Hello book lovers! If you are joining us for the Poisonwood Bible Readalong, I hope you are enjoying the book. If you're visiting for the first time to discuss this book, welcome! This month, Lost in Books, Savvy Working Gal and I are happy to host a readalong of The Poisonwood Bible as part of our Travel the World in Books Reading Challenge.
WARNING: THIS DISCUSSION WILL CONTAIN SPOILERS. If you haven't read Books 1 through 3 and don't want spoilers, please come back to discuss when you are done with those sections. If you want to share your thoughts on Books 1 & 2, please visit last week's discussion post and we had a great discussion in our Goodreads group too.
Book 2 ended with Patrice Lumumba's Independence speech as the new Prime Minister. Book 3 begins with Orleanna's flashback and story about her courtship and quick marriage to Nathan Price. We learn more of Nathan's backstory before becoming a preacher. The Underdowns have fled the Congo and Nathan decides the Price family will stay despite any financial support from the mission. The book ends with the family escaping the vicious nsongonya, Leah tells Anatole she loves him and there are plans hatching to assassinate Lumumba.
This is where the book really picks up for me. Orleanna's story about what Nathan went through while he was in the military shed a little light on why perhaps Nathan is adamant about baptizing every Congolese in Kingala. Still this guy rubs me the wrong way, it's his condescending approach that I don't like.
I like that Leah's hero worship of her father is wearing off and she's realizing he's human and capable of mistakes. She's got a fiery spirit and I'm enjoying hearing her voice more in this section.
I loved Brother Fowles, now this is what I think a missionary should be like. A kind spirit who tries to understand his potential congregation, and how their culture and experience impact their beliefs. The calm rational way that Fowles got under Nathan's skin was fantastic.
My belief in God comes from a feeling I have each morning when I'm blessed to wake up and marvel at my sons' loving eyes staring back at me. Why did God put me here? What's my life purpose? It's to be their mom, my husband's wife and keep God's gifts to me happy and healthy.
And by the way, oh my word, I'm going to have nightmares about the nsongonya.
1. How has your opinion of the characters changed now that we see more of their story and they've been in the Congo for awhile?
2. Does Nathan's backstory make you more sympathetic to his behavior? I loved the quote: "If his guilt made him a tyrant before men, it made him like a child before God." How can Nathan be so abusive and righteous at the same time and be two totally different characters? Wouldn't God want Nathan to be more kind and understanding to His people?
3. Orleanna confides that when Rachel, Leah and Adah were babies, she was so busy being a mother that she "encountered my own spirit less and less." Have you ever felt that you've lost your spirit? How did you get it back? How do you find time for yourself?
4. The Congolese believe strongly in curses. Do you think the Price Family is cursed? Are you superstitious?
5. What do you think of Brother Fowles? Why was he kicked out from the mission program? What did you think of his interaction with Nathan?
6. Did you suspect what Tata Ndu's true intentions were when he started visiting and bringing gifts to the Price family? Were you surprised that he wanted Rachel for one of his wives given the tension between blacks and whites?
7. Eeben Axelroot: friend or foe?
8. Share some of your favorite quotes from this book.
I'll be posting the discussion on G+ and Goodreads too so be sure to join our groups there and connect with other book lovers who want to Travel the World in Books!
Don't forget to join us on Twitter Wednesday, January 14, 2015 from 9-10pm EST for our monthly #TraveltheWorldinBooks chat. A chance to check in with other book lovers, find out where they're currently reading, get great book recommendations and tell us what future events you'd like to see!
Just announced: our Foodie February 2015 event. Read books about food from around the world in February. More info and sign up for Foodie February 2015 here.
Well that's it for this week's discussion. Feel free to answer the discussion questions in the comments, on G+ or Goodreads! And please post your own questions you'd like us all to answer. Please join in the conversation to discuss this thought-provoking book!
I agree that Leah is one of the characters who is changing the most, growing up and showing she is humble enough to learn. I loved what Anatole calls her, Béene, honoring her unflinching devotion to Truth. She is surprised to learn this, his view of her, and as a reader it took me a bit by surprise, but I think it is apt. She faces things. She sees immediately that she left Adah behind in her panic over the ants. She is seeing her father, and Brother Fowles, more clearly. Brother Fowles does cast a wonderful light, the light of God's love for the people he lived amongst and served. It would be hard not to be healed and illumined in the vicinity of that light, but Nathan is the exception, closed to that light that threatens his certainties so.
While I was reading about Brother Fowles, I thought about Bede Griffiths, a Benedictine monk and missionary in India who had the utmost respect for the devotion to God and deep tradition of thought he found in Hinduism. He fashioned a mission that honored and practiced both ways, and he lived as a sannyasin known as Swami Dayananda, since this was his way to be a Benedictine in India.
Wow…I had a hard time getting into the book at first, but now I am hooked!
1. I feel like I understand Nathan a little more but I still don't like him! Unfortunately, it sounds like trauma in his life has somewhat contributed to the way he is now and it is sad to know that he is not the same person Orleanna married.
2. I think Nathan's idea of God is totally different than other Christians' views of God. There are some Christian groups that I think are more in tune with the God described in the Old Testament, but being Catholic, we tend to focus more on God in the New Testament…a God that is loving and forgiving.
3. I think this is a typical feeling for many mothers. Your role as a mother is so all-consuming that it is really easy to lose yourself in the process. I 100% believe that it is important for mothers to still have something for themselves and to practice self-care so that they can be healthy and better mothers for their children.
4. I guess I can be superstitious at times, but not like the Congolese. I think the Price family is not cursed, but just living a typical life in the Congo. It sounds like the Congolese have all experienced the same kinds of things throughout their lifetimes.
5. I really loved Brother Fowles….I liked this take on the Bible and the idea of being open to the people. As a therapist, I strongly believe in the idea of "meeting people where they are," and I think this is what Brother Fowles did.
6. I never even thought about it. The way women are used and treated in this book is so far from the way things are now that it is hard for me to really understand that it used to be like that. As far as color, I think he just wanted another woman to add to his collection and one that was of a difference race/color would have just been a novelty for him.
7. I think it depends on whether or not he needed you for something;) I think he is really just out for himself and will team up with whomever he needs to in order to get the best deal for himsef.
8. Most of my favorites are from Brother Fowles!
1. I agree Rachel, Nathan's backstory didn't earn much sympathy from me. Though Becca mentioned in our Goodreads discussion that she thought maybe his zeal for saving the Congolese was to make up for not being able to save his fellow soldiers. I thought it was an astute observation.
2. Very true, I didn't think about the difference in the Christian denominations and which version of God they believe in. Good thing i'm Catholic now, I much prefer the loving version though I still have a lot of built up guilt from not following all the "rules" of Catholicism.
3. Moms do need self-care, it took me a decade before i realized I needed that break to just have some time for me.
5. I love that. .."meeting people where they are." More people need to practice that to take your own perceptions out of the equation and really understand what experiences shaped another person's point of view.
Thanks for sharing Rachel, so glad to hear from you and discuss it with you!
I just finished Book 4 last night (this is my first chance to join in the discussion – crazy week!), so I'm trying to keep Books 3 & 4 straight in my mind!
As you know, this is my second time reading The Poisonwood Bible. I'm enjoying it just as much – maybe even more. I definitely think I am picking up more subtleties in it, knowing what is coming later (though I don't remember that much!).
To me, Nathan is the perfect embodiment of so many fervent religious leaders and missionaries. I think it is horribly arrogant to believe that your way is the only way. The worldwide view at that time that Africans were poor savages (like the cartoons with the cannibals!) fits right into Nathan's views that they need him to help them live thier lives properly. I like how both Leah and Adah see the irony in this and recognize that the Congolese get along just fine, as they have been doing for thousands of years. Even Leah gradually comes to understand that the different ways of the village (the garden is a perfect example) are different because they are attuned to the local, natural environment, not because they are ignorant. It's sad that Nathan STILL doesn't get it.
"The Reverend failed to notice that every churchgoing family whose children were struck hard with the kakakaka quietly removed themselves back to ancestor worship, while a few of the heathen families that were hard hit quietly came and tried out Christianity. While it makes perfect sense to me, this pragmatic view of religion escapes the Reverend entirely….
That passage illustrates just how insightful and smart Adah is and just how out of touch Nathan is.
There is just SO much here – I could talk about it for hours – wish we were sitting in the same room together!
Yes! "Horribly arrogant" is the perfect way to describe Nathan. I'm glad Leah in particular is starting to see her father's limitations and mistakes.
I love Adah and the passage you described. I think Kingsolver is showing us how we need to stop and just observe listen to get a true understanding of other people. We have so much "noise" in our lives and attentive, focused listening is both very difficult and an art form.
I wish we were in the same room too. Maybe we can set up a day time Twitter chat so we can discuss it live when we are done.


