text:
Published titles > Architecture > Château La Coste
180 colour illustrations
29 x 25 cm (11.5 x 9.75 in)
Château La Coste
Art and Architecture in Provence
Robert Ivy and Alistair Hicks
Photography by Alan Karchmer
Forewords by Tadao Ando, JR and Ai Weiwei
Château La Coste, near Aix-en-Provence, is a unique property that features sculptural artworks by leading contemporary artists alongside works by some of the world's best-known architects, all within the grounds of a working organic vineyard. Since 2002 the estate, which occupies an ancient site, has been transformed into a remarkable plein-air museum, and the number of installations – most created in situ, especially for this location – grows every year. In this stunning new book, Robert Ivy and Alistair Hicks explore each artwork and structure in depth. Their insightful commentaries are accompanied by specially commissioned images by the acclaimed architectural photographer Alan Karchmer. Ivy's introduction outlines the creation of the property by its owner, Patrick McKillen, and thereafter the book takes the form of a walk through the domaine, so that the reader is able to experience Château La Coste as a visitor would, from Tadao Ando's minimalist concrete gate – an emphatic statement of modernity in the landscape – to Jean-Michel Wilmotte's repurposed exhibition space, the Old Winestore Gallery. Throughout the pages, the reader is transported to idyllic Provence, to this enthralling, varied collection of art and architecture.
The first in-depth survey of the art and architecture at Château La Coste, a unique destination with site-specific installations
Includes works by such distinguished artists and architects as Louise Bourgeois, Tracey Emin, Frank Gehry, Kengo Kuma, Jean Nouvel, Renzo Piano, Sean Scully and Richard Serra
With forewords by Tadao Ando, JR and Ai Weiwei, who have all either created projects or exhibited at Château La Coste
Robert Ivy, FAIA, is an author, editor and architect, and currently serves as CEO of the American Institute of Architects. For more than 14 years, he was Editor-in-Chief of one of the world's most widely disseminated and admired architectural publications, Architectural Record. His own writing encompassed nearly 150 monthly editorials, interviews with leading figures in the architectural culture, and major stories. His book Fay Jones: Architect (2001) was cited for the 'highest standards of scholarship, design, and production'. He has also served three times as the US Commissioner for the Venice Architecture Biennale.
Alistair Hicks is the author of The Global Art Compass (2014), a survey of 21st-century art. For 18 years, he was the Senior Curator at Deutsche Bank. He left to advise more clients and curate more exhibitions, his latest two being The Time Needs Changing at the Pera Museum, Istanbul (2018–19), and The Crime of Mr Adolf Loos at the Axel Vervoordt Gallery, Antwerp (2019). Among his earlier publications are School of London (1989), New British Art in the Saatchi Collection (1989) and Art Works: British and German Contemporary Art, 1960–2000 (as co-editor; Merrell, 2001). He is currently working on two separate books on Francis Bacon and Istanbul.
Alan Karchmer is a photographer of architecture, interior design and the built environment. His life in photography began while he was studying for his master's degree in architecture. This foundation in critical analysis informs his artistic vision, with particular emphasis on context, materiality, quality of light and human interaction. In a career spanning 40 years, he has received commissions from the foremost architects of our time, who rely on his insightful images to define their work. His photographs have been published in the architectural press and exhibited in museums and private collections worldwide. He often collaborates with his wife, the photo stylist Sandra Benedum, whose keen perceptions bring greater depth to the visual narratives they create. The Karchmer Photographic Archive is a Promised Gift to the National Building Museum in Washington, DC.
Rights available, except French
A sprawling outdoor museum where artists and architects have dotted the verdant landscape with their inventive installations and pavilions. With vivid text, and photography by Alan Karchmer, the book transports readers to this experimental and experiential destination
Architectural Record


text:
Sight Lines (Paperback)
By Arthur Sze
Winner of the 2019 National Book Award "The sight lines is Sze's 10th collection are just that―imagistic lines strung together by jump-cuts, creating a filmic collage that itself seems to be a portrait of simultaneity." ―The New York Times From the current phenomenon of drawing calligraphy with water in public parks in China to Thomas Jefferson laying out dinosaur bones on the White House floor, from the last sighting of the axolotl to a man who stops building plutonium triggers, Sight Lines moves through space and time and brings the disparate and divergent into stunning and meaningful focus. In this new work, Arthur Sze employs a wide range of voices--from lichen on a ceiling to a man behind on his rent--and his mythic imagination continually evokes how humans are endangering the planet; yet, balancing rigor with passion, he seizes the significant and luminous and transforms these moments into riveting and enduring poetry. "These new poems are stronger yet and by confronting time head on, may best stand its tests." ―Lit Hub "The wonders and realities of the world as seen through travel, nature walks, and daily routine bring life to the poems in Sight Lines." ―Library Journal
Arthur Sze is a Pulitzer Prize finalist, a National Book Award winner, and recipient of fellowships from Guggenheim Foundation and the National Endowment for the Arts.
Publisher: Copper Canyon Press
Publication Date: April 9th, 2019
American - Asian American
Subjects & Themes - General

redpajama_set_name: RedPajamaCommonCrawl


text:
Q: After Upgrade: An error has happened during application run. See exception log for details After upgrading Magento 2 to the latest version, I started getting the error below each time I try to access the website:
"An error has happened during application run. See exception log for details."
Any suggestion would be much appreciated. Thanks!

A: Please run the this command to show the error:
php bin/magento deploy:mode:set developer

A: Please check in var/log/system or exception.log  or run command php bin/magento cache:flush

A: can you check your php version using php -v ?

redpajama_set_name: RedPajamaStackExchange


We met in photography school in 1988, married in 1990 and turned our love of photography into a full time business. Our number one goal of helping people feel relaxed so we can photograph your true essence….the authentic you! We consider it an honor to be commissioned to create your likeness and want to make a portrait you will love. We will infuse creativity with true knowledge from years of experience to give you a professional quality image.
For the past 3 decades, we have created an industry benchmark. We care a lot about our work and generate each image with a true artist's passion, creating images beyond normal portraiture. They truly become family heirlooms. Our unique style of photography has won recognition by our peers and numerous awards in photographic print competition for all the years we were actively entering. Now we have shifted our focus to teaching and giving back to the industry, we have been hired for private consulting as well as taught at many conferences and workshops. One of our greatest accomplishments was to earn our Master of Photography degrees from Professional Photographers of America in 2007 and our Craftsmen Degrees in 2009.
Mark has so much passion for our land, he has planted over 3,000 trees, put in a dock, pond, beach and flower beds. There are amazing fence lines and beautiful rolling hills on out property, it is an outdoor oasis which is perfect for photography. Mark also has a passion for organic garden, canning/preserving and Qigong. He is laid back and makes conversation easy!
I have passion for helping you from the first inquiry to handing you the finished product. It will be my voice on the other end of the phone and guiding you through the entire process. I love people and am here to help you make the best decisions on what to wear, what to purchase and how to display your portraits. I have been working full time as a photographer and office goddess since 1990. I really enjoy getting to know you and being in service to help your experience at VIP Gallery be very positive. Some of my other interests are creating art (my favorite right now is watercolor pencils, and creating jewelry. I also have a passion for sharing how to create your own health and wellness through life choices and essential oils.
We are genuine saying we want you to have the most amazing experience when you come to us and being absolutely thrilled with your portraits. So much that we 100% Guarantee your happiness with everything we do!


text:
Image of the Day: Root Rave
Pea plant (Pisum sativum) roots that have been inoculated with engineered Rhizobia bacteria glow in the presence of certain proteins.
The Scientist Staff
Pea plant (Pisum sativum) roots, one control (left) and one glowing (right) following inoculation with Rhizobia bacteria that have been engineered to express light in the presence of nitrogenase enzymes
ALISON EAST, DEPARTMENT OF PLANT SCIENCES, UNIVERSITY OF OXFORD
Plant biologists in the U.K. developed engineered bacteria as reporters to alert them to the presence and location of certain molecules secreted by plant roots.
(See F. Pini et al., "Lux bacterial biosensors for in vivo spatiotemporal mapping of root secretion," Plant Physiology, doi:10.1104/pp.16.01302, 2017.)
Pisum sativum
plant root
Image of the Day: Multilayered
Image of the Day: Network Demand
Image of the Day: Fly Eye
Image of the Day: Stowaway


As our presidential year begins in 2018, we wanted to share with you a collective commitment to multiculturalism, diversity, advocacy, and social justice.
Beginning about 19 months ago, we began having conversations about how our divisions can join forces and collaborate to serve our members and promote the mission of our divisions and ACA. From these conversations, this inter-divisional presidential statement emerged.
1. Joint webinars, once a quarter.
4. Joint service days at ACA conferences and expositions.
5. Continued, collaborative and advanced support across divisions.
It is our hope and presidential goals to promote unified support to our membership and clients who are experiencing oppression and marginalization related to political, social, and professional issues.
In our current divisive political and social climate, unity, respect and collaboration is needed now more than ever. As your president for 2018-2019, we provide this statement as our pledge to you that we will serve and lead in an equitable, inclusive, and competent manner that is grounded in the mission of each of our divisions and ACA.


