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Sustainable Transport Lewes
(Response by Jonathan Vernon. Green Party Town Council Candidate, Castle Ward)
Lewes Cycle Planning
Bikes at the Prison Crossroads on the entry to Lewes. 5 Nov.
Leading up to 5 November parked motor vehicles disappear from the streets of Lewes and in the day during the afternoon all motor traffic clears. Imagine a Lewes like that all the year round. Imagine only pedestrians and cycle ways. Perhaps for a planned hour before the marching a parade of cyclists in fancy dress could take place to celebrate the freedom to move around the streets. Perhaps this could lead the way to changes to limit or restrict motor traffic in favour of pedestrians and cyclists.
Here we mean provision for cyclists age 8 to 80, upright on workaday bikes for shopping, going to school and commuting rather than helmeted, brightly clad racing cyclists.
To be successful a ‘Cycle City’, as they have come to be called in the Netherlands, requires a complete and comprehensive network that is both attractive and comfortable. Partial fixes, barriers and signage can just add to the clutter and confusion. Change needs to be more subtle with wider paths, cycle priority and trees as calming measures.
And some societal and cultural shift too is needed, from cafe culture to cycle culture, with shops reclaiming the streets where parking bays have been removed to allow them to create a terrace environment. The town should be one of 5 minute cycle rides, 20 minute walks and regular trains to other towns. It also needs to be a town centre that is attractive to people free of outsized motor vehicles, their noise, pollution and threat.
a) Hard measures (infrastructure: shared space, improved crossings, dedicated cycle paths removal of restrictions on cycling, traffic calming, new shared pedestrian/cycle routes, safe crossing points)
‘Every location is different, and it’s never as simple as copying and pasting their methods’, write Chris & Melissa Bruntlett in ‘Building the Cycling City’.
Lewes has many narrow, twisting streets and lanes, often with significant pinch points. Achieving the desired separation between motor vehicles and cyclists, and between cyclists and pedestrians will only be possible – some of the time, in some places by taking out parking or even reducing two-way traffic to one-way. This is the challenge for Lewes. Cyclists need a comfortable, safe journey the entire way from home to destination, not just here and there.
FThere are measures though:
Enforcement of 20 mph with roundels on the road and signage.
A significant volume of large vehicles in the 20 mph zone is a deterrent to cyclists. Lorries need to do their deliveries before 7:30am, not parking up on the kerb on the High Street throughout the morning from 8:30am. Buses are a problem and a solution. Cyclists and buses should be kept apart.
Traffic can be tamed with traffic calming to make sure it travels at under 20 mph.
If there’s any major difference in speed (anything over 20 mph), then full separation is required with concrete barriers, a grass median, planter boxes, or bollards.
As we know, the 20 mph speed limit is often broke. Living in the Winterbourne too often vehicles using the rat run between Brighton Road and Bell Lane think they can finally pick up speed along Winterbourne Lane which is already home to closely parked parked vehicles.
This ‘rat run’ down Montacute Road, along Barons Down Rd, Delaware Rd and Winterbourne Lane is circumvented in part by cyclists using the path between Delaware Rd and Valley Rd, just as they will use the pedestrian path through Bell Lane to St Pancras Gardens – with good reason. It isn’t only more direct, it also avoids the dangers of the mini roundabout at The Swan Inn and at the weekend the vehicles parked up on the kerb along Southover High Street.
Here, like so often in Lewes, a narrow road, with a narrow footpath, with parking bays and cars parking up over night and through the day on the single yellow lines at weekends and bank holidays, becomes quickly clogged at various points, made far worse when there are multiple double-decker replacement buses from the station trying to get along here too.
There will be similar stories right across Lewes.
Too many vehicles, large and small, pedestrians and cyclists, mixed with residential street parking and deliveries creating an environment that can be unpleasant for pedestrians, let alone cyclists trying to use the road.
Another ‘rat run’ to avoid the frequently jammed High Street is off Nevill Rd, down Prince Edward’s Rd, then dogleg down Park Rd and The Avenue onto the A2029 into the centre of town. Where else is the quality of the environment and safety for cyclists and pedestrians in residential areas being compromised because of the atrocious state of traffic on the High Street?