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Caught a History at The Museum and saw a story on the Opening of the Suez Canal, I pretty much take most of the stories with a grain of salt, because some are probably fabricated, or changed for some reason or another or just plain told wrong.
What I found interesting about this episode is that for the opening of The Suez Canal the French wanted to memorialize the occasion with a building at the opening of the Harbor, to honor the occasion.
A light house was proposed, but a relative unknown sculptor Frédéric-Auguste Bartholdi won the competition with a "redesign of the Colossus of Rhodes like statue". A female statue with a raised arm holding a torch? Sound familiar.
I had always wondered about the details surrounding Lady Liberty, even as a kid, I would hear she was a gift from the French, what a bunch of nice fellas. Built by Eiffel, Talented architect. that was pretty much it.
Apparently as the story goes on "history at the museum" after seeing The "veiled statue plans" the plan was rejected? And a lighthouse was built.
My Contention is that was not the plans sent to Egypt but the actual Statue of Liberty., Because the statue had no veil, the reason she was rejected from the Suez canal harbor opening?
My theory is that after Egypt received the statue, they learned of the unveiled face and most likely refused to put it up, maybe the cost of a building base for the statue had something to do with it, also. My theory that this statue probably was built already and in Egypt, Who was going to pay to ship it back to France?
She probably most likely was purchased by American Aristocracy, second hand and brought to New York from Egypt.
It makes you wonder if Lady Liberty could actually of been pulled off a Discount Rack?
.It's a wonder that the US yellow press didn't get hold of such a juicy story.
Keep your eye on the doughnut and not on the hole."
So what? The US got a nice big statue for free, why should we complain, whatever the motives was the French gave it to the US.
Personally, I think the creator of the statue just wanted it on display where lots of people.woild see it, and what better place than New York harbor?
It wasn't the same statue; the Khedive rejected the Egyptian design as being too expensive before it was ever constructed, and Bartholdi later redesigned it for its new purpose in America.
My contention is that Full Size Liberty was probably constructed sometime in the 1850's to sell shares in the French Sponsored Suez Canal project and to be used as a Port Said Lighthouse and Harbor Opening. Sent to Egypt, and Egyptians refused to erect it.
Most likely a few changes were made to the statue, 1776 date on book in hand, shackle around foot, and then she was most likely bought by Pulitzer and other American Aristocracy.
After the English took control of the Canal in 1875, she was probably still in boxes on the beach.
The changes to the statue probably occurred sometime in the 1870's.
Was the Statue of Liberty really a gift?
Why did France build the Statue of Liberty?


text:
Acronimi
 Associazione italiana contro le leucemie-linfomi e mieloma
 Armata Italiana della Libertà  – gruppo paramilitare segreto fondato nel 1947 da Ettore Musco
 Associazione Ipoudenti Liguri – associazione di tutela ed assistenza degli audioles ed ipoudenti della Liguria.

Codici
 AIL – codice aeroportuale IATA dell'aeroporto civile di Ailigandí (Panama)

