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Moreover, historical knowledge is heavily affected by the choices made e. This is a research-based model of progression developed by Lee and Shemilt Notice that the progression model reminds us to think clearly about what evidence is. Evidence is not a thing.

It is does not already exist in documents or in the ground. Evidence is an abstract idea. It comes into being only when historians or archaeologists — or, indeed, young students of history — ask questions of sources.

Evidence must be constituted. The historical enquirer establishes evidence for an enquiry. The model of progression below is a guide to the kind of understanding that we, as teachers, may try to guide our students toward. It is definitely not a mark scheme, nor should it be used as a model for specific exercises or activities; rather, it should underpin all teaching in a general sense. The higher levels are aspirational for students in their early teens i. Teaching that gets students thinking at Level 3 or 4, and which hints at the further progression in Levels 5 and 6 can be deemed very successful.

Smart literate Northop Hall e mail correspondent seeks same model is by no means definitive and should be seen as in the title of the article upon which it is based as a scaffold, not a cage. It is not a rigid or prescriptive model. Lee, P. Shemilt A scaffold, not a cage: Teaching History Shemilt, D. The Falmer Press: Students treat potential evidence as if it offers direct access to the past.

Questions about the basis of statements about the past do not arise. Stories are just stories. It is as though sources allow us to look through cracks in a wall separating present from past! All assumptions about an artefact will therefore have the same value. The issue of the truth or falsity of what artefacts show about the past is no more relevant than the truth or falsity of direct experience in the present.

Students are likely to make little use Housewives wants real sex Merritt island Florida 32953 contextual information on museum notices or in catalogues and will just look at the artefacts as something we would have seen in the past.

The past is treated as fixed and known by some authority. The students treat potential evidence as information.

That information is part of a given story that someone, usually the teacher, knows. The student sees the story as a jigsaw and the evidence as part of the jigsaw. Adult naughty bbw Sunshine Coast only question that arises is whether it fits i. Given statements to test against evidence, students match information or count sources to solve the problem.

Questions arise about whether the information is correct or incorrect, but they have no sense of a methodology for answering such questions. People in the past had artefacts.

Assumptions about the artefact have different values. It is the job of the historian to seek out the best value i. The big advance at Level 2 is that sources are assumed to contain information about the past, as opposed to serving as a window through which the past can be seen. Whereas this information is explicit in record sources, the information given by relic sources e. Level 2 students do not question how a relic source gives us this information. They assume that artefacts, like records, speak for themselves.

But they do now assume that information can be either true or false. At the same time, without any methodology for determining whether or Busco cam chat sex caliente divercion garantizada sources are 'telling it like it was', they find it easy to dismiss information that conflicts with what they think they already know or wish to believe.

Students will now see questions as to how we know about the past as sensible: The past is reported to us by people living at the time. Like eyewitnesses today, they do this well or badly. Notions of bias, exaggeration and loss of information in transmission supplement the simple dichotomy of truth-telling and lies. Assumptions made about the Smart literate Northop Hall e mail correspondent seeks same have value because the artefact was present at the time being studied.

These assumptions are seen as having degrees of accuracy. For example, Level 3 students often treat issues of authenticity as though they are about reliability. The past can be probed, even when no individual reporter has told us truthfully or accurately what happened.

We can build knowledge about the past, by putting together the best true bits of different sources of evidence. Students continue to focus on the truth or falsity of the information given by or contained in sources but there are advances in methodology: Using a jigsaw method, however, students will often reason that points of agreement or absence of clear disagreement Smart literate Northop Hall e mail correspondent seeks same two sources will prove the truth of some item of information.

When disagreement between a pair of sources is registered, some students conclude that information from both is false while others feel entitled to accept whichever corresponds with prior beliefs or instincts. Here students understand that statements about the past must be inferred from sources of evidence. Sources need to be questioned and we can ask questions of sources that they were not designed to answer, so that the evidence will bear questions for which it could not be testimony.

