On our last day in Chicago, I took advantage of being on East Coast time in a central time zone to go for an early run along the lakefront and the river walk. I can tell running with the double stroller has been good conditioning because I am much faster without it. It was pretty wonderful.
Our room came with breakfast so we had a tasty buffet before Chris ran off to deliver his paper. Christopher kept saying that Daddy was delivering a paper and mentioned a forklift several times, so I'm pretty sure there was more manual labor involved in Christopher's imagination than in the reality of the panel. I took the kids to the playground at Mary Daley Park. Christopher loved the play boat in keeping with his current pirate phase.
We walked back to the hotel to get all packed (how we make such a mess in 24 hours is always a mystery). I frantically got everything together while the long suffering bellhop I called too early helped me out. It was embarrassing.
We waited in the lobby where Christopher told everyone who could hear about the airplane he was about to go on. Chris arrived and we jerry-rigged all of our things together and immediately regretted bringing the car seats. Such is novice traveling, I suppose.
We looked like pack mules wandering the streets of Chicago as we made our way to the Blue Line 'L' train. It was scarily full as it pulled into the station, but thankfully a rather, shall we say, eccentric older lady complete with babushka scarf shouted "Go to the front of the train!" and started running. We followed because it seemed more productive than the deer in the headlights hesitation we were currently engaged in. She kept looking back to make sure we followed her as she pushed her way across the platform. She picked a door and started yelling, "Move for the mommy and the baby!" and by golly people made room. I said thank you and she sang a little "Every day is Mother's Day!" ditty I can only assume is an original. I was feeling pretty sheepish about having the stroller and car seat and all our stuff on a packed train but people were understanding and helpful. I don't know if it's because of the kids or because it's the Midwest, but we find Chicago to be a friendly city in general and the guy with the little dog who helped me maneuver a car seat continued to prove that true.
We got settled in our seats, mentally prepared for the 8 hour flight, picked out our movies (Chris: Passengers; Me: La La Land, again; Christopher: Toy Story 3), and I worked on getting Therese to sleep. The flight attendant brought us our bassinet after takeoff and Therese managed to transfer for a bit before waking up and wanting to party. Sigh. Eventually we all got to sleep after dinner, around 9:30 Chicago time. Poor Christopher had a tough time getting to sleep, but slept he did, for a bit. We probably got a total of 3-4 hours of fitful rest, helped by the free wine.
We made it to Frankfurt and wandered the labyrinthine halls for what seemed like forever, following signs down deserted corridor before we finally got to our gate. We had two hours to kill, so Christopher played with some kids from around the world at the play place. We chatted briefly with a man wearing a Georgetown shirt who was moving back to Saudi Arabia. His wife had gotten her physiology degree at Georgetown. Tiny world.
We managed to get Christopher to sleep for half of our flight to Birmingham, where we made it through passport control and baggage claim in record time. Unfortunately, we had budgeted a lot of time when we bought our train tickets to Oxford so we loitered in the train station lounge for a long time. Hurry up and wait, amiright? Also, the vape expo was held at the convention center connected to the station, so a truly interesting piece of humanity was out in full force. It was now that I started feeling the effects of very little sleep. The despair of ever making it to Oxford was exacerbated by the sheer amount of luggage we had to hoist onto the train and strategize about dragging off. This was the brief grumpy period, but the scenery on the train was beautiful and full of sheep.
Finally, we had made it to our destination! Oxford! Our friend, Jon, picked us up and dropped us off at our friends' apartment that they are graciously letting us stay in while they're in the US. Our brief drive showed that Oxford is even more magical than I expected. It is no wonder it is a literary place; I half expect to meet fairies in the meadows and dwarves in the pubs.
I passed out briefly to reenergize before dinner. The Askonases hosted a group at The Trout in celebration of CJ's baptism. We drank Pimm's and hugged and caught up and our friends played with our kids (until Christopher passed out at the table and was asleep for the next three hours…score). It was the happiest reunion of best college friends. It's making a magical place even more extraordinary to be back with our sweet group. It's incredible not only to be back with everyone, but also to celebrate the expansion of the posse with spouses and children. Jon cited our dear professor, Fr. James Schall's last lecture in his welcome to all of us and it has been on my mind constantly the past two days.
There is more to say, but this is too long and I am exhausted. More next time!


text:
import numpy as np
import os
import scipy.optimize

import tensorflow as tf
from tensorflow.examples.tutorials.mnist import input_data

import ray
import ray.experimental.tf_utils

class LinearModel(object):
    """Simple class for a one layer neural network.

    Note that this code does not initialize the network weights. Instead
    weights are set via self.variables.set_weights.

    Example:
        net = LinearModel([10, 10])
        weights = [np.random.normal(size=[10, 10]),
                   np.random.normal(size=[10])]
        variable_names = [v.name for v in net.variables]
        net.variables.set_weights(dict(zip(variable_names, weights)))

    Attributes:
        x (tf.placeholder): Input vector.
        w (tf.Variable): Weight matrix.
        b (tf.Variable): Bias vector.
        y_ (tf.placeholder): Input result vector.
        cross_entropy (tf.Operation): Final layer of network.
        cross_entropy_grads (tf.Operation): Gradient computation.
        sess (tf.Session): Session used for training.
        variables (TensorFlowVariables): Extracted variables and methods to
            manipulate them.
    """

    def __init__(self, shape):
        """Creates a LinearModel object."""
        x = tf.placeholder(tf.float32, [None, shape[0]])
        w = tf.Variable(tf.zeros(shape))
        b = tf.Variable(tf.zeros(shape[1]))
        self.x = x
        self.w = w
        self.b = b
        y = tf.nn.softmax(tf.matmul(x, w) + b)
        y_ = tf.placeholder(tf.float32, [None, shape[1]])
        self.y_ = y_
        cross_entropy = tf.reduce_mean(
            -tf.reduce_sum(y_ * tf.log(y), reduction_indices=[1]))
        self.cross_entropy = cross_entropy
        self.cross_entropy_grads = tf.gradients(cross_entropy, [w, b])
        self.sess = tf.Session()
        # In order to get and set the weights, we pass in the loss function to
        # Ray's TensorFlowVariables to automatically create methods to modify
        # the weights.
        self.variables = ray.experimental.tf_utils.TensorFlowVariables(
            cross_entropy, self.sess)

    def loss(self, xs, ys):
        """Computes the loss of the network."""
        return float(
            self.sess.run(
                self.cross_entropy, feed_dict={
                    self.x: xs,
                    self.y_: ys
                }))

    def grad(self, xs, ys):
        """Computes the gradients of the network."""
        return self.sess.run(
            self.cross_entropy_grads, feed_dict={
                self.x: xs,
                self.y_: ys
            })

@ray.remote
class NetActor(object):
    def __init__(self, xs, ys):
        os.environ["CUDA_VISIBLE_DEVICES"] = ""
        with tf.device("/cpu:0"):
            self.net = LinearModel([784, 10])
            self.xs = xs
            self.ys = ys

    # Compute the loss on a batch of data.
    def loss(self, theta):
        net = self.net
        net.variables.set_flat(theta)
        return net.loss(self.xs, self.ys)

    # Compute the gradient of the loss on a batch of data.
    def grad(self, theta):
        net = self.net
        net.variables.set_flat(theta)
        gradients = net.grad(self.xs, self.ys)
        return np.concatenate([g.flatten() for g in gradients])

    def get_flat_size(self):
        return self.net.variables.get_flat_size()

# Compute the loss on the entire dataset.
def full_loss(theta):
    theta_id = ray.put(theta)
    loss_ids = [actor.loss.remote(theta_id) for actor in actors]
    return sum(ray.get(loss_ids))

# Compute the gradient of the loss on the entire dataset.
def full_grad(theta):
    theta_id = ray.put(theta)
    grad_ids = [actor.grad.remote(theta_id) for actor in actors]
    # The float64 conversion is necessary for use with fmin_l_bfgs_b.
    return sum(ray.get(grad_ids)).astype("float64")

if __name__ == "__main__":
    ray.init()

    # From the perspective of scipy.optimize.fmin_l_bfgs_b, full_loss is simply
    # a function which takes some parameters theta, and computes a loss.
    # Similarly, full_grad is a function which takes some parameters theta, and
    # computes the gradient of the loss. Internally, these functions use Ray to
    # distribute the computation of the loss and the gradient over the data
    # that is represented by the remote object IDs x_batches and y_batches and
    # which is potentially distributed over a cluster. However, these details
    # are hidden from scipy.optimize.fmin_l_bfgs_b, which simply uses it to run
    # the L-BFGS algorithm.