Altro
 Ail  – personaggio dell'anime e manga Sailor Moon

redpajama_set_name: RedPajamaWikipedia


text:
Dayton Barber College
Dayton Barber College in Miamisburg
Dayton Barber College offers 6-degree programs. Student-to-faculty ratio is 15:1. 86.9% are women, and 13.1% are men. The average annual total cost of attendance at Dayton Barber College is 8417$, that is at the level of national average. 56% of full-time Dayton Barber College students completed their education program in 150 percent of time: graduation rate is above national average. Average salary after attending is $9,500, so if you studied 2 years, you'll get your funds back in less than 2 years.
Download Dayton Barber College Whitepaper!
Download the PDF with FULL information about the Dayton Barber College from opened government trustful sources - right now!
The Dayton Barber College is a private and academic-year institution, so it's net price represents an average of all programs and includes only undergraduates who first enrolled in the fall term and receive Title IV aid. The total cost of attendance depends on whether undergraduates live on campus, off campus (not with family), or off campus (with family).
Depending on the federal state, or institutional grant and available, Dayton Barber College students in your income bracket may pay more of less than the overall average costs.
$0 - $30,000 $8,417
Historical books and supplies cost
79 of Dayton Barber College undergraduates were awarded with some type of financial aid, it's 94 percents of all undergraduate students. This makes Dayton Barber College number 287 in the amount of financial aid awarded to students among all educational institutions in Ohio.
Students at Dayton Barber College awarded 4 types of loans or aids, the biggest percent of students received a pell grants.
Dayton Barber College graduation rate is above the national average.
56% of full-time students enrolled for the first time to Dayton Barber College completed the education program and got a degree in 150 percent of the expected time of completion.
Graduation rate is the percentage of institution's new-entering, first-time, first-year undergraduate students who complete their program within 150% of the published time for the program. Graduation rate excludes an extensive number of students. This index doesn't take into account students of nontraditional enrollments - part-time students, students who enroll mid-year, and who transfer from one institution to another. So graduation rate alone can create a misleading picture. Completion rate in the form of total number of students receiving any types of awards/degrees creates a complete picture. Combining this data with graduation rate is a better way to compare educational institutions.
The student-to-faculty ratio at Dayton Barber College is 15:1, that means that for every 15 students the institution has one professor, lecturer or specialist with a degree in education. Lower student-to-faculty ratio is better - it means that professors can dedicate more time and attention to each student.
In Dayton Barber College the biggest percent of students are enrolled in on-campus courses.
Here are the students enrolled exclusively in distance education courses at Dayton Barber College and grouped by their location. Distance education courses are the most popular for students located in not reported location.
Dayton Barber College offers 6 programs in total: 3 are for 1-year, but less than-2-year certificate programs and 3 are 2-year, but less than 4-year certificate programs.
This is one of the lowest number of programs in comparison with other 25 universities in Montgomery county, with one of the highest number of 2-year, but less than 4-year certificate. Dayton Barber College is one of the few institutions in Montgomery that offers a 1-year, but less than-2-year certificate program.
Here you can find the data on instructional activity in measured in total credit and/or contact hours delivered by institutions during a 12-month period. Also we shown the Ohio state average data to help you compare.
Dayton Barber College provides coursework for undergraduate students оnly.
The most popular majors counted as percentage breakdown of degrees awarded in every single discipline in Dayton Barber College
Give feedback about Dayton Barber College
Tell us what you think about Dayton Barber College:
Student Reviews and Ratings for Dayton Barber College
Address: 2741 C Lyons Road
Institution's internet website address: daytonbarbercollege.edu
More colleges and universities in Montgomery county
Miami Valley Career Technology Center
Englewood, OH
Setting: Rural
Carousel Beauty College-Kettering
Dayton School of Medical Massage
Creative Images Institute of Cosmetology-North Dayton
More colleges and universities in Ohio state
Mahoning County Career and Technical Center
Canfield, OH
Graduation Rate: 100%
Ashland County-West Holmes Career Center
O C Collins Career Center
Chesapeake, OH
Polaris Career Center
Middleburg Heights, OH
Willoughby-Eastlake School of Practical Nursing
Eastlake, OH

redpajama_set_name: RedPajamaCommonCrawl


text:
NPM Professional Excellence Workshop | "Supervising Māori students and topics"
Date: Wednesday 23 June 2021
Time: 10am-11am
Completing a postgraduate thesis can be one of the most satisfying accomplishments that a Māori student can achieve. Too often, however, that experience can be hampered when issues arise with their supervision or research topic.
In this online panel discussion, we'll hear from experienced supervisors, Professor Jenny Lee-Morgan (Unitec) and Associate Professor Anaru Eketone (University of Otago), about supervising Māori students and projects. What works? What doesn't? And, how can we not just survive, but thrive, in the research supervision relationship?
The Professional Excellence Series of online webinars is hosted by Associate Professor Meegan Hall who is the Assistant Vice-Chancellor (Mātauranga Māori) at Te Herenga Waka – Victoria University of Wellington and a member of Ngā Pae o Te Māramatanga's Research Leadership Team.
THE PANELISTS
Jenny Lee-Morgan (Waikato-Tainui, Ngāti Mahuta) is Professor of Māori Research at Unitec in Auckland and the founding Director of Ngā Wai a Te Tūī, Māori and Indigenous Research Centre. Jenny has a strong background in education, te reo Māori and community-based research. In 2016, Jenny was awarded Te Tohu Pae Tawhiti Award by the New Zealand Association for Research in Education in recognition of her high-quality research and significant contribution to the Māori education sector. Jenny's co-edited book, Decolonisation in Aotearoa: Education, research and practice (Hutchings & Lee-Morgan, 2016) provides a broad, decolonised agenda for Māori development and won Te Kōrero Pono (non-fiction category) in the Ngā Kupu Ora Aotearoa Māori Book Awards 2017. She was also an investigator on the Ako Aotearoa funded project, Te tātua o kahukura (2017-2018), which identified 10 key ways that supervisors can support Māori PhD scholars.
Anaru Eketone (Ngāti Maniapoto, Waikato) is Associate Dean (Māori) and an Associate Professor in Social Work at the University of Otago. Anaru has a background in youth work, community development, social work and health promotion. He teaches extensively in the area of Indigenous/Māori social work and bicultural social work. His primary research interests are in contemporary Māori economic and social development, and the impact of religious movements in his tribal area. He also supervises student research on kaupapa Māori, Māori community development and Māori economic and social development topics. Anaru has published articles and book chapters about kaupapa Māori research and biculturalism, as well as the importance of Indigenous research and practice.


Currently, a number of approaches are being fielded to improve medication adherence. Walgreens, Mango Health, and many payers offer apps that send medication reminders to patients to improve adherence. Electronic pill bottles are also available that passively log every time a pill is taken out of the bottle. However, these solutions presume that the pill is being taken, but they do not directly observe the patient. AiCure sees its technology as a differentiator because it is the first to market with a direct observation approach to confirming medication adherence.
AiCure sees its platform being used in a number of capacities. The team will market the app to researchers and pharmaceutical companies conducting clinical trials as a way of confirming medication adherence among study participants. Opioid addicts are also being targeted because medication adherence rates among recovering addicts is notoriously poor, with many missing doses, taking too many doses, or selling their prescriptions. AiCure has positioned its platform as a way of monitoring outpatient addiction treatment programs.


text:
package influxdb

import (
	"math"

	"github.com/prometheus/client_golang/prometheus"
	"github.com/prometheus/common/log"
	"github.com/prometheus/common/model"

	influx "github.com/influxdb/influxdb/client"
)

// Client allows sending batches of Prometheus samples to InfluxDB.
type Client struct {
	client          *influx.Client
	database        string
	retentionPolicy string
	ignoredSamples  prometheus.Counter
}

// NewClient creates a new Client.
func NewClient(conf influx.Config, db string, rp string) *Client {
	c, err := influx.NewClient(conf)
	// Currently influx.NewClient() *should* never return an error.
	if err != nil {
		log.Fatal(err)
	}

	return &Client{
		client:          c,
		database:        db,
		retentionPolicy: rp,
		ignoredSamples: prometheus.NewCounter(
			prometheus.CounterOpts{
				Name: "prometheus_influxdb_ignored_samples_total",
				Help: "The total number of samples not sent to InfluxDB due to unsupported float values (Inf, -Inf, NaN).",
			},
		),
	}
}

// tagsFromMetric extracts InfluxDB tags from a Prometheus metric.
func tagsFromMetric(m model.Metric) map[string]string {
	tags := make(map[string]string, len(m)-1)
	for l, v := range m {
		if l != model.MetricNameLabel {
			tags[string(l)] = string(v)
		}
	}
	return tags
}