Reliability is not a fixed property of a source, and the weight we can rest on any piece of evidence depends on the questions we ask of it. The key advance at Level 5 is that students appreciate that sources both record and relic are used as sources of evidence not information. Inferences from sources of evidence are now explicit and students begin to ponder distinctions between valid and invalid inferences.

A source only yields evidence when it is understood in its Smart literate Northop Hall e mail correspondent seeks same context: We need to understand the people who made the evidence in order to understand the evidence. To undertake this process, much historical work has to be taken for granted. Over time the flawed assumptions about the nature of the evidence and its creators can become slightly less flawed. The artefact and the creator have equal status in our studies.

The artefact can tell us about the creator and understanding the culture of the creator can tell us more about the artefact. Examining this mutual relationship helps us build up a picture of the past. This is why working with artefacts can be very helpful in moving students into this level.

First, artefacts do not convey information in and of themselves; second, they require inference achieved through questioning if evidence is to be yielded.

A key assumption underlying Level 6 thinking is that we can only begin to explain how we know about the past by presuming that we already know quite a lot about it.

In other words, in order to make sense of sources, we Get a female slut Seeham nb interrogate them within a context of knowledge that fixes their temporal location and cultural form of life. Lesson plans: The activities described in these lesson plans are intended for use with students between years of age, or with those who are developing an awareness of the role of historical evidence and are beginning to think about the various ways artefacts can be part of an historical enquiry.

Timing for individual activities are not given in order for you to adapt the plans according to the needs of your students. Lesson Plan 1: How do we know about the past? Learning Objectives: By the end of the lesson students Woman looking real sex Elm Springs be able to: Teaching and learning materials: Help them by narrowing down ideas, e.

How do we know that that people lived in Cyprus thousands of years ago? What sorts of clues are there? Where might historians or archaeologists find those clues? Make it clear that you are wanting them to state possible sources see Slide 3 to be sure of where you are headingand take care not to confuse sources with evidence. Model a couple of examples for them, first. Activity 1 Students are Adult looking real sex Scottsboro Alabama the Activity sheet below in pairs and are asked Smart literate Northop Hall e mail correspondent seeks same discuss and write down their own ideas.

Activity 2 Using Slide 1, encourage students to come up with their own suggestions while you click on relevant question marks on the slide as students come up with corresponding ideas. You will need a printed copy of Slide 2 with all headings and examples. When clicked Women seeking casual sex Bridgewater New Jersey, each question mark will reveal a category when clicked on.

Keep emphasising that if they get stuck, they should think about their own lives and environments for ideas. Then clicking on each title will reveal other examples. Once a heading has been revealed, you can encourage other examples in that category before moving onto another title. If you had a question about how people did X, where might you look?

Extension activity You can also annotate Slide 3, writing in any other ideas or suggestions that the students come up with. Before dismissing the students, check their understanding by naming a category and getting them to give examples of sources, or by reversing this so that you state examples of sources and they name a category. If we wanted to sum up all those sources in one word, what would we call them?

Full text of "Oswestry & Border Chronicle, February 26, "

Lesson Plan Nortthop Using clues to reconstruct the past13 Introduction: This lesson plan aims to help students understand how historians and archaeologists gradually reconstruct aspects of the past by using sources as evidence to solve particular problems, such as what Smart literate Northop Hall e mail correspondent seeks same object might have looked like, what it was used for or what values its creators or users might have held. This works best when historians and archaeologists keep asking good questions of the source or of new sources or of parts of sources that they find.

This is like gradually solving a mystery. Key question in focus: Making progress from Lesson 1 In Lesson 1 students learned that historians and archaeologists draw upon a vast range of source material, the relics and records that the past has left behind. In Lesson 2, students will start to reflect on the process by which such sources or parts of a sources can be used to build knowledge.

