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Leicestershire History
Making the Past Available to Everyone
Schools, 1833-1902
Between 1833 and 1901 education became increasingly controlled by the state. Schools became eligible for state grants, and the conditions attached, backed by government inspection, began to drive up standards of teaching and of school premises. The introduction of a pupil-teacher scheme from 1846 reduced the number of schools using monitors, other than for the infants' class. Building grants, population growth, and a requirement from 1870 for enough places to be made available for all children, resulted in larger schools. Small private schools started to be squeezed out, unless they could offer specialist teaching.
This guide will lead you through the sources you need to check to compile a history of education in your parish between 1833 and 1901. Sources appear in bold red bullet points, while the text provides examples and explanations to help you to interpret your findings.
Another useful website about schools in the Victorian period is at http://leicester.omeka.net/exhibits/show/victorianschooldays/schoolbuildings
The period opens with the Education Enquiry of 1833, published by parliament as an abstract of returns in 1835:
Education Enquiry, Parl. Papers 1835 (62)
Osgathorpe Free School
The return establishes a bench mark for the historian, setting out the educational provision in every village immediately before a period of substantial change. Unlike the 1818 enquiry mentioned in the last section, although the questionnaires were forwarded to each parish's overseers for the poor, there was nothing in the instructions saying that only those schools that educated the poor should be included. A direct comparison of the two returns therefore cannot be made. Additional questions were asked in 1833, including the ages at which children entered and typically left each school, how each school was funded and whether the schools were confined to children from one religious denomination, but these questions were rarely answered. It is no coincidence that this enquiry followed hard on the heels of the great Reform Act of 1832, which widened the parliamentary franchise and led to an increasing interest by government in ensuring all social classes had access to education.
It is apparent from the answers provided by many parishes that the number of schools was increasing. In the small village of Osgathorpe, for example, as well as the free school which had been established in 1670, there were three other schools, including one which had opened in 1825 and another which opened in 1832. A Sunday school had also been established in 1829. In Desford, the return tells us that new schools had opened in 1826, 1829 and 1833.
Endowed and Grammar schools, 1833-1870
If the two enquiries of 1818 and 1833 reveal that there was an endowed school in the parish, there are several other parliamentary papers which should be checked, and which will probably contain more details. These are available through University Libraries. The most useful (from quite a long list) are:
Reports of the Commissioners of Charities, Parl. Papers 1839 (163) together with its Analytical Digest, 1843 (435).
Return of Endowed Grammar Schools, Parl. Papers 1865 (467). This provides a summary of the endowment and any modifications subsequently agreed by the Court of Chancery, the names of the trustees, subjects taught, number of masters and how they were appointed, number of pupils split by age, number who had progressed to college, and any bursaries awarded.
Report of the Schools Inquiry Commission, Parl. Papers 1867-8 (3966). This can contain a lot of detail and follows personal visits to each school by a parliamentary commissioner (see below).
The picturesque Grammar School at Market Harborough was built in 1614, but was suffering from declining pupil numbers in the 1830s as other schools opened in the town
The Charity Commissioners' reports provide more information for the historian than just the bare details of the foundation of each school. Many of the entries give details of the subjects taught, information which is rarely available elsewhere, for example at Breedon on the Hill, reading, writing, arithmetic and needlework were taught, and at Long Clawson the children had lessons in English grammar, writing, arithmetic, geometry and mensuration. One of the best-known, and most picturesque, endowed schools in Leicestershire is the 'Old Grammar School' or 'Free School' at Market Harborough (above). The Charity Commissioners' reports provide details of the original endowment of Robert Smith or Smyth, who established this school for 15 poor scholars of the Anglican faith, and of the two additional endowments by Christopher Shaw in 1618 and Thomas Peach in 1770. They also note that children from all religious denominations began to be admitted from 1823, and that the 'recent establishment of a National School' in the town had resulted in a decline in the number of pupils at the Free School.
The 18th and early 19th centuries were a difficult period for the traditional grammar schools, as the demand for lessons in Latin and Greek declined substantially. Parents from the rising middle classes who could not necessarily afford the fees of the larger private schools wanted their children to be taught subjects more suited to industrial and commercial life, or which would help them gain a commission in the army, or an appointment in the civil service. It was not just Market Harborough schools which was struggling. Some grammar schools had very few pupils, while other schools in the same town, or even in the same building, were almost full to overflowing.
Endowed schools were legally unable to step away from the documented wishes of their founders, a point confirmed at law in a case heard by Lord Eldon in 1805. In the case of grammar schools, it is worth looking for
Court papers at The National Archives, or parish copies of such papers at the Record Office for Leicestershire, Leicester and Rutland to see if permission to vary the curriculum was sought. If permission was granted, details will be in the Return of Endowed Grammar Schools already mentioned.
The Grammar Schools Act of 1840 provided some flexibility by allowing endowments to be used to teach other subjects. For the background and some details of local cases, those tracing the history of an early grammar school should also read:
B. Simon, 'Local grammar schools, 1780-1880', in B. Simon (ed.) Education in Leicestershire, 1540-1940 (Leicester, 1968)
The Report of the Schools Inquiry Commission mentioned above (also known as the Taunton Commission) sets out within a table the findings of a major investigation into endowed schools. For each school it provides the name of the donor(s), the date of the school's foundation, the endowment income, whether there was a house for the master, the weekly fee for pupils, the predominant occupation of the parents, separate numbers for male and female pupils, whether board and/or clothing was provided, any advanced subjects taught (such as Latin, natural sciences or algebra), the number of scholars apprenticed, the number of trustees, the number of teachers, their qualifications, their mode of appointment and whether or not the school fell within the government inspection regime (described below). Tabulated information allows schools to be compared, and the full reports give a good flavour of the school, revealing information that would not be available elsewhere. For example, the report on the school at Ashby de la Zouch records that the school had two departments, one 'on the level of a National school' with 160 boys on the register, 'but during six years only eight boys had passed from it to the upper [school] … The boys of the two departments turn into the playground at different times, and are never allowed to mix together. Those in the lower are mostly sons of small tradesmen or skilled artisans … Those in the upper department are chiefly sons of the better tradesmen and professional men of the town and neighbourhood'. Most of the boys in the upper school went on to university.
The recommendations of the Taunton commission, and their implementation, did not start to take effect until the 1870s, and will therefore be considered below.
Voluntary and subscription schools, 1833-1870
Government grants became available from 1833 for up to half the cost of building schools for the children of the labouring classes, provided those new schools were affiliated to either the National or the British Society and, if they were non-denominational, that the school timetable included a daily Bible reading. This encouraged the building of new schools and affiliations to one of the two major voluntary societies, and in some places these schools crowded out existing private schools, which were unable to compete.
Trade directories provide a useful source of information about schools in this period, and many are available online. It is worth looking at one directory for each decade, especially those published by William White or Kelly
National School files contain applications for grants from the National Society, and are held at the Church of England Records Centre in South Bermondsey.
The British Society Archive, which includes correspondence with individual schools and details of grants awarded, and is held at Brunel University.
Details of government grants are held at The National Archives, and can be found in class ED103
School plans – many are held at the Record Office for Leicestershire, Leicester and Rutland
Grant applications include details such as the average attendance, other schools in the parish, the dimensions of the new building and the cost of the building and land. Clergymen applying to the National Society were asked to outline any 'special circumstances' relating to their application, and many wrote a page or more about the social character of their parish, economic conditions, the extent of nonconformity and the difficulties of raising money for a school. When the building was complete and immediately before the grant was paid, an account had to be filed, showing the cost and how the money had been raised.
Queniborough National School was built in 1846
In 1839, Government inspectors were appointed to visit all schools receiving a grant, but with only two inspectors appointed to cover the whole country (until 1843), the system was neither rigorous nor effective. Diocesan education boards were established the following year, and religious inspection introduced to all National (i.e. Church of England) schools. This system of dual inspection by the state and by the religious authorities continued until 1870. From 1840 it was no longer necessary to be affiliated to one of the two major voluntary societies to qualify for a government grant, and other denominations began to establish schools of their own. Castle Donington, for example, had both a Baptist and a Methodist day school by the mid 1840s.
Two schemes were introduced to improve the quality of the teaching. From 1844, the government provided funding to teacher training colleges. There was also a recognised need to replace the monitorial system of teaching for all but the youngest children. Although economical, the system gave rise to a continual need to train new monitors, as they were simply older children who could leave without giving notice when they found work. In 1846, a pupil-teacher scheme was introduced and the government also began to provide regular grants to help with teaching costs. Pupils aged 13 or over who passed an examination before a school inspector could be accepted on to the pupil-teacher scheme and would serve a five-year paid apprenticeship. They would be required to teach for 5½ hours each day and would receive 7½ hours instruction each week. During their apprenticeship they were examined annually by government inspectors, and on satisfactory completion they became eligible to compete for a scholarship for a three-year training course to become a certificated teacher. Whereas monitors were often the children of labourers, few working-class children became pupil-teachers, as they could not afford to remain at school until they were 13.
A survey carried out in 1846-7 by the National Society of all Anglican school provision in England and Wales (both day and Sunday schools) contains statistical information about attendances, costs, security of tenure and often some comments about the adequacy of provision. This was one of several surveys carried out by the Society, and is the most detailed of them all.
National Society for Promoting the Education of the Poor in the Principles of the Established Church, Result of the Returns to the General Inquiry made by the National Society, into the state and progress of schools for the education of the poor … during the years 1846-7, throughout England and Wales ( London, 1849).
With the increase in daily schools, the role of Sunday schools in providing basic education is now diminishing, although they remain important and popular institutions until well into the 20th century.
The 1851 Ecclesiastical census gives details of Sunday school attendances (both Anglican and nonconformist) on 30 March that year. The files of returns from each registration district is available as a free download from the National Archives (search for 'ecclesiastical census' followed by the name of the registration district.
Until 1862, the annual teaching grants were paid directly to the master and to the pupil-teachers, the latter receiving £10 at the end of their first year, increasing by £2 10s each year provided they passed their annual examinations, to reach £20 at the end of their apprenticeship. By 1856, around three-quarters of all children at school were being taught in a school that received a grant.
The cost of these schemes was substantial, and as school was not compulsory it was not necessarily reflected in higher literacy rates. A parliamentary commission (the Newcastle Commission) was established, investigated and reported back, and in 1859 a revised scheme was drawn up which applied from 1862. Grants became conditional upon the following criteria being met:
a register and log book had to be kept, recording attendance and brief details of teaching and attendance
the school had to employ a certificated teacher (although from 1867 schools in rural areas were permitted to share a certificated teacher)
the girls had to be taught needlework
the school building had to meet minimum specified standards, including a requirement of 80 cubic feet of space per child, based on the school's average attendance, as fresh air and good ventilation were seen as important for good health. Of course it was cheaper to build upwards than outwards, which would have required more land, hence the height of many Victorian classrooms. Tall rooms also allowed the windows to be set at a level that would prevent the children becoming distracted by events outside
there had to be two daily sessions, each of at least two hours (for most schools this would be satisfied by a morning session and an afternoon session).
Subject to meeting these requirements, the amount of the annual grant was dependent upon a combination of the school's average attendance, the actual attendance on inspection day and the performance of the pupils examined by the inspector. The rates changed from time to time, but in 1862 a flat rate grant of 4s (20p) was paid for each pupil, based on average attendance over the year. Children over 6 years who had attended for the equivalent of at least 100 days over the year could be entered for examinations in reading, writing and arithmetic, and would earn the school a further 2s 8d (13p) for every pass. There were no examinations for infants, but an additional grant of 6s 6d (32½p) was paid for every child under 6 years who was present on the day of inspection, provided they were taught in a manner which would not interfere with the lessons of the older children. A second classroom for infants was becoming a necessity. Bribery to ensure attendance on inspection day was not unknown.
New records therefore become available from 1862, and provide information on the day-to-day life of the school, and many of these documents have been deposited with the Record Office for Leicestershire, Leicester and Rutland. These include:
Attendance registers