text:
De Duitse naam voor de Duivelsberg (Gelderland) in de Nederlandse provincie Gelderland
 Huis Wylerberg, een villa gelegen op deze heuvel

redpajama_set_name: RedPajamaWikipedia


Carbonaceous materials are currently the most extensively researched materials as catalyst supports for enzymatic biofuel cells (EBFCs). N-doping is an extremely effective strategy to tailor the unique electronic properties of carbon materials. However, the coexistence of electron-accepting pyridinic- and pyrrolic-N with electron-donating quaternary-N weakens the n-type behavior, resulting in lower electron mobility than that of pristine graphene, thus impacting a range of device applications. Herein, we demonstrate a covalently coupled ultrahigh quaternary-N-doped reduced graphene oxide/carbon nanotube (QN-rGO@CNT) network through electrostatic interaction as a novel enzyme support for EBFCs. It is found that N bond types are controllable via thermal treatment, and the as-made QN-rGO@CNT composite with an interconnected porous structure, covalent coupling, and ultrahigh electron-donating quaternary-N-doping exhibits superior electrochemical properties. As a result, the present glucose/O2 EBFCs equipped with enzyme-functionalized QN-rGO@CNT electrodes can deliver a high open circuit potential of 0.89 V, a short-circuit current density of 2.25 mA cm−2 and a maximum power density of 0.9 mW cm−2. Using the high-throughput fabrication method reported in this work, the monotype N-doped carbon hybrid can be commercially utilized as a promising supporting electrode in BFC applications.


text:
'What was their sacrifice for?': Devastation for female Afghan students stripped of education
By Krokos | News
Read more: https://edition.cnn.com/2022/12/22/asia/taliban-bans-female-students-afghanistan-reaction-intl-hnk/index.html
What are Patriot air defenses and why does Kyiv want them?
Read more: https://www.dw.com/en/what-are-patriot-air-defenses-and-why-does-kyiv-want-them/a-64115825
Slovak government collapse brings uncertain future ahead
Read more: https://www.euractiv.com/section/politics/news/slovak-government-collapse-brings-uncertain-future-ahead/ https://www.pbs.org/newshour/world/slovak-coalition-government-collapses-after-losing-no-confidence-vote-in-parliament
How did President Zelensky travel to Washington?
Read more: https://www.bbc.com/news/world-europe-64065527
An Iranian soccer player is feared to be among the many individuals facing execution while the Western world is preoccupied with Christmas celebrations
"CNN has verified that at least 43 detainees are facing execution. Statements from both Iranian officials and in Iranian media reviewed by CNN and…
Public Policy Discussion on the upcoming Presidential Elections in the Czech Republic
By michaelstimson | News | No Comments
Under the patronage of the Ambassador of the Kingdom of Thailand, H.E. Ms. Phasporn Sangasubana, the Prague Society had the pleasure to organise a…
Corporate Strategy in the Russia-Ukraine Conflict: Navigating operations in Russia
By michaelstimson | News
Corporate Strategy in Russia during the War in Ukraine, Nov 2022
The West is struggling to set an oil price cap that hurts Russia
Read the entire article: https://edition.cnn.com/2022/11/25/energy/russia-oil-price-cap/index.html
Co-founder of Argentina's Plaza de Mayo mothers group dies at 93
"A human rights activist who galvanised the mothers of missing people during Argentina's Dirty War has died aged 93. Hebe de Bonafini founded the Mothers…
Argentina's vanished persons
During Argentina's dictatorship, the regime "disappeared" and killed some 30,000 opponents. One of them was Omar Marocchi. An alleged perpetrator, a former military commander,…
How autonomous is the European Union?
Russia steps up use of kamikaze drones in Ukraine
Netherlands probes 'illegal' Chinese police stations
Serbs in northern Kosovo start removing roadblocks
Germany to suspend humanitarian aid for Afghanistan
Atlantic Eye
Atlantic Treaty Association
H.R.E. Awards
The Policy Dialogues
© 2023 Global Panel Foundation. © 2018 Global Panel Foundation


The carrier began offering 4G service for GM vehicles in June, with pricing beginning at $5 per month for 200MB of data.
For that, the carrier estimates users can stream about 6.5 hours of music, 13 hours of web surfing or thousands of emails. Prices rise to $50 per month for up to 5GB, and one-off daily data passes are also available.
The GM service is offered through its OnStar subsidiary. The 4G signal is delivered to passengers via a WiFi hotspot that can support up to seven devices, according to the auto maker. The hotspot extends a short distance beyond the vehicle so that passengers can access it when the car is parked and they're nearby.
The first GM car to have 4G was the 2015-model Chevrolet Malibu and GM plans to offer it in more than 30 cars by the end of the year.
GM wasn't the first auto maker to put 4G in cars. It first appeared in the 2015 Audi A3, which is also being serviced through an AT&T connection. The Audi Connect service is billed per six months and costs between $99 for 5 gigabytes of data and $499 for 30 gigabytes.


24. Jan 2017 You-are-worth-it-life-Motivational-quotes-sayings-pics-e1431980593218. Kommentarer. 0 Kommentarer. 0 kommentarer. Sortr efter. Nyeste Oversttelse for eternal life i den gratis engelsk-dansk ordbog og mange andre. Ruler asked him, saying, Good Master, what shall I do to inherit eternal life 2 Jun 2018Audrey Roloff Faces Backlash After Saying She Thought Feeding Daughter. Remembering Beautiful example of true community living and child raising Mac. It looked like the saying it takes a village to raise a child in action in the best way possible Im just saying this is good music and some people are getting the wrong idea about God Kbl7. We can learn. Is your life the way you dreamed it could be. If not Framed canvas print 2 Be You tiful 22width x 16 Height cute wall art print wall sayings quotes. Frases Sobre Meninas, Salas De Garotinhas, Impresso Em Life-from carpet to coffee machine to computer The. I am not saying that all taxi cabs should be silver. Objects of everyday life-Baroque for the excess 7. Mar 2018. Usha gave us an insight of her family life saying, My husband is Hindi, I am a Christian. My son does not believe in God, but I say to my son 0: 08 The best thing about my programme, 0: 51 Life as a student. Lectures, as it is a possibility that you sit all the way through a lecture without saying anything Best Quotes to Live By In life nothing remains same, Life is name of change, continuity, keep moving ahead. Sometimes there are good days and some are 16. Mar 2018. Hot Yoga Life tilbyder Klassisk Hot Yoga, Hot Vinyasa Flow, Hatha, Ashtanga, Yin Yoga, Gravid Yoga, Quality of Life og enetimer. Zen Saying TipTop Wallstickers. Life is short break the Rules. English Famous Sayings Vinyl. Ikke p lager. F en mail nr varen er tilgngelig igen Stk. Pris ved 1 stk Always look on the bright side of life. Et fint motto som fremkalder Zoit. Ver ms. Disney quotes and sayings Disney Quotes great quotes and sayings Lyt til Insight for Living Canada-Paws Tales Podcast jeblikkeligt p din tablet, telefon eller browser-download ikke ndvendigt 25. Jan 2018. Far beyond just being a great athlete Sport hasnt just changed my life. A fisherman shouted at me from shore, saying I shouldnt come in Proverbs reflecting conventional wisdom in Denmark. Nobody grows old by merely living a number of years; people grow old by deserting their ideals Franklin Delano Roosevelt-mindesmrket, Washington DC: Beautiful life-size statues-Se TripAdvisor-medlemmernes. I thought his saying was appropriate 2. Sep 2016. Get acquainted with some of the more popular proverbs in the English. That gives advice or says something that is generally true about life 16 Feb 2018. I dont believe in a life where you only chase the good and when the minimalist. It made me realize how much value there is in saying no to 22. Nov 2015. Jeg har altid haft en forkrlighed for citater, da man altid kan finde et citat, der beskriver lige netop de tanker eller problemer, man nu engang Dont go around saying the world owes you a living 24. April 2013 Anders RysgaardNo Comments. Dont go around saying the world owes you a living By knowing the underlying rules of life and applying these principles, you can. Learn how A-R-C is used to improve every part of life. OTHERS ARE SAYING.


text:
Q: Edit mail.inc to enable SMTP server for sending mail i want to place the following codes into include/mail.inc of Drupal7 so that i can send mail from SourceForge's project web space. Don't ask me to install SMTP Authentication Support, and i don't have access to php.ini , I wonder where should these codes be placed? Thanks in advance!
include('Mail.php');

$recipients = array( 'someone@example.com' ); # Can be one or more emails

$headers = array (
    'From' => 'someone@example.com',
    'To' => join(', ', $recipients),
    'Subject' => 'Testing email from project web',
);

$body = "This was sent via php from project web!\n";

$mail_object =& Mail::factory('smtp',
    array(
        'host' => 'prwebmail',
        'auth' => true,
        'username' => 'YOUR_PROJECT_NAME',
        'password' => 'PASSWORD', # As set on your project's config page
        #'debug' => true, # uncomment to enable debugging
    ));

$mail_object->send($recipients, $headers, $body);

A: if this code could success send email without drupal7 (you must make sure it)
then you could do it in three ways:

*

*write a drupal 7 module ,copy mail.php into *.module, and make the rest code as a function,that's the way as the handbook of drupal.

*just copy all of the code to you theme/page.tpl.php , and run it directly , a little dirty

*hack drupal core , include/mail.inc , just change function drupal_mail_send


text:
Альшаны — деревня в Бабынинском районе Калужской области. Входит в сельское поселение «Село Бабынино».

История
Во времена СССР деревня носила название Искра.

География
Расположена на берегу Ольховки (приток Перемеры) в 3 км к югу от посёлка Бабынино и в 40 км к юго-западу от Калуги. В деревне 2 улицы.

Население

Инфраструктура
Личное подсобное хозяйство.