All opportunities to improve pedestrian as well as cycle access to the centre of town need to be explored, including a foot and cycle bridge from South Street.
Motor vehicles can be banned from overtaking cycles though signage has to be clear and can be difficult to enforce legally.
After this:
Restrictions to casual parking on single yellow line kerbs especially at weekends.
Potentially reduce some street parking to make cycling safer in the already narrow roads.
If feasible limiting access by lorries to hours where cyclists are less prevalent.
The physical size, speed and frequent stopping makes it a problem for cyclists to share the road with buses.
Shared space is a last resort, ideally pedestrians, cyclists and motor vehicles should each have their own routes.
In France there is often a two way cycle lane on one way streets so that cyclists do not have to go the long way round.
Parts of Lewes appear suitable for mixed use where road-markings are removed and pedestrians and slow moving vehicles mixed. However it is often here that faster cyclists need a dedicated lane.
The pedestrian bridge at the Pells to be wide enough for cyclists and a second pedestrian and cycle bridge from South street across the Ouse.
Better, bolder end to end cycle parking where it is most needed. Close to amenities.
The Dutch model is for cycle tracks that are paved with an easily identified inch-thick top coat of dyed red asphalt. It’s everywhere throughout the Netherlands — you know when you’re on a cycle track. But does Lewes have the space for this? Not without restricting parking and two-way flow of traffic.
On busier roads the cycle ways need to be completely separated – anywhere the speed of motor-vehicles is over 20 mph.
The Dutch have taken the concept of the protected bike lane and carried it through the intersection. More often than not, there is physical protection on the corners where there’s cars turning right or left. There’s are often mid-block protection provided as well, so that you don’t feel exposed. The raised cycle track is also carried through the intersection. Through design, they’ve made the cycle track a priority — visually and physically. (John Parking, Designing for Cycle Traffic).
To achieve this at junctions in Lewes significant investment, even compulsory purchase orders would be required to remove walls, even buildings. This is unrealistic, therefore restricting speeds, and restricting access by certain kinds of larger vehicles is required.
Creation of clearer routes to Priory School so students can feel they can cycle from the key residential areas.
Give way junctions, roundabouts, signals and crossings all need thought.
b) Soft measures (promotion of cycling and education, driver education)
Parental support for children learning to cycle with group based support.
Have spaces where children can learn to cycle safely.
Promoting cycling in schools.
The concept of cycling starts getting introduced to a lot of kids in preschool. They’ll run around on these push bikes. But the biggest education — while it’s not mandatory throughout the country, it’s done by most schools — is students around grade four or five, in the 10 and 11 age range, start taking cycling skills courses.
Between the ages of 11 and 12 they have to take a written exam to show that they understand the rules of the road. They also do a practical exam. So, every year, dozens or hundreds of Dutch students go out onto the street and travel on their routes to get to school, on a designated pathway. The Fietsersbond, which is their national cycling advocacy group, puts the kids right in real life situations, navigating their streets, knowing when to turn, how to signal, where to stop. (John Parkin, Designing for Cycle Traffic).
Known for closing the centre of town temporarily for marches could this be done to celebrate cycling and have a cycle route circuit.
PR and Social Media Campaign, and online education.
Initiatives such as ‘Car Free Sunday’, even ‘Car Free Sunday Mornings’ would be a start.
Also ideas promoted such as ‘Bike to Shop Day’, ‘Bike to School Day’ and ‘Bike to Work Day’.
c) Current reality – speeding traffic (above 20mph), increase in vehicles using Lewes as a through route and increases in traffic from new developments in town, inappropriate and dangerous parking and close passing often result in dangers to cyclists (and pedestrians)
This reality needs to be tackled firmly. Only at 20mph or less does it feel safe for cyclists to share the road. Though this doesn’t feel any safer where there are a lot of larger vans, lorries and buses. The real need is for a Rapid Transit System linking up Lewes and Ringmer to Brighton. ‘Cars parked here will be removed’ is a sign I have come across that needs to be used around Lewes.