School log books – one of the most interesting and informative types of school record, but there is no requirement for them (or any other type of school record)n to be deposited. If there are no log books fro your school at the record office, it is worth asking the school headmaster and secretary if they are still on the school premises.
Inspection reports (and if these don't survive, there will usually be a summary of the comment made within the log book)
Although the grant was now paid to the school rather than to individual teachers, many schools gave all or part of the teaching grant to their staff. This introduced a form of performance-related pay. Although a hot political topic today, it seems to have been accepted without demur by the teachers of the 1860s. Strategies were adopted by teachers that would maximise their personal reward. Key to this was attendance, and log books record what was clearly an uphill struggle for many schoolmasters and mistresses. Children were regularly kept off school to earn a few pence to help the family budget, or because of poor weather, especially if they had a long walk, poor footwear and no coat.
In Queniborough we learn that on 20 April 1866 'Anne Elizabeth Kilby [was] kept at home to seam socks'. With one eye on the additional grant the school could receive, in November 1871 Queniborough school began to offer cash prizes for good attendance, and in 1874 the school promised '6d to every child who attends 36 times in one month', mornings and afternoons counting as separate attendances. In the first month 23 village children had earned their cash reward. Again, it was a matter of strategy and tactics. It could be worth paying 6d (2½p) to gain an extra 4 shillings, but only if that didn't involve paying too many sixpences to children who would have attended anyway.
The grant could be reduced at the discretion of the inspector if the teaching or school discipline was judged to be poor, or if there was a shortage of furniture or books.
Inspection report for Groby School, 1870. Courtesy of the Record Office for Leicestershire, Leicester and Rutland, E/M/132/3/21.
The inspection report for Groby Church of England School for 1869 suggested that a separate classroom should be built for the infants and first standard, who could be taught by a monitor. The following year nothing had changed, and their report comments, 'The School is carried on with as much success as is possible in so overcrowded a room, and but one Teacher to some 70 Children of all ages between 5 and 14 inclusive.'
Elementary Education, 1870-1902
Groby school was provided by the Countess of Stamford and Warrington in 1873
Forster's Education Act of 1870 was the first step on the path to compulsory education for all children. It divided England and Wales into school districts (mostly civil parishes) which had to provide enough school places for all the children living there. How these were provided was very much a political 'hot potato'. The Act allowed a new type of school to be established – a non-denominational board school, funded by ratepayers, financed by borrowing and managed by an elected board of between 5 and 15 members, chosen every 3 years by the ratepayers. If nothing was done, the Privy Council would impose a new board school on the district.
Building grants were abolished by the Act and remained available only to the end of 1870. What followed was a flurry of school building by patrician landowners keen to take advantage of the last few grants, in order to avoid the establishment of a management board which they might not be able to control, and to retain a strong connection between the local school and the Anglican Church. In some villages, such as Groby, a new and larger school was provided by a wealthy landowner, while in others, such as neighbouring Ratby, the local preference was for a ratepayer-elected board to provide and run the school, with money for the building borrowed from central government.
Most Anglican clergy, and many parishioners, were strongly opposed to Board schools, especially if a board would replace a small school with a strong Anglican ethos or where it was feared that rates would rise substantially. In contrast, many nonconformists welcomed the provision of non-denominational education through a ratepayer-funded board school. This could cause major tensions within a village, and impact on the ability of an Anglican clergyman to raise enough cash locally to provide any additional school places that were required, or any building improvements requested by inspectors.
Nonconformity was strong in Sileby, and there were separate Sunday schools for General Baptists, Wesleyan Methodists and Primitive Methodists. Many parents might not have been keen for their children to attend a day school where they could be taught the Anglican catechism. In 1879 local businessman and philanthropist Thomas Caloe provided 'the inhabitants of Sileby' with a non-denominational day school. According to the local vicar, their aim was 'to crush out our National School '. The photograph was taken at the stone-laying ceremony, and the banner wishes 'Success to the Undenominational Schools'. The church school could not be crushed so easily, and by 1884 the managers of the 'Undenominational School' in King Street wanted to hand it over to a board. The school is still there today, although it is now owned by the council and is known as Redlands Community Primary School.
Building the 'Undenominational School' at Sileby
Essential sources for the 1870s include:
Trade directories
Newspaper reports. As this was a very political controversy, with Tories generally preferring an Anglican school and Liberals pushing for a Board, different views of the debate may be reported in each of the county's two newspapers, the Leicester Chronicle (Liberal) and the Leicester Journal (Conservative).
Grant requests (as listed above), especially correspondence sent to the National Society with grant applications
Parliamentary papers concerning votes for boards and numbers of board schools
Minutes of meetings of school managers and of the first boards
Slater Street Board School in Leicester. Large board schools such as this could attract the best teachers, making it more difficult for rural schools to recruit good staff
The new board schools established in towns were very large, but around half of all board schools were established in parishes with fewer than 500 residents, perhaps because the church school was unable to expand due to a lack of money, or because the parish contained many nonconformists who preferred a board school. Board schools could charge no more than 9d. per pupil per week, but often charged less to match the fees of local schools affiliated to the National Society, many of which only charged 1d. or 2d. per child per week. Unlike church schools, board schools were able to cover the fees for poor children from the rates. They also had the option to pass by-laws making attendance compulsory, and could appoint an attendance officer to enforce this. Some boards established a tiered system with full time attendance compulsory up to the age of 10, for example, followed by compulsory part-time attendance until a certain standard had been passed. From 1876, school attendance committees had to be established to cover all schools, although where there was no by-law, attendance was still not compulsory.
Compulsion was finally introduced for all schools under the 1880 Education Act, and the number of Standards was increased to seven. Children had to attend full time between the ages of 5 and 10, and then had to continue part-time, attending 250 half-days each year to the age of 12 and then 150 half-days annually until they were 14 unless they had passed the Fifth Standard. It was enforced through certificates of education, which had to be seen by employers. Weekly charges continued (they were not formally abolished until 1918), but an additional grant was payable to schools from 1891 if they abolished all fees from parents. From 1893 full-time attendance became compulsory to age 11, and then to age 12 from 1899.
The Anglican battle to maintain control of the village school did not end in 1870. Although the population of many rural parishes fell as people migrated to the towns, parts of Leicestershire with strong manufacturing, mining or quarrying interests saw population growth. Increases in the school leaving age also added further year groups. The number of school places required therefore continued to increase in some villages. Additionally, pressure to improve school premises increased, especially where there were just one or two rooms, and if money could not be raised to cover the costs, a board would be the inevitable result. The following sources continue to be useful for this period:
Log books and inspection reports (at the Record Office for Leicestershire, Leicester and Rutland, or often still held locally) continue to be important sources in this period
Government parish and school education files at The National Archives (class ED).
National school files at the Church of England Records Centre.
Board school minutes at the Record Office for Leicestershire, Leicester and Rutland
Managers' minutes for voluntary or subscription schools at the Record Office for Leicestershire, Leicester and Rutland
Local newspapers.
There are also numerous parliamentary papers concerning schools in this period, with many containing figures relating to school income and expenditure, almost on an annual basis.
Endowed schools, 1870-1902
Because endowed schools stemmed from individual acts of charity, they were unevenly distributed, sometimes in places that were not especially populous. The Taunton Commission of 1867-8 proposed a complete restructuring of the educational provision they offered, with three grades of school, broader curricula, increased provision for girls and changes to the inspection and examination regime. The Endowed Schools Commissioners were established by statute in 1869 to initiate new schemes and bring these recommendations into effect. The key question in respect of any individual endowed school is therefore how it was affected.
The Endowed Schools Commissioners sought to reach agreement on a county-by-county basis to creating three grades of school, according to whether children were expected to leave at age 18, 16 or 14, with curricula aligned to that leaving age (and effectively to social class). There was much political debate about which children should be admitted. Most endowments had been intended for the children of the poor, but some argued that this income should now be directed to benefit the 'middle classes', as the 1870 Education Act provided ample places for poorer children. The Commissioners also had to work within a framework of existing school buildings and locations which were not necessarily ideal, and endowments that raised vastly different sums from one place to the next. That required an element of merging and re-apportioning endowments between schools within a county, even though that could disadvantage people in some localities and broke with the wishes of the original donors. There were also concerns locally about the proposals for the election of new governing bodies for these schools.
In Leicestershire, a county meeting was convened in May 1871 under the chairmanship of the sheriff, and led to the formation of a committee to consider all options before the government commissioners visited. Rev. J.H. Green, master of Kibworth grammar school, was the secretary to the county committee and he provided a flavour of the views of some Leicestershire people to a parliamentary select committee, which can be read in:
Report of the Select Committee on the Endowed Schools Act, Parl. Papers 1873 (254)
Newspaper reports
By 1874, when the functions of the Endowed Schools Commissioners were transferred to the Charity Commissioners, new schemes had only been established for around one-third of all endowed schools. Their proposals in Leicestershire are set out in:
Endowed Schools and Charities: copy of schemes and suggestions, Parl. Paper 1874 (203)
The Commissioners sought to establish for two first grade schools (for children to age 18) and six second grade schools, with the other endowed schools becoming third grade schools. However, the Endowed Schools Act of 1873 had allowed alternative schemes to be drawn up where an endowed school provided elementary education, provided aggregate income over three years did not exceed £100, and several county schools took advantage of these provisions.
Details of schemes agreed under the 1869 or 1873 Endowed Schools Acts may be found in parliamentary papers or parish records (perhaps deposited at the Record Office for Leicestershire, Leicester and Rutland ).
In Thurcaston, for example, a scheme of 1875 (under the 1873 Act) resulted in the conversion of an endowed charity school into a public elementary school under a new board of governors with four elective members and three ex-officio clergy governors. The income from the endowment could be used by the school in accordance with the objects set out, which included the provision of a lending library, maps, scientific apparatus and gym equipment as well as providing free places to 'meritorious scholars' (with no mention of gender). The scheme, as first drafted, also set out that the teacher was required to play the harmonium or organ for Sunday church services when called upon to do so!
There are very few records that survive for private schools and the only sources are often:
Newspaper advertisements
Census (for schoolteachers, although it is possible they taught at a school in another town or village)
On to Schools since 1902
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Leicestershire Victoria County History Trust is a registered charity (No. 1128575) and a registered company (no. 6683052). Address: Meadowside, Main Street, Kings Norton, Leicestershire, LE7 9BF
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We all have a little bit of procrastination inside of us some more than others. I decided to stop procrastinating and make this video for you. Keep in mind it does take a lot of guts to make a video and then put it on your website for the world to see but I wanted to prove a point that when you put your mind to it and schedule it and simply follow through, you have success.
Here are some quick tips that I do not talk about in the video but are going to help you in overriding procrastination in your day.
1. Pick apart your long list and find the one task that makes you happy to start.
If it's writing a book, make the task of writing 3 pages per day your goal for one year.
2. Schedule the task into your calendar with an exact date and time to begin.
Create an accountability to see your way through to the end with a friend, life coach or announce your task by booking a venue for you to read that book you want to write. Whatever it is find a way to keep yourself on a real track not an imaginary one.
3. If you're a last minute person like me, you know this can be both exciting and create extra anxiety which is really unnecessary. However rushing through to the end of a task can feel good because you're pushing through all of excuses and boundaries.
4. Power push through your doubts and feel an improvement in self esteem.
5. Use Post-it notes set an alarm to make sure you actually start your tasks on the date and time that you have promised to yourself and contact accountability partner.
6. Check in at the end of each month to make sure things have improved.
7. Change your passwords into your ultimate goal so there is a constant reminder to keep on track to success.
8. Just think how far along you will be in one year from now if you simply start today!
9. Accomplishing your goals starts now, what can you schedule by midnight today and start by the end of this week?
Start with scheduling a coffee. Could you do that? Probably, right? That's what I'm talking about, pick something easy and attainable to train your brain into seeing what is possible for your life.
Start today, build momentum and take your goals seriously.
10. Being a procrastinator is something you'll probably have to live with but there are definitely techniques and strategies that you can implement on a daily, weekly basis that will help you achieve the ultimate goal of having a life by design.