// Store sends a batch of samples to InfluxDB via its HTTP API.
func (c *Client) Store(samples model.Samples) error {
	points := make([]influx.Point, 0, len(samples))
	for _, s := range samples {
		v := float64(s.Value)
		if math.IsNaN(v) || math.IsInf(v, 0) {
			log.Debugf("cannot send value %f to InfluxDB, skipping sample %#v", v, s)
			c.ignoredSamples.Inc()
			continue
		}
		points = append(points, influx.Point{
			Measurement: string(s.Metric[model.MetricNameLabel]),
			Tags:        tagsFromMetric(s.Metric),
			Time:        s.Timestamp.Time(),
			Precision:   "ms",
			Fields: map[string]interface{}{
				"value": v,
			},
		})
	}

	bps := influx.BatchPoints{
		Points:          points,
		Database:        c.database,
		RetentionPolicy: c.retentionPolicy,
	}
	_, err := c.client.Write(bps)
	return err
}

// Name identifies the client as an InfluxDB client.
func (c Client) Name() string {
	return "influxdb"
}

// Describe implements prometheus.Collector.
func (c *Client) Describe(ch chan<- *prometheus.Desc) {
	ch <- c.ignoredSamples.Desc()
}

// Collect implements prometheus.Collector.
func (c *Client) Collect(ch chan<- prometheus.Metric) {
	ch <- c.ignoredSamples
}

redpajama_set_name: RedPajamaGithub


"Our purpose is to promote dialogue and friendship between all people."
"Our purpose is to organize social assistance activities from a macro ecumenical vision and jointly with members of different religions raising awareness of others in society."
"Our purpose is: to revive and disseminate the values of our ancestral culture; to generate greater ties of love, peace, and understanding; and to have respect for all cultures and our Mother Earth (Pachamama)."
"Our purpose is to awaken consciences to a world of peace and unity among all people and nations of the Earth."
Our purpose is to support people so that they can have internal peace, and live better with society in order to change our community, our country, the world.
"Our purpose is to collaborate with others in our community on activities to achieve the purpose and principles of URI."
"Our purpose is to provide a permanent forum for inter-religious dialogue."
"Our purpose is to create a space to exchange experiences and knowledge between former and current Global Council Trustees."
"Our purpose is to rescue the feminine principle in the religious, spiritual and indigenous traditions to promote justice, cooperation and healing among people of different genders, thereby creating a culture of peace."
"Our purpose: to promote new paradigms in education; to promote a culture of peace; and to explore new ways of thinking and acting in peace."
"Our purpose is to develop dialogue attitudes among religious and spiritual leaders in our city and share solidarity actions with the poor people among whom we live."
"Our purpose is to promote interreligious dialogue, corporation among different religions, and the Golden Rule in Haiti."
"Our purpose is to revive the Karina ancestral culture of Bolivar including its artistic traditions, literature, spirituality, shamanic songs, burial ceremonies, and healing and energizing rituals."
"Our purpose: to promote tolerance among religious groups and within Mexican society; to develop an understanding of the different traditions in the country; and act with other projects that reflect the universal values for all humanity."
"Our purpose is to promote being 'qullan jaqi in aski pacha,' or a 'clean conscience humanity.'"
"Our purpose is to promote and strengthen the respect for rural community development through trainings, creation of cultural centers and agricultural schools among others."


text:
Q: Windows 8.1 Metro application in C++ (dae files) I JUST Dragged a DAE file into Windows 8 Visual Studio and it Renders it inside visual studio!!! Bloody nora! so it must be pretty tightly integrated!!! Any ideas of how to get that juicy information into something I can parse over for my directx game?
http://msdn.microsoft.com/en-us/library/windows/apps/dn166877.aspx

A: System::Xml is part of .NET... and from this earlier question it looks like the C++/CLI stuff which makes .NET libraries usable from (and creatable in) C++ is incompatible with Win8 Modern apps:

*

*Will Windows 8 Metro support managed c++/cli

redpajama_set_name: RedPajamaStackExchange


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text:
Rathdrum railway station () is a railway station in Rathdrum, County Wicklow, Ireland.

History
It opened on 18 July 1863, replacing the terminus at Rathdrum (Kilcommon) (opened 20 August 1861) when the line was extended.

Description
It is a two-platform station with a passing loop, and water tower at the south end of one platform. There is a tunnel to the south and a viaduct to the north of the station.

The station is unstaffed, and has commuter and InterCity trains to Dublin Connolly and Rosslare Europort.

There used to be a third platform and a goods area, which is now a small industrial area.

Services/routes

The service from the station is:

Monday to Friday
5 trains per day to Dublin Connolly via Bray Daly (one continuing to Dundalk Clarke)
4 trains per day to Rosslare Europort via Arklow
1 train per day to Wexford O'Hanrahan via Arklow

Saturdays
4 trains per day to Dublin Connolly via Bray Daly (one continuing to Dundalk Clarke)
3 trains per day to Rosslare Europort via Arklow

Sundays
3 trains per day to Dublin Connolly via Bray Daly
3 trains per day to Rosslare Europort via Arklow

Transport
The Wicklow Way bus service operates two routes linking Rathdrum railway station and Rathdrum with Glendalough and Tinahely respectively. The bus timetable is integrated with the train timetable.

Bus Eireann route 133, from Wicklow to Dublin Airport, stops outside Suttons in Rathdrum, which is located 650 m from the station.

See also
 List of railway stations in Ireland

References

External links

Irish Rail webpage of Rathdrum station

Iarnród Éireann stations in County Wicklow
Railway stations in County Wicklow
Railway stations opened in 1863


