Use, Perkins Management & Accountability
The Guam Community College sytem and the Guam Public School System requested technical assistance to suppor... [+]
Recommendations to Improve the Quality of Postsecondary Perkins IV Data in Rhode Island
This report describes technical assistance provided to the Rhode Island Department of Education on improving the state's Perkins IV accountability ... [+]
Recommendations to Improve the Quality of Postsecondary Perkins IV Data in Montana
The Montana University System requested support in aligning its new postsecondary data collection and reporting system with Perkins IV requirements... [+]
Download (PDF, 72 KB)
Recommendations to Improve the Quality of Postsecondary Perkins IV Data in Virginia
The Virginia Community College System requested technical assistance in the development of its Perkins IV postsecondary accountability system. This... [+]
Recommendations to Improve the Quality of Postsecondary Perkins IV Data in New Jersey
The New Jersey Department of Education requested technical assistance on improving its postsecondary data collection and reporting procedures. This... [+]
Recommendations to Improve the Quality of Perkins IV Data in Colorado
This report describes technical assistance provided to the Colorado Community College System in designing secondary and postsecondary measures for ... [+]
Recommendations to Improve the Collection of Perkins Accountability Data in Oregon
This report describes technical assistance provided to the Oregon Department of Education to support the development of its statewide accountabilit... [+]
Recommendations to Improve the Collection of Perkins Placement Data in South Dakota
The South Dakota Department of Education requested support in identifying strategies for assessing technical skill atainment of secondary and posts... [+]
Recommendations to Improve the Collection of Perkins Placement Data in Arizona
The Arizona Department of Education requested support to improve its placement data for secondary and postsecondary CTE concentrators. This report ... [+]
Recommendations to Improve the Collection of Perkins Placement Data in Alaska
The Alaska Department of Education and Early Development requested technical assistance on collecting placement data for CTE concentrators who leav... [+]
Recommendations to Improve the Collection of Perkins Placement Data in Alabama
This report describes technical assistance provided to the Alabama Department of Education on improving secondary technical skill attainment and pl... [+]
Improving the Collection of Perkins Secondary Completion Data in Illinois
The Illinois State Board of Education requested technical assistance in improving the collection of secondary Perkins IV data. This report provides... [+]
Recommendations to Improve the Collection and Use of Perkins Nontraditional Participation and Completion Data in Idaho
Topic(s): Data Collection & Quality, Data Collection & Use
This report summarizes a review of Idaho's state Perkins IV data and provides recommendations for the state... [+]
Recommendations to Improve the Collection and Use of Perkins Nontraditional Participation and Completion Data in Texas
This report describes technical assistance provided to the Texas Education Agency on improving its Perkins ... [+]
Overcoming State and Local Obstacles to Collecting Quality Perkins Data: Recommendations from Secondary and Postsecondary Administrators Attending the Perkins Accountability Technical Assistance Workshop
The New Mexico Public Educa... [+]
Overcoming Obstacles to Collecting Quality Perkins Data: Measure 1S1: Academic Skill Attainment
This report describes technical assistance provided to the Connecticut Department of Education to improve the validity of its measure of secondary ... [+]
Overcoming State and Local Obstacles to Collecting Quality Perkins Data in Minnesota: Recommendations to Improve Data Sharing Across State Agencies
Topic(s): Linking Data
This report describes technical assistance provided to the State of Minnesota on improving the sharing of s... [+]
Recommendations to Improve the Collection and Reporting of Perkins Data in Maine
The Maine Department of Education requested technical assistance on collecting data on student transitions from secondary to postsecondary educatio... [+]
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It happened… This past weekend the EX, The Cheater, the First Love, The ONE, she called… The first woman I kissed, the first person I made love to, The One decided to call me after five years of nothing.
She said… "This is a Blast from the past, it's…" Life is strange, and the roles people play in our lives are constantly shifting. I find that a lot of times we try to hold onto people that don't add anything significant to our being anymore. We create stories in our heads that keep people from the past close to our hearts in the present like ghosts that haunt our souls.
She called me… She left a message, she asked me to call her back… I thought about it. I called my best college friend, I told Jessica, I told my mom, but in the end I came to the decision on my own. Had it been another time in my life, had I been single, had I not found such beautiful successes in my career the outcome may've been different.
Here's what I know… I know that no matter how hard I try to forget her I never will, I know that saying I hate her doesn't mean I don't still love her. I know that the past is the past and that is where it needs to stay.