text:
Q: Java TCP Socket Connection Refused I have some code here to connect to a server and I'm getting the error java.net.ConnectException: Connection Refused.
I tried using ping on the command line and I received packets of data so I know that it's working.
I also tried using telnet to connect to my IP Address and it gave me the same Connection Refused error. Is there something wrong with my code? I'm unsure as to why my connection is getting refused.
Client:
public class InstantMessagingClient
{
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    public InstantMessagingClient(String serverName, int port)
    {

        new Thread() {
            public void run()
            {
                try
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                    System.out.println("Connecting to " + serverName + " and port: " + port);
                    //socket.setSoTimeout(10000);
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                    System.out.println("Client: connected to server at address: " + socket.getLocalAddress() + " and port: " + socket.getPort());
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            }
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Server:
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    public InstantMessagingServer(int port)
    {
        try
        {
            this.port = port;
            serverSocket = new ServerSocket(port);
            serverSocket.setSoTimeout(10000);
            System.out.println("Server: Connected to port");
            new Thread()
            {
                public void run()
                {
                    while(true)
                    {
                        try
                        {
                            System.out.println("Server: Waiting for port " + serverSocket.getLocalPort());
                            System.out.println(serverSocket.getLocalSocketAddress());
                            clientSocket = serverSocket.accept();
                            System.out.println("Server: Just connected to " + clientSocket.getRemoteSocketAddress());

                        }
                        catch(Exception e)
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public void main()
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InstantMessagingServer server = new InstantMessagingServer(18638);
InstantMessagingClient client = new InstantMessagingClient("(My IP Address)", 18638);
}

A:
I'm getting the error java.net.ConnectException: Connection Refused.

That has exactly one meaning. Nothing was listening at the IP:port you tried to connect to.

I tried using ping on the command line and I received packets of data so I know that it's working.

You know that the host is working. Doesn't prove anything about the port or the service you're trying to connect to.

I also tried using telnet to connect to my IP Address and it gave me the same Connection Refused error.

For the same reason.

Is there something wrong with my code?

Either the IP:port is wrong or the server simply hasn't been started.