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Automation Could Lead to the World's Smartest Society
July 28, 2017 | By Charles Brass
Automation will make most jobs obsolete. Rather than mourn the loss of the 9 to 5, we should see this as an opportunity to liberate humanity from the need to work for somebody else to survive. Coupled with universal basic income, it should be seen as a chance for every individual in society to more fully realize their potential.
To do so we will also need to redefine and reform education. Today it is a means to an end, a way of getting a job; but education should be seen as a lifelong quest and automation enables us to take this view. No longer will we need to confine ourselves to learning one tiny branch of knowledge or developing one particular skill, instead we will each be able to examine what really matters to us and explore all the variety that life has to offer.
The full story is from the Futurism website and can be accessed here: https://futurism.com/automation-could-lead-to-the-worlds-smartest-society/
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D5960 Map
History of District 5960
The present boundaries of District 5960 were established by Rotary International in 1982-83, with a minor adjustment in 1993-94, and stretches from northwestern Wisconsin, along the western edge of Wisconsin and encompassing most of southeastern Minnesota. Prior to this, the District was part of 5950, which covered all of southern Minnesota. Now District 5960 is comprised of 64 clubs, and growing! Our District's 64 clubs have approximately 3,300 members. Among the clubs is the Rotary Club of St. Paul, club #10 in the Rotary world. St. Paul is the capitol of Minnesota.
St. Paul and Minneapolis, the largest cities in Minnesota, are located side by side and sometimes are referred to as the Twin Cities. In this metropolitan area, most of the clubs are on the north and east of the Mississippi River, which runs through the Twin Cities. The balance of the clubs are in rural Minnesota, north and south of the Twin Cities, and into the western part of the neighboring state of Wisconsin. In addition to the Mississippi River, the district also has two other major river routes, which were important in the settlement of this part of the United States. These are the St. Croix River, on the Wisconsin-Minnesota border, and the Minnesota River, which becomes the boundary of the district on the west.
The area within the district includes some of the richest farmland in Minnesota and Wisconsin, truly a part of the Upper Midwest breadbasket. In addition, with the rivers noted and many tributaries, it is bisected with scenery unparalleled in the United States, and populated with an abundance of fish and wildlife. These rivers come together near the Twin Cities and from here flows the mighty Mississippi River, which runs through the center of the United States south to New Orleans and the Gulf of Mexico. In addition, northwestern Wisconsin and portions of the district on its north and western boundaries in Minnesota include many beautiful lakes, which provide outstanding recreational experiences for residents and tourists.
The Twin Cities are the center of economic activity for Minnesota and are home to some of the largest food processing companies, banking institutions, bio-medical manufacturing companies, and health care institutions. In the city of Rochester, south of St. Paul, you will find the home of the world famous Mayo Clinic. We have strong cultural institutions - art museums, theatres, and orchestras, as well as professional athletic teams in football, basketball, baseball and hockey. There is also a strong community of higher education institutions, including the world-renowned University of Minnesota and several state and private colleges and universities. The population of the Twin Cities metropolitan area is approximately three million.
District 5950, from which our district was split, includes clubs in Minneapolis and its western suburbs and into southwestern Minnesota. These two districts work closely together and jointly conduct a very successful youth exchange program annually, hosting about 60 inbound students and sending about 40 students outbound.
The citizens of the portions of the two states in District 5960 reflect a strong influence of western Europe, with the largest populations being of Scandinavian, German, and Italian ancestry. Recently, the St. Paul area, especially, has seen large numbers of southeast Asian immigrants. Education, from pre-school through post-secondary, is well supported by both of the states in the district.
District 5960 has a very well balanced program as its clubs reflect the Service Above Self mission of Rotary. It has been a strong supporter of The Rotary Foundation, and active in many of the programs supported by the Foundation. It has been among the districts in Rotary International that has been most active in the Matching Grants program, and for the past several years, has supported two Group Study Exchange programs annually. The Rotary Club of White Bear Lake proudly notes that it originated STRIVE, which promotes individual pride and confidence among students in the lower third of their secondary classes, and provides scholarships to those who make the most progress. This is a program that is growing in interest throughout the United States.
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The New York Times Easy Crossword Puzzle Omnibus Volume 5: 200 Solvable Puzzles from the Pages of The New York Times par The New York Times
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Nicky & Vera: A Quiet Hero of the Holocaust and the Children He Rescued par Peter Sís
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Wonder Woman: Gods and Goddesses par John Byrne
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Disney's Pooh's ABC (Learn and Grow) par Lisa Ann Marsoli
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The Last Halloween, Vol. 1: Children par Abby Howard
Wonder Woman (2016-) #795 par Becky Cloonan
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Spectre MDS
0XX: OUVRAGES GENERAUX
1XX: PHILOSOPHIE - PSYCHOLOGIE
3XX: SCIENCES SOCIALES
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Le spectre MDS est une représentation d'une bibliothèque basée sur la répartition des livres au sein des classes MDS. Chaque couleur représente un ensemble de livres au sein d'une classe de niveau supérieur. MDS, le système décimal de Melville, est une version gratuite du système décimal Dewey® d'OCLC.
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I recently mourned the death of French philosopher René Girard, whose insights on group psychology and the scapegoating mechanism were very influential in my life. He says that a kind of community is formed precisely when a variety of people, who would otherwise rather dislike one another, come together in a common hatred of someone else.
We can see this, Girard tells us, at all levels, from the most personal to the most collective, from families to nation-states. How often there is a "black sheep" in a family? He or she plays an important role in family stability and identity.
What is the only thing that two scholars can agree on? How poor the work of a third scholar is! Likewise, what is the only thing two musicians can agree upon? How awful another musician's composition is.
The first thing we wonder is, where were they situated in order to catch her in the very act? The voyeurism and perversion of these men is shocking.
Then they come en masse, in the terrible enthusiasm of a mob, and they present the case to Jesus.
Now what does Jesus do in the face of this violent mob that is seeking release from its tension? First, he bends down and writes on the ground. Sometimes silence, a refusal to co-operate is the best opening move. But the mysterious writing might indicate something else: the writing down of the sins of each person in the group, as some of the Church Fathers surmised.
Then Jesus says "let the one among you who is without sin be the first to cast a stone at her." He forces them to turn their accusing glance inward, where it belongs. Instead of projecting their violence outward on a scapegoat, they should honestly name and confront the dysfunction within them. This story, like all the stories in the Gospels, is a foreshadowing of the great story toward which we are tending. Jesus will be put to death by a mob bent on scapegoating violence. Yet in sacrificing himself, he will ultimately absorb the violence and defuse it.