    # Load the mnist data and turn the data into remote objects.
    print("Downloading the MNIST dataset. This may take a minute.")
    mnist = input_data.read_data_sets("MNIST_data", one_hot=True)
    num_batches = 10
    batch_size = mnist.train.num_examples // num_batches
    batches = [mnist.train.next_batch(batch_size) for _ in range(num_batches)]
    print("Putting MNIST in the object store.")
    actors = [NetActor.remote(xs, ys) for (xs, ys) in batches]
    # Initialize the weights for the network to the vector of all zeros.
    dim = ray.get(actors[0].get_flat_size.remote())
    theta_init = 1e-2 * np.random.normal(size=dim)

    # Use L-BFGS to minimize the loss function.
    print("Running L-BFGS.")
    result = scipy.optimize.fmin_l_bfgs_b(
        full_loss, theta_init, maxiter=10, fprime=full_grad, disp=True)

redpajama_set_name: RedPajamaGithub


How might we bring our kids and loved ones back home to the church?
Over the past 25 years, one of the most common prayer request I hear deals with a son or daughter who has left the church, or a husband or parent who no longer attends Mass, or a grandchild who has drifted from the faith.
I did a conference once and asked a crowd of more than 200 people if anyone had a relative who had left the church. Every hand went up. Regretfully, I suspect that in every parish we would find similar situations.
There are literally millions of parents who are hurting for their kids. They are worried for them and feel they have somehow let them down. They feel hopeless and helpless.
Bishop Robert Barron notes that the most significant challenge facing the Catholic Church today is the attrition of our own people. The church is hemorrhaging young people. Fifty percent of young people raised in the church no longer identify as Catholic today; 79 percent who leave the church leave before age 23, and between six and seven people leave the Catholic Church for each one who enters.
Parishioners have noticed this tragic statistic over the last 20-30 years. Half of the babies you've seen baptized, half of the children you've seen confirmed, and half of the couples you've seen married in the church are gone. This is an epidemic.
Some dioceses are doing research along with the Pew Research Center. Many just sort of drifted away unintentionally and lost interest. They just didn't have a reason to stay. What does this say about how we treat our young adults?
For those who are just married or not yet married, do they have a place in our parishes? Do they feel needed?
Some leave because the church does not respond to their spiritual needs, and they end up in evangelical churches where Bible study is emphasized and Christianity is presented as a path that is radically different from popular culture.
Still others leave the Catholic Church because they failed to encounter a deep relationship with Jesus Christ.
Some say science makes faith seem like fiction. Many face this challenge in college when faith is challenged and they began to doubt. Do our parish faith formation programs fail to show how science and faith are partners and don't contradict each other?
Church teachings are a factor for some who leave, claiming that the church is too stuffy, too old-fashioned, too negative.
Then there is the abuse crisis, which has caused people to lose faith.
What are we doing to stop this hemorrhaging?
Just hoping that they return is not enough. Young people no longer have a Catholic culture that supports them. People are marrying later and don't have the sacramental connections of previous generations. In 1960 the median age for first marriages was 23 for men and 20 for women. It is now 29 and 27, respectively. Those six-to-seven extra years away from the church make it much harder to return. Young people simply see no need for church.
Many parents I speak to, say their grown children are good kids and they are proud of them. Of course they are good because they have received the faith life and moral upbringing from their parents, I respond. But that is not enough. We have to begin to make some plans to call people back and show them why the church is truly a place of life and salvation.
Yes, prayer is the first answer for anything including a deep crisis like this. The Gospel of Matthew says, "When the disciples heard this they were greatly astonished and asked, 'Who then can be saved?' … Jesus looked at them and said, 'With man this is impossible, but with God all things are possible.'" Conversion is a mystery of the heart, but we know that the Holy Spirit works in human hearts, so prayer is our first and foremost tool for loving our loved ones.
One concrete tool that parishes are using is called, "RETURN: How to Draw Your Child Back to the Church." It is put together by Catholic evangelist Brandon Vogt, the content director for Bishop Robert Barron's Word on Fire Catholic Ministries. He researched the problem, talked with experts and those who have left and returned to the church, all to determine what really works to draw young people back. The result is a collection of resources that pulls together the best tips, tools, speakers and strategies. You can find all the information at helpthemreturn.com.
The program includes professionally filmed video lessons and interviews with Catholic leaders that reveal a complete game plan for drawing your child back. Experts include Dr. Scott Hahn, Jennifer Fulwiler, Father Michael Schmitz, and many more. Also included is an online community where parents can join hundreds of others to find encouragement and support as they draw their children back. You can learn more at ReturnGameplan.com.
I believe the Lord will move some hearts. Are you willing to launch a project in your parish? Come Holy Spirit and touch hearts to invite our kids back home.
Prayer is definitely the first needed response. I also believe it is important to invite our family and friends back to the church. Everything must be done with love. One thing that really makes me uncomfortable in Mass is a bilingual service. Saying something in one language, then repeating it in another is very bothersome. It divides the people rather than unites them. Some simply stay away. I live in the U.S., and our parish is primarily English-speaking. When Mass can only be said once during the day, it needs to be said in one language; to say it in another language when the vast majority of those listening speak English, is aggravating.
This problem is rampant – 3 of 5 of my siblings left soon after they married – and all of my 3 children are outside the Church. Everyone is too busy these days. I shudder.


DJ, producer, Schweppes Flemington Fling Ambassador and style icon Andy Murphy shares his best Spring Racing fashion tips from hats to heels so you can look your best at the Races!
The Spring Racing Carnival is not the time to whip out a slinky mini-dress – save it for the after party. Simple and chic looks feature predominately on my best dressed list each season for the girls, but that doesn't mean you have to leave the fashion forward looks at the gate.
I love how effortlessly cool the head-to-toe white look is on the ladies this season. I do suggest however taking extra care when sipping on the carnival's signature drink, the Schweppes Flemington Fling, and keep it cool in the Flemington Fling Bar in the Hill stand – where I'll be DJ'ing each race day – to avoid unwanted grass-stains!
The millenary on offer is amazing, so if you are going with a relatively plain dress, why not pair it with an interestingly structured headpiece in cobalt blue or an oversized flower in emerald.
There is such a thing as too much coordination. I know matching you're bag and hat was the done thing when our grandparents were punters but the world has progressed now hasn't it…mix it up!
Goosebumps are never a good look so if it's cold, take a jacket. Likewise if you're heading trackside in the heat, be sure to apply sunscreen and take a pair of sunglasses – red is a hot hue but not in terms of your complexion!
What are you wearing on Race Day this year?
The Schweppes Flemington Fling Bar will be open to the public from 9:30am until 30 minutes after last race on AAMI Victoria Derby Day (Saturday, 2 November), Emirates Melbourne Cup (Tuesday, 5 November), Crown Oaks Day (Thursday, 7 November) and Emirates Stakes Day (Saturday, 9 November).
Check out Andy's Spring Racing style tips for guys!