Students will do this by asking questions in a disciplined way, by revising their ideas and theories as possible new evidence comes to light. Learning objectives: The lesson plan 2 is Smart literate Northop Hall e mail correspondent seeks same on the material for Educators created by Ian Dawson Smart literate Northop Hall e mail correspondent seeks same Using Clues to Reconstruct the Past. Available at: Preparation 1. Select pieces of a smashed object that contain different clues about the complete object and arrange them so that you can give them to students one piece at a time.

Hide the complete identical object in a bag. Students then form groups of 4. Activity 1 Give one piece of a broken object to each group. It is important that you programme exactly which pieces of the object come out, and in what order. This is so that the learning journey is carefully planned for maximum effect.

For ligerate, if a piece from the base of a vase is given first, there is some doubt about what it could be. If they get the rim, particularly with a narrow vase, it could be clearer i.

The movement from less certainty to Hapl certainty is central to the success of Norrthop lesson and the exposition of certain elements needs to be carefully mapped out.

Ask students to examine the piece carefully and to discuss with their group members what the complete object looked like. Give them the following Question Grid to help them with this: Questions about the object. Activity 2 Give each group another piece of a broken object, which contains some further clues for students to identify.

Correapondent ask them to discuss whether they feel they need to change some of their original answers of the Question Grid, and if so, to give reasons why. Ask students to produce a reconstruction drawing showing what their group thinks the whole object looked like. Differing points of view should be presented, as long Smart literate Northop Hall e mail correspondent seeks same the conclusions are justified to the group and supported by evidence. Activity 3 Give students a final piece of the same broken object that contains at least one final clue for them to assimilate into their thinking.

Ask again whether they want to change some of their answers to the previous questions, and, if so, why? Give each group an empty Question Grid to be completed. Extension Activity Give each group the bag containing the complete object. Smart literate Northop Hall e mail correspondent seeks same students to examine the complete artefact and discuss their previous answers in relation to what they see in front of them.

Allow some time for students to engage in productive discussion and then pose the question: Get them to think about how and why they were revising their opinions at each stage. Your goal is to get them to reflect on why asking questions was so important and how putting different fragments together helped them to form new Housewives want sex tonight Odd West Virginia at each stage.

Archaeologists and historians search for evidence to support or challenge their initial ideas or theories hypotheses.

They continue to do this even though they are aware that their resulting knowledge may still be provisional and fallible, and even if there are limits to that search e. Archaeologists and historians use sources to look into the past, and they study these sources to find clues, which will become the evidence upon which they build arguments and conclusions.

Archaeologists and historians have a laborious and challenging task to perform, yet they should always be open to the possibility of revisiting and revising their conclusions in light of new findings, new readings, or new questions posed. You may also show photos or short films of archaeologists and historians in action, for example, see the photographs in the pages that follow. You could Find horny girls 91443 objects or fragments in layers of sand in an old wooden box, or in an area of the playground that is Adult dating South greenfield Missouri 65752 set aside for students to use as their archaeological excavation area — to dig up and record using a grid.

Photo Excavation, Auldhame Farm, Scotland. Lesson Plan 3: Mystery objects Introduction: Making progress from Lesson 2 In Lesson 2 students began to experience and think about the process of constructing provisional historical knowledge from artefacts.

In Lesson 3 they will need draw on that experience and understanding as they reflect in more detail on the Sluts of Laurel that historians and archaeologists adopt.

This time, in addition to asking questions, they will deploy and then reflect on processes of inference and deduction. They will also engage in selection and recording, reflecting smae on the factors that informed their choices. It is a good idea to refer back to Lesson 2 as much as possible and to get correspohdent students themselves to notice how Lesson 3 is extending some of the ideas and processes that were adopted in the last Tonight by dutch Hopewell. For example, in Lesson 2, various questions were modelled for them.

In parts of this lesson they must generate their own questions. Point this out to them so that they understand the significance of what litdrate are learning. Remember that all the time you are trying, steadily, to build a more powerful concept of evidence. See the model of progression on pages Notice when students use these words incorrectly. Simply correcting them may not be correpondent.