redpajama_set_name: RedPajamaStackExchange


text:
Browsing Tag: ETOPS
First to Fly – El Al and the Dawn of Commercial Twin-Engine Oceanic Flights
By AirlineReporter Staff
An El Al 767 at Zurich airport – Photo: Aero Icarus | Wikimedia Commons
Ask any self-respecting airline geek which airline was the first to introduce commercial trans-Atlantic twin-engine services, and you'd probably get an answer like TWA, American, or maybe Air Canada. The surprising answer? Plucky little El Al, the fiercely independent but resource-challenged national airline of Israel. How did that happen?
Never shy in taking on a new challenge, El Al has built a reputation on pioneering industry breakthroughs – a non-stop distance record on the JFK-TLV proving flight with a Bristol Britannia in 1957 (5,760 miles). A trans-Atlantic speed record on the 707 JFK-LHR segment in 1970 (7 hours, 57 minutes). The ultimate "high passenger density" 747-400 operation in which a staggering 1,122 Ethiopian refugees were safely (if not so comfortably) evacuated from Addis Ababa to Tel Aviv in 1991. And a set of remarkable COVID repatriation flights in 2020.
In 1983, El Al took delivery of the first of four 767-200s from Boeing. The first two airplanes were the standard range models (4,270-mile range). The second two airframes were extended range (ER) variants, equipped with Pratt & Whitney JT9D-7R4E engines, enabling a range of 5,610 miles.
By 1984, the FAA was actively working with several operators to implement new overwater operational approvals for twin-engine operations – what would become known as ETOPS- Extended-range Twin-engine Operational Performance Standards. But the old rule – that the flight had to stay within a 60-minute radius of a suitable landing site — was still in effect.
It's hard to wrap our heads around this today when we can fly 19 hours with up to 330 minutes ETOPS. But the notion of twin-engine oceanic operations was new stuff back then. A lot was unknown. An inflight engine shutdown would make the remaining engine work harder. Could it handle the stress? Could the one remaining generator or hydraulic pump reliably perform? And simply relying on the APU to cold-start at cruise or for the ram air turbine to properly deploy was not sufficient. Alternate airport requirements were more strict and a host of crew-training, equipage, and certification requirements made the very proposition of viable commercial ETOPS operations a daunting task.
What was clear was that the economics of twin-engine operations was quite compelling. The cost savings of operating a 767-200 with 190 passengers compared to a 370-seat 747 on a typical trans-Atlantic route was in the range of 45%. Fuel and crew costs (including the new two-person cockpit of the 767) accounted for the majority of the trip savings.
Having trialed its two ERs on shorter European runs from Tel Aviv, El Al was ready to exploit the 60-minute rule for commercial service from North America. On March 26, 1984, El Al became the first airline to offer commercial ETOPS flights, operating a 767-200ER (4X-EAC) from Montreal to Tel Aviv. The non-stop route, in compliance with the 60-minute rule, took 11 hours and 8 minutes.
El Al's first ETOPS flight was from Tel Aviv to Montreal on March 26, 1984 – Image: Great Circle Mapper
Based on the early success of the Montreal route, El Al added more ETOPS flights the next year offering 767ER service on the following routes:
Tel Aviv – Amsterdam – Chicago – Los Angeles (LAX)
Tel Aviv – Amsterdam – Montreal
Tel Aviv — Amsterdam – New York (JFK) – Miami
El Al's early transatlantic routes were groundbreaking – Image: Great Circle Mapper
Ultimately, the airline would achieve 120-minute ETOPS approval, allowing more flexible routings on the North Atlantic runs.
El Al's achievement was groundbreaking – both technologically and psychologically. There was a lot of resistance to the idea of twin-engine oceanic flights back then – from the International Federation of Airline Pilots (IFALPA) to former FAA Administrator Lynn Helms. Ultimately, technology – and economics – would prevail.
TWA was quick to follow El Al's ETOPS example – Photo: Ralf Manteufel | Wikimedia Commons
El Al's exploits were closely monitored by other airlines, eager to cash in on the favorable twin-engine economics. TWA had ten 767s on order at the time, and was working with the FAA to secure 120-minute ETOPS authority, which would allow for more direct routings from its St. Louis hub. TWA launched trans-Atlantic ETOPS flights the following year on its Boston – Paris route and would go on to build a network of 767 routes from St. Louis and New York (JFK) hubs. American and Air Canada were quick to follow. The floodgates were opening.
Air Canada quickly sought ETOPS certification for its 767s as well – Photo: Michel Gilliand | Wikimedia Commons
Today, the vast majority of flights across oceans are performed by twin-engine airplanes. Few were the visionaries who could foresee that development in the early 1980s, when the very notion of twins across the ocean was controversial. But the contemporary dominance of twin-engine intercontinental flight came about only through three decades of patient, deliberate development in commercial ETOPS operations – punctuated by the bold exploits of a few early movers. So, next time you board a 787 for Frankfurt or A350 to Hong Kong, you might just tip your hat to that plucky airline from Israel that started it all.
Not gonna lie – it'd be great if El Al would do a heritage livery like this – Photo: Michel Gilliand | Wikimedia Commons
About the Author: Steve Jaffe is founder and editor of airlinestoisrael.com and author of Airspace Closure and Civil Aviation — a Strategic Resource for Airline Managers. His career has spanned all facets of commercial aviation, including marketing and consulting roles at Boeing, the FAA, US Airways, and AVITAS. He remains an avid avgeek (best plane ever — the 757) and is working on indoctrinating the next generation of geeks and geekettes.
airlinestoisrael.com
https://www.linkedin.com/in/stevendjaffe/
Allegiant Air Receives ETOPS Certification to Fly 757's to Hawaii – Finally
One of Allegiant Air's Boeing 757s (N902NV) while still in Everett, WA.
The journey from rumors that Allegiant Air was to add Boeing 757-200s during the summer 2010 to their fleet to now receiving ETOPS and Flag Carrier Status status from the Federal Aviation Administration has been long.
Last summer, it was a let down for Allegiant, when the FAA gave them authorization to fly the new aircraft type, but they would not give the airline ETOPS certification to fly over the water to Hawaii. Over the past year, Allegiant has been flying a few 757s on routes in the continental US to gain experience. That experience is finally paying off and starting at the end of this month, the airline will start service to Honolulu, followed by Maui in November. Allegiant's non-stop service plan to Honolulu:
Las Vegas – begins June 29
Fresno, Calif. – begins June 30
Bellingham, Wash. – begins November 15
Monterey, Calif – begins November 16
Eugene, Ore. – begins November 17
Santa Maria, Calif. – begins November 17
Stockton, Calif. – begins November 18
Allegiant will also offer nonstop air service to Maui from:
"This is an important day for Allegiant," Andrew C. Levy, Allegiant Travel Company President, said. "Obtaining ETOPS and Flag Carrier status not only clears the path for our new service to Hawaii, but also opens up potential international opportunities and will play an important role in our company's future growth. Our operations team worked long and hard to ensure the completion of this certification and we thank them for their dedication in achieving this important goal."
Currently, Allegiant operates a fleet of 58 MD-80 aircraft and four Boeing 757-200s. They still have two additional 757s that are being leased. Allegiant plans to put one 757 into service during fourth quarter 2012 and the second first quarter of 2013.
Allegiant is still planning to grow and is looking at other route options. Previously Levy has stated that the airline is looking at the possibility of flying to Canada, Mexico and even South America.
Boeing Round Up: Southwest 737MAX Order, 787 Dream Tour, 777 ETOPS and More
Over the past week I have been receiving many different press releases from Boeing – most of which I wanted to share, but haven't had the time to give them the attention that they deserve. To make sure that they all get a little attention, I decided to do this round up to touch base on what's going on with Boeing. There are a few more story lines that I hope to go into a bit more detail over the next few days, but for now…
HI RES (click for bigger): Southwest Airlines Boeing 737 MAX 8. Photo by Boeing.
SOUTHWEST AIRLINES BECOMES LAUNCH CUSTOMER FOR THE 737 MAX
On December 13th, Boeing announced that Southwest airlines placed an order for 150 of the 737 MAX and would become the launch customer the new version of the 737.
"Southwest is a special Boeing customer and has been a true partner in the evolution of the 737," said Boeing Commercial Airplanes President and CEO Jim Albaugh. "Throughout our 40-year relationship, our two companies have collaborated to launch the 737-300, 737-500 and the Next-Generation 737-700 – affirming the 737 as the world's preferred single-aisle airplane. As launch customer for the 737 MAX, Southwest, Boeing and the 737 continue that legacy."
The firm order is Boeing's largest in both dollar value and the number of aircraft ordered.
"Today's environment demands that we become more fuel efficient and environmentally friendly, and as the launch Customer of the Boeing 737 MAX, we have accomplished both," said Gary Kelly, Southwest Airlines Chairman, President, and CEO. "We are teaming up with our friends from Boeing to lead the industry in a way that makes both our shareholders and our Customers proud to associate with Southwest Airlines. Today's announcement will allow us to maintain our position as a low-cost provider in the years ahead."
VIDEO: Southwest Airlines Boeing 737 Max. Computer generated by Boeing. Thanks to Robert for pointing this out.
Air New Zealand's first Boeing 777-300ER at Paine Field. Photo by AirlineReporter.com.
BOEING 777 NOW HAS 330-MINUTE ETOPS
On December 12th, Boeing announced that its 777 received approval from the Federal Aviation Administration (FAA) to fly up to 330-minutes away from an alternative airport.
"Boeing twin-engine jets have flown more than 7 million ETOPS flights since 1985, and more than 120 Boeing operators fly more than 50,000 ETOPS flights each month," said Larry Loftis, vice president and general manager 777 program. "This is the logical continuation of the Boeing philosophy of point-to-point service. Passengers want to minimize their overall travel time. This is one more step in that direction."
To date, the 777 has flown more than 2 million ETOPS flights since June 1995 and 93% of 777s are flown on ETOPS routes.
"What this means is that the airplane is able to fly a straighter route between the city pairs and that's good for the environment," said Capt. David Morgan, chief pilot for Air New Zealand. "Less fuel is burned and less carbon dioxide is emitted into the atmosphere. It's also good for customers because flights are potentially shorter and passengers could arrive sooner at their destinations."
CHECKING IN WITH THE DREAMLINER WORLD TOUR
Boeing's third Dreamliner, ZA003, is taking a six month journey around the world. Its first stop was in Beijing, China with different stops with-in China from December 4th to 11th.
"This great day demonstrates our partnership with China in pursuing aviation excellence," said Marc Allen, Boeing China president. "Chengfei, Hafei and Shenfei — as exclusive and single-source Boeing suppliers — have made a great contribution to the success of the 787 program, producing the rudder, wing-to-body fairing, and vertical fin leading edge. We want to thank them for their role in making today possible."
On the 11th, ZA003 flew over to Africa and became the first time a 787 has landed in that continent. From the 11th to the 14th, the 787 hung out in Nairobi and allowed Ethiopian Airline employees the chance to see the new aircraft they should be taking delivery of soon. ZA003 will remain in Africa until the 16th of December before flying to the Middle East with a stop in Doha to visit Qatar Airways.
At this point, Boeing has not announced future destinations, but I would imagine that ZA003 will continue to head west.
Graphic showing the record breaking Boeing 787 Dreamliner flight. Image is from GE. Click for larger.
THE 787 DREAMLINER BREAKS WORLD RECORDS
While ZA003 is traveling the world, ZA006 went and set some new world records. The 787 Dreamliner recently established two new records for speed and distance for the aircraft's weight class.
From Boeing's press release, "The sixth 787, ZA006, powered by General Electric GEnx engines, departed from Boeing Field in Seattle at 11:02 a.m. on Dec. 6 and set the distance record for its class (440,000-550,000 lbs.) with a 10,710 nmi (19,835 km) flight to Dhaka, Bangladesh, with credit for 10,337 nmi (19,144 km). This record had previously been held by the Airbus A330 based on a 9,127 nmi (16,903 km) flight in 2002."
"Following an approximately two-hour stop for refueling in Dhaka, the airplane returned to Seattle on a 9,734 nmi (18,027 km) flight. The airplane landed at 5:29 a.m. on Dec. 8, setting a new record for speed around the world (eastbound) with a total trip time of 42 hours and 27 minutes. There was no previous around-the-world speed record for this weight class."
Go Dreamliner go!
OTHER BOEING HEADLINES RECENTLY:
* FedEx announced order for additional 767 and 777 Freighters
* Â Boeing 747-8 Intercontinental Receives FAA Certification
* Ethihad Airways Orders 10 787-9 Dreamliners
* Boeing to Build New Everett Delivery Center at Paine Field