Транспорт
Имеется грунтовая подъездная дорога от Бабынино. Рядом с деревней находится железнодорожная станция 218 км на линии Москва — Брянск.

Примечания

Населённые пункты Бабынинского района


I think I must have missed something...it is telling me my license expired back in June 2017...I thought the license model moved to where you were going to charge for major updates rather than an annual plan. Are things still working the same as before? I just assumed things would work and you would us know when we needed to pay more, as previously occurred, but apparently I am mistaken or have missed something. What do I need to do to solve this problem? Thanks.
All maintenance plan licenses purchased from Wilson WindowWare expired on June 30th, 2017 when Wilson Windoware ceased operation. If you renewed your maintenance plan between June 1st, 2016 and June 30th, 2017 the cost of the plan was prorated to compensate for the shorter time interval. Since you purchased a license from Wilson WindowWare, it has expired and will not work for WinBatch+Compiler downloads.
Note that Island Lake Consulting LLC has been providing downloads to a few WindowWare customers that have an expired license and have lost their installation media for one reason or another. This service is provided on a per-case basis and does require proof of a valid license for the specific version of WinBatch+Compiler.
Island Lake Consulting LLC does not offer maintenance plans. Instead, a license purchased from ILC LLC entitles the buyer to one year of free downloads and a free copy of WebBatch for US$69.00. The main difference between this and WindowWare maintenance plans other than the initial price is that the price does not go up if you choose not to purchase a new license before the old one expires or is past its grace period.
Thanks. That helps. Sorry if I missed that somewhere along the way.
Just to clarify...WinBatch+Compiler is now the only option? You are no longer offering WinBatch as a separate product? I always maintained just a WinBatch license previously for when I did remote jobs so I could install it for the job and then uninstall. Not seeing that as an option now so wanted to ask.
WinBatch is only offered as a 21-day trial.
I have a few questions about usage and licensing.
I started using WinBatch+Compiler back in the 90's and was a pretty heavy user until the early 00's. Even so, I maintained my annual subscription until around 2008. At that time I hadn't been using it much and let my subscription expire because it wasn't cost effective. I went back to renew a few years later to get the new version and extenders (thinking I'd just have to pay the annual fee) only to find out that it was an outrageous amount because they wanted me to "catch up" on my inactive years. Needless to say, I didn't renew.
The WinBatch+Compiler version I've been using since then is 2009B. I've thought about upgrading a few times in the intervening years but I knew based on prior experience it would be cost prohibitive. I use it once (maybe twice) a year and so far it's served its purpose in both Win7 and Win10 environments, which are the only ones I work in.
Are there significant benefits to upgrading to 2018A?
Most importantly... Will I be able to use 2018A until I decide to upgrade without it "expiring" after a year?
** One of the primary walls I've hit with 2009B is the 65,535 limit of aStatusBar. My "While" statements are exceeding that and makes the progress bar wonky. Does the 2018A version expand that limit, or is there a new progress indicator that overcomes this? I know I can do this mathematically but I'd prefer if it could be performed natively.
You will have to read the release notes and decide that for yourself. What is significant to one person is trivial to another.
Are the extenders more robust? I mainly use the ShellOps, IPGrabber, HugeMath, and Reggie extenders.
Again, read the release notes in the Tech Database for any extenders you are interested in. You will have to decide if they are "more robust."
WinBatch+Compiler licenses do not now nor never have "expired". You can continue to use the product and reinstall it using the license you received when you purchase it. The only thing that expires is the ability to download new versions of the main product after one year and the ability to install versions of extenders that are released after the free update period has ended.
As I read the release notes from 2009B through 2018A I thought to myself... "This is like a buffet. There may be things that a person might not find useful, but there's definitely something for everybody!"
So in my case, the changes might not be massively significant, but there sure are new updates and functions that are desirable!


The SCMP has just published my article on the governance issues facing owners' corporations. The link is here.
This entry was posted on January 21, 2014 at 12:23 am and is filed under SCMP.	You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.


text:
Interview with Muskan Khanna – Operations Manager at Tea Studio
by Ingrid Remak | Apr 23, 2019 | Uncategorized | 0 comments
Nestled on the lush terraced hillside of a sleepy Nilgiri community lies Tea Studio. This glass structure with soaring ceilings and red trim is the only modern feature on these age-old terraces. This state of the art tea processing and educational facility was the longtime dream of Indi Khanna – who has been producing fine Indian teas for decades.
While Tea Studio was being conceptualized, Indi asked his daughter Muskan to leave her work in the city to join the team as Operations Manager. She debated, and then made it clear to her father that she would be interested only if she was able to explore incorporating traditional Chinese methods into their production. Under Muskan's leadership, the factory is producing one of a kind Chinese inspired teas with distinct Indian tastes. Tea Studio is also an educational space designed to host groups and teach professionals how to make fine whole leaf teas. The factory is currently run and operated exclusively by a team of women – rare for the tea industry.
We visited Tea Studio on the India Tea Tour and had Muskan helped us get our hands in the tea leaves. We reached her by email to ask her a few questions about her work at Tea Studio.
What is Tea Studio to you?
Tea studio to me is my calling! It's my home away from home, it's my happy place.
When did you know you wanted to get into tea?
To be honest… I didn't. From studying Media Studies at the University of Birmingham, to working in advertising, I ended up working with Indi (my father) who has been in tea all his life. And before I knew it, I started enjoying the world of tea more and more.
What was it like to grow up with your father working in the tea industry? Did that feel special, unusual, or just normal?
To me, it felt normal. That's the only profession I've ever seen him at. Of course, now that I'm in the same business as him it feels special. He's such a well-respected person in the tea world and there is so much I learn from him EVERY day.
What is your daily routine like at Tea Studio? Can you walk us through a typical day?
I get to the Studio by 9:00am, check my emails, do the accounts from the previous day, and then head down to the factory floor where we start manufacturing. From handling the fresh leaf, to making the teas, to hand sorting the made tea and even sweeping the dust off the floor, I do it all. Once we finish manufacturing, I usually go back to my office to check for any new emails or client leads and head home at about 6:00pm. Since it's a totally woman run operation we do not like to work past 6:00pm.
Your female colleagues – did they have experience in tea when they began working with you, or did you train them on the job? What interested them about working at Tea Studio?
They had no prior experience working in a factory, they all were leaf pluckers from around the area. They have all been trained on the job. When I asked them what they liked about it they say it's because of the environment. "The 'bosses' are so kind, they make us feel important at every stage. It is so nice working in a factory which is only managed by women, we can be free and be ourselves. The best part is we feel at home here, we don't want to go back home. If working on Sundays was an option, we would do that too!"
What excited you most about Tea Studio?
Everything! That's like asking someone "what do you love most about your child?" I'm excited about the teas we make, the positive feedback we get, my hardworking team of girls… all of it.
I'm looking forward to someday becoming a known face in the industry, and for Tea Studio to be right there on the map.
How does it feel to be a young woman in the Indian tea industry? Has anything surprised you?
It feels a bit unusual. The tea industry, in India especially, is still a very male dominated place. It did take a while for people to take me seriously. However, I've seen that change gradually, where people actually respect what I do. Though every now and then I do get a "you manage a tea factory?" – implying it's clearly a man's job.
What is your favorite tea and why?
Oh this is tough, but if I really had to choose, I'd say the Nilgiri bamboo (Green Mist). This is a tea I invented myself. I was trying to think of ways to not waste the stalk. I tried different methods, and eventually came up with the bamboo. We're in the process of getting a patent on it too.
to read more about youn mountain tea, click here


Range: How far ink travels before reduced damage occurs; .
Damage: The damage value dealt by one attack.
Fire rate: The number of frames between each bullet, attack, or full charge (FC).
Time to splat: The amount of time, given here in seconds, that it takes for a weapon to splat an enemy in ideal conditions.
Ink usage: The percentage of the ink tank consumed with every bullet, attack, or full charge.
Mobility: Movement speed while attacking or rolling or holding a charge. Measured in DU per frame. DU refers to the game's internal distance unit. There are 60 frames every second in Splatoon.
Paint rate: A rating of how fast a weapon covers the ground with ink. Measured in points per second. Values are averaged from 10 trials.
Range is measured in Shooting Range marks. This range data comes from the red line on the range chart.
The range data here is measured in the game's internal distance unit (DU).
This page was last edited on 18 April 2019, at 00:43.