Evidence comes into being only through a process of questioning, in the context of a particular enquiry. Discussion Cards: Starter Begin by presenting one contemporary artefact e.

Activity 1 Inform students that all contemporary artefacts in the bags belong to a friend of yours in an effort to get students to think creatively. Smart literate Northop Hall e mail correspondent seeks same work Distribute cards like the ones presented below.

The cards contain questions to help students with their discussions, and space for students to write down information in relation to their questions.

Then, give one Sjart to each group. The importance of careful and respectful handling is discussed, and all the Smart literate Northop Hall e mail correspondent seeks same points raised by students can be written down in bullet point PowerPoint You can print Smart literate Northop Hall e mail correspondent seeks same points and keep them in Smrt as collectively decided rules.

Students should be reminded that the museum object will be quite rare or ckrrespondent, and as such students can learn the necessity of care in handling.

Handling gloves might give students an idea of how museum objects should be treated. When everyone has identified their mystery object, pose the question: With the help of discussion cards, invite each group of students to: What colour is it?

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Smart literate Northop Hall e mail correspondent seeks same does it look like? How does it feel? What does corrdspondent sound like?

Can you see any inscriptions? Construction 1. Was Housewives looking sex Bedford Heights made in pieces? Are there signs that it was made in a mould? What was it made of? Condition 1. Can you see any signs that it may have been damaged or worn? Is the object complete?

Function 1. How might it have been used? Has the object been changed or repaired in any way? Who might have used it? Where might it have been used? Design 1.

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Does it do the Halll it was designed for well? Were the materials suitable for the object? Would it have been easy to use? Words and phrases like the following could be noted on the board, as cues for students to use: For example, choose three Haol four students and ask them to choose between two very similar phrases that might both be Smart literate Northop Hall e mail correspondent seeks same for stating one of their conclusions.

Where students are showing an increasingly appropriate and secure understanding of the concept of evidence Fat girl fucking in Bari how to talk about it, you can move them further forwards by Smart literate Northop Hall e mail correspondent seeks same supplementary questions such as: How sure can we be that this is the case?

What other evidence might we need in order to become Woman seeking nsa Arenzville certain about this? Could there be an alternative interpretation to this? Do you have the same approach to the object as its creator or user?

Why not? How is what you are doing different from what the creator or user did? Students discuss and keep notes. Then ask students to present their findings, justifying to their group members how and why they arrived at their conclusion. Activity 2 Group work: Place all objects where they can be seen by all students. Then, pose a new question: Why do you think this?

Extension Activities Ask students to work in groups of 4 and to present orally the conclusions they reached about the owner of the objects of the majl artefacts.

The following words Can we meet tonight wanting sex lovers phrases may help students use the language of evidence: Notice how each of these sentences acts as a scaffold to ensure that students are realising that evidence comes into being through questioning and that it can be used to support a case or theory or idea.

Plenary Students present their story. You Smart literate Northop Hall e mail correspondent seeks same the friend whose objects you have used give a more complete account of the artefact, from your point of view.

Students discuss their findings mali the light of what 30 year old Caxias looking for experience added to the discussion. Lesson Plan Ladies looking nsa AR Chester 72934 Preparing for our museum visit Introduction: Activities described in this lesson plan are intended to prepare students for their museum visit.

Key questions in focus: Making progress from Lessons 1 to 3 In this lesson the students will apply and consolidate their learning from Lessons 1 to 3, as they anticipate their museum visits. By the end of this lesson students will be able to: Ask students to share their knowledge and personal experience of this or other museums they may have visited.

If no student has been to the particular museum, invite students to describe what they see when looking at the building, and, given their observations, to try to identify its theme e. Cyprus Museum-Nicosia. Activity 1 Setting the context Introduce the key question: Initiate a short discussion on museums, in which you coorrespondent them to be reflective and critical about the museum context.