The closure that I've found is that I know that the woman I once loved occasionally thinks of me… I'm not calling her back. I have a new life now… Jessica Clark, the woman who broke the curse of the past, who has fought those ghosts hard, the woman who melted me, who made my heart sing again… The woman I'm going to spend the rest of my life with, my angel.
Oh the Firsts…. So much drama, so many heart aches… I'm over it. I'm moving on to my life now, what the FUTURE holds. Thank YOU ghosts of the past, thank you for helping me look deep down inside my soul to find out who I am. To come to the realization that I'm a warrior, I can handle anything, and the future is whatever I make of it.
What would you do… Would you call her or him?
I think it's graet that you did not call.. but I personally would want to tell that other person that CLOSURE has taken place and that there is no need to talk! Personally, that would 100% end the chapter for me.. yet we all handle things differently!
Hey, I love moments like that oddly. It's oddly satisfying to have the "ex" call when there is so much good in your life apart from them — especially when a few years ago one couldn't predict such an amazing outcome. ❤ I would be very tempted to call, but I think complete closure comes from within yourself and you not giving her a call back will send enough of a message to her.
P.S. My reason is once I almost didn't call one of my exes and would have missed out on a GREAT JOB!
But that's just the thing — there ARE still feelings! You don't forget The One That Broke Your Heart, and you don't necessarily get OVER it… At least not in the sense that you don't still feel SOMETHING… But you do move on, fully and completely (after much time and emotion) and at that point, why allow them to reenter your life? What do you need from the relationship?
Why call a person you don't even know anymore? Especially one that caused so much harm? To whose benefit is that phone call made?
…And maybe 40 years later, things are different, and you reconnect for a good hearty laugh.
See, I think you made an awesome decision. You looked within to see who you are before you did anything. You know that you're doing just fine without her. She hurt you, and whats the point of bringing that back? No point. Nonetheless. I'm the foolish type, and I probably would've called her back. Even knowing all the consequences, I would've ended up hurting myself. But, I think of love, and life as a game… You roll the dice, and sometimes you have to go back a couple spaces before you can move on… But in the end. You're eventually going to win, and the prize is really what you want to make of it.
You write with such beautiful emotions. Smart of you not to call her back. It would only create drama. A moment of curiosity from the past can erase all the amazing things in your life. You have come this far don't look back cause your ex is lonely.
Lace! That was the most important thing. You went down deep within and something spoke to you. You made your decision and I support you 100%. Can you imagine, I'm in ME now and will be having a dinner with you know who! Everyone included! I'm looking foward to it and have not had any bad memories that I have let take over me or my heart. It's a great feeling to be at the point where I am now and feels as though there are more things to learn from this. I love you too babe! We are so hanging out when you get here! Muah!
This is bringing up so many emotions for me right now… My Ex is recent but exactly the same situtation, I know eventually i will talk to her, but as of right now i dont want to ever again.
Do you ever really get over it, or do you just forgive and move on.
I don't know why I am feeling so inclined to respond to your comment but it took me 8 eight years. Are we back in contact? Yes actually and still connected but in a different way. What worked well for me back in the day was outta sight outta mind and I felt to apologize even to this day but I knew that was what I needed at that point. And if I was to ever EVER let communcation happen again that I would need to find myself in a place of awareness and peace and be truly centered. I have been able to reach that point just brisking the age of 29 and in reaching that point and possibly saying… got over it THROUGH forgiveness and feeling solid at my core. Good luck to you.
K-Lo thank you so much for your amazing words.
And you give me a lot of hope for myself in the future.
she had a boyfriend – I loved her more.
He dumped her, he cheated on her, he made her cry – she took him back.
They know have a two month old and she constantly calls me to tell me about their troubles and how he isn't there and how she wants to get married… it's been 5 years, and somehow I can't help but still feel nostalgic, a part of me wants to be a friend… but how can you be a friend to someone you once loved so much more than just a friend??


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Q: parameters in visual basic 2010 how can use parameters in my vb application?
i want to make it so that when the parameter its "/y" i want some thing like this to hapen
if parameter = "/y" then
    msgbox("you used the parameter /y")
else
    msgbox("you dint use any parameter")
end if

i want some thing like this to hapen when i use the parameter "/y"
the parameters are used when for ex: im running the .exe on cmd

A: You can change Sub Main() to
Sub Main(ByVal cmdArgs() As String)

And use the argument array that way. This has been valid in VB.NET for many versions.

A: The passed in command line arguments will be available to the Main procedure of your application.
These come in as an array of strings.

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