text:
Latest posts	- Page 3
Notes on the Sociological Study of Language
The SSRC's Committee on Sociolinguistics (1963–1979) was formed to explore how the nascent interdisciplinary field of sociolinguistics could deepen scholarly understanding of the intersection of language with social, cultural, and political questions. In this 1963 piece, John Useem, a committee member, explains how "developing the sociological study of language" would advance social science. He emphasizes the potential contribution to social knowledge through research on how language is used across cultural contexts and social divides of class, geography, race, and ethnicity. As Deborah Cameron highlights in her essay for our "Sociolinguistic Frontiers" series, gender was largely ignored in the early development of the field.
Items Editors·February 19, 2019
Inspired by Monica Heller's essay on the SSRC's Committee on Sociolinguistics, Items introduces a new series that will explore current and future trends in sociolinguistics with Prof. Heller, who will be helping…
Race & Capitalism
Items Editors·December 4, 2018
With guidance from Michael Dawson, we launch the "Race & Capitalism" series. In the following months, contributors from a wide range of disciplines will analyze this theme through a range of lenses…
Understanding Gun Violence
Items Editors·October 2, 2018
Curated by Jonathan Metzl, Items introduces a new series that will explore current and new research pathways on the study of gun violence and guns in the United States from a social…
In this archive piece from 2003, Ann Mason examines the limits of international relations theory in addressing conflicts in the global South, which had risen to the top of research and policy agendas in the aftermath of 9/11. She uses the case of armed conflict in Colombia to interrogate how international relations theory might better engage three issues relevant to the developing world: the connection between state weakness and violence, how security threats within a country are related to dynamics beyond a country's borders, and the North-South power disparity.
Use of Survey Methods in the Study of Political Modernization: Report of a Conference
In this Items archive piece from 1964, Sidney Verba reports on a conference organized by the SSRC's Committee on Comparative Politics that addressed how survey research methods can help understand political change in the developing world—what was then referred to as "political modernization." The conference considered the use of survey research in comparative studies, how to expand survey research by focusing on subgroups within nation states, and potential methodological and organizational problems.
Simulation of Cognitive Processes: A Report on the Summer Research Training Institute, 1958
In an effort to better understand the application of digital computers in the social sciences, particularly psychology, the SSRC's Committee on the Simulation of Cognitive Processes, working alongside the RAND Corporation, convened a summer training institute to gauge this new technology's application by a select group of social scientists. Written by the institute's codirectors, Herbert A. Simon and Allen Newell, this 1958 archive report details the activities, particularly the programming of cognitive simulations, of the three-week event, and concludes with steps to further disseminate simulation techniques and expand the field.
The Sexuality Research Fellowship Program: Ten Years After
Ten years ago Diane di Mauro, director of the Sexuality Research Fellowship Program (SRFP) (1995–2006), reflected on the SSRC's effort to develop the field of gender and sexuality studies beyond the public health sphere. For Pride Month, Items republishes di Mauro's retrospective to offer readers a window through which to reflect on the development and history of this field over the years. The SSRC will also be revisiting the SRFP in the fall of 2018 with a digital media project highlighting contributions from former fellows.
The History of American Military Policy: A New Program of Grants for Research
The end of World War II and the start of the Cold War placed the United States in a new geopolitical and military position in the world. To better understand the policy implications of this new role's effect on the public, the SSRC convened the Committee on Civil-Military Relations Research in 1952. Here, Gordon A. Craig and Bryce Wood describe the committee's findings as of 1954, emphasizing the lack of history on US military policy and introducing a new grants program to expand historical and social science research on the topic.
Mass Communications and the 1976 Presidential Election
In light of the SSRC's Media & Democracy program's ongoing work, Items revisits this 1975 piece by Thomas E. Patterson and Ronald P. Abeles. As part of the Council's Committee on Mass Communication and Political Behavior, the authors present the impetus behind this committee's formation as well as potential research directions to explore, including how the media agenda is set, what and who influences it, and how the media impacts public opinion throughout an election cycle. Readers might want to compare their understanding of the present moment to how scholars imagined the fraught, complex relationship between media and politics over 40 years ago when, as the authors argue, already "mass media" has "supplanted political parties as the major intermediary between office seekers and the electorate."