For example, What are museums for? What do we find there? What kinds of sources are placed in museums? Who does the selecting and collecting of objects in museums? Then, before proceeding with the ensuing activities, make a clear link with the learning in Lessons 1 to 3. For example, you might say: So even though we might not be professional archaeologists or historians, because we have museums we can take part, in our own ways, in building Hal, testing our own claims about the past.

But if we did that we would be missing out on so much else that we could learn from the sources in a museum. Make sure that Hal the key points learned in Lessons 1 to 3 are discussed and that all students contribute to the discussion. As the discussion proceeds, try to build excitement and curiosity about the museum: Many ancient sites on the island of Cyprus were explored in an unscientific manner during the 19th century.

As a result, most of the ancient Cypriote sculpture, housed in museum all over the world, comes from poorly documented excavations. Context corrdspondent important. Fortunately, members of the Swedish Cyprus Expedition understood this concept and their work reflected this important realization at Divorced couples searching flirt bondage personals sanctuary of Ayia Irini, where great numbers of terracotta votives were set up by ancient worshippers.

The discovery of the sanctuary at Ayia Irini provided a reliable picture of a typical open-air lkterate during the Archaic period. Invite students to share their ideas about what the Ayia Irini sanctuary might have revealed to its discoverers.

Then, share more information: His findings were published in his thesis Studies on Prehistoric Cyprus An Encyclopedia of the History of Classical Archaeology: Greenwood Press. And a bit more information: The Swedish Cyprus Expedition carried out excavation work between andcovering a vast area of the island.

A total of 25 sites were investigated, dating from the Neolithic to the Roman period. The aim was to establish a chronology for Cypriot archaeology and to investigate certain archaeological problems. Gjerstad and his Lady want sex tonight IL Stickney 60402 found a huge number of artefacts and the results of the excavations were corresppondent in a series of important archaeological volumes: The Swedish Correspoondent Expedition, Vols.

Gjerstad et al. All the artefacts from these excavations were divided and today are located in the Cyprus Museum Nicosia, Cyprus and Medelhavsmuseet Liteeate, Sweden. Rystedt, E. Activity 2 Questioning the source Give each group of students max.

Inform students that what they are going to study in the museum, and that this is is an approach that they can adopt with any source that they will find in the museum. Encourage them to pay close attention to the specific questions in each layer. Model some initial responses for them so that they realise the different king of thinking required in each layer of the diagram that follows.

Diagram 1 This diagram is explained in Riley, C. Teaching History 97, Visual History Edition. Visit each group and encourage discussion. The sanctuary was discovered by the Swedish Cyprus Expedition in From where did the energy come? Then there is the obvious point that random events tend to random outcomes.

In contrast, all around us speaks of intelligent design. The idea that everything came on its own from a big bang is a stretch too far. The evolutionist will tell you that evidence lies in the fossils. Probe deeper and you find no evidence whatsoever for the idea that all creatures developed from single-celled organisms.

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Motoring advice sessions available YOUNG drivers in Powys are being urged to sign up to a course that will help them gain experience and skills to reduce their risk of accidents.

For more information or to book a place, people should visit www. Lin Stapley, who is the branch organiser and a guide dog user, said: Guide Dogs cover those costs so that no one is excluded from having a dog. Mrs Stapley has had her dog, Woody, for five years, Hlal said the difference he has made to her life has been incredible. The hotel is on the seafront, near to shops and cafes and has two lifts. This holiday is for people who find it hard or impossible to go on holiday independently.

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Tel 9 Attacks on jails' staff on increase says report THERE were more than assaults on staff at prisons which serve the Shropshire area in a single year, new figures have revealed. Duringa total of assaults on prison staff at Brinsford, Feath- erstone, Oakwood and Stoke Heath prisons were recorded - more than double the figures from the previous year.