Sir Anthony Alfred Caro OM CBE was a British Modernist sculptor. His work is characterised by unique assemblages of found industrial materials. Educated at Charterhouse School, Caro studied engineering at Christ's College, Cambridge and worked in the studio of sculptor Charles Wheeler during his school holidays, before going on to serve in the Royal Navy. In 1946 he enrolled at the Regent Street Polytechnic to study sculpture, and he studied at the Royal Academy Schools from 1947 to 1952.
In the early 1950s, Caro worked as an assistant to Henry Moore. At the time, Caro was making figurative sculptures in clay and plaster, sometimes cast in bronze, such as Man Holding His Foot (1954). Caro's encounters with Moore and, subsequently, American art critic Clement Greenberg and American Modernists like Kenneth Noland and David Smith, inspired him to adopt a more mechanical approach to sculpture in the early 1960s. His abstract work first came to public attention in 1963 with a solo show at the Whitechapel Gallery, London. Twenty Four Hours (1960) and Early One Morning (1962) are two excellent examples of Caro's earliest abstract works in steel.
Twenty Four Hours represents Caro's first abstract sculpture, as well as his first welded sculpture. Constructed entirely from recycled pieces of steel, the 'found' quality of the material is integral to the work. Caro's newly developed technique saw him welding or bolting together pieces of steel, a practice undoubtedly informed by his background in engineering. The finished work was often then painted in a bright monochrome. The works are placed directly on the floor or in a landscape setting with manicured parklands, innovatively eliminating the need for a plinth and enabling a more direct and personal encounter between the work and its viewer. In their day these austere, colourful, abstract works that emphasised line, shape and edge were enormously influential.
Caro's style developed further in the 1980s, when he reintroduced literal and figurative elements into his sculpture. A visit to Greece in 1985 resulted in a series of large-scale narrative works, including the panoramic After Olympia (1986/7) and Déjeuner sur l'herbe II (1989), the latter of which was based on Édouard Manet's infamous 1863 painting. Part of Caro's long-running 'table sculptures' series—initiated much earlier in 1966—Déjeuner sur l'herbe II represents an important aspect of his oeuvre. Modest in scale in comparison with more monumental abstract works, the title of the series references the distinctive reduction in size. Déjeuner sur l'herbe II and the Greek series both allude to the expanded frame of reference that characterises Caro's practice from this period until his death.
In this period, Caro experimented with diverse materials including lead, silver, wood and stoneware. He began making large ceramic sculptures in the mid-1990s. Caro explored his interest in architecture as well, collaborating with Frank Gehry in 1987. He also co-designed the London Millennium Footbridge with architect Norman Foster. In 2008, Caro opened his Chapel of Light at the Church of Saint Jean Baptiste in Bourbourg, France.
Caro died of a heart attack on 23 October 2013. During his lifetime as well as posthumously, his work has been exhibited extensively and internationally, including retrospectives at the Museum of Modern Art, New York (1975); Trajan's Market, Rome (1992); the Museum of Contemporary Art, Tokyo (1995); Tate Britain, London (2005); and three museums in Pas-de-Calais, France (2008), and can be viewed in public collections across the world. Knighted in 1987, Caro received the Order of Merit in May 2000, and was awarded the Lifetime Achievement Award for Sculpture in 1997.
Be among the first to know when new artworks and exhibitions by Anthony Caro are added to Ocula.


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'Lower levels of confidence in Gardaí among Ireland's trans community, report finds' GCN 13 December 2018.
'WATCH: 'Decriminalisation Then and Now' an evening marking the 25th anniversary of decriminalisation of homosexuality in Ireland.' ILOVELIMERICK 4 December 2018.
'Gillian chats to Senior lecturer in sociology at the University of Limerick Dr Amanda Haynes and caller Seán Lynch about the issue of catcalling and the effect it can have on victims'. Limerick Today 4 October 2018.
'Ireland 'seriously deficient in addressing hate crime'.' RTE News 4 July 2018.
'Ireland has the highest rates of some hate crimes in the EU, but no proper laws to address it'. The Journal 4 July 2018.
'Tackling hate crime: Report calls for specific legislation'. Irish Times 4 July 2018.
'Damning report on hate crime in Ireland to be "urgently examined" by Government.' NewsTalk 4 July 2018.
'Ireland has the highest rates of hate crime against transgender people and people of African heritage in the EU'. Irish Mirror 3 July 2018.
'Ireland has hightest rate of hate crime in EU against African and transgender people.' Irish Examiner 4 July 2018.
Drivetime - Report on Hate Crime in Ireland
'Hate crimes: we have plenty of them in this country, but no laws designed to tackle them. That's the stark finding of a report published today by the Irish Council for Civil Liberties. One of the report's authors, Jennifer Schweppe spoke to Drivetime.'
RTÉ Radio One
The Last Word with Matt Cooper
'Ireland has one of the highest rates of hate crime against people of African background and also against transgender people. One of the hightest rates in the EU but apparently no laws to address this'.
TodayFM
(Interview at: 02:40)
KFM Radio
'Ireland has the highest rate of hate crime against people of African descent and transgender people in the EU. A new report also criticises the fact that hate crime is not recognised in Irish law. The Irish Council for Civil Liberties is calling for the urgent introduction of regulations in this area.'
(Interview w/ICCL Executive Director Liam Herrick)


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Before they reach Chicago's South Side, a bunch of White Sox prospects will get the chance to impress the big club in the Southwest.
The White Sox extended non-roster invitations to Major League Spring Training camp to Top-100 prospects Luis Robert, Nick Madrigal, Blake Rutherford and 17 others, the organization announced Tuesday.
At No. 44, Luis Robert is the highest-ranked Sox prospect to receive an invite and is also the highest-ranked prospect not on the 40-man roster -- Eloy Jimenez (No. 3), Michael Kopech (No. 19) and Dylan Cease (No. 25) are already there. The 21-year-old outfielder, who signed for $26 million out of Cuba in May 2017, is coming off a rough 2018 season in which he hit .269/.333/.360 in only 50 games across three levels. Robert missed significant time with a pair of left-thumb injuries suffered during last Spring Training and in the middle of the season. He made up for lost time in the Arizona Fall League and showed potential by hitting .324/.367/.432 with two homers, two doubles and five stolen bases in 18 games with Glendale.
When healthy, Robert could be a five-tool outfielder. His plus speed is his best asset, but his power, arm and fielding tools have also received above-average grades.
Madrigal is going to big-league camp in his first spring as a professional. The former Oregon State star was taken by Chicago with the fourth overall pick and signed for $6,411,400 after winning the College World Series with the Beavers. He showed impressive hitting skills quickly in the Minors by batting .303 with only five strikeouts over 43 games across three levels. The 21-year-old middle infielder didn't strike out at all in his first 76 professional plate appearances. However, those bat-to-ball skills come with little power at present -- only seven of his 47 Minor League hits went for extra bases, each of which were doubles. Madrigal played mostly second base in college and his first taste of the pros, but it's possible he could move over to shortstop, where his plus speed could help him.
Rutherford was a Yankees first-round pick in 2016 before being dealt to the White Sox a year later. The 21-year-old outfielder was a Carolina League post-season All-Star in 2018 after hitting .293/.345/.436 with seven homers, nine triples, 25 doubles and 15 stolen bases in 115 games with Class A Advanced Winston-Salem. He may not have the ceiling of Robert, but the California native has the potential to be average across the board and perhaps a little bit above average as a hitter. A former center fielder, Rutherford concentrated on right field last season.
The White Sox also invited four other ranked prospects to Spring Training: No. 8 Zack Collins, No. 14 Luis Gonzalez, No. 21 Jimmy Lambert and No. 25 Bernardo Flores. The other non-roster invitees include right-hander Zach Thompson, right-hander Jordan Guerrero, right-hander Colton Turner, catcher Alfredo Gonzalez, catcher Nate Nolan, infielder Danny Mendick and outfielder Charlie Tilson. Right-hander Randall Delgado, infielder Ryan Goins, right-hander Evan Marshall, infielder D.J. Peterson, right-hander Donn Roach and infielder Matt Skole were signed as Minor League free agents and invited to Spring Training as well.