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: Influxdb2 flux's today() function using wrong timezone This is my query:
from(bucket: "power_monitor")
|> range(start: today())
|> aggregateWindow(every: 1h, fn: mean, createEmpty: false)
|> keep(columns: ["_measurement", "_value", "_time"])
|> increase()
|> last()

It tracks the amount of energy used since the start of the day, except I think the timezone is wrong... it was working perfectly until ~8pm when all values were reset to zero.
Can I fix this in the query by adding a time offset? or set my timezone?
I think I'd like the values to reset around 2am.
I got this from influx docs and added it to the query, but it doesn't seem to help (still all zeros):
import "timezone"
timezone.fixed(offset: -4h)

A: You need to set location option, ie.
import "timezone"

option location = timezone.fixed(offset: -4h)

from(bucket: "power_monitor")
  ...

Or use location parameter of aggregateWindow function, ie.
from(bucket: "power_monitor")
  ...
  |> aggregateWindow(every: 1h, fn: mean, createEmpty: false, location: timezone.fixed(offset: -4h))

A: I think I found a workaround, but accepted answer will be one which uses timezones and not experimental function.
workaround:
import "experimental"
starttime = () => experimental.addDuration(d: -6h, to: today())

from(bucket: "power_monitor")
  |> range(start: starttime())
  |> aggregateWindow(every: 1h, fn: mean, createEmpty: false)
  |> keep(columns: ["_measurement", "_value", "_time"])
  |> increase()
  |> last()


As my kids get older, our evenings seem to get busier.
Family dinner time is important to us though, so we always make it a point to eat together as a family regardless of what activity we have going on.
Sometimes that means we don't eat until 7, and sometimes that means we eat right at 5.
I like to make healthy homemade meals and cook from scratch the majority of the time.
A family favorite that everyone liked!
PS-ONLY 2 Days left! Would you mind taking a second and voting for me in the top 25 creative mom blogs contest? It only takes a second and doesn't require anything more than a click...no signing up for anything, no forms. Promise. Just a second of your time.
This looks like a real crowd pleaser! Thanks so much for sharing!
That sounds so good! YUM! Thanks for sharing at Thursday's Temptation.


The balance of heat, gravity and time as glass artist Robert G. Burch pushes the limits of the material in a Seattle glassblowing studio. Directed by Ethan Steinman.
Ethan Steinman launched his career in film and television in 1995. Over the years, Steinman has worked on a programming for NBC, FOX and Comedy Central, commercial projects for clients including Dodge, Burger King, Capri Sun, Mercedes, Nike, Ford, Nissan, Pepsi, BMW, Novartis and Unilever and Produced for series' for Discovery Channel, Discovery Health and A&E. Over the past few years, he has directed the award winning documentary "Tesoros Descartados (Discarded Treasures)," documentary programs for AJE and CNN, and "Glacial Balance." He is currently speaking at universities alongside presentations of his film "Glacial Balance" and at the same time is in production on several projects dealing with subjects such as technology, sports, glassblowing and color blindness.


Keepin' it green. Keepin' it clean.
This year, there's something new cropping up in Indiana. Among the miles and miles of cornfields a bit less than an hour north of Indianapolis, wind turbines now dot the landscape. Like rows of metal pinwheels, left by a giant's child, the windmills of a new millennium endlessly turn, creating clean energy.
Check out the link below for more kickin' entries from around the globe for ABC Wednesday.
I hope they turn out to be as good as promised. I've heard they are threats to birds and bats.


text:
package ie.cit.afd.notification.models;

public class NotificationTypes {
	String NotificationTypeID;
	String Name;
	String Code;
	boolean Status;

	public String getNotificationTypeID() {
		return NotificationTypeID;
	}

	public void setNotificationTypeID(String notificationTypeID) {
		NotificationTypeID = notificationTypeID;
	}

	public String getName() {
		return Name;
	}

	public void setName(String name) {
		Name = name;
	}

	public String getCode() {
		return Code;
	}

	public void setCode(String code) {
		Code = code;
	}

	public boolean isStatus() {
		return Status;
	}

	public void setStatus(boolean status) {
		Status = status;
	}
}

redpajama_set_name: RedPajamaGithub


text:
Project Magic Greenhouse prevails in APES competition
Anika Yatawara, Asst. News Editor|May 29, 2019
The AP Environmental Science classes at Diamond Bar High School once again held their annual competition in the hopes of inspiring students to leave a positive imprint on both the community and environment. Judging took place May 21, with The Magic Greenhouse taking first place.
This year's projects included The Butterfly Effect, Hydro-gen, Light Leaf, EcoBreeze and The Magic Greenhouse.
The Butterfly Effect focused on concerns revolving around the lack of monarch butterflies and a plan to set up a breeding program for them. Hydro-gen emphasized the importance of hydrogen fuel cells and clean energy, while Lightleaf sought to use plants for electricity. EcoBreeze hoped to set up geothermal heating and cooling at South Pointe Middle School while The Magic Greenhouse restored the DBHS greenhouse located behind the 400 building.
"[I] wanted to know how to better help the environment in both a small and large scale," junior Rebecca Leung said via Messenger. She was the project president for The Magic Greenhouse.
The team's goal included renovating the greenhouse, making it fully functional and supplying it with native, drought-resistant plants.
Some of the team members were part of the marketing, art and research groups, each of which played a crucial role in the team's final product.
"I was really proud of the project because everyone pulled their weight and [we] ended up creating a very sustainable project that will help a lot of people," junior Rohun Sharma said.
With several teams going up against them, Leung expressed her thoughts about their competition.
"I felt the competition was close between us, Butterfly Effect and Hydro-gen because I knew that they also had very good presidents and managers," Leung said.
The group's efforts paid off after securing first place in the competition.
"We didn't really expect to get first place because we thought that a lot of other groups had maybe better ideas and had a better presentation," Sharma said. "When we found out, we got first we were very happy, and we realized that all of our hard work did pay off."
The Magic Greenhouse has left the restored greenhouse under the care of the DBHS club Planet Arboretum.
"I learned a lot about growing plants and greenhouse maintenance, of course, but I also improved my public speaking and learned how to keep cool under very, very stressful situations," Leung said.


FOND DU LAC – Marian University is planning a $13 million expansion of its science building on campus, updating microscopes, the brick-and-mortar building and everything in-between.
The university began a silent fundraiser for the project in September 2015, raising $10 million, and hopes to secure the rest by June 2018, said Tracy Qualmann, director of Marian's office of marketing and communications. Though the timeline for construction is still being determined, Qualmann said the new building will be open "before 2020."
"We are proud to be continuing the pioneering spirit of the Congregation of Sisters of St. Agnes with this ambitious fundraising campaign," said Andrew Manion, president of Marian University. "The lion's share of the funds raised during the Marian Campaign will be dedicated to the renovation and significant expansion of the science center."
The project is an expansion of the school's existing science building, and calls for adding on to the structure and updating equipment inside. Plans call for updated study spaces and new tools for science classes. New tables and chairs and a fresh design are among cosmetic upgrades planned, Qualmann said.
"A comprehensive campaign strengthens universities," said Tracy Milkowski, vice president for Advancement. "The Marian Campaign provides momentum, moving Marian University forward and allowing both the institution and our students to achieve success."


text:
package org.recap.repository;

import org.junit.Test;
import org.recap.BaseTestCase;
import org.recap.model.jpa.CollectionGroupEntity;
import org.springframework.beans.factory.annotation.Autowired;

import java.util.Date;

import static org.junit.Assert.assertEquals;
import static org.junit.Assert.assertNotNull;

/**
 * Created by chenchulakshmig on 14/7/16.
 */
public class CollectionGroupDetailsRepositoryUT extends BaseTestCase {

    @Autowired
    CollectionGroupDetailsRepository collectionGroupDetailsRepository;

    @Test
    public void saveAndFind() throws Exception {
        assertNotNull(collectionGroupDetailsRepository);

        CollectionGroupEntity collectionGroupEntity = new CollectionGroupEntity();
        collectionGroupEntity.setCollectionGroupCode("test");
        collectionGroupEntity.setCollectionGroupDescription("test");
        Date date = new Date();
        collectionGroupEntity.setCreatedDate(date);
        collectionGroupEntity.setLastUpdatedDate(date);

        CollectionGroupEntity savedCollectionGroupEntity = collectionGroupDetailsRepository.save(collectionGroupEntity);
        assertNotNull(savedCollectionGroupEntity);
        assertNotNull(savedCollectionGroupEntity.getCollectionGroupId());
        assertEquals(savedCollectionGroupEntity.getCollectionGroupCode(), "test");
        assertEquals(savedCollectionGroupEntity.getCollectionGroupDescription(), "test");
        assertEquals(savedCollectionGroupEntity.getCreatedDate(), date);
        assertEquals(savedCollectionGroupEntity.getLastUpdatedDate(), date);

