Prison City, Camp Ford: Largest Confederate Prisoner-of-war Camp in the Trans-Mississippi
by James M. Smallwood
Once the Civil War began, both North and South established detention camps for captives. Well-known Confederate holding centers were in Richmond, Macon, Savannah, Raleigh, Goldsborough, and Andersonville, the last considered notorious because of its high death rate. In the Trans-Mississippi Theater, Camp Ford in Smith County near Tyler became the biggest of the prison camps west of the Mississippi. At one time it held more than 5,200 men, perhaps as many as 5,550 when it reached its peak occupation in May of 1864.1 Four miles northeast of Tyler, Camp Ford originated as a training center for Confederate volunteers and, later, for conscripts. Established in April of 1862, it was named in honor of the noted Texan, Col. John S. Ford. Other temporary training sites once dotted the Smith County countryside, but Camp Ford, near Ray’s Creek across from a freshwater spring and near the Tyler–Marshall Road, became a permanent installation when in 1863 it underwent a transformation and emerged as a prisoner-of-war site, one that had the lowest death rate of any large camp during the war.2
vanova Iskul von Hildenbrandt (1850-1928) vécut une vie tumultueuse et bien remplie. Née d’un père officier d’artillerie de haut rang et d’une mère issue d’une famille aristocratique serbe, elle fut mariée à l’âge de seize ans à Nikolaï Glinka, membre du Conseil d’État. Après dix ans de vie commune, ils se séparèrent et elle épousa en seconde noce Karl Petrowitsch Iskul von Hildenbrandt, membre du Conseil privé suprême.
À trente ans, ses centres d’intérêt étaient divers. Femme de lettres, elle publia des romans, ouvrit une imprimerie pour rendre la littérature accessible aux classes sociales les plus modestes. Utilisant son influence politique aux bénéfices des groupements politiques de gauche, elle s’engagea en faveur de l’éducation médicale des femmes. Après l’éclatement de la révolution, elle fut cependant chassée de sa propriété et vécut par la suite dans la solitude avant qu’elle ne s’exile en Europe de l’ouest à l’âge de soixante et onze ans. Elle passa les dernières années de sa vie en France chez son fils issu de son premier mariage, Grigori Glinka.
A newcomer wonders if there's a secret handshake or
code required to delve into its riddles . . . such as knowing what to
bring to a potluck.
From a book review of Potluck: Stories That Taste Like
This chapter differs from the others because the examples represent
mini-XSLT applications covering a diverse set of domains (a potluck,
if you will). Many examples relate to the use of specific commercial
software. As software vendors embrace XML, they provide opportunities
for their products to be used in ways they never imagined (or did not
get around to implementing).
Microsoft is one vendor that has jumped on the XML bandwagon. The
latest versions of Microsoft Visio (Version 10.0) and Excel (Office
XP Version 10.0) both support XML output. Visio is a proprietary
vector drawing package, and Visio's XML output
(called Visio VDX) is also Visio-specific. John Breen has done an
admirable job converting this output to Scalable Vector Graphics
(SVG). His code is featured in Recipe 13.1.
Microsoft Excel allows spreadsheets to be saved in XML.
Unfortunately, the XML directly models the structure of an Excel
spreadsheet. Recipe 13.2 shows how to convert
them to a more usable form.
Extending and Expanding Learning for Every Student
The mission for a school of the future (or the present?) should be to optimally meet children's learning needs. That carries the implicit recognition that every child's brain is unique. And whereas most brains follow a normal developmental trajectory, each is also idiosyncratic in its strengths and weaknesses for learning particular types of information
This chapter will address some common strategies for modifying tasks and concepts for students who are working below the basic expectations or struggling with learning differences. Included are proven differentiated strategies that should be used at RTI Tier 1 every day. Teachers must also add to their bags of tricks a variety of ways to provide lateral enrichment opportunities for students as they meet the standards and expectations. To provide all students with a level of challenge appropriate for their abilities, teachers must learn how to raise the bar and extend the learning beyond the grade-level standards.