The Angel's Way Route Seaton Sluice to Chester-Le-Street
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Sports Premium Funding Update Cramlington & Seaton Valley School Sport Partnership Is Funded by the Government’S Primary PE & Sport Premium
NewsleTTer Autumn Term 2014 Printed copies of this newsletter provided through the generous sponsorship of Follow us on Twitter @SVsportspremium SpOrts premium funding update Cramlington & Seaton Valley School Sport Partnership is funded by the Government’s Primary PE & Sport Premium. This funding, provided jointly by the Departments for Education, Health, and Culture, Media and Sport is allocated to Head teachers of schools with primary aged pupils. The funding is ring-fenced, which means it can only be spent on the provision of PE and sport in schools. The Seaton Valley first and middle schools have pooled their money to achieve maximum impact and to ensure pupils across Seaton Valley have similar opportunities. In February 2014, the Prime Minister committed to continue the funding for the Sports Premium until 2020. He also clarified the purpose of the funding: To improve the quality of existing PE teaching, so that all primary pupils improve their health, skills and physical literacy and have a broader exposure to a range of sports. Increase the quality of initial teacher training in PE and sport. Schools to understand the value and benefits of high quality PE and sport, including its use as a tool for whole school improvement. This the second year of the Sports Premium funding and in Seaton Valley we are focusing our work in 3 areas: Physical Education, Healthy, Active Lifestyles and Competitive School Sport. SchOOL Games Mark 5 Seaton Valley schools achieved School Games Mark for 2013- 14. The award was launched in 2012 to reward schools for their commitment to school sport and the development of competition across their school. -
1 Humphry Davy in 1816
Humphry Davy in 1816: Letters and the Lamp Sharon Ruston Lancaster University By 1816, not yet 40 years old, Humphry Davy had retired from his paid roles at the Royal Institution of Great Britain, Board of Agriculture, and the Royal Society, after marrying the wealthy widow Jane Apreece and being awarded a knighthood. However the invention for which he is now best known was yet to come. When Robert Gray, rector of Bishopwearmouth, wrote to him on behalf of coal mine owners in the North East, asking him to turn his mind to the question of how to light mines safely, Davy responded with characteristic optimism and confidence. His response reveals his motive and agenda from the outset. He intended his contribution to be considered as theoretical, scientific knowledge for a higher purpose: “It will give me very great satisfaction if my chemical knowledge can be of any use in an enquiry so interesting to humanity” (letter from Davy to Robert Gray, August 3, 1815).1 In this essay I will discuss letters that demonstrate the lengths to which Davy went to maintain this view of his development of the miners’ safety lamp that became known as the “Davy lamp”. The forthcoming Collected Letters of Sir Humphry Davy edition will publish approximately one thousand letters not currently in the public domain. These letters will be of particular interest to Romantic-period literary scholars: they include letters to Wordsworth, Coleridge, Southey, Maria Edgeworth, and Walter Scott; there are letters that discuss Byron and the scandalous circle at Geneva in 1816, and letters that demonstrate Davy’s poetic sensibility. -
Bridges Key Stage 2 Thematic Unit
Bridges Key Stage 2 Thematic Unit Supporting the Areas of Learning and STEM Contents Section 1 Activity 1 Planning Together 3 Do We Need Activity 2 Do We Really Need Bridges? 4 Bridges? Activity 3 Bridges in the Locality 6 Activity 4 Decision Making: Cantilever City 8 Section 2 Activity 5 Bridge Fact-File 13 Let’s Investigate Activity 6 Classifying Bridges 14 Bridges! Activity 7 Forces: Tension and Compression 16 Activity 8 How Can Shapes Make a Bridge Strong? 18 Section 3 Activity 9 Construction Time! 23 Working with Activity 10 Who Builds Bridges? 