        CollectionGroupEntity byCollectionGroupCode = collectionGroupDetailsRepository.findByCollectionGroupCode("test");
        assertNotNull(byCollectionGroupCode);
    }

    @Test
    public void update() throws Exception {
        assertNotNull(collectionGroupDetailsRepository);

        CollectionGroupEntity collectionGroupEntity = new CollectionGroupEntity();
        collectionGroupEntity.setCollectionGroupId(1);
        collectionGroupEntity.setCollectionGroupCode("Shared");
        collectionGroupEntity.setCollectionGroupDescription("Shared");
        collectionGroupEntity.setCreatedDate(new Date());
        collectionGroupEntity.setLastUpdatedDate(new Date());

        collectionGroupDetailsRepository.save(collectionGroupEntity);

        CollectionGroupEntity savedCollectionGroupEntity = collectionGroupDetailsRepository.findOne(1);
        assertEquals(savedCollectionGroupEntity.getCreatedDate(), collectionGroupEntity.getCreatedDate());
        assertEquals(savedCollectionGroupEntity.getLastUpdatedDate(), collectionGroupEntity.getLastUpdatedDate());
    }

}


text:
Home » Regimental Medical Establishments » with Infantry - Line Regiments » Royal Munster Fusiliers »
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Unit not yet known
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Use keywords to search
by first or last name
RAMC profile of:
Arthur Drought O'CARROLL M.B., B.Ch.
Place or Date
of Birth: Dublin on 2nd November 1877
TF Number:
Rank: Lt/Col
Attached To: 2nd Bn. Royal Munster Fusiliers
Enlistment Location:
Also Served: See below
Outcome: Continued to serve after the war
Date Died:
Age Died:
Where Buried and/or Commemorated:
Awards: DSO; MiD
Gazette Reference: 4/6/1917; 21/07/1917
Arthur was educated at Clongowes, and at the Catholic University, Dublin, qualifying M.B., BCh., B.A.O., R.U.I. He received a commission in the medical services at the rank of Lieutenant on 31st July 1905, then served in Malta from 1907 to 1908 and in India from 1908 to 1912. During this time he gained promotion to Captain on 1st March 1909. In 1913, Arthur became a specialist in physical training. When war was declared he was stationed in Aldershot. He entered the war in France on 13th August 1914 as the Medical Officer of the 2nd Bn. Royal Munster Fusiliers but became a prisoner of war until 1915, when he was repatriated back to the UK. In 1915, Arthur was posted to serve in Salonika and remained there until 1918. During this time he was promoted to temporary Major on 16 August 1916, but served under the rank of acting Lieutenant Colonel from 22nd August 1916 to 8th June 1918. He received the full rank of Major on 31st July 1917. From 1920 to 1924 he was posted to India, and from 1929 - 1930 he was posted to China. On the 30th July 1930 he was promoted to Lieutenant Colonel, then retired on pay. He ceased to be on the Roll of Officers on 2nd November 1932.


April 29, 2011 – Avjobs has collaborated up with Avature CRM recruiting software to optimize your sourcing efforts. Avature CRM is the only Web 2.0 CRM built for recruiting and sure to make the recruiting process easier and reduce the need for headhunters.
As a customer of Avjobs and Avature CRM, companies can bring their recruiting needs and utilize today's most advanced technology. By using Avature CRM, Avjobs customers can easily sort through resumes to find the most qualified candidate in record time. By bringing together Social Media and Web 2.0 tools, Avature CRM meets recruiting challenges.
Already companies like Boeing have begun utilizing Avature CRM, and you can too. Contact Avjobs to find out more information on integrating your Avature CRM and Avjobs accounts.
Interested applicants are asked to go to www.avjobs.com for more information.