text:
Empowering Teachers as Agents of Social Cohesion: Continuing Professional Development in Post-Apartheid South Africa
Joyce Raanhuis
Abstract: Development education (DE) has become increasingly crucial in equipping teachers and learners for a socially just world. Educational efforts towards social justice (SJ) emphasise the need to provide teachers and learners with knowledge, skills, and attitudes to promote positive action. This article explores one continuing professional development (CPD) programme in South Africa to promote social cohesion (SC) in schools and classrooms. Drawing upon the experiences of ten teachers who attended this programme, the article analyses the ways in which this programme capacitated them to become active agents of transformation and change. The article argues that, whilst the programme was received positively by the teachers, the efficacy of the programme in supporting teachers to become change agents is constrained by their context and the dynamics of programme delivery.
Key words: Development Education; Social Justice; Continuing Professional Development; Formal Education; Social Cohesion; Teachers; South Africa.
Introduction: development education and social justice
There are different perspectives on how elements of DE, with its emphasis on SJ, are understood. Education as an equity-oriented lifelong process is also stressed in the Sustainable Development Goals (SDG), as Goal 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Perspectives from the global South highlight the connection between DE and SJ as the lifelong process of learning and unlearning, concerned with the process of beliefs, values, and worldviews (Gupta, Singh and Duraiappah, 2019: 325). For an equity-oriented society, recognising and valuing all forms of knowledge are essential and need to be beneficial towards society (Odora Hoppers, 2010).
DE for SJ includes challenging stereotypes and encouraging independent thinking, in order to critically explore how global justice issues interlink with everyday lives (Irish Aid, 2017; Bourn, 2014). However, in unequal and fragmented societies, such as South Africa, the role of DE involves redressing inequalities due to colonialism and apartheid, and present structural inequalities (Abdi, 2003; Jooste and Heleta, 2016). This includes recognising the benefits of access to citizenship rights, considering that those rights remain unevenly distributed whereby poor people continue to experience significant levels of discrimination and marginalisation (Soudien, 2016: 585). Thus, building identities which are both national and cosmopolitan are also challenging, as in South Africa this is narrated through 'unity in diversity' (Staeheli and Hammett, 2013). However, perceptions of DE often emanate from the global North, which might not suit the conditions and understandings of people in the global South (Jooste and Heleta, 2016). This highlights the imperative question about which values, and norms are guiding DE for SJ (Ibid.). Therefore, a belief and commitment towards SJ is needed which includes epistemological and ontological knowledge generation to equip teachers and learners for DE. As Odora Hoppers (2015) argues there are ways of knowing and issues of indigenous knowledge systems (IKS) that are important in shifting the power dynamics towards an agenda of DE aimed at SJ. This, furthermore, includes the need for different voices from lived experiences of racialised and marginalised people in order to dismantle the reproduction of Eurocentric power relations, inequalities and injustice (Sultana, 2019). Thus, an approach to DE is underpinned by elements of transformative learning (Mayo, 2019; Brown, 2015), a commitment to reflection and dialogue, and positive action for change (Bourn, 2014: 21, 22). This includes the development of graduates who are socially responsible, and ethical and globally competent (Jooste and Heleta, 2016: 2).
This article is theoretically informed by the concept of DE in the global South. An approach towards DE for SJ needs to be life-long and foreground contextual and historical aspects of societies, which influence the dynamics of inequalities and power. In an attempt towards redistribution of knowledge for all, epistemic and ontological knowledges need to be generated, and principles of IKS need to be incorporated. This requires a transformation of beliefs, values and attitudes and an ongoing commitment to become socially responsible, ethical and globally competent.
This article analyses a continuing professional development (CPD) programme for social cohesion (SC) from a SJ point of view. SC is South Africa's nationwide concept used to redress inequalities of the past to achieve SJ, equity and unity. SC is viewed as a societal rather than an individual goal and comprises horizontal and vertical dimensions (Colletta and Cullen, 2000; Chan, To and Chan, 2006). The horizontal dimension refers to individual and communal attitudes and relations, whereas the vertical dimensions consider the structural aspects of governing and governance affecting its citizens (Sayed et al., 2017). Furthermore, the level of SC is inversely correlated with the level of inequality. The more unequal a country, the less the level of SC and vice versa (Langer et al., 2015). Thus, in unequal countries, levels of political distrust and violence are often higher (Wilkinson and Pickett, 2010). In promoting a cohesive and just society, it is essential that historically systemic inequalities are reduced, resources are re-distributed, and relationships are strengthened (Sayed et al., 2017; Chan, To and Chan, 2006).
The article was guided by the following two research questions: how do teachers perceive a CPD programme for social cohesion? And, what knowledge, skills, attitudes, and values acquired from CPD supports teachers in their motivations towards positive action?
CPD for DE and social justice
Timperley et al (2007) highlighted four factors in CPD that are important to teacher training, which are the CPD context, the content, activities, and the learning process. Clarke and Hollingsworth (2002) proposed a non-linear model of teacher growth, comprising a process of enactment and reflection, whereby the CPD participation influences the change of teachers' knowledge, beliefs and attitudes, followed by a change in classroom practices and, ultimately, changing student learning outcomes (Ibid.). The framework, developed by the Irish Development Education Association (IDEA), comprises the following characteristics and components of DE: contribution to knowledge and understanding; strengthening of values and attitudes; enhancement of skills and competencies; and promotion of action (IDEA, 2015 in Irish Aid, 2017).
Andreotti (2006) differentiated between soft and critical approaches and implications for global citizenship and development education. The 'soft' approaches are based on the perception of common humanity, whereas 'critical' approaches focus on justice and complicity in harm (Ibid). Power, voice, and difference are central to the critical approaches, in an attempt to understand origins of assumptions and implications (Ibid.). This requires a degree of 'critical literacy' for teachers, by being mindful of their assumptions or implications of approaches, in order to not indirectly or intentionally reproduce belief systems and harmful practices (Andreotti, 2006: 30).
Bourn (2014) argued that a belief in SJ is influenced by personal, social and cultural aspects and can be a motivating factor for teachers to act as agents of change. However, Horner et al. (2015) argued that the role of teachers is twofold; as agents of change and conflict. These roles can play out simultaneously, in different moments and contexts. This means that teachers can promote harmony between pupils by emphasising respect, justice and inclusiveness but can also use their pedagogy and curriculum to perpetuate inequality and conflict between different groups (Ibid.). Quirke-Bolt and Jeffers (2018) argued that CPD in DE is more complex than other elements of professional capacity building. Quirke-Bolt and Jeffers (2018) drew on the work of Bourn (2014), who argued that teachers' CPD requires reflection and critical thinking of their understanding of DE. This is an engaged process of learning, with different ontological and epistemological perspectives (Ibid.). Mogliacci, Raanhuis and Howell (2016) indicated that changing beliefs and attitudes can be a long-lasting and demanding process, and argue that it is essential for teachers to engage in reflexive processes and have sufficient time and space for critical self-reflection.
In reviewing DE interventions, O'Flaherty and Liddy (2018) highlighted the importance of the epistemology, methodology, and pedagogy of the reviewed studies. Their review showed that forms of assessments were often used to measure the interventions. The pedagogies in the interventions continued the dominance of traditional learning sites and the use of action and activism for global change was not mentioned (O'Flaherty and Liddy, 2018: 1044). Despite using methodologies suitable for DE and SJ, such as active learning, participative pedagogies, dialogue, and critical thinking, successful implementation of DE interventions are dependent on the funding and duration (Brown, 2015). Furthermore, in promoting positive action towards a DE and SJ agenda, it is essential to incorporate strategies that include transforming institutional structures and cultures (Zembylas and Bekerman, 2012). This includes the need to engage senior school leadership (McCloskey, 2016) or to use a whole-school approach, enabling transformation to occur beyond the classroom (Hunt, 2020; McCarthy and Gannon, 2016). Critical approaches, drawn on transformative and radical foundations of DE, are useful for the fundamental structural change that is needed for SJ (Troll and Skinner, 2014).
Prior to the ending of apartheid in 1994, South Africa was a deeply divided country, scarred by the history of colonialism and apartheid regime's racial segregationist policies in which the black majority was denied basic human and socio-economic rights. Following the 1953 Bantu Act, the country was segregated on race lines. The quality of education was highly skewed, as teacher education for the black population was significantly underfunded compared to teacher education allocated for the white minority population (Seroto, 2020). Also, the neo-Calvinist inspired Christian National Education (CNE) enabled teachers to uphold racial and gender prejudices and stereotypes through curriculum and pedagogy (Chisholm, 2019).
The new democratically elected government created a unified education system and promulgated a raft of policies to promote equity, tolerance, respect, SJ, and to redress the inequalities of the past. Thus, teachers were identified as key agents in this transformation process.
In 2012, the Department of Arts and Culture (2012) developed a newly designed framework to explicitly address SC which is defined as:
"the degree of social integration and inclusion in communities and society at large, and the extent to which mutual solidarity finds expression among individuals and communities. In terms of this definition, a community or society is cohesive to the extent that the inequalities, exclusions and disparities based on ethnicity, gender, class, nationality, age, disability or any other distinctions which engender divisions, distrust and conflict are reduced and/or eliminated in a planned and sustained manner. This, with community members and citizens as active participants, working together for the attainment of shared goals, designed and agreed upon to improve the living conditions for all".
The role of SC is described in development policies, such as the National Development Plan 2030 (National Planning Commission, 2012) and Medium-Term Strategic Framework 2019-2024 (DPME, 2020), and in educational policies such as the Action Plan to 2024: Towards the realisation of Schooling 2030 (Department of Basic Education [DBE], 2020). The Action Plan to 2024 states that South Africa is committed to promoting SC and contributing to global development, and that UNICEF's multi-country Care and Support for Teaching and Learning (CSTL) initiatives will be used to guide the promotion of SC and to reduce violence (DBE, 2020). The CSTL initiative aims to provide schools with transformational, quality, inclusive education and to build the capital needed for sustainable and inclusive development (MIET AFRICA, 2020: 4). However, despite these policy initiatives on SC, recent violence within the country highlighted tensions rooted in deep economic inequality and racial disparity. This recent violent unrest stressed the urgent need to strengthen SC and unity to ensure peace and harmony between different communities (Fricker, 2021).
The focus on lifelong learning is stated in various policies. The Integrated Strategic Planning Framework for Teacher Education and Development (2011–2025) has teacher development as a core aim to improve the quality of teaching and learning, redress inequities of the past and provide teachers with skills, knowledge, and attitudes for lifelong learning (DBE and DHET, 2011). According to the CPD management system, teachers are required to obtain 150 CPD points within a cycle of three years (South African Council for Educators [SACE], 2013). Whereas the South African policies mentioned above do not explicitly refer to DE, the principles of DE and SJ are found in the current South African policy provisions in terms of their approach to lifelong learning and education.
This article draws upon doctoral research and analyses the experiences of teachers who attended one CPD programme for SC that was facilitated by a teacher. A purposive sampling method was used to find and select the CPD programme and participants. The CPD programme was selected through opportunistic sampling (Cohen et al., 2018) of CPD programmes that focused on SC and were facilitated in Cape Town, between 2016 and 2017. This sampling approach was also used to select high school teachers who participated in this CPD programme, considering that educational research in emergency contexts has often neglected challenges within secondary education (Talbot, 2013). All high school teachers (n=10) indicated their willingness to participate in the study.
The data collection consisted of document analysis of the CPD materials, participant-observations of the CPD programme and semi-structured interviews with one CPD facilitator and ten teachers. The facilitator is a male and racially self-identified as White. The other participants were eight female and two male teachers, who racially self-identified as African (one), Black African (two), Coloured (six) and White (one). The teachers were between 26 and 60 years old, and their teaching experience ranged between six and 37 years.
The teachers worked in two co-ed schools and one boys' school, in urban, historically affluent suburbs in Cape Town. These suburbs were classified as white-only suburbs during apartheid and the schools catered only to white learners. However, whereas the structures of the schools are relatively unchanged, the learner population at some of the schools has become significantly more diverse over time in terms of race, language, religion, and culture.
Ethical clearance was obtained from the university and the education department. Access to the CPD programme and school premises were obtained by the CPD provider and schools. As I observed the CPD programme, I was able to gain initial interest from participants to participate in this study by explaining the purpose of the study, research process, privacy, anonymity, and confidentiality. When I requested access to their schools I explained this process again and informed teachers about their consent form and interview. For the CPD facilitator, all information was shared once more prior to the interview.
The article reports the findings of teachers' CPD participation after at least two and a half months, to enable teachers to engage and incorporate their newly acquired CPD learnings over time (Darling-Hammond, Hyler and Gardner, 2017). The data was collected in 2017, and the interviews included questions about teachers' perceptions regarding the aims, mechanisms and outcomes of the CPD programme, in relation to their agency and school context. The data collection consisted of in-person semi-structured interviews that lasted between 45 and 60 minutes. The interviews were recorded, transcribed and coded using a discourse analysis approach (Gee, 2014) in Atlas TI. The document analysis, interviews, and detailed field notes of the CPD observation were triangulated to generate reliable evidence (Cohen et al., 2018).
Description of CPD programme
The CPD programme emerged in 2016 after the teacher union's national conference explicitly focused on the role of teachers in promoting SC. Within the same year, debates and protests about racism and discrimination in various schools across South Africa emerged (Christie and McKinney, 2017), highlighting the importance of building SC and the need to adequately support teachers in their classrooms. This was the only accredited CPD programme in 2017, which explicitly focused on SC, hence, it is a useful case study to understand teachers' experiences regarding CPD for SC.
The programme was facilitated near Cape Town over one weekend, from Friday afternoon till Sunday afternoon. All participants stayed in shared accommodation next to the workshop venue. The CPD programme was facilitated by a white male and female, who worked as principals at historically white high schools and have extensive experience. Both facilitators were involved in the design process of the CPD programme (interview with CPD facilitator in 2017). The programme aimed to explore how diversity and transformation play a role in creating a peaceful country. It examined and embraced existing hegemonic traditions within the school, and beliefs and values of teachers (overview CPD programme manual, 2017). The programme used PowerPoint presentations and video clips and a variety of activities such as group work, reflection, case studies and dialogue. Furthermore, teachers received a journal for reflection and handouts consisting of literature, exercises, and templates.
The findings of this article are described in relation to the components of DE, which are its contribution to knowledge and understanding, how it strengthens values and attitudes, enhances skills and competencies, and promotes action (IDEA, 2015 in Irish Aid, 2017).
Contributing to knowledge and understanding
The first component of DE refers to the contribution of knowledge and understanding, which explores cultural, environmental, economic, political and social relationships (Irish Aid, 2017: 6). Thus, it should challenge dynamics of power and inequalities, including those caused by colonialism and apartheid (Odora Hoppers, 2010; Sultana, 2019; Abdi, 2003). Teachers were provided with theories on prejudice and unconscious bias in order to understand their personal and professional agency as teachers for SC. They received hand-outs with practical strategies on how to create safe classrooms. In an attempt to transform existing hegemonic traditions and beliefs within schools, the programme provided teachers with strategies on how to hold difficult conversations about transformation.
In providing teachers with the relevant content knowledge (CK) and pedagogical content knowledge (PCK) for SC, it is important to acknowledge the knowledge and positionality of the knowledge giver. This is an essential aspect of DE, as Sultana (2019: 36) argued that the positionality of the knowledge giver influences the knowledge proffered and how development knowledge is produced, circulated and consumed. The influence of the facilitators in producing knowledge and understanding is illustrated in the following ways:
"Some people respond differently to certain people in terms of understanding their style and all that.... I still fail to understand why there are no presenters from other racial groupings? ... Do they know enough or is it just what they read in books? Which are mainly American. Don't we have South African stories and there any writings about South Africa for South Africans?" (IsiXhosa teacher, school 1).
"... the two principals [facilitators] were from very like-minded environments.... They should get someone from a school that represents a bigger working-class environment" (English teacher, school 3).
The aspects of the contribution to knowledge and understanding aimed at DE were apparent in the CPD programme through the theories and activities. However, the analysis showed that the facilitators played a crucial role in how the programme was perceived. Education during apartheid was based on racial, paternalistic assumptions of CNE (Chisholm, 2019), hence knowledge production has always played an important role in both producing knowledge and redressing the inequalities and injustices of the past. Sayed and Novelli argued that, in post-conflict contexts, teachers and facilitators have histories and experiences of conflict, both as victims or perpetrators (2016: 81). As a result, they carry prejudice and biases against others who do not share their identity and belonging (Ibid.).
Furthermore, knowledge is understood to be partial, subjective, and situated (Haraway, 1988). The programme was facilitated by two principals who work in historically affluent schools. Therefore, the knowledge and teaching experience that they drew upon might have been influenced by their experiences of working within these particular environments, which are not similar to the majority of South African schools (Spaull, 2019). Therefore, their perceptions of addressing issues of SC within education might be aimed towards certain types of schools or challenges regarding SC.
Strengthening values and attitudes for global change
The second component of DE aims to bring about positive change, informed by values of equality, diversity, sustainability, democracy, human rights and responsibilities (Irish Aid, 2017: 6). Whereas the different knowledges described in the previous section provided teachers with new pedagogies and insights into transformation, the use of activities focusing on self-reflexivity enabled the teachers to engage with their epistemological and ontological assumptions, behaviour, and values. The activities were targeted towards understanding the dynamics of unconscious bias and prejudice, and how this influences practices within the classroom and school.
The programme aimed to strengthen values and attitudes towards positive change by focusing on the teachers' reflexivity. Andreotti (2014) described the process of reflexivity as a metaphor of three layers; self-awareness, self-reflection and self-reflexivity. The programme provided teachers with activities to create self-awareness and to reflect upon personal and professional experiences. The study found that the majority of teachers reported an increased awareness of their existing beliefs and attitudes following the programme activities.
"The part about Biases! I felt that that was quite powerful. And it made me aware of those biases that I have in a classroom.... because sometimes you don't realise that it's actually something that you don't necessarily pounce on" (Life Orientation teacher, school 2, 2017).
As a result of increased self-awareness and self-reflection, teachers were able to connect their personal experiences and wounds of the past, such as traumatic and violent events, as described below:
"That did make me become a little bit more aware of my surroundings, aware of other people and their reality as opposed to my 'coloured reality' and what I've grown up with made me just start thinking a little bit.... I grew up in a racist society, believing that Coloured people should be together, that's how we grew up; that's what we were told" (English teacher, school 2).