25 Bridges Activity 11 Gustave Eiffel: A Famous Engineer 26 Activity 12 Building a Bridge and Thinking Like an Engineer 28 Resources 33 Suggested Additional Resources 60 This Thematic Unit is for teachers of Key Stage 2 children. Schools can decide which year group will use this unit and it should be presented in a manner relevant to the age, ability and interests of the pupils. This Thematic Units sets out a range of teaching and learning activities to support teachers in delivering the objectives of the Northern Ireland Curriculum. It also supports the STEM initiative. Acknowledgement CCEA would like to thank The Institution of Civil Engineers Northern Ireland (ICE NI) for their advice and guidance in the writing of this book. Cover image © Thinkstock Do We Need Bridges? Planning together for the theme. Discovering the reasons for having, and the impact of not having, bridges. Writing a newspaper report about the impact of a missing bridge. Researching bridges in the locality. Grouping and classifying bridges. -
Bridgescape As an Assessment Tool in the Socio- Spatial and Visual Connections of the Central Urban Areas of Newcastle and Gateshead
Special Issue, | Roadscape, 8(36) Bridgescape as an Assessment Tool in the Socio- spatial and Visual Connections of the Central Urban Areas of Newcastle and Gateshead Goran Erfani Abstract | Newcastle University, UK Growing roads and mobility have led to the formation of new landscape types: known bridgescape or bridge landscape. The social, [email protected] cultural, and visual impacts of bridges on their surroundings as drivers and symbols of the development have gained increasing significance in roadscape studies. This article aims to assess the role and design of bridges in the socio-spatial and visual connections of the central urban areas of Newcastle and Gateshead, located in North East England, by the criterion of the bridgescape. The findings of this article show that bridges are not only transitional passages; rather, they can be socio-spatial destinations for people to meet, do collective activities and improve their environmental perceptions. In urban milieu, landmarks have dissimilar impacts on visual connections and bridgescape. Characteristic and contrasting landmarks improve bridgescapes; however, corrupting landmarks have a destructive role in bridgescape. Keywords | Bridgescape (bridge landscape), Socio-Spatial Connections, Visual Connections. 32 No.36 Autumn 2016 Goran Erfani Introduction | Bridges are a vital element in ground from landscape architects to structural engineers. transportation networks, which connect cities, communities In North east England, the city of Newcastle-upon-Tyne, and even nations. Within urban areas, bridges not only have a commonly known as Newcastle, is well-known for its key role in the spatial connection of places but also can facilitate bridgescape. Seven different bridges across a mile long stretch or interrupt social activities. -
Meeting Reports
AUGUST 2014 MEETING Speaker: Andrew Conacher Topic: Sir Humphry Davy – The Davy Lamp Andrew’s talk on Sir Humphry Davy was most engaging and enjoyable. He firstly spoke on Sir Humphry’s background and life and then focused on the Davy Lamp, its context and importance. Andrew indicated that he has an ancestral family connection to Sir Humphry. The following is a brief extract from Andrew’s paper. Sir Humphry was born on 17 December 1778 in Penzance, Cornwall, England and died 29 May 1829 in Geneva, Switzerland aged 50 years. A statue stands in Penzance with him holding his safety lamp. Andrew Conacher holds up miner’s safety lamps. He was both a chemist and inventor Picture: KIRK GILMOUR, Wollongong Advertiser 6 August 2014 and was also a poet and painter. He enthusiastically turned to science and later became a professor at the Royal Institution and flame (acting as a flame arrestor) presented a series of lectures which were later published. thus preventing the methane gas burning inside the lamp to pass out He worked with a number of scientists of the day (for into the atmosphere. The lamp also example, Sir Joseph Banks, who interviewed Davy for his provided a test for the presence of role at the Royal Institution and Michael Faraday who was gases. If flammable gases were a co-worker with him) and was a popular public figure. present the flame of the lamp He made a number of scientific discoveries (for example, burnt higher and with a blue tinge. electrolysis, sodium, potassium, barium) and was knighted The lamp saved lives and helped in1812 and awarded a baronetcy in 1819. -