All roads that are one way for motor vehicle traffic should be two way for cyclists.
d) Perceptions that roads are unsafe is one of the main barriers to cycling
The perceptions are real. Unfortunately Lewes suffers from too much traffic, including large vehicles and narrow streets made worse for dual used because of parking provision. Do away with all street parking and a cycle lane could go in – but that would surely prove unpopular and impossible to enact. The incessant replacement bus services has double decker buses forever on Southover High Street and Bell Lane. Vehicles of this size, like the vast freight lorries that sometimes end up in the wrong place, are unsuitable for Lewes Roads.
Convenient, easy and attractive cycleways from somewhere to somewhere – not tokenism. They must be relevant to real travel needs. From homes to schools, to stations, bus stops, shops, the Leisure Centre, Pells Pool and cinema.
With secure parking and signage.
e) Would you campaign for greater investment in cycling to ensure that 10% of the transport budget was spent on cycling?
It has required ‘courageous political leadership’ elsewhere to overturn urban planning of the 60s and 70s and since that has favoured the motorcar. Lewes was saved from having its centre carved out to make way for a wider through road down the High Street. Even the bypass is a comprise too close to town that blights us with noise pollution. Something has to be done to reduce single occupant vehicle use clogging the streets, not least the vehicles coming in to the ESCC buildings as well as measures to dissuade so many parents from driving their children to our local schools that are a short cycle or walk away.
Include pedestrians as well as cycling as two valuable alternatives to the motor vehicle which both ideally requiring separate paths and cycle ways.
f) How would you support the building and maintenance of dedicated cycle infrastructure, reallocate space, redesign of existing road and paths suitable for cyclists of all ages and abilities.
This is a very tall order for Lewes. We are not designing on a flat greenfield site. The challenges in Lewes are considerable because of its history and infrastructure and too much planning in the 1960s and since that put the motor vehicle first.
Getting the volume of traffic down is key, and getting fewer large vehicles too when cyclists want to be out. Seeing the ESCC move to Polegate might reduce incoming traffic to an in town car park … or site this on the edge of town and have a park and walk/cycle scheme at both ends of town.
g) What local action would you support?
The issues with motor vehicles are multifarious : speeds, pollution, volume, size, parking …
Dutch experience: We make a differentiation between the hunched-and-helmeted cyclist and the upright, bare-headed cyclist. Upright, everyday cycling, a form of walking-with-wheels, is far more broad, inclusive, accessible, and appealing to people of all ages and fitness levels. It isn’t just about getting from A to B as quickly as possible, it’s about enjoying the ride.
h) How should the Councils use the experience of cyclists when designing cycle facilities?
The behaviours of cyclists even where they are ignoring restrictions, like pedestrians taking shortcuts indicate a potential solution to a problem rather than something to police and punish.
There are lessons to be learnt from around the UK, but also in Denmark and the Netherlands. New housing and work spaces need to be designed with pedestrians and cycle use prioritized over the motor vehicle.
As well as cyclists, we need to talk to pedestrians as those on foot, on bikes or in motor vehicles need to be given separate provision and as often as possible kept apart.
Further Reading
Bart’s Bash in Seaford Bay, Sunday 21st August
Bart’s Bash : Photos from one of the security boats
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How to use Quick Response Codes in teaching about the First World War
Leveraging mobile technologies and Web 2.0 tools to engage those with an interest in the centenary of the First World War in the stories of the people of the era using strategically placed Quick Response codes.
Open Education in an Open Landscape
Inclusion: Innovation: Implementation
An OULive presentation by Jonathan Vernon 17th February 2014 @20:45
I’d like people to add a Quick Response code to their Commemoration Poppy
Fig. 1. Mashup of a Royal British Legion Poppy with a Quick Response code that links to the story of a veteran of the First World War.
Who are them men and women whose lives are remembered on British War Memorials?
Fig. 2 First World War War Memorials in Lewes and Brigthon
The problem with war memorials is that those named on them risk becoming forgotten words on a list. By using the Web we can find out who these people were and where they lived: we can try to put a face to the name and a story to the name – and then we can share what we find online.
There are more than 54,000 war memorials in Great Britain, most of these put up after the First World War; there is barely a community without one. There are some 900,000 names. Significant interest already exists, especially as we approach the centenary of the First World War making this initiative a potentially easy one to add, to what is already taking place.