The study found that the teacher's process of self-awareness, self-reflection, and self-reflexivity led to increased critical consciousness (Freire, 2000). Teachers became more aware of themselves and, as Greene (1995 cited in Waghid, 2005) argued, the 'multiple voices' and 'multiple realities' of others. Kwenda (2003) argued that self-consciousness is the starting point of the principle of 'mutual vulnerability', whereas self-consciousness is shared or at least recognised as a form of cultural justice. Within education, such self-consciousness and deep self-awareness are essential to becoming humanising pedagogical agents (Keet, Zinn and Porteus, 2009). However, in post-conflict countries, such as South Africa, with deep-rooted histories of violence, inequalities and injustice, the critical awareness includes recognising and coming to terms with teachers' inherited attitudes and values caused by traumas in the past (Weldon, 2010: 362). Weldon argues that such self-knowledge can inform change processes towards new values, rebuild relationships and foster meaningful reactions (Ibid.).
Enhancing skills and competencies
The third theme describes the use of tools to enhance the skills and competencies of teachers. This includes the exploration of multiple perspectives (Odora Hoppers, 2015) and critically engaging between local and global issues (Bourn, 2014) by using participative and creative approaches (Irish Aid, 2017).
The programme provided teachers with practical hand-outs, consisting of strategies suitable for building SC. Practical hand-outs provided guidance and pedagogies on how to create safe spaces and dialogue, promote active listening, and create a reflective classroom community. Through group work, case studies were used to engage teachers in dialogue. Thus, through role-play or presentations, teachers explored a topic and presented this to the rest of the group. The topics were connected to the previously provided knowledge and attitudes about the role of their school policies, processes, traditions and cultural practices.
The analysis showed that the use of examples, through case studies or presentations, enabled teachers to connect their newly acquired knowledge and attitudes to their classrooms and broader context, as described below:
"It did equip me because the scenarios that they used, it makes you take it back to class, for instance, the case of maybe dealing with a learner you understand. Because sometimes you will deal with a learner, thinking that this learner is misbehaving, not knowing that there is something beyond that. But now you must find another way of dealing with that learner" (IsiXhosa teacher, school 2).
Another way to enhance skills and competencies was through sharing knowledge and learning from teachers who teach in different contexts:
"Oh, teachers during the training, oh, that was really good. I think, because it all started so involved as well, we immediately started talking in groups. So I think that, at the end of the day, we spoke maybe to ten different people and about what works for them" (Teacher, Afrikaans teacher, school 1).
The CPD programme used a range of pedagogies that were critical, participative, and collaborative. Such pedagogies are also perceived as suitable for promoting SJ and SC (see Sayed et al., 2017; Gill and Niens, 2014; Ladson-Billings, 2014). In enhancing newly acquired skills and competencies, the programme used group work activities to enable teachers to make meaningful connections between their local realities and global contexts. Through role-play and case studies, teachers could engage with their new skills and knowledges interactively. Thus, the use of dialogue encouraged teachers to critically engage with aspects of DE and the roles they play within local or global contexts. These components of CPD are essential in equipping teachers with an increased understanding and suitable pedagogies for DE and SJ.
The motivations to promote positive action
The fourth component of DE refers to making connections between one's personal life and global justice issues. This view is expanded by focusing on the empowerment to make a positive difference in the world and by the commitment towards making socially responsive, ethical and global competent people (Irish Aid, 2017:6; Bourn; 2014; Jooste and Heleta, 2016). The programme aimed to equip teachers with knowledge, skills, attitudes and values to promote positive action, by focusing on: transforming policies; transforming attitudes and behaviour; and changing school cultures.
The programme provided teachers with knowledge and an understanding of how school policies, such as the code of conduct and hiring policies, can become more inclusive in order to bring about institutional change:
"We are earmarking this, because it links also very well with relooking at the code of conduct of the school. Just the slight twigging that needs to happen to make it fit for a new generation" (English teacher, school 3).
It is essential to align CPD and policy initiatives to promote SC and SJ (Sayed et al., 2017). Most teachers indicated that their code of conduct was amended to make current school policies more inclusive. Through various reflective activities, teachers were exposed to how their behaviour and attitudes can influence their classroom practices. However, it is important that there is continuity, either through PLCs (Feldman, 2020) or other forms of formal or informal CPD (Evans, 2018), whereby teachers could internalise new knowledge, skills, and attitudes over a more extended period (Cordingley, Higgins and Greany 2015).
"There needs to be a continuation in order for you to change and to instil it" (Technology teacher, school 2).
Furthermore, the programme included strategies to cascade the new CPD learnings within the school, even though teachers felt that it was difficult to share their new learnings with their peers:
"I think what they should do is actually have a programme design which we take back to school, so it's part of the mechanism of the programme, so it's not really us forcing it" (Afrikaans teacher (2), school 1).
The strategy lays the groundwork for actions that teachers can follow up on. However, this article did not look at the long-term outcomes. The analysis highlights the importance of incorporating different mechanisms within the school to cascade the newly acquired learnings. A whole-school approach could be suitable as such approaches can provide the ability to embed global learning principles into the ethos, values, and purpose of the school (Hunt, 2020). Thus, when nurturing the values and learnings of DE and SJ within the school, the values will be integrated within the school rather than solely through pedagogy and curriculum. To promote positive change through CPD, such programmes need to include a whole school approach with clear strategies for institutional change. However, context matters in such transformations. It is therefore essential that the framework of components and characteristics of DE factors in contextual dimensions.
In order to equip teachers for a socially just world, it is essential to support teachers as lifelong learners. By exploring one CPD programme aimed at SC, facilitated near Cape Town, South Africa, this article aimed to address how teachers perceived CPD for SC and what skills, knowledge, attitudes, and values acquired from the CPD programme supported them towards positive action. The article offered an analysis of the programme by using components and characteristics of DE, which include: the contribution to knowledge and understanding; strengthening values and attitudes; enhancing skills and competences; and promoting action. The article showed that the facilitators' situated knowledge and experiences are key in transferring knowledge, considering that the knowledge which facilitators seek to impart is conditioned by their own knowledge.
Through a process of self-awareness, self-reflection and self-reflexivity, the programme engaged with teachers' existing beliefs and values. In post-conflict countries, this includes engaging teachers with the prejudices and traumas of their past. However, as it requires time to change beliefs and attitudes, spaces for formal or informal CPD that engage teachers in critical reflection over time are necessary. By engaging in case study activities and dialogues, teachers were able to connect their newly acquired theoretical underpinnings to their local and global contexts. Thus, active learning activities enabled teachers to connect their newly acquired knowledge and internalise their values and attitudes towards the necessary skills and competencies for DE and SJ.
The motivations to promote positive action were influenced by their school environment. Whereas all teachers indicated that conversations around changing school policies had taken place, most teachers indicated the difficulties of implementing new strategies. Within the timeframe of this study, teachers reported the difficulty to make meaningful changes to their practices or behaviours without continuation or follow up workshops. Thus, despite the importance of CPD targeting the DE agenda for SJ, I suggest that in order to change institutional structures and belief systems, such CPD programmes need to be context-specific and require a guided approach on how to dismantle institutional cultures to bring lasting change.
This article focused on one CPD programme for SC through the lens of teachers in post-apartheid South Africa. Although the programme was facilitated within a post-conflict context in the global South, I believe that the findings are also relevant to broader diverse contexts in terms of their religious, racial, linguistic, or cultural learner populations. The findings provide insights for those interested in designing and delivering CPD aimed at DE and SJ. Teachers in all contexts should be supported as agents of change, through CPD. Therefore, it is vital for teachers to understand how their power, positionality, and beliefs influence their agency for SJ and SC. As such change requires self-reflexivity and time, I argue that CPD aimed at DE and SJ within all contexts should create spaces for teachers to confront and change existing dispositions over time. Thus, in considering the influence of institutional cultures in promoting positive action, I recognise that context matters. Therefore, a model focusing on the required knowledge, skills, attitudes and actions for DE should factor in the importance of context.
Abdi, A (2003) 'Searching for development education in Africa: Select perspectives on Somalia, South Africa and Nigeria', International Education Journal, Vol. 4, No. 3, pp. 192–200.
Andreotti, V (2006) 'Soft versus Critical Global Citizenship Education', Policy and Practice: A Development Education Review, Vol. 3, pp. 40–51.
Andreotti, V (2014) 'Critical literacy: Theories and practices in Development Education', Policy and Practice: A Development Education Review, Vol. 19, pp. 12–32.
Bourn, D (2014) The Theory and Practice of Global Learning, DERC Research Paper no. 1. London: DERC.
Brown, E (2015) 'Models of transformative learning for social justice: Comparative case studies of non-formal development education in Britain and Spain', Compare: A Journal of Comparative and International Education, Vol. 45, No. 1, pp. 141–162.
Chan, J, To, H P and Chan, E (2006) 'Reconsidering social cohesion: Developing a definition and analytical framework for empirical research', Social Indicators Research, Vol. 75, No. 2, pp. 273–302.
Chisholm, L (2019) Teacher Preparation in South Africa: History, Policy and Future Directions, Bingley: Emerald Publishing Limited.
Christie, P and McKinney, C (2017) 'Decoloniality and "Model C" Schools: Ethos, language and the protests of 2016', Education as Change, Vol. 21, No. 3, pp. 1–21.
Clarke, D and Hollingsworth, H (2002) 'Elaborating a model of teacher professional growth', Teaching and teacher education, Vol. 18, No. 8, pp. 947-967.
Cohen, L, Manion, L and Morrison, K (2018) Research Methods in Education, Routledge: Abingdon.
Colletta, N J and Cullen, M L (2000) The Nexus between Violent Conflict, Social Capital and Social Cohesion: Case Studies from Cambodia and Rwanda, World Bank Social Capital Initiative Working Paper Series, No. 23.
Cordingley, P, Higgins, S and Greany, T (2015) Developing Great Teaching: Lessons from the international reviews into effective professional development, London: Teacher Development Trust.
Darling-Hammond, L, Hyler, M E and Gardner, M (2017) Effective teacher professional development, Palo Alto, CA: Learning Policy Institute.
Department of Arts and Culture (DAC) (2012) !KE E: /XARRA //KE: Creating a Caring and Proud Society: A National Strategy for Developing an Inclusive and a Cohesive South African Society, Pretoria, South Africa: DAC.
Department of Basic Education (DBE) (2020) Action Plan to 2024: Towards the realisation of Schooling 2030, Pretoria: DBE.
Department of Basic Education and Department of Higher Education and Training
(DBE and DHET) (2011) Integrated Strategic Planning Framework for Teacher Education and Development in South Africa 2011–2025, Pretoria: DBE and DHET.
Department of Planning, Monitoring and Evaluation (DPME) (2020) The Medium Term Strategic Framework (MTSF) of 2019–2024, Pretoria: DPME.
Evans, L (2018) 'Implicit and informal professional development: What it "looks like", how it occurs, and why we need to research it', Professional Development in Education, Vol. 45, No. 1, pp. 3–16.
Feldman, J (2020) 'The role of professional learning communities to support teacher development: A social practice theory perspective', South African Journal of Education, Vol. 40, No. 1, pp. 1–8.
Freire, P (2000) Pedagogy of the Oppressed, New York: Continuum.
Fricker, T (2021) 'Unrest stokes fear and resilience in South Africa', South Africa: Unicef, 12 August, available: https://www.unicef.org/southafrica/stories/unrest-stokes-fear-and-resilience-south-africa (accessed 15 August 2021).
Gee, J P (2014) How to do discourse analysis: A toolkit, Routledge: Abingdon.
Gill, S and Niens, U (2014) 'Education as humanisation: A theoretical review on the role of dialogic pedagogy in peacebuilding education', Compare: A Journal of Comparative and International Education, Vol. 44, No. 1, pp. 10–31.
Gupta, A, Singh, N and Duraiappah, A (2019) 'Education for Humanity: Freire and Sen Re‐Examined' in C A Torres (ed) The Wiley Handbook of Paulo Freire, Hoboken: Wiley-Blackwell.
Haraway, D (1988) 'Situated knowledges: The science question in feminism and the privilege of partial perspective', Feminist Studies, Vol. 14, No. 3, pp. 575–599.
Horner, L, Kadiwal, L, Sayed, Y, Barrett, A, Durrani, N and Novelli, M (2015) Literature Review: The Role of Teachers in Peacebuilding, London: Unicef-ESRC.
Hunt, F (2020) 'Characteristics of a Global Learning School' in D Bourn (ed.) The Bloomsbury Handbook of Global Education and Learning, London: Bloomsbury Academic.
Irish Aid (2017) Irish Aid Development Education Strategy 2017–2023, Dublin: Irish Aid.
Jooste, N and Heleta, S (2016) 'Global citizenship versus globally competent graduates: A critical view from the South', Journal of Studies in International Education, Vol. 21, No. 1, pp. 39-51.
Keet, A, Zinn, D and Porteus, K (2009) 'Mutual vulnerability: A key principle in a humanising pedagogy in post-conflict societies', Perspectives in Education, Vol. 27, No. 2, pp. 109–119.
Kwenda, C V (2003) 'Cultural justice: The pathway to reconciliation and social cohesion' in D Chidester, P Dexter and W James (eds.) What holds us together: Social cohesion in South Africa, Cape Town: HSRC Press.
Ladson-Billings, G (2014) 'Culturally relevant pedagogy 2.0: Aka the remix', Harvard Educational Review, Vol. 84, No. 1, pp. 74–84.
Langer, A, Stewart, F, Smedts, K and Demarest, L (2015) Conceptualising and measuring social cohesion in Africa: Towards a perceptions-based index, Centre for Research on Peace and Development (CRPD), No. 21, Working Paper.
Mayo, P (2019) 'Paulo Freire and the Debate on Lifelong Learning' in C A Torres (ed.) The Wiley Handbook of Paulo Freire, Hoboken: Wiley-Blackwell.
McCarthy, M and Gannon, M (2016) 'Embedding Development Education in Post-Primary Teaching and Learning: Lessons from WorldWise Global Schools', Policy and Practice: A Development Education Review, Vol. 23, pp. 102–123.
McCloskey, S (2016) 'Education for social change: The Global Learning Programme in the North of Ireland', Policy and Practice: A Development Education Review, Vol. 23, pp. 139–161.
MIET AFRICA (2020) What is a CTSL school and how do we build them? Durban: MIET AFRICA.
Mogliacci, R, Raanhuis, J and Howell, C (2016) 'Supporting teachers in becoming agents of social cohesion: Professional development in post-apartheid South Africa', Education as Change, Vol. 20, No. 3, pp. 160–179.
National Planning Commission (NPC) (2012) National Development Plan 2030: Our Future – Make it Work, Pretoria: Government Printer.
Odora Hoppers, C A (2015) 'Thinkpiece: Cognitive justice and integration without duress: The future of development education-perspectives from the South', International Journal of Development Education and Global Learning, Vol. 7, No. 2, pp. 89–106.
Odora Hoppers, C A (2010) 'Renegotiating agency in knowledge production, innovation and Africa's development in the context of the triage society', Critical Literacy: Theories and Practices, Vol. 4, No. 1, 78-94.
O'Flaherty, J and Liddy, M (2018) 'The impact of development education and education for sustainable development interventions: A synthesis of the research', Environmental Education Research, Vol. 24, No. 7, pp. 1031–1049.
Quirke-Bolt, N and Jeffers, G (2018) 'Joining the dots: Connecting change, post-primary development education, initial teacher education and an inter-disciplinary cross-curricular context', Policy and Practice: A Development Education Review, Vol. 27, pp. 163-181.
Sayed, Y and Novelli, M (2016) The Role of Teachers in Peacebuilding and Social Cohesion: The Research Consortium on Education and Peacebuilding, Universities of Amsterdam, Sussex and Ulster.
Sayed, Y, Badroodien, A, Omar, Y, Balie, L, Mcdonald, Z, De Kock, T, Salmon, T, Raanhuis, J, Singh, M, Robinson, N and Nakidien, M (2017) Engaging teachers in peacebuilding in post-conflict contexts: Evaluating education interventions in South Africa. South Africa Country Report: ESRC/DFID Research Report, Brighton, UK: University of Sussex.
Seroto, J (2020) 'The othering of teacher training in Lebowa Bantustan: A historical perspective', Journal of Education, Vol. 81, pp. 11–28.
Soudien, C (2016) 'South Africa: The struggle for social justice and citizenship in South African education' in The Palgrave International Handbook of Education for Citizenship and Social Justice, Palgrave Macmillan, London, pp. 571-591.
South African Council for Educators (SACE) (2013) Continuing Professional Teacher
Development (CPTD) Management System Overview, Pretoria: SACE.
Spaull, N (2019) 'Equity: A price too high to pay?' in N Spaull and J Jansen (eds.) South African schooling: The enigma of inequality, Cham: Springer, pp. 1–24.
Staeheli, L A and Hammett, D (2013) '"For the future of the nation": Citizenship, nation, and education in South Africa', Political Geography, Vol. 32, pp. 32-41.
Sultana, F (2019) 'Decolonizing development education and the pursuit of social justice', Human Geography, Vol. 12, No. 3, pp. 31–46.
Talbot, C (2013) 'Education in Conflict Emergencies in Light of the post-2015 MDGs and EFA Agendas', Switzerland: NORRAG.
Timperley, H, Wilson, A, Barrar, H and Fung, I (2007) Teacher Professional Learning and Development. Best Evidence Synthesis iteration (BES), Auckland: University of New Zealand.
Troll, T and Skinner, A (2014) 'Catalysing the "shadow Spaces": Challenging Development Discourse from Within the DEEEP Project', Brussels: DEEEP-CONCORD DARE Forum.
Waghid, Y (2005) 'Action as an educational virtue: Toward a different understanding of democratic citizenship education', Educational Theory, Vol. 55, No. 3, pp. 323–342.
Weldon, G (2010) 'Post‐conflict teacher development: Facing the past in South Africa', Journal of Moral Education, Vol. 39, No. 3, pp. 353–364.
Wilkinson, R and Pickett, K (2010) The Spirit Level: Why equality is better for everyone, London: Penguin UK.
Zembylas, M and Bekerman, Z (2012) 'Teachers' views about forgiveness in Israel and Cyprus: Mapping the prospects of forgiveness as an educational goal', Educational Review, Vol. 64, No. 1, pp. 99–114.
Joyce Raanhuis is a doctoral student at the Centre for International Teacher Education (CITE), Cape Peninsula University of Technology (CPUT) in Cape Town, with a background in Migration Studies from the University of Sussex, UK. Her doctoral research focuses on the role of teacher professional development programmes for social cohesion in the field of education in post-apartheid South Africa. Furthermore, her research interests include post-conflict education, social justice, and migration. Centre for International Teacher Education, Cape Peninsula University of Technology, Mowbray, 7700, South Africa. E-mail: Joyce.Raanhuis01@gmail.com
Note: The work reported in this article was based on doctoral research and was mainly supported by the generous financial assistance of the National Research Foundation (NRF), which funds the South African Research Chair in Teacher Education, Centre for International Teacher Education (CITE), Cape Peninsula University of Technology (CPUT). In addition, CPUT provides a further Postgraduate Bursary. Opinions expressed in this article and the conclusions resulting from these studies are those of the author and are not necessarily to be attributed to the South African Research Chair in Teacher Education, National Research Foundation or CPUT.
Disclaimer: The author understands race to be socially constructed. However, this article uses the official categories of "Black", "Coloured", Indian" and "White". These categories were opposed under apartheid and not set by the author. In self-identifying racial backgrounds, teachers could choose between "Black African", "Coloured", "Indian", "White", "Other" and "I choose not to respond". The author uses these categories as markers of inequities, but does not endorse the utilisation of these categories.
Raanhuis, J (2021) 'Empowering Teachers as Agents of Social Cohesion: Continuing Professional Development in Post-Apartheid South Africa', Policy and Practice: A Development Education Review, Vol. 33, Autumn, pp. 28-51.
Development Education and Social Justice
Michelle Murphy
Anti-Oppressive Global Citizenship Education Theory and Practice in Pre-Service Teacher Education
Shawna M. Carroll
A Proposal for Recalibrating SDG 4.7
Lochlann Atack
Why Opposites Don't Always Attract: Reflections on Binaries and Their Implications for Decolonising Development Communications and Education
Eilish Dillon
Learning in Predominantly White Spaces: Interrogating Development Education Through Minority Ethnic Student Perspectives
Shiva R. Joyce, Aram Wahhoud, Jacqueline Moreira Da Silva and Chriszine Backhouse
The Foodbank is the Canary in the Coalmine of Neoliberalism
Remembering Paulo Freire as a Freedom Fighter
Henry A. Giroux
Tenacity of Gender Inequality in South Africa: A Higher Education Perspective
Lwando Mdlenleni, Lindokuhle Mandyoli and Jose Frantz
The Role of Global Citizens in Today's World
Eric Ehigie
Policy and Practice: A Development Education Review: Fifteenth Anniversary Special Edition
Susanne Ress
Teaching for Social Justice and Sustainable Development Across the Primary Curriculum
Douglas Bourn
Interdependence Day! Teaching the Sustainable Development Goals Through Drama for All Ages
Norma Lowney
Race, Politics and Pandemic Pedagogy: Education in a Time of Crisis