Explosibility of Coal Dust
DEPARTMENT OF THE INTERIOR UNITED STATES GEOLOGICAL SURVEY GEOKGE OTIS SMITH, DIRECTOR BULLETIN 425 THE EXPLOSIBILITY OF COAL DUST BY GEORGE S. RICE WITH CHAPTERS BX J. C. W. FRAZER, AXEL LARSEN, FRANK HAAS, AND CARL SCHOLZ WASHINGTON GOVERN M E N T P K I N T IN G OFFICE 1910 CONTENTS. Page. Introd uctory statement...................................... ............ 9 The coal-dust, problem................................................ 9 i Acknowledgments.................................................... 10 Historical review of the coal-dust question in Europe ....................... 11 Observations in England prior to 1850................................. 11 Observations by French engineers prior to 1890........................ 12 Experiments in England between 1850 and 1885........................ 12 Experiments in Prussia............................,.............:..... 14 Experiments in Austria between 1885 and 1891......................... 16 Views of English authorities between 1886 and 1908.................... 17 German, French, and Belgian stations for testing explosives............ 19 Altofts gallery, England, 1908......................................... 21 Second report of Royal Commission on Mines, 1909...................... 21 Recent Austrian experiments.......................................... 22 Historical review of the coal-dust question in the United States.............. 23 Grahamite explosions in West Virginia, 1871 and 1873.................. 23 Flour-mill explosion at Minneapolis, 1878............................. -
A CREATIVE PARTNERSHIP SEATON DELAVAL HALL the NATIONAL TRUST Paul Ring Associate Professor
Northumbria University Architecture Portfolios RISING STARS: A CREATIVE PARTNERSHIP SEATON DELAVAL HALL THE NATIONAL TRUST Paul Ring Associate Professor www.northumbriaarchitecture.com/research Front cover Fig. _ Seaton 01 Deleval Hall | interior detail Northumbria University Architecture Portfolios RISING STARS: A CREATIVE PARTNERSHIP / page 2 RISING Northumbria University Architecture Portfolios 1. Project Details STARS Principle Researcher Paul Ring Research Collaborator Jean Brown : A CREATIVE Title Rising Stars | a Creative Partnership Seaton Delaval Hall, the National Trust PARTNERSHIP Output type Creative Partnership | Designed Artefacts and Performance Venue Seaton Delaval Hall / page Curator Paul Ring | Jean Brown | The National Trust Function Heritage Buildings and Historic Environments 3 Location Seaton Delaval, North East England Client The National Trust Practical completion 2018 - 2021 Funding source NLHF | The National Trust | private donors Budget £150k (from £7.8m) Area Seaton Delaval Hall Collaborators The National Trust | Ubiquitous Arts | Walk the Plank | Historic Property Restoration Ltd | Mosedale Gillatt Co-exhibitors Jean Brown Support/acknowledgements Emma Thomas; General Manager, Seaton Delaval Hall | Sarah Bradbury; Local Partnership Co- ordinator | Helen Nisbet; Project manager North Region | Stuart Shiel; Senior Project Co-Ordinator | Andrea Couture, Rob Denton, Pete Dixon, Alasdair Graham, Conall Howe, Tim ingleby, Hattie Keel, Meryem Ozmen & Steve Roberts; Northumbria University | URL www.northumbriaarchitecture.com/research Fig. _ Seaton 02 Devaval Hall | south facing portico elevation with Vanburgh’s sloped stair. Rumour has it that they doubled as an external stage for the Delaval families theatre productions Northumbria University Architecture Portfolios RISING STARS: A CREATIVE PARTNERSHIP / page 4 RISING STARS: A CREATIVE PARTNERSHIP Northumbria University Architecture Portfolios 2. Summary programme of activity. -
Flammable Gas Detection in Coal Mines – a Historical Perspective