text:
North Dakota Band Owns 322 DVDs Of 'Wedding Crashers' But Have Yet To See Film
By Richard Horgan
Straight Line Arrival, a four-person band based in Fargo, North Dakota, has found a unique way to entertain themselves..
According to a very fun piece in The Forum of Fargo-Moorhead, spurred by vocalist and guitarist Sky Husebye impulse purchase in the summer of 2021, they are collecting DVDs of the 2005 comedy "Wedding Crashers." Her initial purchase netted 25 copies for $6, and since that time, the collection has been grown to 322.
(Courtesy New Line Cinema)
It was initially just a joke, allowing Husebye to rack up the DVDs on her home shelf and tell another band member, Tim Gibson, he could pick whichever movie he wanted from the stack for them to watch.
A key part of all this is that none of the four members of Straight Line Arrival have actually seen the Vince Vaughn-Owen Wilson romp. And it's going to stay that way, at least until they get to 1,000 DVDs. At that point, the tentative plan is to rent out the Fargo Theatre and host a celebration screening.
A good chunk of the current collection comes from a chain of stores in Milwaukee. After a fan heard about the quest, he scooped up 150 copies from the chain's three locations and sent them on to Fargo.
Similarly, a local store, Electric Underground, are now simply holding any copies of "Wedding Crashers" that they receive for the band to pick up. "There are a lot of people that don't get it," Husebye said, "but those that do are enthusiastically supportive."
Straight Line Arrival was formed in 2019 and currently has four albums. Husebye, in a perfect world, imagines one or more cast members from the Hollywood film showing up in Fargo for the screening.
There's another way to go with all this, in Knewz.com's opinion. Straight Line Arrival can also, maybe even as part of the big 1,000-copies screening bash, play some of the music featured on the film's sountrack.
There's everything from K.C. & the Sunshine Band ("Keep It Comin' Love) and The Isley Brothers ("Shout") to Coldplay ("Sparks) and Spandau Ballet ("True"). Might as well turn it into the kind of party the lead characters so loved to crash.
Richard Horgan has worked for decades as a print, radio and digital journalist, beginning with Associated Press Canada. Prior to joining Knewz.com as West Coast Editor in 2021, Horgan was a longtime columnist for Adweek and Mediabistro, covering media and entertainment. He has also served as editor-in-chief of FilmStew, film commentator for Fandango and columnist for TMZ during the site's earliest days.
Arkansas, America's Rice State, Gets Ready To Welcome Its First Sake Brewery

redpajama_set_name: RedPajamaCommonCrawl


A very unique stain is applied by hand to this premium leather knife roll making it a very distinguishable piece of functional art, perfect for your most prized knives.
Made entirely of leather, this knife roll is stitched by hand and is adorned with all solid brass hardware.
The shoulder strap is highly adjustable allowing you to wear your bag low or snug.
This chef roll carries 10 knives and has a 5" X 18" interior pocket on one end for extra odds 'n' ends. The roll measures 25.5" X 18" when fully opened.


Current Property Record Cards and Sales Disclosures may be found by searching our GIS program on our webpage or by visiting our office and using our public terminals. Printing from our public terminal is 10 cents per page, if you print these items in our office.
Select the search you would like to perform, such as owner name or parcel number.
When searching by parcel, do not include the dashes in the search.
When searching by address; only include the numbers of the address, not the street name.
When searching by name: only search by last name.
On the new window that pops up click on the PRC or Sales Discloure button and it will open up a PDF copy of the document you requested.
A "Sales Disclosure State Form# 46021", is completed for property transfers, those that are transferred for valuable consideration and those that are the result of foreclosure, express threat of foreclosure, divorce, court orders, judgments, condemnation, or probate. The intent of the sales disclosure is to provide a base of information that will be utilized by the State of Indiana and the County Assessor to identify the sales price of each property and to accomplish fair market values when yearly trending takes place.
Do you need to file a Sales Disclosure?
When looking at the sales disclosure form, you will need to file a sales disclosure if any of the following apply to your transfer.
the answer to question number 15 is yes, being transferred to a charity, not-for-profit organization, or government.


text:
import Clipboard from "clipboard"
import FastClick from "fastclick"

import Material from "./components/Material"

/* ----------------------------------------------------------------------------
 * Application
 * ------------------------------------------------------------------------- */

/**
 * Initialize Material for MkDocs
 *
 * @param {Object} config - Configuration
 */
function initialize(config) { // eslint-disable-line func-style

  /* Initialize Modernizr and FastClick */
  new Material.Event.Listener(document, "DOMContentLoaded", () => {
    if (!(document.body instanceof HTMLElement))
      throw new ReferenceError

    /* Attach FastClick to mitigate 300ms delay on touch devices */
    FastClick.attach(document.body)

    /* Test for iOS */
    Modernizr.addTest("ios", () => {
      return !!navigator.userAgent.match(/(iPad|iPhone|iPod)/g)
    })

    /* Wrap all data tables for better overflow scrolling */
    const tables = document.querySelectorAll("table:not([class])")              // TODO: this is JSX, we should rename the file
    Array.prototype.forEach.call(tables, table => {
      const wrap = (

      )
      if (table.nextSibling) {
        table.parentNode.insertBefore(wrap, table.nextSibling)
      } else {
        table.parentNode.appendChild(wrap)
      }
      wrap.children[0].appendChild(table)
    })

    /* Clipboard integration */
    if (Clipboard.isSupported()) {
      const blocks = document.querySelectorAll("div > pre, pre > code")
      Array.prototype.forEach.call(blocks, (block, index) => {
        const id = `__code_${index}`

        /* Create button with message container */
        const button = (
          <button class="md-clipboard" title="Copy to clipboard"
              data-clipboard-target={`#${id} pre, #${id} code`}>

          </button>
        )

        /* Link to block and insert button */
        const parent = block.parentNode
        parent.id = id
        parent.insertBefore(button, block)
      })

      /* Initialize Clipboard listener */
      const copy = new Clipboard(".md-clipboard")

      /* Success handler */
      let timer = null
      copy.on("success", action => {
        const message = action.trigger.querySelector(".md-clipboard__message")
        if (!(message instanceof HTMLElement))
          throw new ReferenceError

        /* Clear selection and reset debounce logic */
        action.clearSelection()
        if (timer)
          clearTimeout(timer)

        /* Set message indicating success and show it */
        message.classList.add("md-clipboard__message--active")
        message.innerHTML = "Copied to clipboard"

        /* Hide message after two seconds */
        timer = setTimeout(() => {
          message.classList.remove("md-clipboard__message--active")
        }, 2000)
      })
    }

    /* Force 1px scroll offset to trigger overflow scrolling */
    if (Modernizr.ios) {
      const scrollable = document.querySelectorAll("[data-md-scrollfix]")
      Array.prototype.forEach.call(scrollable, item => {
        item.addEventListener("touchstart", () => {
          const top = item.scrollTop

          /* We're at the top of the container */
          if (top === 0) {
            item.scrollTop = 1

            /* We're at the bottom of the container */
          } else if (top + item.offsetHeight === item.scrollHeight) {
            item.scrollTop = top - 1
          }
        })
      })
    }
  }).listen()

  /* Component: header shadow toggle */
  new Material.Event.MatchMedia("(min-width: 1220px)",
    new Material.Event.Listener(window, [
      "scroll", "resize", "orientationchange"
    ], new Material.Header.Shadow(
      "[data-md-component=container]",
      "[data-md-component=header]")))

  /* Component: tabs visibility toggle */
  if (document.querySelector("[data-md-component=tabs]"))
    new Material.Event.Listener(window, [
      "scroll", "resize", "orientationchange"
    ], new Material.Tabs.Toggle("[data-md-component=tabs]")).listen()

  /* Component: sidebar with navigation */
  new Material.Event.MatchMedia("(min-width: 1220px)",
    new Material.Event.Listener(window, [
      "scroll", "resize", "orientationchange"
    ], new Material.Sidebar.Position(
      "[data-md-component=navigation]",
      "[data-md-component=header]")))

  /* Component: sidebar with table of contents (missing on 404 page) */
  if (document.querySelector("[data-md-component=toc]"))
    new Material.Event.MatchMedia("(min-width: 960px)",
      new Material.Event.Listener(window, [
        "scroll", "resize", "orientationchange"
      ], new Material.Sidebar.Position(
        "[data-md-component=toc]",
        "[data-md-component=header]")))

  /* Component: link blurring for table of contents */
  new Material.Event.MatchMedia("(min-width: 960px)",
    new Material.Event.Listener(window, "scroll",
      new Material.Nav.Blur("[data-md-component=toc] [href]")))

  /* Component: collapsible elements for navigation */
  const collapsibles =
    document.querySelectorAll("[data-md-component=collapsible]")
  Array.prototype.forEach.call(collapsibles, collapse => {
    new Material.Event.MatchMedia("(min-width: 1220px)",
      new Material.Event.Listener(collapse.previousElementSibling, "click",
        new Material.Nav.Collapse(collapse)))
  })