text:
IIT-Delhi scientists create 'DotBook', India's first Braille laptop for visually-impaired
Instead of a screen, the laptop displays embossed text in Braille through a touchpad. It is created by IIT-Delhi researchers who opted out of their placements to work on the idea which developed into a product five years later.
The alumnus and researchers at the Indian Institute of Technology (IIT), Delhi have created a laptop for visually-impaired. In what they claim to be a first in the country, the laptop has an interface in form of dots or Braile instead of a visual one. The researchers have named it 'DotBook'.
Pulkit Sapra, 26, from Delhi and Suman Muralikrishnan, 27, from Chennai — both students of IIT-Delhi did not opt for a job and continued researching on the topic which after five years was launched as India's first laptop for visually-impaired. The duo launched two versions of the laptop, one with 20 cell version and another 40 cell version — each referring to the number of characters displayed in one line.
Instead of a screen, the laptop displays embossed text in Braille through a touchpad. Users get to feel everything a website has by touching the pad. Putting in maximum information in one line and yet making it user-friendly was the most difficult part for the researchers.
Talking to indianexpress.com, he said, "The idea was conceived by our seniors 7-8 years ago. When I joined the college, five years back, we started working on it as a project but as it started developing, it made us all the more intrigued into it. We started interacting with people and started to work on an interface which can share maximum information and in a user-friendly way."
"It took us five years to develop an interface, which was the most difficult part. How to create 'bold' in Braille, how to mark read or unread emails in dotted form. Such were the challenges and we worked closely with the community to get constant feedback. The
DotBook
was tested multiple times and even after the launch, we will make it go through rigorous testing. It can be available in the market within a few months," he said.
Sapra was a student of BTech Mechanical and Muralikrishnan studied MS (Research) from IIT-Delhi. They worked in collaboration with KritiKal Solutions, Pheonix Medical Systems
Saksham Trust.
The laptop comes with 4 GB internal storage and is expandable up to 64 GB. It is built in Linux. The 20-Cell Braille Variant has Perkins Keys while the 40-Cell Braille Variant with QWERTY keyboard. The 40 cell version costs Rs 60,000 and the 20 cell version comes at a price of Rs 40,000. The laptop can be connected with mobile phones and other laptops to provide a visual display for sighted persons.
Aiming at social and digital inclusion for the visually impaired, the team, said that variants of DotBook are available in the international market but they cost around $25,000 and the indigenously created product is much cheaper. The institute would also be disbursing some free laptops to underprivileged students.
Courtesy: Indian Express
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text:
Undergraduate Certificate in the History of Art
Duration: 2 years part-time
Online open event: Tuesday 25 January 2022, 6-7pm (UK time)
Apply by: 7.00pm GMT/BST on Thursday 17 February 2022, and Thursday 19 May 2022
Please read the application guidance notes before applying.
Course Director: Dr Sean Willcock
Apply Ask a question
Are you fascinated by paintings, sculpture and architecture? Do you love visiting galleries and exhibitions, and wish you knew more about the history, techniques and terminology of art?
If so, our two-year, part-time Undergraduate Certificate in the History of Art might be the right choice for you. Taught at first-year undergraduate level, it offers an excellent introduction for students who want to develop their knowledge of art through structured study. You will learn more about how artworks are made, and receive an overview of the development of Western art from the classical period to the 20th century. You do not need to have any formal qualification or previous study in the subject area.
The first year will give you an introduction to techniques, ways of looking at the visual arts, and the necessary terms that will underpin all further study. In the second year, you will explore various historical periods in art in greater depth.
Tutors will lead visits to museums and art galleries throughout the course, with trips to current exhibitions whenever possible. Oxford has a wealth of museums and gallery spaces, and we will take every opportunity to introduce these to you.
Completing this course will prepare you well for further study, for example, the Department's Undergraduate Diploma in the History of Art.
Online open event: Tuesday 25 January 2022
Join us on Tuesday 25 January 2022, from 6-7pm (UK time) for an online open event. Meet the Course Director, find out more about the course and have your questions answered. Find out more and register.
The safety of our students and staff is our top priority, and we are following Government guidance and University regulations, which are subject to change. The teaching on this course in the coming year is expected to take place in person, although we are prepared to move this teaching online (either fully or partly) should circumstances dictate. For example, should social distancing be necessary, we may opt to conduct teaching fully online, or to have some participants accessing teaching from home whilst others join us in the classroom. Offer-holders will be kept informed of all developments.
How you will study
The course in detail – including course structure and assessment
IT requirements
Teaching staff and contact information
Application details – how to apply, fees, and award and credit transfer
Pathways and other levels of study
You will need enthusiasm, commitment and a high degree of motivation if you are to enjoy and complete this course. You do not need any formal qualification or previous study of the history of art. We will judge all applicants by the same criteria – an evidence of interest in the subject, the necessary language skills (see below for English language requirements), a determination to succeed and sufficient time available to devote to studying.
The course is taught through weekly sessions, usually held on Wednesday mornings from 10.00am - 12.00pm at Ewert House, Ewert Place, Banbury Road, Summertown, Oxford, OX2 7DD. The classes are lively, structured and informative with plenty of time for discussion. Each class will be illustrated with slides and video material.
There will also be study visits to museums and galleries, which we will make every effort to arrange at convenient times.
You will need to spend about 8–10 hours in home study per week in term time.
The course in detail
In the first year, students will be introduced to art historic methods and be given a broad overview of the development of Western art.
Michaelmas term 2022: Unit 1
Learning to look at the visual arts. A study of colour, subject matter, space, tone, form, composition, etc
The Materials and Techniques of painting
Hilary term 2023: Unit 2
Understanding Sculpture
An introduction to Critical Theory and the use of primary texts
Trinity term 2023: Unit 3
Understanding Architecture
Understanding the Decorative Arts
In the second year students will study specific art historic periods in greater detail.
Medieval art and the significance of context
Towards Modern
Guidance will be given about reading and detailed book lists will accompany each module.
For Year 1, you must complete five assignments of not more than 1,500 words, and a research project of not more than 3,000 words.
For Year 2, you must complete three assignments of not more than 2,000 words, and a research project of not more than 5,000 words.
There is no formal examination at the end of the Certificate course.
To study at this level you are expected to have some IT skills, access to a computer and the internet. Your course requires you to engage with the Virtual Learning Environment for course materials and uses the Department's online assignment submission system. Students need to have regular access to a computer and the internet, and some level of experience and skill including the use of Microsoft Word or similar word-processing package, email and internet browser such as Firefox or Google Chrome.
The computer you use should meet our recommended minimum computer specification.
The Course Director is Dr Sean Willcock. Along with Dr Willcock, the teaching panel includes:
Mary Acton, BA Hons (Courtauld), FE Diploma
Antony Buxton, MA, PhD
Patrick Doorly, MA, PGCE, FRSA
Oliver Gosling, MA, RCA
Bryony Leighton, MA
Kristine MacMichael, MA
Manya Pagiavla, PhD FHEA FSEDA
Dr Hubert Pragnell
Gillian White, BA, MA, PhD
All our tutors are very experienced, not only in their subject but in teaching adult students. They understand the learning needs of students returning to education and will able to advise you on subject-based study skills throughout the course.
If you are returning to learning after a period of time the Department has a number of Study Skills workshops to help you with study techniques or to write essays. You can obtain information about the Department's Study Skills programme by contacting +44 (0)1865 280728.
If you would like an informal discussion on academic matters before applying you may contact the Course Director, Dr Sean Willcock: sean.willcock@conted.ox.ac.uk
Applications and admissions: +44 (0)1865 270312 undergraduate@conted.ox.ac.uk
For general guidance and advice, credit transfer, special needs provision and sources of funding: +44 (0)1865 280355 student.support@conted.ox.ac.uk
For information about Study Skills courses: +44 (0)1865 280892 studyskills@conted.ox.ac.uk
Please click on the 'Apply' button which will automatically notify us that you want a link to the online application form. We will email you that link together with a code to waive the application fee, and guidance on completing and submitting your application.
You will need to upload the following documents as part of your application:
a statement of 300 words outlining your previous experience of the subject (if any) and your reasons for wishing to enrol on the course. No need to submit any written work.
contact details for one referee
proof of English language ability if a non-native English speaker. Further information on English language requirements can be found here. Please note that candidates are required to have the higher-level score.
If possible, your referee should be someone who can comment on your academic ability and background, but where this is not appropriate, please choose a referee who can vouch for your motivation, commitment and potential. A reference from a family member is not acceptable.
Admissions decisions will be based on an assessment of knowledge, relevant experience, academic ability, potential and suitability for a course of study. We welcome applicants without traditional qualifications, including those with relevant career or life skills.
Even if a course has no specific academic entry requirements then: (a) assessment of an applicant's academic ability and suitability for the course of study will still take place and (b) since applications for many courses often significantly exceed places available, each application will be judged against the gathered field of applicants for each course each year.
The University is committed to promoting diversity, equality, inclusion, and widening access, including during the admissions process. We fully endorse the Equality Policy and our admissions procedures are kept under regular review to ensure compliance with this policy.
Short-listed applicants will be invited for interview.
The final decision on admission to the course rests with the Department.
Award and credit transfer
An Undergraduate Certificate will be awarded on completion of the course. Outstanding performance will qualify for a Distinction. You will be invited to receive your Certificate at the annual Awards Ceremony of the Department for Continuing Education, held at Oxford's Sheldonian Theatre.
The syllabus and teaching of the course are aimed at first-year undergraduate level (FHEQ Level 4). An Undergraduate Certificate in the History of Art (120 CATS points) will be awarded to students on completion of the two years of the course. Credit points may be transferred to the Open University, modular universities such as Oxford Brookes University, and other institutions of higher education. For further information about transfer of credit, contact the Course Administrator on +44 (0)1865 280154 or undergraduate@conted.ox.ac.uk
The fee in 2022-23 is £2,780 (Home, Islands, and Republic of Ireland students) or £5,230 (Overseas students). An option to pay the fee in instalments may be available.
Please be aware that fees will usually increase annually.
Information for applicants from the EU, EEA and Switzerland
On 11 May 2021 the UK Council for International Student Affairs published new regulations and guidance to be used in assessing the fee status of students commencing courses in August 2021 and later. We will be using this guidance to carry out fee status assessments for students commencing courses in 2021/22 and later, including students from the EU, EEA and Switzerland.
If you are an EU national and do not live in the UK then you are likely to be charged Overseas fees. Students with settled and pre-settled status in the UK and some other categories of students who work in the UK can qualify for Home fee status as long as they meet the residence criteria.
Students from outside the UK/Republic of Ireland
If you are from outside the UK/Republic of Ireland, you will be classed either as an 'Overseas' or 'Islands' student.
Information on financial support can be found on our website here.
This course is not suitable for overseas students who do not already live in the UK before the course begins. For information, refer to www.gov.uk/browse/visas-immigration.
Check information on the specific English language requirements for this course.
Applicants are required to have the Higher level scores.
The Department for Continuing Education offers day and weekend courses, weekly classes, online short courses and summer schools in the History of Art. In the Undergraduate programme, we offer the Certificate in History of Art, the Certificate of Higher Education, and the Diploma in History of Art. At Postgraduate level we offer a Postgraduate Certificate in Architectural History, MSt in the History of Design and MSt in Literature and Arts, along with the DPhil in Architectural History and DPhil in Literature and Arts.
You may also be interested in studying History.
If you are planning on embarking on a new career as a result of your studies, or hope to progress in your current field, you can access help and advice through the University Careers Service.
for applicants and students
Sez Maxted
After a long break from academia, Sez immersed herself in the History of Art through our Certificate and Diploma programmes.
Keiko Rochaix
Keiko studied History of Art to consolidate her knowledge and to help with her gallery project.
Undergraduate Diploma in History of Art
A two-year part-time course in which you study two modules from a choice of four, each of which allows you to immerse yourself in a specific period of art history. Taught at second-year undergraduate level.