text:
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John Warner is the author of Why They Can't Write: Killing the Five-Paragraph Essay and Other Necessities and The Writer's Practice: Building Confidence in Your Nonfiction Writing.
Peloton as Pedagogy
I'm hooked. How did Peloton do it? Pedagogy.
OK, I'll just admit it.
I've become one of those Peloton people.
I'm not even sure how it happened. I swear, getting the bike was my wife's idea, a pandemic-induced purchase to provide a fitness option when we were largely confined to our home. I was a skeptic, remembering the treadmill we carted to four different locations that mostly served as a place to hang clothes.
Repetitive exercise in a closed room, even with music or a TV nearby, is simply boring, and I couldn't see how taking spin classes—which I'd never done—during which someone yammers at me to pedal harder while music blares in the background was going to be better.
But now, having just spent a week away from the bike over the holiday, upon arriving home, I realized I'd missed it.
I know, bonkers. It got me thinking about how Peloton uses pedagogy to engage its users, and how that pedagogy worked on me. I haven't put all these thoughts together into a fully coherent theory, but given that this is a blog where I have a long history of working out ideas on the (digital) page, I figured I'd start with some observations.
Initial Presentation Matters
Peloton achieves this in two ways. For one, the bike looks good and works well. You truly don't mind it taking up a corner of the spare bedroom, and when you're on it, it's easy to use and smooth to ride.
Also, the Peloton instructor corps is, in the words of Derek Zoolander, "really, really, really ridiculously good-looking." To their credit, it is a diverse group, and there is even a range of body types (within the boundaries of the obviously visibly fit), but for the duration of a class you will be staring at someone who is both attractive and charismatic.
(Anne Helen Petersen, the top public-facing Peloton scholar, has a fascinating take on the particular brand of parasocial celebrity that Peloton instructors occupy.)
Accessibility Is Important
I had a very slow start on the bike after it arrived in March, using it maybe five days in the first month, but the thing was always there, available to try. I've just ridden over 200 miles in the month of November, and it would've been more if I hadn't left town before Thanksgiving for a week.
There are live classes, but I've never taken one. Even riding five days a week, there's more recent classes I'm interested in than I can use, and the full library of previous classes is always available.
For nonbike classes, everything is accessible on my phone through an app.
A Base of Shared Practice Is Helpful
The core of the Peloton experience is the pedal stroke, and on the pedal stroke, all Peloton instructors sing from the same hymnal, essentially that the goal is to make your stroke as round as possible, a combination of pushing down with one leg while pulling up with the other so you are generating an efficient 360-degree force, rather than alternately mashing down on one pedal, then the other.[1]
Instructors also preach the importance of good posture on the bike—shoulders down, grip loose, lifting gently through the core. No matter which instructor you ride with, you're going to get these basics with reminders throughout the ride.
But Differentiation Also Matters
The classes come in different lengths (five to 60 minutes), intensities (recovery to high intensity), types (climb, interval, etc. …). The music is themed, with any permutation you can imagine from single-artist classes (Foo Fighters cooldown ride), to genre ('80s pop, yacht rock, '90s alternative, jam band, etc. …), to themes (Pride ride).
Some instructors are wedded to the beat of the music for your pedaling cadence, while others treat it as a suggestion. My favorites forge a middle ground, as embodied in one of Denis Morton's catchphrases: "I make suggestions, you make decisions."
And of course each instructor is a different person and personality. Alex Toussaint brings an intensity that terrifies me, but maybe I'll be able to handle someday. Christine D'Ercole (another one of my favorites) offers a kind of emotional vulnerability to the class that becomes its own form of encouragement. Cody Rigsby monologues about whatever is in his head. Jenn Sherman gives off a deliberate tough, but fun, mom vibe. Ben Alldis appears to have no interests beyond fitness and club music, and sometimes this is exactly what you want.
For me, the music is the No. 1 criteria, followed by instructor, which means I ride primarily with the instructors closest to my own age (Morton, Sherman, D'Ercole), or younger folks who share my taste.[2] In terms of the type of rides, I just mix it up, making sure that at least one per week is low-impact.
Once You Have Someone Hooked, You Can Expand Engagement
In addition to the bike, I'm now doing Peloton yoga, stretching, strength and meditation classes. I've done some activity for 68 consecutive days and counting, and often mix and match on a given day.
Motivation Is Key (and Comes in Different Forms)
When it comes to activity for the purposes of fitness, motivation has always been the bane of my existence. Through college, I did sports because they were fun. Later, I exercised in order to attempt to forestall death, but I never approached, say … running five miles with any kind of enthusiasm. If I put in four consecutive days of a minimum of 30 minutes of activity in a week, I'd congratulate myself and take three days off.
Somehow, I now look forward to my fitness-related activities and have carved out at least an hour a day for them. I don't worry about motivation anymore. I simply do whatever makes sense on a given day. I'm still not sure how that happened.
For the competitive, externally motivated types, Peloton engages in a lot of gamification. You can get a badge for the number of rides you've completed, consecutive days, doing rides for special occasions or meeting monthly challenges. Many of the badges mean nothing to me—stretching to Ed Sheeran songs does not feel worthy of commemoration—but for others, maybe collecting badges feels good.
Each ride also has a leaderboard that allows you to compare yourself to others taking the same class. In the early days, I was in the bottom 20 percent of people completing the class, and I thought I'd be energized to climb that curve, but that didn't happen. I now hide the leaderboard while I ride and pay little attention to where I rank. Checking back at today's ride, I was bang on the median, but I wouldn't have bothered to look if I wasn't writing this post.
More important for me has been my progress against myself in terms of "output," a metric generated by the intersection of cadence and resistance. Month to month, I can see how my average output has increased, and levels that were once difficult are now achievable.[3]
But far more important than that number is how I feel (good!), and what I've internalized about exercise and fitness for the first time in a life that I would've said was plenty active before now.
Word on the (Wall) street is that Peloton's stock price is in for some rocky times as we figure out what place it has in a post-pandemic world (should that arrive). The Omicron variant has led to an increase in value.
It's only been seven months for me, so I can't say my adherence to Peloton is for life, but if something replaces it, it will have to tick similar boxes in terms of its pedagogical approach.
[1]This is actually very hard to do and takes a lot of practice.
[2] Sam Yo is a British cat who looks to be about 35 but has a deep love for American soul music. Emma Lovewell was forging her taste as a kid by listening to the stuff I was into in college. Emma Lovewell actually got me to embrace LCD Soundsystem, a band that I hadn't connected with during their heyday.
[3] Apparently, it's a little fruitless to gauge yourself against other users, because not all bikes are calibrated in the same way, and some people even cheat by hacking the bike in order to "win" a ride.
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Home Television Stars English TV stars Pollyanna McIntosh Height, Weight, Family, Net Worth, Husband
Who is Pollyanna McIntosh?
Pollyanna McIntosh is a Scottish actress, former model, writer and director best known for her roles in film like Exam, The Woman, Filth and Let Us Prey. She started her acting career at the age of 16 appearing in Independent film and theatre as an actress and director. Since then she has done several TV shows and movies like Burke & Hare, The Woman, Blue Dream, Let Us Pray, White Settlers, Taggart, Waterloo Road, M. I. High, Hap & Leonard, The Walking Dead and the Talking Dead.
Full Name: Pollyanna Mcintosh
Nick Name: Pollyanna
Born Place: Edinburgh, Scotland, United Kingdom
Date of Birth: March 15, 1979
Occupation: Actress, Model, Writer and Director
Education: She graduated in drama and theatre studies.
Father: David McIntosh
Mother: Judith McIntosh
Siblings: None
Pollyanna McIntosh Height Weight and Body Details
Pollyanna McIntosh Height: 5 ft 11 in or 180 cm
Body Measurements: 33-24-34 in or 84-61-86.5 cm
Bra Size: 33B
Dress size: 4 (US) or 34 (EU)
Shoe Size: 7 (US) or 37.5 (EU)
Tattoos: She has no tattoos on his body.
Hair Color: Dark Brown
Pollyanna McIntosh Net Worth: Her Net Worth is estimated to be around $2 million.
Husband/Boyfriend: Currently, she might be single. She was previously married to Grant Show from 2004 to 2011.
Her previous relationships: Grant Show
Pollyanna grew up in Portugal and Colombia before returning to Scotland.
As a model, she photographed for the 2004 Pirelli Calendar for the month of December.
She debuted as an actress when she was 16 appearing in London's Independent film and theatre.
In 2011 she was nominated for Best Actress at Fangoria Chainsaw Award for her performance in film "The Woman".
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2006 Iditarod » Mushers » Kim Kittredge
Kim Kittredge
Hometown: Wasilla, Alaska
Website: http://www.k2racing.org
Kim Kittredge, 41, was born in Maine. He and his family relocated to Massachusetts where he attended elementary school through high school. He earned a business degree and served six years in the Army National Guard. An avid mountaineer and hiker, Kim was drawn to the mountains in Alaska and moved here in 1992. He has made three ascents of Denali as well as numerous lesser known peaks throughout the state. He has enjoyed the Iditasport and Susitna, 100, both midwinter 100 mile human powered races. He's competed in the Fireweed 400 bicycle race and participated in multiple ADA Tour De Cure bicycle events to raise money for Diabetes research. With his sense of adventure and knowledge of extreme conditions and immense love of dogs, mushing was a natural fit. In 2003, he began helping his friend, Sue Allen, prepared her team for the 2004 Iditarod. Since then, they have become kennel partners and share the expense, time commitment and joy of building a racing kennel in Houston, Alaska. Kim is a Network Engineer for MTA in Palmer. His other hobbies include sailing, skiing, hockey, cycling, hunting, fishing, and "pretty much anything outdoors."
Rich & Sue Allen
Erin Farnum
Matt Gebhardt
Walter Kittredge
Judi & Lew Ravaris
Dan & Pam Sadloske
Ed Bennett
Mike & Nancy Favors
Al & Joanne Mitchell & family
McGill Adams
Arrowhead Fabrics,MN
Bootie Brigade, IL
Pam Beach
Kevin & Tara Simon, MA
Ron Nicholl, AK
Marie Harubin,MI
L. Cheffons, Ont. Canada
Gerald & Barbara Lake, TN
Colleen Kessler & Class, OH
Karen Blake & Family, Ak
Ron Nicholl
Marie Harubin, MI
L. Cheffons, ON CANADA
Karen Blake & family
Yentna 3/05 18:52:00 16 3/05 18:52:00 16 0h 0m 4h 30m 10.00 45
Skwentna 3/05 22:52:00 16 3/06 07:15:00 16 8h 23m 4h 0m 8.50 34
Finger Lake 3/06 14:22:00 16 3/06 21:01:00 15 6h 39m 7h 7m 6.32 45
Rohn 3/07 16:14:00 15 3/08 08:21:00 14 16h 7m 4h 33m 10.55 48
Nikolai 3/08 22:21:00 14 3/09 08:09:00 14 9h 48m 14h 0m 6.64 93
McGrath 3/09 14:09:00 14 3/10 16:31:00 13 26h 22m 6h 0m 8.00 48
Takotna 3/10 18:40:00 13 3/10 18:50:00 12 0h 10m 2h 9m 10.70 23
Ophir 3/10 21:21:00 12 3/11 08:18:00 12 10h 57m 2h 31m 15.10 38
Ruby 3/13 01:42:00 12 3/13 13:36:00 12 11h 54m 15h 16m 7.34 112
Galena 3/13 20:29:00 12 3/14 06:14:00 11 9h 45m 6h 53m 7.55 52
Nulato 3/14 14:16:00 11 3/15 07:44:00 10 17h 28m 8h 2m 6.47 52
Kaltag 3/15 11:54:00 10 3/15 18:30:00 10 6h 36m 4h 10m 10.08 42
Unalakleet 3/16 14:15:00 10 3/16 21:25:00 10 7h 10m 19h 45m 4.56 90
Shaktoolik 3/17 04:18:00 10 3/17 12:35:00 10 8h 17m 6h 53m 5.81 40
Koyuk 3/18 03:45:00 10 3/18 11:55:00 10 8h 10m 15h 10m 3.82 58
Elim 3/18 17:32:00 10 3/19 03:20:00 10 9h 48m 5h 37m 8.55 48
White Mountain 3/19 10:01:00 10 3/20 02:08:00 9 16h 7m 6h 41m 6.88 46
Safety 3/20 22:18:00 9 3/20 23:05:00 9 0h 47m 20h 10m 2.73 55
Nome 3/21 01:52:57 9 2h 47m 7.90 22


Whether traversing the streets or worshipping in the synagogue; commanding demons to depart or speaking words of healing over broken lives, He created scandal. At His name, creatures from the pit shuddered in terror while men captured by jealousy and the self-satisfying rites of religion plotted murder.
Friend to the desperate and downtrodden, rescuer of the helpless and abandoned, and miracle-worker in the lives of those considered less than worthy. The untouchables. The unregenerate. The unrighteous. Jesus and scandal were one and the same.
Christ's love, overwhelming in its mercy, shook culture's conventions to the core. He ignored–even ridiculed–the rules of religious operation. Disregarding the social importance of who, Christ focused on whose He healed and restored…people with hurting hearts and broken souls in need of Heaven's Bread to satisfy the craving for something more. Something indeterminate. Something eternal. Something to make all of the jagged edges pressing like glass into tender flesh worth the hard of living.
In His loving-others life, Christ threatened the status quo. He challenged our blind living and selfish, built-on-condition loving by showing us how to do it well–from stepping away from the glory of heaven toward the people and places in need of light…peace…hope.
By giving up personal comfort and moving into the orbit of someone different. Someone with a different faith…different skin…different problems. But, a person whose need for the Savior is the same is your and mine.
The only way we can fulfill the call He has placed on our lives is to live a scandalous love. To reach out to others in such a way that the sinews in our back pull and ache because it stretches us almost too far and we wonder if we can be brave enough–just leaning a bit more into Jesus.
It's choosing to offer words of affirmation in the face of ridicule or responding with a word of peace and praying for another when the flesh wants only to return evil for evil. Living out love is about giving yourself away–piece by piece. And when you share yourself, your time, your heart then you'll discover the joy of gaining that which you'd never known had been missing. Tears. Laughter. Relationships. People.
All because of scandalous Love.
Loving unconditionally and mercifully can be such a challenge. Who in your life does God want for you to love as He might? Perhaps there is a specific person who needs to experience Christ's scandalous love (a family member, a co-worker, an enemy).
Or, you might sense the Holy Spirit calling you to love and minister to a specific group of people such as abused children, the homeless, or refugees.
What one step can you take today toward loving that person or people group like Jesus?
Tammy, what a gorgeous post. Love this, thank you for writing it. —I'm your neighbor today at Lyli's place; nice to meet you. Happy New Year!
Hey, Tammy! Thank you for linking up at Inspire Me Monday this week! Thank you also for the challenge to love scandalously this week :). I struggle with judging people in my heart (and that ALWAYS spills out in my attitude).