  /* Component: active pane monitor for iOS scrolling fixes */
  new Material.Event.MatchMedia("(max-width: 1219px)",
    new Material.Event.Listener(
      "[data-md-component=navigation] [data-md-toggle]", "change",
        new Material.Nav.Scrolling("[data-md-component=navigation] nav")))

  /* Component: search body lock for mobile */
  new Material.Event.MatchMedia("(max-width: 959px)",
    new Material.Event.Listener("[data-md-toggle=search]", "change",
      new Material.Search.Lock("[data-md-toggle=search]")))

  /* Component: search results */
  new Material.Event.Listener("[data-md-component=query]", [
    "focus", "keyup", "change"
  ], new Material.Search.Result("[data-md-component=result]", () => {
    return fetch(`${config.url.base}/mkdocs/search_index.json`, {
      credentials: "same-origin"
    }).then(response => response.json())
      .then(data => {
        return data.docs.map(doc => {
          doc.location = config.url.base + doc.location
          return doc
        })
      })
  })).listen()

  /* Listener: close drawer when anchor links are clicked */
  new Material.Event.MatchMedia("(max-width: 959px)",
    new Material.Event.Listener("[data-md-component=navigation] [href^='#']",
      "click", () => {
        const toggle = document.querySelector("[data-md-toggle=drawer]")
        if (!(toggle instanceof HTMLInputElement))
          throw new ReferenceError
        if (toggle.checked) {
          toggle.checked = false
          toggle.dispatchEvent(new CustomEvent("change"))
        }
      }))

  /* Listener: focus input after form reset */
  new Material.Event.Listener("[data-md-component=reset]", "click", () => {
    setTimeout(() => {
      const query = document.querySelector("[data-md-component=query]")
      if (!(query instanceof HTMLInputElement))
        throw new ReferenceError
      query.focus()
    }, 10)
  }).listen()

  /* Listener: focus input after opening search */
  new Material.Event.Listener("[data-md-toggle=search]", "change", ev => {
    setTimeout(toggle => {
      if (!(toggle instanceof HTMLInputElement))
        throw new ReferenceError
      if (toggle.checked) {
        const query = document.querySelector("[data-md-component=query]")
        if (!(query instanceof HTMLInputElement))
          throw new ReferenceError
        query.focus()
      }
    }, 400, ev.target)
  }).listen()

  /* Listener: open search on focus */
  new Material.Event.MatchMedia("(min-width: 960px)",
    new Material.Event.Listener("[data-md-component=query]", "focus", () => {
      const toggle = document.querySelector("[data-md-toggle=search]")
      if (!(toggle instanceof HTMLInputElement))
        throw new ReferenceError
      if (!toggle.checked) {
        toggle.checked = true
        toggle.dispatchEvent(new CustomEvent("change"))
      }
    }))

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They are warm season annual flowers that bloom with abandon and require only minimum care. It doesn't matter how hot the summer gets, zinnia plants just keep on blooming.
Max reacahble height: 18 to 24 inches.
Difficulty to grow:: Easy to cultivate.
The seeds can be sown directly in the field with 0.5 cm deep.
The potting mix should humus rich, pH range from 5.5 to 7.5.


Welcome to our site for Baby Hope. We are using it to keep family and friends updated on her progress as she arrives and navigates her treatment plan. We appreciate your support and words of hope and encouragement. Thank you for visiting.
We have been told by the best doctors at both Cincinnati Children's and Boston Children's Hospitals that indeed, no doubt about it, she has HLHS, and will struggle with her heart for the rest of her life. Although her condition is serious, it is treatable and the team at Children's has a great plan.


A complexion-enhancing, matte finish liquid foundation with research-based anti-aging ingredients that help skin look visibly smoother and younger.
Soft-focus, matte finish. The creamy formula delivers a long-wear, velvety-matte finish.
Medium coverage. The buildable formula effortlessly blends complexion to perfection.
Antioxidant packed. Antioxidants and ceramides provide anti-aging benefits.
Diffuses imperfections. Suitable for breakout-prone and sensitive skin.
You get an array of anti-aging benefits, all in a lightweight, silky texture that suspends over fine lines and smooths uneven skin tone for a soft-focus, long-wearing, smooth matte finish.
We all know that midday, unwanted, oily finish that our skin gets. Well, not anymore. This breakthrough formula contains an exclusive blend of research-proven ingredients, such as antioxidants like green tea and replenishing ceramides, which are naturally found within healthy skin. Together with natural-looking pigments, it diffuses imperfections and visibly softens and improves signs of aging. RESIST Anti-Aging Serum Foundation is recommended for all skin types. It's especially good for those who like to get extra anti-aging benefits with a beautiful matte finish.
During the day, apply over your daytime moisturizer with SPF; for evening makeup application, apply over your nighttime moisturizer. Using a makeup sponge, clean fingertips, or foundation brush, blend foundation with short, downward strokes. Can be applied around the eye area. Layer as needed to increase amount of coverage. Follow with the rest of your makeup routine.


Big things are coming to the Arrowverse when the DC Comics shows return to The CW. Not only will Oliver Queen and Barry Allen be getting new costumes, but a plethora of new heroes and villains are set to make their debuts on both 'Arrow' and 'The Flash'. There will even be a brand new animated digital tie-in titled 'Vixen' to introduce magic and mysticism into this little world they're building. But now the latest new addition will bring one of the biggest franchises in science fiction history to Starling City, at least for a little while.
In the past, we've seen a number of beloved fandoms make their way to The CW's corner of the DC Universe. 'Doctor Who' and 'Torchwood' are well represented thanks to John Barrowman, Alex Kingston, and soon to be Arthur Darvill. Emily Kinney of 'The Walking Dead' took an evil turn on 'The Flash.' And now someone is making the jump from an illustrious Starfleet vessel to join the Emerald Archer.
According to The Hollywood Reporter, 'Star Trek: Voyager' star Jeri Ryan will guest star in an upcoming episode of 'Arrow.' Executive producer Marc Guggenheim later revealed that it would actually be the second episode of the fourth season, which will be titled 'The Candidate'. Ryan will join the likes of Jimmy Akingbola as Baron Blitzkrieg, Neal McDonough as Damien Darhk, Alexander Calvert as Lonnie Machin/Anarky, and Echo Kellum as Mister Terrific.
While Ryan is best known for her role as Borg Seven of Nine, the actress will play Jessica Danforth, a friend of the Queen family with "political ambitions that will make her a target of a formidable antagonist". The character may not sound familiar to long-time comic fans because she does not appear in the source material. However, this is hardly the first time that the live-action adaptation strayed from the original storylines.
What do you think about Jeri Ryan appearing on 'Arrow'? Are you excited to see what she'll get up to as Jessica Danforth? And which "formidable antagonist" do you think she'll tangle with? Share your thoughts and theories in the comments below.
'Arrow' returns to The CW on October 7, 2015 at 8:00pm.