FLAMMABLE GAS DETECTION IN COAL MINES – A HISTORICAL PERSPECTIVE Underground coal mines are dangerous places in which to work. This short article explores why, in part, this is so. It also provides conclusions that indicate how a study of one of the hazards encountered, namely flammable gas, and the associated control measures that were developed, may help reduce the risk to modern-day workers. These would not necessarily be coal miners, but workers in any enclosed environment where similar conditions could exist, e.g. tunnelling, confined spaces. It should be noted that the presence of flammable gas is only one of the hazards encountered in coal mines. Other significant hazards are associated with the industry, each with their own risks of death and injury. Naturally occurring hydrocarbon gases that appear in typically with deeper mines, the gas is trapped in the interstices underground coal mines have historically been given the of the coal, only to be released when the coal-bearing rocks are name “firedamp”, derived from the German word for vapour penetrated by tunnels. Here it mixes with the oxygen in the air - “dampf”. Its main component is methane, although other provided for miners to breathe, generating potentially flammable hydrocarbons can be present at lower concentrations. atmospheres. Methane is generated when organic material decays in the The rate of release of firedamp from coal can vary between mines absence of oxygen. In coal mines, it was produced during the and between locations in the same mine. Sometimes it is so low formation of the coal and then subsequently trapped within the that flammable atmospheres are only created if the surrounding strata. -
February 2021
February 2021 Executive Headteacher’s welcome Thank you for your interest in this opportunity to join Astley Community High School and Whytrig Middle School as ASD ARP Lead Teacher and SENCo for Astley Community High School. This post offers an excellent opportunity in our schools for an experienced SEND Teacher looking to move into a leadership role. This candidate information pack will tell you much more about our school and the role. Astley Community High School and Whytrig Middle School, which are co-located on Elsdon Avenue in Seaton Delaval, form the Seaton Valley Federation of Schools together with Seaton Sluice Middle School. The three schools share a single governing body. We are about to embark on an exciting new chapter. Northumberland County Council has recently announced plans for a multi-million pound investment to create a brand new building on our Elsdon Avenue site. Part of this will be a purpose built ARP (Additionally Resourced Provision) for 20 pupils with a focus on ASD. The ARP will be in place from January 2021 and we are looking for someone to be part of our journey as we move forward in our continual development. I am immensely proud to be Executive Headteacher of all three schools. We strive for excellence in the education we provide for our students and are a focal point for the local community. Astley Community High School is rated as ‘Good’ by Ofsted. I strongly believe that the relatively small size of all three schools provides a great environment in which to know our young people well, so that we are able to understand and respond to each individual’s needs and enable them to succeed. -
Metallic Bridges Str403
METALLIC BRIDGES STR403 Sherif A. Mourad Professor of Steel Structures and Bridges Faculty of Engineering, Cairo University Lecture 1 – February 2020 Sherif A. Mourad 1 Introduction Course: STR403 Instructors: Prof. Sherif Ahmed Mourad. Prof. Mohammed Hassanein Soror. Lecture: Monday 8:30-10:00 or 10:15-11:45 Grading: 70% final 15% midterm 15% term work Sherif A. Mourad 2 STR403 - Metallic Bridges Winter 2020 1 Introduction Why a course in steel bridge design? Sherif A. Mourad 3 Lecture Outline • Definition of a bridge. • Historical background. • Bridge forms. • Classification of bridges (Structural system, Material of construction, Use, Position, Span, …). • Design considerations. • Course outline. Sherif A. Mourad 4 STR403 - Metallic Bridges Winter 2020 2 Definition of a Bridge A bridge is a structure that carries a service (which may be highway or railway traffic, a footpath, public utilities, etc.) over an obstacle (which may be another road or railway, a river, a valley, etc.), and then transfers the loads from the service via the superstructure through the bridge substructure to the foundation level. Sherif A. Mourad 5 Definition of a Bridge Sherif A. Mourad 6 STR403 - Metallic Bridges Winter 2020 3 Historical background The historical development of bridges best illustrates the progress of structural engineering from ancient times up to the present century. In particular the development in steel bridges equates with the progress in structural analysis, theory of strength of materials and materials testing, since all of them were increasingly stimulated by the need for bridging larger spans and building more economically with the new construction method. Sherif A. Mourad 7 Historical background The simplest type of a bridge is stepping stones, so this may have been one of the earliest types. -