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David E. Shi has written 20 work(s)
displaying 1 to 20 | at end
America: A Narrative History
Provides a history of the United States from pre-Columbian Native American civilizations to the Clinton administration
By David E. Shi and George Brown Tindall
See complete details on each edition (28 editions listed)
9780393265934 | 10th edition (W W Norton & Co Inc, June 1, 2016), cover price $127.80 | also contains America: A Narrative History, America: A Narrative History
9780393912623 | 9 edition (W W Norton & Co Inc, November 6, 2012), cover price $127.80 | also contains America: A Narrative History
9789990060928 | 6 edition (W W Norton & Co Inc, August 1, 2003), cover price $0.02 | also contains America: A Narrative History
9789990825800 | 5th edition (W W Norton & Co Inc, January 1, 1999), cover price $0.02 | also contains America: A Narrative History
9780393265958, titled "America + With Ebook and Inquizitive: A Narrative History Chapters 16 - 32" | 10th edition (W W Norton & Co Inc, June 1, 2016), cover price $89.50 | also contains America: A Narrative History, America: A Narrative History
9780393265965, titled "America +with Ebook and Inquizitive: A Narrative History" | 10 brief edition (W W Norton & Co Inc, June 1, 2016), cover price $89.50 | also contains America: A Narrative History, America: A Narrative History
9780393265972, titled "America + With Ebook and Inquizitive: A Narrative History Chapters 1 - 16" | 10 brief edition (W W Norton & Co Inc, June 1, 2016), cover price $68.20 | also contains America: A Narrative History, America: A Narrative History
9780393265989, titled "America + With Ebook and Inquizitive: A Narrative History Chapters 16 - 32" | 10 brief edition (W W Norton & Co Inc, June 1, 2016), cover price $68.20 | also contains America: A Narrative History, America: A Narrative History
9780393920727 | Gardners Books, January 8, 2013, cover price $50.55
18 other edition(s) in this binding (see all)
For the Record: A Documentary History of America, From Reconstruction Throught Contemporary Times
Product Description: The most extensive and varied collection of primary sources available.For the Record: A Documentary History features nearly 250 primary source selections, both textual and visual, drawn from a broad range of government documents, newspapers, speeches, letters, novels, and images...read more
By Holly A. Mayer (editor) and David E. Shi (editor)
9780393283044 | 6 edition (W W Norton & Co Inc, March 1, 2016), cover price $55.00 | About this edition: The most extensive and varied collection of primary sources available.
For the Record: A Documentary History of America, From First Contact Throught Reconstruction
For the Record: A Documentary History of America: From Reconstruction Through Contemporary Times
Newly updated to mirror the contents of America: A Narrative History, Seventh Edition, this rich resource offers over 300 primary-source readings from diaries, journals, newspaper articles, speeches, government documents, and novels.
9780393919417 | 5th edition (W W Norton & Co Inc, December 14, 2012), cover price $46.90
9780393934045 | 4th edition (W W Norton & Co Inc, December 1, 2009), cover price $38.35
9780393929645 | 3 edition (W W Norton & Co Inc, March 1, 2007), cover price $63.90 | About this edition: Newly updated to mirror the contents of America: A Narrative History, Seventh Edition, this rich resource offers over 300 primary-source readings from diaries, journals, newspaper articles, speeches, government documents, and novels.
9789990006834, titled "For The Record: A Documentary History Of America From Reconstruction Through Contemporary Times" | 2 edition (W W Norton & Co Inc, November 1, 2003), cover price $0.02
For the Record: A Documentary History of America: From First Contact Through Reconstruction
By Holly A. Mayer and David E. Shi
9780393929638 | 3 edition (W W Norton & Co Inc, March 1, 2007), cover price $63.90
Product Description: A companion primary-source reader for America: A Narrative History.For The Record, Fourth Edition, includes a rich collection of 225 primary sources, both textual and visual, with just the right amount of pedagogy. The. Fourth Edition includes a number of documents designed to highlight the new theme of religion in the Eighth Edition of America: A Narrative History...read more
By David E. Shi
9780393934038 | 4th edition (W W Norton & Co Inc, December 1, 2009), cover price $38.35 | About this edition: A companion primary-source reader for America: A Narrative History.
The Simple Life: Plain Living and High Thinking in American Culture
Looking across three centuries of want and prosperity, war and peace, this work introduces a cast of practitioners and proponents of the simple life, among them Thomas Jefferson, Scott and Helen Nearing, Jimmy Carter and Jane Addams. It finds that nothing is simple about our mercurial devotion to the ideal of plain living and high thinking. Though we may hedge a bit in practice and are now and then driven by motives no deeper than nostalgia, this work stresses that the diverse efforts to avoid anxious social striving and compulsive materialism have been essential to the nation's spiritual health.
9780820329758 | Univ of Georgia Pr, May 1, 2007, cover price $26.95
9780820323404 | Univ of Georgia Pr, October 1, 2001, cover price $19.95 | About this edition: Looking across three centuries of want and prosperity, war and peace, this work introduces a cast of practitioners and proponents of the simple life, among them Thomas Jefferson, Scott and Helen Nearing, Jimmy Carter and Jane Addams.
9780195040135 | Reprint edition (Oxford Univ Pr, March 1, 1986), cover price $14.95 | About this edition: Discusses the lifestyles of the Puritans and Quakers and the views of Jonathan Edwards, Ralph Waldo Emerson, Jane Addams, Ernest Thompson Seton, and others on American life
America: A Narrative History Single-volume
9789990223002 | 7 edition (W W Norton & Co Inc, December 30, 2006), cover price $0.02
9780393978131 | 6 brief edition (W W Norton & Co Inc, October 1, 2003), cover price $56.80
By David E. Shi (foreword by) and Courtney L. Tollison, Ph. D.
9780738517254 | Arcadia Pub, October 27, 2004, cover price $21.99
America: A Narrative History, Brief
By Charles W. Eagles, David E. Shi and George Brown Tindall
9780393925067 | 6 signed edition (W W Norton & Co Inc, December 1, 2003), cover price $21.30
For the Record: A Documentary History of America : From Contact Through Reconstruction
Product Description: For The Record: A Documentary History of America is a rich resource with over 300 primary source readings from diaries, journals, newspaper articles, speeches, government documents, and novels. This ancillary has been updated to mirror Tindall and Shi's America: A Narrative History's contents, making it easy to assign readings that enrich discussions in the text...read more (view table of contents, read Amazon.com's description)
9780393924442 | 2 edition (W W Norton & Co Inc, November 1, 2003), cover price $46.90 | About this edition: For The Record: A Documentary History of America is a rich resource with over 300 primary source readings from diaries, journals, newspaper articles, speeches, government documents, and novels.
9780393973433 | W W Norton & Co Inc, April 1, 1999, cover price $41.20 | About this edition: Assembled by a highly successful textbook author and an accomplished scholar and teacher, For the Record is a new and exciting two-volume primary source reader for American history survey courses.
For the Record: A Documentary History of America : From Reconstruction Through Contemporary Times
The Bell Tower and Beyond: Reflections on Learning and Living
Product Description: Noted historian-cum-university president genially shares his discoveries; When David Emory Shi, a leading historian and writer, left the classrooms of Davidson College for the president's office of Furman University in 1994, he took with him his interest in the past, in people, and in the process of becoming educated...read more (view table of contents, read Amazon.com's description)
By Judith T. Bainbridge (editor), J. Ronald Boozer (illustrator) and David E. Shi
9781570034664 | Univ of South Carolina Pr, April 1, 2002, cover price $24.95 | About this edition: Noted historian-cum-university president genially shares his discoveries; When David Emory Shi, a leading historian and writer, left the classrooms of Davidson College for the president's office of Furman University in 1994, he took with him his interest in the past, in people, and in the process of becoming educated.
The Essential America
9780393976243 | W W Norton & Co Inc, December 1, 2000, cover price $69.05
America: A Narratie History
By Lowi, David E. Shi and George Brown Tindall
9780393949551 | 5 pck edition (W W Norton & Co Inc, November 1, 1999), cover price $36.95
America: A Narrative Hsitory
9780393973549 | 5 stg edition (W W Norton & Co Inc, June 1, 1999), cover price $24.15
Product Description: Assembled by a highly successful textbook author and an accomplished scholar and teacher, For the Record is a new and exciting two-volume primary source reader for American history survey courses. Variety and substance are the text's defining qualities...read more (view table of contents, read Amazon.com's description)
9780393973952 | W W Norton & Co Inc, February 1, 1999, cover price $41.20 | About this edition: Assembled by a highly successful textbook author and an accomplished scholar and teacher, For the Record is a new and exciting two-volume primary source reader for American history survey courses.
9789990831610 | W W Norton & Co Inc, February 1, 1999, cover price $0.02
Facing Facts: Realism in American Thought and Culture, 1850-1920
9780195038927 | Oxford Univ Pr, January 5, 1995, cover price $35.00
9780195106534 | Reprint edition (Oxford Univ Pr on Demand, April 25, 1996), cover price $49.99
In Search of the Simple Life: American Voices, Past and Present
Product Description: In 1985, David Shi's The Simple Life received much critical acclaim and generated widespread popular interest. "The first history of the idea of the simple life in American," said Walter Harding in The thoreau Society Bulletin, "and an excellent one it is...read more
By David E. Shi (compiler)
9780879052171 | Gibbs Smith, March 1, 1986, cover price $19.95 | About this edition: In 1985, David Shi's The Simple Life received much critical acclaim and generated widespread popular interest.
Matthew Josephson, Bourgeois Bohemian
Product Description: Yale University Press, 1981, Very good., Clean, tight, in dust jacket. Light wear. 314 pages. [Biography, Matthew Josephson] Out-of-print and antiquarian booksellers since 1933. We pack and ship with care.
9780300025637 | Yale Univ Pr, April 1, 1981, cover price $3.98 | also contains Oliver Fibbs: Attack of the Alien Brain | About this edition: Yale University Press, 1981, Very good.