text:
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text:
NTSB: New details shed light on crash in Fulshear between plane and paraglider
Houston educator's chat with late colleague creates call to action for COVID protocols in schools
Texas National Guard increasing presence at Texas-Mexico border
The Guard continues to send equipment and personnel to the border.
Author: Mike Marut (KVUE), Maeve Ashbrook
Published: 9:01 PM CDT October 1, 2021
Updated: 10:33 PM CDT October 2, 2021
AUSTIN, Texas — The Texas National Guard is set to more than double the number of troops at the Texas-Mexico border in October. Around 2,500 service members will be stationed at the border under the direction of Gov. Greg Abbott.
Tracy Norris, the adjutant general of the Texas Military Department and commander of the Texas National Guard, told KVUE that Abbott's mission is to stop illegal drugs, illegal immigration and illegal human trafficking.
"It will assist their situation," Norris said. "More resources to the border, especially based on what's happened in the last couple of weeks."
Norris said the Texas National Guard will also work to build a fence along the border.
Texas National Guard surge transports tactical vehicles to the border.
The @TexasGuard continues to surge equipment & personnel to the Texas border to provide more support to address Biden's ongoing crisis.
Texas is securing the border. pic.twitter.com/dZ4O6sXTEG
— Greg Abbott (@GregAbbott_TX) September 28, 2021
"That wall will give you time to react because that's what it's about: it is about figuring out where people are trying to get across," Norris said. "If you slow them down and you can detect them with technology, then you have less people, but you can react a lot quicker to wherever they're trying to get across."
One of those people already on the border is Specialist Juan De La Riva. De La Riva has been a soldier in the Texas National Guard for about four years. He's been part of Operation Lone Star for the past three weeks.
"Regardless of how the picture is painted, you know, we're there, we're there to support. We're Texans serving Texans," De La Riva said.
De La Riva is an intelligence analyst who grew up in Cedar Park. Even with his family more than 300 miles away, he joined Operation Lone Star to help protect them.
"We're talking about, you know, weapons. We're talking about drugs," De La Riva said. "As a family, I have [five] siblings, both older and younger. It's not something that I want my, you know, my siblings, or if even if I had children, to be exposed to."
I talked with @MGTracyNorris about the surge of @TexasGuard. She told me it will help personnel be mobile and flexible.
"I've never seen the border like this. ... One of our soldiers described it as like a Six Flags that in some places they'll be lined up to come across." https://t.co/OHkMp56fc4
— Mike Marut (@MikeMarutKVUE) October 3, 2021
In September, an estimated 17,000 migrants from Haiti gathered at the Del Rio International Bridge. The migrants were trying to cross the border and seek asylum in the U.S.
"I've never seen the border like this," Norris said. "I've been in Texas since 2001. The Texas National Guard has gone down to the border in support of federal and state agencies at different times, and I've visited since I was probably a major. I've never seen the border like this before."
Yes, photos of US Border Patrol agents on horseback chasing migrants are real
'The consequences of inaction' | Human rights advocate discusses situation at the border
Gov. Greg Abbott vows to hire Border Patrol agents 'at risk' of losing jobs under Biden
Abbott is also working with the Texas Department of Public Safety to secure the border. Norris said the Guard is "strictly in a Texas status" to support DPS.
"We love Texas," Norris said. "We want to protect our Texans and their property, and that's why when we call, the soldiers will come and go do the mission. And that's what we're doing right now with our surge of forces to the border."
PEOPLE ARE ALSO READING:
George Strait gives Austin a shot of pure country at ACL Fest 2021
'Austin is lit' | Texas native Megan Thee Stallion commands the stage at ACL Fest 2021
Man arrested after surveillance footage shows suspect with Molotov cocktail at Travis County Democratic Party HQ
Texas power grid holds steady during this round of cold weather


text:
U.S. Warns It Has 'Tools' To Deal With Iran If Nuclear Talks Fail
The United States is "making decisions" and preparing "for a world in which there is no return" to the Iran nuclear deal, a senior State Department official said yesterday, following last week's disappointing negotiations over resuming the 2015 accord.
"We've been waiting patiently for five and a half months" since Tehran suspended talks in June, the official said. "The Iranian government said it needed time to get ready."
"What we've seen over the last week or so is what getting ready meant for them . . . it meant continuing to accelerate their nuclear program in particularly provocative ways" to gain leverage in extracting unreasonable concessions far beyond the scope of the original agreement, the official said.
European and Iranian officials have said they expect to return to the negotiating table next week.... Read More: Washington Post