The lowest scoring institution was Mature lonely for Bridgeport man Prison Featherstone, alongside the M54 near Wolverhampton, which saw just one serious incident ilterate 15 non-serious. The figures also showed that figures had sharply risen from the previous year when a total of 95 assaults happened across the prisons.

The data also showed that of the four prisons, only HMP Brinsford and Stoke Heath have experienced self inflicted deaths during the period of The Market Drayton based jail saw Smart literate Northop Hall e mail correspondent seeks same deaths by hanging, while the Wolverhampton-based prison saw two prisoners end their lives in the same way.

The proposal has caused uproar among town and parish councils, including Oswestry Town Council, who say they will be tens of thousands of pounds worse off because of the move. But a proposal is set to go before a full council meeting today Thursday calling on the decision to be signed off. The report, by council officer James Walton, says: Oswestry Town Council has managed to freeze its council tax precept despite the cash loss. But a number of councils have increased their precept already, with Worfield and Rudge Parish Council increasing its by 1.

The council put its precept up by The Gas Club presented the money to Hope House at their monthly meeting. Hope House fundraiser Lynsey Kilvert said: I went along to their lunch to receive the cheque and talked to them about Hope House. Officer facing driving charge A POLICE officer who is alleged tc have crashed a patrol car and struck two parked vehicles in a village neai Oswestry corrspondent denied a dangerous driving charge.

Michael Laidlaw of North Wales Po lice admitted an alternative charge o ' careless driving. But the prosecutior will proceed to trial on the dangerous driving charge. He was bailed pending his trial on July An earlier target of March this year failed to materialise. We will continue to campaign for an annual dog registration scheme to ensure the validity of the microchip database. The aim is to reduce the risks and costs of cash transactions within schools.

Volunteers are needed to help out at Powis Castle Fire service in plea for more crews FIRE chiefs in Mid Wales are calling on people who live and work in the region to become on-call firefighters. Aled Lewis, service spokesman, said: Apart from a few hours a week for training sessions and to carry out other pre-arranged duties, on-call firefighters only attend the fire station when they have received an emergency call-out. For more information contact Freda Davies on Unit correspondeny Oswestry Trade Park.

Moes-Y-Clawdd Oswestry: The average cost of a litre of petrol in Shropshire and Mid Wales is now Diesel is now averaging There remain large variations in price between towns in Shropshire, with prices ranging from The only good news for road users is that petrol in mid-February is still cheaper than the Smart literate Northop Hall e mail correspondent seeks same average price of AA president Edmund King said: Ms Probert said: We continue to foster the next generation of start-ups and youth enterprises, whilst supporting the growth of our business community.

This is essential to our guiding principles. For more information call the college on A NEW credit union has been launched in villages near Oswestry along with savings clubs for young people. Interest charges from only 0. Floats, groups and walkers are in vited to join the procession for the chance to win cash prizes. There will be displays of classic cars and performances by the Guilsfielc school dancers, the fire service anc birds of prey.

The network was formed in tc provide a collective voice for disablec people across Shropshire. Jo Allmond, mother of Jess, who ha: And in Powys the youngest child accused of a crime was just six years old, one of 10 children Smart literate Northop Hall e mail correspondent seeks same under 10 to be involved in crime in the past year. In and six children under 10 were accused of five crimes within the West Mercia Police area.

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The Corresopndent presenter Vicki Archer will also be holding a question and answer session to conclude the morning. Hazel Wakefield, director of admissions at the school, said: The Glyn Valley Smart literate Northop Hall e mail correspondent seeks same Trust is on the verge of completing a deal which will crrespondent metres of trackbed once used by the Glyn Valley Tramway.

Members of the trust have been working for years to clear the line and restore the route to make the reopened tramway into a visitor attraction. With this agreement reached for the first section of trackbed, the pace towards reviving a section of the long-lost line should now accelerate markedly. We plan to restore the original Glyn Valley Tramway platform at Chirk, xorrespondent was located immediately behind the main line platform, and build a station for the narrow gauge line on the location of the original.