Andi Osho films a three-episode guest stint on Holby City.
Holby City bosses have announced that stand-up comedian and actress Andi Osho has filmed a guest role on the show.
The 39-year-old will be appearing on the BBC medical drama for three episodes, portraying the part of brassy Barbara Alcock.
Barbara is a mature medical student and single mother. Full of positivity, curiosity and enthusiasm, Barbara is delighted to be learning from established regular Elliot Hope (Paul Bradley).
A Holby City statement teased: "Over-eager to begin with, Barbara soon blossoms under Elliot's tuition. But when she suffers a setback academically, will he be able to give her the confidence she needs to pursue her dream of becoming a doctor?"
Osho makes her first appearance on Holby on Tuesday, June 19.
Her previous acting credits include roles in Paradox, Psychoville and EastEnders.


Irish World is the Irish Family History Foundation centre for counties Tyrone and Fermanagh. Irish World is pleased to be able to offer a worldwide service to people whose ancestors came from these counties.
If you have ancestral links with Tyrone or Fermanagh, why not let Irish World help you discover the path to your Irish roots. We are Ireland's foremost family history research company, offering a comprehensive, efficient and cost-effective Irish genealogy service to anyone with Irish antecedents.
Our state of the art computerised database allows direct access to all the principal sources of research – church records, baptism records, birth records, marriage records, gravestones, census data and muster rolls.
We respond immediately to all requests for ancestral research, and guarantee a prompt and thoroughly professional service. In addition to research, Irish World also offers clients a range of related products in the fields of genealogy and heraldry. These include full colour coats of arms and key rings.
We also produce periodic heritage publications relating to local history, folklore and culture.
Irish World looks forward to discussing how we may be of help in tracing the path to your Irish roots.