text:
BA (Hons) History
Study modern history from across the globe in a supportive and research active environment on a highly flexible degree where you can specialise in a variety of areas of the discipline.
Studying Abroad Option Available
Sandwich Year Option Available
3 Years Full-Time, 6 Years Part-Time
September 2022, September 2023
Example Offers:
BBC-BBB (A Level) or DMM (BTEC)
View full entry criteria
From African-American civil rights to the origins of the Israel/Palestine conflict, this degree delivers cutting-edge teaching and research in history from the late eighteenth to the early twenty-first century. Our research has been judged to be internationally important and this connection with debates and developments feeds directly into our teaching. We pride ourselves on our student-centred culture and strive to nurture the skills, knowledge and confidence of everyone in our community, helping develop a deep subject knowledge and an understanding of the connections between that knowledge and the present day. Our mission is to help you realise your full potential and become an independent, confident and employable graduate, able to apply your knowledge and skills in a variety of areas and actively engage with the wider world.
Student and Alumni Profiles
Choosing Edge Hill was easy as the campus is incredible with great facilities, but, more importantly, the staff are very experienced and at the forefront of research in their chosen areas.
View David Wilson's full profile
Jess Griffith-Evans
The tutors are approachable, supportive and always available whenever you might need them - it's great!
View Jess Griffith-Evans' full profile
Joseph Powell
Overall, I feel this course has helped me to develop the knowledge required to be a successful historian, as well as provided me with the skills needed to study any further qualifications I may wish to pursue.
View Joseph Powell's full profile
Discover Uni: Full-Time Study
Discover Uni: Part-Time Study
Department of English, History and Creative Writing
The course and our research are principally focused on the history of Britain, Europe, the USA and Asia from the late eighteenth to the early twenty-first centuries. It covers a broad span of political systems, cultures and geographical locations. This period of history provides us with a profound understanding of the world that we live in today and the challenges that we face.
You will learn about the broad spread of modern history and, equipped with historical skills and knowledge, will then have the choice to specialise in different areas of the discipline. You might wish to study the history of communism in Eastern Europe, contemporary European politics, the British Empire, or the United States.
A dedicated employability module enables you to transfer your academic skills into a professional environment. Liaising with an external agency or professional body, you will negotiate and participate in a community project. Additional insights will be provided by former history graduates from a range of vocations to help inform your own future career path.
In the final year of your degree a great deal of emphasis is placed on individual research-based modules. You can, for example, undertake an extended research project on a subject of your choosing, write and produce a 25-minute TV-style documentary on an area of historical debate that particularly interests you, or undertake regular taught modules.
The programme has been carefully designed to ensure that you develop your confidence, knowledge and skills in a gradual way and in a highly supportive environment. In the first year, you will have invaluable in-depth sessions each week with your personal tutor. We also have an open door policy, so that you can have easy access to academic staff outside the classroom. We see our relationship with you as one in which we work together to help you succeed.
You will have access to the latest History resources that will support your learning. You will be able to read newspapers and journals online from the eighteenth to the twenty-first centuries, consult the latest journals, and use websites that are created to support each topic. You will also be taught to use sophisticated digital research techniques.
The focus in all assignments is on analysis and argumentation. These skills will be assessed using a variety of different exercises including essays, book reviews, primary source analysis, presentations and contributions to online discussions.
Some modules also have exams, however in the first year these never account for more than 30% of a module mark, with this rising to 40% in the second and third year.
In the final year of your degree a great deal of emphasis is placed on individual research-based modules.
You will be taught by a team of highly experienced and enthusiastic teachers, who research and write History. They actively participate in debates in the media, as well as act as consultants in a wide range of areas, including contributing to the development of online archives at the British Library.
They are at the cutting edge of the subject and will share with you their ideas and new interpretations in a wide range of topics. In the most recent Research Excellence Framework (REF), more that 50% of their published research was judged to be either 'world-leading' or 'internationally-excellent'.
The Department of English, History and Creative Writing is based in the Main Building at the centre of the campus, near the £26million Catalyst building which includes the University library.
A prime example of 1930s architecture, the Main Building has undergone extensive refurbishment to combine a traditional setting with modern facilities, including the £15million Student Hub.
The building includes lecture theatres, seminar and tutorial rooms, which are ideal for group discussions and one-to-one tuition, as well as IT resources and social learning spaces.
Compulsory modules:
HIS1010The Medieval Outlook (20 credits)
The Medieval Outlook focuses on the period between the end of the Roman Empire and the Renaissance. You will learn about the emergence of Europe as a distinct entity, comprised of a variety of peoples with diverse cultures and languages. 'Christendom' is often used to describe medieval Europe and we will look at how the Church did indeed give a type of cohesion to the continent. The Church assumed leadership of societies after the fall of Rome and held a deep and powerful influence on the medieval outlook. We will consider how this influence manifested itself through a study of the state, power and authority as well as popular beliefs and the medieval world-view. We will also consider the tensions which arose between the bishop of Rome and the development of more secular authority and culture. The module will predominantly focus on England but will place the country's medieval past into a broader European context.
Assessment: Coursework: 70%, Practical(s): 30%.
HIS1011The Dawn of Modernity (20 credits)
The Dawn of Modernity focuses on the immense social, political and religious changes which took place in Early Modern England. Reformation of the church, the outbreak of civil war, the emergence of radical sectarian groups and an increasingly politicised people created a rapidly changing society. The module will explore the diverse responses to those changes and the fear that people lived in a 'world turned upside down'. Although the period can be characterised as one of tension and crisis, you will also consider continuities from the medieval period, and the existence of political and social consensus, climaxing in the restoration of monarchy after the short-lived republic. The module will consider whether we can truly agree with the perception of the early modern period as one of approaching modernity through a study of key developments in church, state and culture during the period 1500-1660.
Assessment: Coursework: 70%, Written Exam(s): 30%.
HIS1012Europe Re-made (20 credits)
Europe Re-made introduces you to the key developments that transformed European society between 1789 and 1919. At the start of this period, on the eve of the French Revolution, Europe was predominantly an agrarian society with very limited industrial and urban development. In most European states, landed elites were still dominant as a conservative influence resistant to political and social change. By 1919, Europe had been transformed into a society in which state power lay in the hands of urban-based political parties with industry and trade as the dominant forms of economic activity. The module is primarily concerned with the broad political, economic and social influences that caused this transformation which was of immense significance not only for Europe but also for the course of world history during the twentieth century.
Assessment: Coursework: 100%.
HIS1013Imperialism, Liberation, Globalisation (20 credits)
Imperialism, Liberation, Globalisation examines some of the main events, political and social movements, economic developments and ideologies which dominated the twentieth century around the world. You will study the rise and fall of the great ideologies of Communism, Nazism and Fascism, the causes and outcome of the Second World War and the development of the Cold War between the Super Powers after 1945. The module will also look at international relations and the global economic system after the fall of the Soviet Empire in 1989-1991.
Assessment: Coursework: 50%, Written Exam(s): 30%, Practical(s): 20%.
HIS1016Time Detectives (20 credits)
Time Detectives introduces you to the tools and methods required to become an independent historical researcher. These skills include selecting and interpreting primary evidence, independently locating books and articles, making effective use of digital tools and archives, applying these research skills to a specific historical problem, and producing a clear, convincing and original argument.
HIS1017History and Society: Theory, Practice and Impact (20 credits)
History and Society: Theory, Practice and Impact introduces you to the conventions of academic history and outlines a range of concepts and ideologies that are regularly employed within historical discourse. The module also examines the way that history and ideas about the past are employed in a wide variety of non-academic contexts, such as politics, popular culture and journalism.
You have the option to learn a language and study Arabic, French, German, Italian, Mandarin or Spanish as an integral part of this degree. A single Language module can be studied in Year 1 instead of either HIS1016 Time Detectives or HIS1017 History and Society: Theory, Practice and Impact.
TLC1010Language 1 (20 credits)
TLC1010 Language 1 is ideal if you want to learn a new language, or further develop your current language skills, as an integrated element of your degree. You can study French, German, Arabic, Italian, Mandarin or Spanish (subject to minimum numbers for your preferred language). Delivered at the Edge Hill Language Centre, the module will be taught in an interactive, communicative manner, using authentic materials in the target language. Emphasis will be placed on all four areas of reading, writing, speaking and listening. You will play an active role in the weekly two-hour classes, engaging in role-plays, short conversations, videos, authentic texts and listening materials. You will also be encouraged to reflect on your own learning needs. On enrolment to the module, you will complete a language induction form and be placed into a language level group appropriate for your prior knowledge of your chosen language. Please note, while we will endeavour to accommodate varying language levels per module, this is not always possible. While you can join the module with some prior experience of your target language, you will not be able to study a language you are already fluent or proficient in.
HIS2035Making History (20 credits)
Making History is a placement-based module in which you will apply your historical skills and knowledge to a public-facing project of your choosing. You will have the option of either identifying an external partner yourself (subject to approval from the programme team), selecting from a list of approved external partners, or working on a public history project within the department. The precise nature of each project will be determined through discussions between yourself, your tutors and external partners but each project should involve making meaningful use of the historical skills and knowledge you have developed during your degree.
You will select five of the following optional modules:
HIS2020Communism in Eastern and Central Europe After 1945 (20 credits)
Communism in Eastern and Central Europe After 1945 examines the rise, stagnation, collapse and ongoing legacies of the communist experiment that ruled half of Europe during the decades after the Second World War. The module examines both the Soviet Union itself during the post-Stalinist era and the countries of east-central Europe, allowing you to choose to study the history of Bulgaria, Czechoslovakia, East Germany, Hungary, Poland, Romania or Yugoslavia. This history is of growing relevance to you, given that twenty years after its collapse the communist period can now be seen in historical perspective, and given the close relationships which many of the successors to these states have developed with the UK since the enlargement of the European Union in 2004 and 2007.