“Fast, cheap and out of control”
Brian Lamb (2010) described those technologies that ‘lend themselves to … the networked and open approach’ (Weller, 2012 KL 244) as ‘fast, cheap and out of control’. It was with this in mind, taking an interest in the centenary of the First World, that I started to think about using Quick Response codes as a personalized entry point to the Web that anyone could generate in order to share a story about someone who served in the conflict, and to do so both online and on the street.
Fig. 3 How a Quick Response code might be used on a Royal British Legion Poppy in order to personalise your commemoration.
Quick Response (QR) codes are fast – they are easy to use, they are free; however to be effective in learning there has to be a ‘ modicum of control’ – the initiative has to come from somewhere. Worn in this way, I’d like to think that you can share directly with others the person whose name you have researched and whose life you wish to remember, as well as directing people to the content online and inviting them to ‘adopt’ a name from a war memorial themselves. This is designed as a ‘blended experience’, that uses ‘face-to-face’, ‘community’ and ‘classroom’ experiences, trips to monuments … and qualities of being and going online.
Fig. 4 QR codes are a product of the car manufacturing industry
Faced with increasingly complex components, Denso, a supplier to Toyota, came up with what is a 2d barcode in the 1990s. (Denso, 2014) Made free of patent, and using free software anyone can now generate their own unique QR code; you can even print them out on standardized sticky label stationery. There are a myriad of uses for QR codes, from embedding information that is read and stored by the device to a quick link to rich content online. The interest here is to use QR codes to link to learning resources, in mobile, or ‘m-learning’ contexts in particular, and for users to both ‘read and write’ such content. I liken QR codes to using your phone as a remote control to click to a TV channel. You point a smartphone, or tablet at the QR code to read it and go instantly, pretty much, to a web page. Unlike a TV remote though, you can just as easily create and share your own content too.
The use of QR codes in education in the last decade has been limited
Refereed papers are few, but between these and other published reports, suggestions can be made regarding their strengths and weaknesses. If QR codes are to be used successfully then champions need to be identified to take up the cause. Whilst QR codes use the power of the Web to connect people to rich content, that they may create themselves, a good deal of thoughtful planning will be necessary, not just explaining how to make use of QR codes, but also working them in, where appropriate to current learning schedules where QR codes can contribute to meeting clear learning objectives.
The 2009 Horizon report identified six technologies that were expected to be significant in the following few years, of these, five relate to this proposed innovative approach to learning by wearing a personalised QR code:
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mobile devices,
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cloud computing,
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geo-positioning
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the personal web and
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smart objects.
Use of QR codes in learning has had mixed results
Simply putting a QR code in front of a museum artifact, as they’ve done at the Museum of London and did at the Design Museum does not work (Vernon, 2013) – there isn’t enough to attract or necessitate their use, not everyone has a smartphone or tablet, and the technology is often not robust. While outdoors QR codes added to signs in the South Downs National Park, (Kerry-Bedel 2011) for example, barely received a view a day during a three month trial and in some instances there was no signal anyway.
Where QR codes have been successful is in targeted learning experiences in schools (Gradel & Edson, 2012), where the affordances of the QR code have been exploited to form part of an engaging, constructive and collective learning experience.
To be effective this initiative with war memorials requires galvanizing people to take part in a joint exercise – easier with a class in school or college, less easy with the general public.
Examples where QR codes work include:
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where participants are ‘equipped’,
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where they can take an active role, such as with ‘on the spot’ surveys or quizzes,
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where they are prompted into cooperative learning
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and where timely ‘Frequently Asked Questions’ are given.
(Awano, 2007: Information Standards Committee 2008; So 2008; Robinson, 2010; Hicks & Sinkinson, 2011; Ryerson Library & Archives, 2012.)
K Lepi (2012) Copyright 2013 © Edudemic
Fig 5. A Simple Guide to Four Complex Learning Theories. Lepi (2012)
The theory behind the idea of using QR codes in a mobile and open way, is that in the digital age ‘connectivism’ is the modus operandi. In Fig. 3, an infographic produced by Edudemic (Edudemic 2012) traditional and digital theories are shown. All are relevant, each has its place, with the digital environment offering new approaches to learning.