Logistics provider RoadOne has launched a new lease-to-buy program for owner-operators. The program allows owner-operators to lease 2010 and newer vehicles that offer improved fuel economy and environmental benefits.
RoadOne IntermodaLogistics is a single source intermodal, distribution, and logistics services company.


Published on Oct 25, 2011 at 12:59 pm in Product Liability.
Baby rattles are one of the most popular baby toys in the nation. These rattles capture a baby's attention and help young children develop motor skills. Unfortunately, the popularity of novelty rattles used on baby shower cakes and decorations presents a danger to infants. The Consumer Product Safety Commission (CPSC) has issued a warning for parents and caregivers to inspect rattles carefully before giving them to babies.
The CPSC stated that these defective toys present a choking hazard for infants and young children. The toys do not meet the established safety standards for baby rattles, which are very specific with regard to the size and construction of rattles. Novelty baby rattles have been banned and distributors have stopped selling them; however, CPSC officials are concerned about infants and children getting novelty rattles that have already been purchased and used.
The CPSC recommends testing rattles before giving them to infants. The organization uses an oval device with an opening of 35 millimeters by 50 millimeters to test rattles. If any part of the rattle, including the handle, passes through the opening, this means it is small enough to be put in an infant's mouth. Choose rattles at least as large as these dimensions to prevent choking accidents.
Consumers should stop using hazardous novelty rattles immediately. CPSC officials advise that consumers check with the store where the rattle was purchased to see if any recall or refund programs are in place.
Louisville product liability attorney Tad Thomas started his own practice to help those who have been wronged by others. He regularly handles personal injury cases related to defective and dangerous products.