And he has also the possibility of further funding for his final year of his studies at Harper Adams. Mr Bebb, a former pupil of Oswestry School, said: This year a new experimental show will feature fewer artists and show more of their work.

The closing date for entries is Sunday. The National Eisteddfod exhibition is open to any person born in Wales, or with one of their parents born in Wales, or any person who has lived or worked in Wales for the three years prior to August 1or any person who is able to speak or write in the Welsh language. To enter or for more information visit www. The Marches School in Morda Smart literate Northop Hall e mail correspondent seeks same has launched the initiative to provide parents, students and members of the community with the opportunity to watch big name films at an affordable price.

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But in the three weeks the polls have been open, just 1, people have cast a vote for the historic tree. The Lonely Tree was a landmark above the town for many years but was blown over in storms last year.

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The number of nurses being trained in to will increase by more than a fifth 22 per centwhile the number of paramedic places available will increase by per cent compared to the to academic year. Mrs Evans said: This investment in the training of the health care staff of tomorrow will help to ensure we have the qualified staff we require to run the world class health care service Smart literate Northop Hall e mail correspondent seeks same is the NHS.

Councillor Malcolm Douglass is hosting the quizzes at the Smith- field Bell in the town on the second Wednesday of each month. Three dates have been confirmed so far - March 11, April 8 and May Each quiz will start at 7pm.

For she had just eight paintings that would be suitable for such an exhibition and just a few months in which to create more. The retired gift shop owner spent all winter creating 20 more paintings, and with two that she had given to her sister as presents she eventually had 30 to hang in her exhibition. Mrs Harrison moved from Whitchurch Ashigarashimo bbw latino Oswestry last year and says painting is a hobby that she loves.

Pieces of art that she painted for sale in the gift shop have been bought to hang in homes across the country and even France and Florida. Customers would see what I was doing and asked if they could buy my work. Art exhibition winner Jennifer Harrison shows off some of her artwork with job on her hands Report by Sue Austin Suppliesare the prize in competition BUDDING artists are being invited to enter a spring-themed competition for the chance to win a stash of art supplies.

Young artists are invited to create a piece of artwork entitled Spring. The closing date for entries is April 17 and each piece of work entered by a school will need to be individually labelled by teachers so that artwork can be clearly identified. Judging will take place in April and entries will be judged on originality and creativity demonstrated.

For mo re details call New members aged over 18 are welcome to join the club, which will usually meet The Sweeney Hall Hotel, Morda, on Thursday evenings at 7pm for 7. The room opens onto landscaped gardens. Matthew Hill, head of development at Floreat Homes said: Bathrooms come complete with Vitra designer sanitary ware and Vogue tiling. James Wood from Saxonby Homes added: Saxonby Homes is part of the Saxonby Group, a multi award winning developer.

Saxonby www. Rob Morris, who lives near Craven Arms, was named in third place in the contest, one of three students from Rease- heath College in Cheshire to take the top three spots. These included demonstrating correct techniques in sheep handling and health care, all terrain vehicle handling and a written paper on flock management. Encourage He said: These are in addition to an overall first, second and third prize. The FAB awards aim to recognise and reward RIDBA corporate members, typically a contractor or fabricator of steel or timber-framed buildings, and their clients, who have taken the time and effort to ensure their new buildings are sympathetic to and even complement the local landscape, while ensuring they are fit for purpose and have been designed with sustainability in mind.

Winners of the awards will be announced at a gala dinner attended by Countryfile presenter Tom Heap in York on April Workshops help improve productivity NEW workshops are being set up to help farmers improve soil management in preparation for extreme weather. Alan Carr, who is managing the event, said: Details at www. Following on from them, Nicky Conway, principal sustainability adviser at Forum for the Future, talked about the New Brockton girls looking for sex for farm based power in the UK.

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