Learning ‘in the digital age’ enables and benefits from a level and quality of interaction and connectedness that is easier to achieve on the Web. It is particularly effective where the body of learners is large, where ‘birds of a feather, flock together’ (Li & Chignells, 2010) at a hub (Efimova, 2009) and their behaviour is open and shared so that knowledge acquisition comes through the challenges and rewards of sustained interaction. (ibid)
Only a fraction of an online population are naturally inclined to generate content. Nielsen (1999) suggested that only 1% create content, 9% might comment, while the remainder are readers or viewers. Nielsen cites the Amazon book reviewer who wrote 1,275 reviews in one year. I liken these people to what advertisers call ‘champions.’ The key influencers of a cohort or group, early adopters, who innovate first and do so with conviction and passion. (Vernon, 2012).
Fig. 6. Creators, commentators and readers – how use of the Web stacks up. Vernon (2010) after Nielsen (1999)
So if we are to rely on participants to generate content the total numbers taking an interest as viewers and commentators needs to be large. Building on Nielsen, and authors who have called groups who identify with each other through connected blogs as ‘like minds’ and my own experience in advertising I devised Fig. 4 to suggest degrees of participation.
How I would see it work with War Memorials is that as well as the key creators, there would also need to be, say branch members of an organisation such as the Western Front Association, they have over 3,000 members with branches across the UK, as a body of ‘like minds’ supported to work on the content, a figure increased further by engaging local schools or colleges – especially where the work is made part of formal assessment.
A balance has to be found, I believe, between the qualities of a tool that is ‘fast’ and ‘cheap’, and where, if it is ‘out of control’ – but you want to use it, to do so by creating parameters or ‘scaffolding’.
Fig. 7. Following ‘City Walks’ near Bloomsbury Square, London.
The potential weaknesses of using QR codes include the requirement for participants to have a suitable device, say a smartphone or tablet and communication fees. QR codes may not be so easy to stick to, then read from, a standard Poppy either. Reading from and using a smartphone or tablet presents accessibility issues. Though these devices are also being used in resourceful ways to support people with disabilities, and an audio guide, say a minute per name, for a war memorial, has its appeal.
Fig. 8. A mash-up of old photographs overlaying a Google Map
In relation to creating and sharing content in an open culture, Robert Capps (2009) coined the expression ‘the good enough revolution’. This precludes being prescriptive or from expecting perfection. Whilst output on the First World War from the BBC and the Open University should understandably attain a certain professional standard, the kind of creation required of those researching names on war memorials themselves should take inspiration from this ‘good enough revolution’. Examples include ‘pinning’ names from a war memorial to a home address, sharing photographs in a Flickr gallery, ‘pinning’ World War One photographs to battlefield maps, sharing photographs on Pinterest, numerous inventive YouTube videos, shared documentaries and memoirs presented as blogs.
Fig. 9. A mash-up of War Memorial which featured a Poppy, adding a QR code and links to an interactive online activity and a blog.
What has been shown, in museums and ‘out in the field’, is that simply ‘put out there’ QR codes are ignored. This makes the idea of ‘wearing your Poppy featuring your QR code’ appealing, as each person becomes an ambassador on the ground, in the street, on site, for that nugget of information, especially so if they are also responsible for – and proud of creating the content you then link to. The opportunity exists to engage people in bringing the stories of those named on our war memorials alive and sharing this knowledge in an invigorating, dynamic and Web 2.0 way. As a result, a deeper and more meaningful connection is made with the past and our relationship to it.
REFERENCE
Awano, Y (2007). Brief pictorial description of new mobile technologies used in cultural institutions in Japan. The Journal of Museum Education, 32(1), 17-25
Capps, R (2009) ‘The GOod Enough Revolution: When Cheap and Simple is Just Fine’, Wired Magazine: 17.09. Avaialble at http://www.wired.com/gadgets/miscellaneous/magazine/17-09/ff_goodenough?currentPage=1 [accessed 18th February 2014]
Denso (2014). QR Code Standardization. Available at http://denso.com/ [accessed 18th February, 2014] also at http://www.denso.com.au/Products/Non-Automotive/Data-Capture/QR-Code
Edudemic. Traditional Learning Theories. Available at http://edudemic.com/2012/12/a-simple-guide-to-4-complex-learning-theories/ [Accessed 19th April 2014]
Efimova, L. (2009) Passion at work: blogging practices of knowledge workers. Novay PhD
Research Series 2009. Available at www.novay.nl.dissertations [Accessed 19th April 2014]
Gradel, K., & Edson, A. J. (2012). Higher ed QR code resource guide.