HIS2022Urbanisation, Immigration and Economic Crisis: The United States 1880-1941 (20 credits)
Urbanisation, Immigration and Economic Crisis: The United States 1880-1941 examines the processes of cultural, social and economic change in the United States from 1880 onwards. The module examines the causes of such change and their impact on American culture and society. It analyses the reasons why U.S. political leaders and social reformers saw such changes as a threat to core American values, even the very survival of the Republic itself. The responses they advanced to deal with this threat are also assessed. The module concludes by examining the causes of the Wall St Crash, 1929, the ensuing Great Depression and the effectiveness of Roosevelt's New Deal programmes in addressing the problems that resulted from them.
HIS2023Mission and Manifest Destiny: U.S. Foreign Policy and Expansionism 1840-1939 (20 credits)
Mission and Manifest Destiny: U.S. Foreign Policy and Expansionism 1840-1939 examines the process of frontier expansion within the United States during the nineteenth century. The module assesses the impact of the move west on native American populations and also the ideological justifications advanced to justify this expansionism, such as mission, manifest destiny and American exceptionalism.
HIS2024Rise to Globalism: U.S. Foreign Policy Since 1939 (20 credits)
Rise to Globalism: U.S. Foreign Policy Since 1939 examines the rise of the United States as a global superpower from American entry into the Second World War in 1941 through to the present day. It examines the extent to which the ideology underpinning U.S. foreign policy, under successive administrations, has been shaped by American historical experience and values, such as the concepts of American exceptionalism, mission and manifest destiny. You will also study the challenges facing U.S. foreign policy planners from Franklin Roosevelt to Barack Obama and the effectiveness of the various strategies that have been advanced to overcome them. The module examines both the opportunities and limitations on the exercise of American power in the modern world.
HIS2031Migration and Mobility in Contemporary European History (20 credits)
Migration and Mobility in Contemporary European History equips you with a better understanding of the historical context behind one of the most controversial issues facing Europe today. By placing current debates within a historical perspective stretching from the late 19th century right up to the present day, the module will enable you to understand political and social issues ranging from refugees to migrant workers, from cosmopolitanism to immigration controls, and from anti-racist activism to anti-migrant backlashes within a longer term context. By also examining the social and political history of daily journeys such as commuting for work, you will be encouraged to take a broad perspective on mobility.
HIS2032Digital Detectives (20 credits)
Digital Detectives provides extensive practical experience with digital archives and will help you to develop a range of advanced digital research skills. Digital tools and archives are becoming increasingly central to the process of historical research. The module will be taught entirely in computer rooms and will take the form of weekly two-hour workshops. The historical content of the module will be structured around the history of crime and society in 18th and 19th century Britain.
HIS2033Introduction to Contemporary French History: From the 1930s to the Present (20 credits)
Introduction to Contemporary French History: From the 1930s to the Present covers a subject that is both related to and distinct from the familiar Hitler and Stalin centric stories of 20th century Europe. You will examine the history of contemporary France during turbulent periods of political conflict and social change before, during and following the Second World War and France's subsequent wars of decolonisation in Algeria and elsewhere, as well as its politics and society today. By taking up this comparatively rare opportunity to study the recent history of an important neighbouring country, which is often stereotyped and misunderstood in the UK, you can develop a wider international awareness.
HIS2036The World of the Crusades (20 credits)
The World of the Crusades examines the history of one of the most important phenomena of the Middle Ages. The module looks at the evolution and varieties of crusading in the Middle East and Europe from 1095 until the end of the Middle Ages and attempts to give you an understanding of this complex and often misunderstood phenomenon. In examining the causes that led to the emergence of crusading, the aim is to familiarise you with the religious and political culture of Europe and the Middle East. By charting the evolution of the movement, you will gain a wider understanding of medieval history. The module will also consider the effects of the crusades on Europe, the Middle East, Christianity, Islam and East-West relations, paying considerable attention to the afterlife of the crusades and their use in modern discourse and politics.
HIS2037Islamisms: Religion, Politics and Colonialism from World War I to ISIS (20 credits)
Islamisms: Religion, Politics and Colonialism from World War I to ISIS delivers a history of the development of Islamist (political Islamic) movements from World War I to the present day. The module incorporates literatures and approaches which focus on social history and colonialism to historicise and contextualise the study of political Islam. With a broad geographical spread, from South and West Asia to Europe, the module makes use of case studies to highlight the diversity of thought and practice in political Islam and the historical relationship of Islamic political formations to the rest of the world.
HIS2038Global Revolution: The Postcolonial World Order, 1896-1957 (20 credits)
Global Revolution: The Postcolonial World Order, 1896-1957 reflects on how, for thousands of years, perhaps starting with the Akkadian empire of ancient Mesopotamia in the 3rd millennium BCE, empire and colonialism were the norms of political order around the globe. In the 20th century, however, that ceased to be the case; not only did the nation-state become the most common political structure, but the very idea of colonialism was discredited and disavowed by global political institutions. The module examines why this change happened, with a particular focus on the British empire. Starting in 1896, you will begin with examining the Second International's decision to commit itself to the right to national self-determination. The module progresses through the first half of the twentieth century and slightly beyond, culminating in an exploration of the post-colonial independence of Malaya and Ghana, two years after the Bandung conference of Asia-Africa nations in 1955, which asserted the principle of national self-determination as the basis of a post-colonial world.
MED2258History on Screen (20 credits)
History on Screen looks at how British, American and German cinemas respectively have represented the historical period up to 1945 on screen, using a combination of contemporary and retrospective film productions. The module will thus explore not only the nature of cinematic representation in general, but also how each nation in turn constructs, or indeed, in the particular case of Germany, reconstructs, national identity through the prism of its past.
If you studied a Language module in Year 1, or if you can demonstrate equivalent knowledge, you may wish to study a further Language module in Year 2. This would form an integral part of your degree in place of one of the optional modules above.
TLC2000 Language 2 enables you to build on and develop your previous language knowledge in French, German, Arabic, Italian, Mandarin or Spanish. You must have either studied the prior language module in the previous year of your degree or be able to demonstrate equivalent knowledge of your target language (though you will not be able to study a language you are already fluent or proficient in). The language levels available will be determined by the continuation of corresponding groups from module TLC1010 Language 1. You will gain the language skills necessary to become a more proficient user of the language. Classes will be taught in an interactive and communicative manner using authentic materials to promote meaningful communication. They will be conducted in the target language as much as possible. Emphasis will be on speaking and listening, with appropriate attention also being paid to other communication skills. Other work will include a variety of tasks which may be completed in the Language Centre.
You will select a total of 120 credits from the following optional modules, choosing at least one of HIS3038 Special Subject and HIS3039 Independent Research Project.
HIS3020Black Life and Black Protest in the United States 1895-1945 (20 credits)
Black Life and Black Protest in the United States 1895-1945 examines African American life and history from the 1890s through to the end of the Second World War. It considers the reasons for the widespread introduction of racial segregation in the United States at the end of the nineteenth century and its impact on African American communities. You will examine the efforts of African American leaders to challenge discrimination, from Booker T. Washington through to Asa Philip Randolph, assessing their strengths and weaknesses. The extent to which developments in this period sowed the seeds for the civil rights movement of the 1950s and 1960s are also considered.
HIS3021Black Life and Black Protest in the United States Since 1945 (20 credits)
Black Life and Black Protest in the United States Since 1945 analyses the reasons for the emergence of the post-war civil rights movement in the 1950s and 1960s. The contribution of leading individuals within the movement, like Martin Luther King, is also examined together with the life and career of Malcolm X and the Black Power movement of the late 1960s and early 1970s. The module concludes by assessing the legacy of the civil rights era for present day race relations and the extent to which the election of Barack Obama in 2008 means that the United States can now be described as a post-racial society.
HIS3024Seeds of Conflict in the Holy Land 1840-1923 (20 credits)
Seeds of Conflict in the Holy Land 1840-1923 examines the origins of the Zionist-Palestinian conflict before the commencement of the British Mandate for Palestine in 1923. The module analyses the development of Zionism and Palestinian Arab nationalism under the Ottoman Empire, British support for Zionism in World War I, and the escalation of political conflict and violence by the 1920s. A principal focus will be the impact of the War.
HIS3025British Rule in Palestine (20 credits)
British Rule in Palestine explores the origins and development of British rule in Palestine, a seminal chapter in the history of the Arab-Israeli conflict, the Middle East and the British Empire. The module focuses on the political objectives and impact of British rule in Palestine, with particular reference to the evolution of the Zionist-Palestinian conflict.
HIS3036The Special Relationship: Britain and the USA (20 credits)
The Special Relationship: Britain and the USA concentrates on the major diplomatic, economic and cultural meeting points of arguably the two most influential nations of the 20th century. You will study how their relationship – at times good and at times bad – influenced the course of international history. It is a relationship of unparalleled closeness and complexity which persists into the present day. By analysing the principle issues that arose between these two competitive yet cooperative states, we may be in a position to judge to what extent the relationship actually deserves the epithet 'special'.
HIS3037History: Interpretations and Context (20 credits)
History: Interpretations and Context explores the close relationship that history has with contextual developments within wider British society, in the period from circa 1840 to the present day. The relationship operates in both directions, as history and perceptions of the past act to inform notions of national identity and national values, through popular cultural media. By exploring the relationship between history and wider British society, the module also introduces you to the uses made of the past in a number of areas of employment, such as advertising, TV production, the press, marketing and commerce. You will reflect on how popularly held notions of national identity become points of connection for journalists, politicians and advertisers with the population at large.
HIS3038Special Subject (40 credits)