1 Humphry Davy to John Davy, 15 October [1811] Davy, Collected Letters, Vol
1 Humphry Davy: Analogy, Priority, and the “true philosopher” Sharon Ruston Lancaster University, England https://orcid.org/0000-0002-3864-7382 This essay explores how Davy fashioned himself as, what he called in his poetry, a “true philosopher.” He defined the “true philosopher” as someone who eschewed monetary gain for his scientific work, preferring instead to give knowledge freely for the public good, and as someone working at a higher level than the mere experimentalist. Specifically, Davy presented himself as using the method of analogy to reach his discoveries and emphasised that he understood the “principle” behind his findings. He portrayed himself as one who perceived analogies because he had a wider perspective on the world than many others in his society. The poem in which he describes the “true philosopher” offers us Davy’s private view of this character; the essay then demonstrates how Davy attempted to depict his own character in this way during critical moments in his career. Introduction During the safety lamp controversy of 1815–1817, Humphry Davy deliberately presented himself as a natural philosopher. For Davy this meant someone with a wider purview than others, who is alive to the metaphorical, literary, and philosophical ramifications of his scientific discoveries. He represented himself as working at a highly theoretical level in the laboratory, rather than practically in the mine, making a clear distinction between himself and George Stephenson in this regard. Davy suggested that he was working for loftier ideals and was opposed to monetary gain or profit by patent. He declared that his discoveries were the product of analogical thinking and a consequence of his understanding of scientific principle. -
NOTICE of POLL Election of Parish Councillors
NOTICE OF POLL NORTHUMBERLAND COUNTY COUNCIL Election of Parish Councillors for Seaton Valley (Hartley Ward) Notice is hereby given that: 1. A poll for the election of Parish Councillors for Seaton Valley (Hartley Ward) will be held on Thursday 6 May 2021, between the hours of 7:00 am and 10:00 pm. 2. The number of Parish Councillors to be elected is three. 3. The names, home addresses and descriptions of the Candidates remaining validly nominated for election and the names of all persons signing the Candidates nomination paper are as follows: Names of Signatories Name of Candidate Home Address Description (if any) Proposers(+), Seconders(++) & Assentors BARRELL Meadow View, The Conservative Party David Henderson (+) David Ferguson (++) Chris Mountford Rd, New Candidate Hartley, Whitley Bay, NE25 0TB COLLIER 8 Wansbeck Grove, Labour Party Susan E Dungworth (+) Alan Elliott (++) Karen New Hartley, Northumberland, NE25 0SE DUNGWORTH 19 The Crest, Old Labour Party Karen Collier (+) Alan Elliott (++) Susan Elizabeth Hartley, Seaton Sluice, Northumberland, NE26 4BG ELLIOTT 37 Seaburn View, New Labour Party Susan E Dungworth (+) Karen Collier (++) Alan Hartley, Northumberland, NE25 0SB FERGUSON (Address in The Conservative Party John W Watson (+) Julie A Watson (++) David Northumberland) Candidate HENDERSON 40 Bradbury Court, The Conservative Party David Henderson (+) David Ferguson (++) Jill New Hartley, Candidate Northumberland, NE25 0SP 4. The situation of Polling Stations and the description of persons entitled to vote thereat are as follows: Station Ranges of electoral register numbers of Situation of Polling Station Number persons entitled to vote thereat New Hartley Community Centre, Memorial Hall, St Michaels 80 BV15HT-1 to BV15HT-1396 Avenue, New Hartley Seaton Sluice Community Centre, Albert Road, Seaton Sluice, 81 BV16HT-1 to BV16HT-2477 Northumberland 5.