Hicks, A., & Sinkinson, C. (2011). Situated questions and answers: Responding to library users with QR codes. Reference & User Services Quarterly, 51(1), 60–69.
Information Standards Committee (2008) Section 3: QR code, Synthesis Journal. (From http://www.itsc.org.sg/pdf/synthesis08/Three_QR_Code.pdf )
Kerry-Bedel, A (2011) Smartphone technology – the future of heritage interpretation: Its in conservation. Avialable at http://www.kbstconsulting.co.uk/QR/images/ITIC.pdf [Accessed 14th February 2014]
Lamb, B (2010) ‘Open Contempt’. Available at http://wiki.ubc.ca/Open_Contempt [accessed 18th February 2014]
Li, J., & Chignell, M. (2010) Birds of a Feather: How personality influences blog writing and reading. Science Direct. International Journal of Human-Computer Studies 68 (2010) 589-602
Nielsen, J (1999) Web Usability
Robinson, K. (2010). Mobile phones and libraries: Experimenting with the technology. ALISS Quarterly, 5(3), 21–22
Ryerson University Library & Archives (2012). QR codes. Retrieved 6th Feb 2014, from http://www.ryerson.ca/library/qr/.
So, S. (2008). A Study on the Acceptance of Mobile Phones for Teaching and Learning with a group of Pre-service teachers in Hong Kong. Journal of Educational Technology Development and Exchange, 1(1), 81-92.
Vernon, J.F. (2012) How Blogging is going all TV. (Blog post) Available at http://mymindbursts.com/2012/01/06/how-blogging-is-going-all-tv/ [Accessed 18th February 2014]
Vernon, J.F. (2013) Mobile learning at the Museum of London: QR codes and NFCs. (Blog post) Available at http://mymindbursts.com/2013/11/10/molqr1/ [Accessed 14th February 2014]
Weller, M (2011) The Digital Scholar: How Technology is Transforming Scholarly Practice. 5% Loc 239 of 4873
Liquid Inspiration from cider flavoured with ginger
Fig.1. Liquid Inspiration – I visit Middle Farm for the cider
I’ve used the history of orchards in Sussex to offer a model for how higher education might change and adapt – grubbing out the old and offering something ‘customers’ want is a good message. Location too, this on the A25 – universities today needing to be on the Internet Super Highway.
I’ve used the metaphor of orchards in e-learning too – the nurturing of the crop, the varieties grown and how these are promoted and sold.
Fig.2. “Side-R” Medium Cider with Ginger
Fig.3. Middle Farm sells a bewildering number of varieties.
Side-R takes you to a somewhat bizarre website that reveals itself to be odder still when you Google translate from the Japanese.
Fig.4. Taste some then buy.
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500 years of Lewes Old Grammar School, so what do they do? Close the High Street and march around town in costume
A school parade through Lewes. This is Lewes. This is normal.
I’ve been marching around in fancy dress for 12 years either as a Confederate Soldier or an early 18th Century Pirate.
Does Lewes produce more historians per head of population than other towns in the UK?
I wonder because all this activity must have an impact, especially on the younger participants. I took over 200 photos this afternoon, and spent a lot of time getting close ups of the 3d ‘Banners’ that were paraded through town.
The detail and craftsmanship impressed.
The entire set could be used as multiple pegs into the 500 year history of England … and beyond, this is afterall the town of Tom Paine.
This on the day Scotland starts its yes campaign for independence and I happened to be reading the chapter in the Norman Davies book ‘The Isles’ on the extraordinary mishaps that resulted in the union of England and Scotland in the first place.
Scotland had gone bust financing an attempt at empire building in central America. I favour independence. Of the 62 ancestors I can trace back to the 18th century one was Irish, and some 50 from Scotland, the rest from the North East or North West of England.