Brunch has become my favorite meal. With so many options of sweet and savory breakfast and lunch foods, what's not to like? A Mimosa or Bloody Mary doesn't hurt either. Huevos Rancheros seems to be popping up on brunch menus all over the country. These "rancher's eggs," as name translates to in English, are a twist on a rural Mexican farm dish that's both hearty and delicious.
With so many variations of Huevos Rancheros, it's hard to pick a favorite or know which one to try. At the basic level, Huevos Rancheros is simply fried eggs with a tomato chili sauce, usually served on lightly fried corn tortillas. Recently though, I've also seen casserole, burrito, and breakfast sandwich versions. This spicy, flavorful dish is so good that just about any variation is worthwhile.
The Huevos Rancheros recipe I used for these easy mouth-watering bowls was adapted from Paula Peck's cookbook, "The Art of Good Cooking." I've made this basic recipe many different ways: as originally written, with scrambled eggs, with refried beans, and with rice. I never seem to get tired of it. Since my goal is to combine all of the flavors (spicy tomatoes and vegetables with beans, avocado, tortilla, and egg) in each bite, I decided a bowl was the best way to do this. The components are all close together, allowing the soft runny yoke to seep into the tasty crevices and corners.
Preheat oven to 425 degrees. Cut tortillas in 1/4 inch to 1/2 inch strips. Place on a baking sheet and toss lightly with 2 tablespoons of olive oil to coat. Sprinkle with salt and pepper to taste. Spread evenly to make one layer. Bake 8-10 minutes.
In a large heavy skillet, heat 3 tablespoons of olive oil over medium heat. Add chopped onion, peppers, jalapeno, and garlic. Cook until vegetables are barely tender. Stir in chili powder, cumin, and oregano. Simmer on low until tomatoes melt into a puree. Break eggs one at a time into sauce, making a depression for each egg so that eggs are partially covered in sauce. Cover pan and continue cooking until eggs are just set but still runny. Sprinkle with one tablespoon of cilantro (if using).
Put 1/2 cup black beans in each bowl. Add rice, if using. Add vegetables from the pan and 1-2 eggs. Dice the avocado and sprinkle with remaining cilantro (if using). Add 1/4 of the avocado to each bowl. Sprinkle cheese on top (if using). Pile tortilla strips on the very top. Serve hot.


The Draft Development Brief aims to provide clear planning and design guidance for land at Site C Caldecotte. This guidance will assist selected developers to determine future planning applications for this area that reflect best practice as well as the aspirations of the landowner, Milton Keynes Development Partnership (MKDP), and other stakeholders.
A 6-week consultation begins on Monday 18 March and ends at 5pm on Monday 29 April 2019 on the Caldecotte Site C Development Brief. Paper copies of the development brief can also be viewed at Central Library, Woburn Sands Library and the Civic.