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New Knog bells don't look half bad.
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That was a very interesting perspective. Although the phrase "a bad move for UK science to leave Europe" is a bit misleading, as the referendum is about membership of the European Union. We are not voting to somehow leave Europe.
I'm waiting for more information before I can decide. I'm yet to hear anyone speak coherently on what will happen to British farming if we leave. Liz Truss has said there is no Plan B following an exit, which is rather concerning from the Defra secretary (although I would expect nothing less from her). It is absolutely impossible to make a reasoned decision in this area when there is such a dearth of information. No one has any idea what agricultural, trade, budgetary and regulatory policies would be put in place if we voted Out, so how can we decide either way? The current EU agricultural policy is utterly hopeless, but if no viable alternatives are being proposed then I'm not sure how to form a view.
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Hi all, would like to buy a Soma Porteur rack (black or silver) like this http://www.somafab.com/archives/product/porteur-rack-black
Could pick up in London but would need to be posted from elsewhere.
Would consider any other axel mounting front porteur rack. Any condition is cool!
Or if anyone knows where you an get hold of new Soma racks in the UK that would be good to know - can't find them anywhere.
Cheers!
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Interesting post. I have a few thoughts (and please don't take any of them as aggressive/trying to start an argument - just thinking out loud!):
Is it really a "false idea that some people are 'more intelligent' than others"? As with sport, are some not just naturally more capable, regardless of training/teaching? I appreciate this all depends on your definition of 'intelligence', but are you really saying that had I gone through exactly the same upbringing/education as Einstein, I'd have his grasp of theoretical physics?
My parents were both teachers and regularly had to deal with classrooms of 35 kids, five or so of which had (differing) learning disabilities and another few with behavioral problems. Your desire for an education system that is "conscious of everyone's different abilities and does not discriminate against anyone" doesn't really factor in the real world. The teacher in my example above is very much "conscious of everyone's different abilities" but it is extremely difficult/at times impossible to engage in any meaningful way with all of the children during a lesson. Are those with an aptitude for the subject not "discriminated against" as the teacher has to spend the majority of the time with the children with learning disabilities or controlling those with behavioral problems? So what is the solution?
You say the education system is being used to separate and classify people (and that I presume you view this as a bad thing), but how would you propose the children in the aforementioned class obtain the education they require? Do they not need to be separated to allow those with particular needs the attention they require and to allow the remainder to get the attention they were otherwise lacking? I hope these are coming across as the genuine questions they are, and not argumentative or aggressive - always hard to tell on the internet!
I'm not sure I have any idea what the answers should be - they are all questions to which I'm sure there is no easy answer. I was packed off to boarding school at a very young age and for each subject we were, on arrival, graded and put into 'sets' of ability. You could move up or down at the end of each term depending on how you performed. Are you against this kind of system where depending on where your abilities lie you can be stretched and challenged at the appropriate level, or is this the segregation that you are against?
The French baccalauréat system is an interesting one that seems to provide a broad base of education that you talk of.