Special Subject enables you to pursue independent research within a structure that provides a clear framework of support. The module will guide you through from weekly subject-based sessions to more independent, but supported, study of your chosen extended special subject research. You will have a choice of the subject matter you wish to research, exploring a range of topics before researching a more defined subject area. The module entails identifying a research question, locating relevant and sufficient primary material, assessing and selecting an appropriate methodology, collecting, organising and analysing your primary sources and writing up your research and findings in an extended essay. You will also develop your verbal skills through an oral exam and preparation for that assignment.
HIS3039Independent Research Project (40 credits)
Independent Research Project enables you to undertake an extended piece of research, on a topic of your own selection. Extended research is at the heart of history as an academic subject, and this module provides you with an opportunity to independently deploy the skills and knowledge you have acquired. You will frame your own research question(s) and conduct primary research using libraries, archives, digital depositories and other appropriate sources and resources. You will present your case in either written and/or visual form and be able to demonstrate the clear relationship with existing scholarship on your chosen subject.
HIS3040A Century of Crime and Its Contexts: Circa 1840-1940 (20 credits)
A Century of Crime and Its Contexts: Circa 1840-1940 examines a range of crimes that occurred in England and Wales over the century between approximately 1840 and 1940. During the chronological period covered, crime became an issue of national importance and perceived as originating partly in major social change and upheaval, such as urbanisation, the First World War and expanded ownership of the motor car. The module places the crimes in their criminal justice, social, cultural and economic contexts. The aim is to use crime and punishment as a lens through which to explore and analyse important changes over time and assess the impact of key events.
POL3006Advanced Parliamentary Studies (20 credits)
Advanced Parliamentary Studies equips you with a thorough and deep understanding of the workings of the UK Parliament and Parliamentary systems. The module explores the history, culture and potential future of Parliament, examines aspects of Parliamentary process in-depth, and considers related issues such as regulation and ethics. You will have the opportunity to interact with practitioners from the workforce in the Houses of Parliament.
If you studied Language modules in Years 1 and 2, or if you can demonstrate equivalent knowledge, you may wish to study a further Language module in Year 3. This would form an integral part of your degree in place of one of the optional 20 credit modules above.
TLC3000 Language 3 further enhances your language skills in French, German, Arabic, Italian, Mandarin or Spanish and introduces you to a new culture and way of life. It is suitable if you have studied the prior language module in the previous year of your degree or if you can demonstrate equivalent knowledge of your target language (though you will not be able to study a language you are already fluent or proficient in). The language levels available will be determined by the continuation of corresponding groups from module TLC2000 Language 2. You will develop language skills to a level of proficiency that will enable you to spend time living or working abroad. Classes will be conducted as much as possible in the target language. They will be taught in an interactive, communicative manner, using authentic materials in the target language. Emphasis will be on speaking and listening, with appropriate attention also being paid to other skills. Other work will include a variety of tasks which may be completed in the Language Centre.
Optional modules provide an element of choice within the programme curriculum. The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by timetabling requirements.
In addition to the optional module choices listed above, it may be possible to apply to take an alternative 20 credit module in Year 2 and/or an alternative 20 credit module in Year 3 from outside the programme curriculum. Some restrictions on this elective module choice may apply.
Timetables for your first week are normally available at the end of August prior to enrolment in September. You can expect to receive your timetable for the rest of the academic year during your first week. Please note that while we make every effort to ensure that timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week. Wednesday afternoons are normally reserved for sports and cultural activities.
Every effort has been made to ensure the accuracy of our published course information, however our programmes are subject to ongoing review and development. Changing circumstances may necessitate alteration to, or the cancellation of, courses.
Changes may be necessary to comply with the requirements of accrediting bodies, revisions to subject benchmarks statements, to keep courses updated and contemporary, or as a result of student feedback. We reserve the right to make variations if we consider such action to be necessary or in the best interests of students.
Typical offer 112-120 UCAS Tariff points. A Level History or equivalent is preferred.
Example Offers
Some examples of how you can achieve 112-120 UCAS Tariff points are detailed below.
A Level: BBC-BBB;
BTEC Extended Diploma (or combination of BTEC QCF qualifications): Distinction, Merit, Merit (DMM);
T Level: Overall grade of Merit;
International Baccalaureate (IB): We are happy to accept IB qualifications which achieve the required number of UCAS Tariff points. Subject-specific requirements at Higher Level (HL) Grade 5 may apply;
Access to Higher Education Diploma: 45 credits at Level 3, for example 15 credits at Distinction and 30 credits at Merit or 24 credits at Distinction and 21 credits at Merit. The required total can be attained from various credit combinations.
Please note, the above examples may differ from actual offers made. A combination of A Level and BTEC awards may also be accepted.
For further information on how you can meet the entry requirements, including details of alternative qualifications, please visit www.edgehill.ac.uk/offers.
EU students can get country-specific information about the University's entry requirements and equivalent national qualifications at www.edgehill.ac.uk/eu.
International students should visit www.edgehill.ac.uk/international for information on the entry criteria for overseas applicants.
International students require IELTS 6.0, with a score no lower than 5.5 in each individual component, or an equivalent English language qualification.
If your current level of English is half a band lower, either overall or in one or two elements, you may want to consider our Pre-Sessional English course.
Are there any alternative ways to meet the entry requirements?
If you have the ability to study for a degree but lack the necessary qualifications or confidence, our Fastrack: Preparation for Higher Education course could be for you. This free, seven-week programme provides a great opportunity to enhance your study skills and subject knowledge and demonstrate that you are ready to study a particular subject with us, in lieu of achieving the UCAS Tariff points in the entry criteria.
Upon successful completion of a Fastrack course, you will be well placed to progress onto a corresponding Edge Hill University degree, although additional entry requirements may apply and the availability of specific programmes cannot be guaranteed. For more information, visit www.edgehill.ac.uk/fastrack.
Edge Hill history graduates have successfully entered a wide variety of professions. These include law, the Civil Service, retail management, business, information management, politics, local government, media and journalism. They have also entered teacher training.
How can I enhance my employability?
It is useful to consider, even before you apply, how you will spend your time while studying and make the most of your university experience.
Optional, additional activities may be available on this degree which could help to prepare you for a stimulating and rewarding career. These include:
Sandwich Years – you may have the opportunity to apply to complete a sandwich year placement, usually as the third year of a four year degree, and gain highly relevant work experience;
Studying Abroad – you may have the opportunity to apply to spend time studying or working abroad, usually as the third year of a four year degree, enabling you to immerse yourself in a different culture;
Learning a Language – you may be able to select language modules, delivered at the Edge Hill Language Centre, as an integral part of your degree (for which you will gain academic credits). Alternatively, it may be possible to participate in Language Steps classes as additional study;
Elective Modules – you may be able to apply to substitute one optional module in Year 2 and/or one optional module in Year 3 with alternative elective modules from outside the programme curriculum.
Please note, the availability of these additional activities cannot be guaranteed for all students. Depending on availability and the number of students wanting to participate, there may be a competitive application process for sandwich year placements or studying abroad opportunities or you may be required to secure a relevant placement yourself.
If you are a prospective UK student who will be joining this undergraduate degree on a full-time basis in academic year 2022/23, the tuition fee will be £9,250 a year (subject to final Government approval). Tuition fees for international students enrolling on the programme on a full-time basis in academic year 2022/23 are £15,000 a year.
If you are a prospective UK student who will be joining this undergraduate degree on a part-time basis in academic year 2022/23, the tuition fee will be £77 per credit (subject to final Government approval). This is equivalent to £1,540 per 20 credit module. 360 credits are required to complete an undergraduate degree.
The University may administer a small inflationary rise in tuition fees, in line with Government policy, in subsequent academic years as you progress through the course.
Subject to eligibility, UK students joining this undergraduate degree can apply for a Tuition Fee Loan from the Government to cover the full cost of tuition fees. UK students enrolling on the programme may also be eligible to apply for additional funding to help with living costs.
For comprehensive information about the financial support available to eligible UK students joining this programme in academic year 2022/23, together with details of how to apply for potential funding, please view our Money Matters 2022/23 guide for your intended mode of study.
Money Matters 2022/23 Full-Time: www.edgehill.ac.uk/undergradfinance2022
Money Matters 2022/23 Part-Time: www.edgehill.ac.uk/undergradfinance2022pt
Edge Hill University offers a range of scholarships with a competitive application process for prospective full-time undergraduate students.
These scholarships aren't linked to academic success and celebrate determination, talent and achievement beyond your coursework, for instance in creativity, enterprise, ICT, performance, sport or volunteering.
To find out more about scholarships, to assess your eligibility, and to meet some of our dedicated scholarship winners, visit www.edgehill.ac.uk/scholarships.
If you wish to study full-time, apply online through UCAS at www.ucas.com. Visit www.edgehill.ac.uk/applyucas to find out more about the application process.
If you wish to study part-time, apply directly to Edge Hill University at www.edgehill.ac.uk/apply-part-time.
If you would like to explore our full range of degrees before you apply, you can order an undergraduate prospectus at www.edgehill.ac.uk/undergradprospectus.
BA (Hons) Education and History
BA (Hons) English Literature and History
BA (Hons) History & Politics
MA Modern History & Culture
MA Nineteenth-Century Studies
PGCE Secondary History with QTS (11-16)
15th July 2021 - Change to Modes of Study
The programme is now available to study on a full-time or part-time basis. It was previously available full-time only.
22nd January 2021 - Change of Modules
HIS2037 Islamisms: Religion, Politics and Colonialism from World War I to ISIS (20 credits) and HIS2038 Global Revolution: The Postcolonial World Order 1896-1957 (20 credits) replace HIS2025 The Rise of the British Empire (20 credits) and HIS2026 The Fall of the British Empire (20 credits) as optional modules in Year 2.
Covid-19 - History Essential Information
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package com.my.blog.website.service;

import com.github.pagehelper.PageInfo;
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/**
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public interface IAttachService {
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    AttachVo selectById(Integer id);

    /**
     * 删除附件
     * @param id
     */
    void deleteById(Integer id);
}


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