I think that will be the case, The Hornsea array wind farm is currently waiting approval as part of the round 3 offshore wind programme, round 3 is for massive windfarms (1000's of turbines ) to be placed strategically around the u.k, Siemens are part of a collaboration who are the stakeholders in the hornsea array, therefore Hull would be an ideal base to ship turbine parts directly from the port to the construction site, i would imagine pen will be put to paper and plans for this manufacturing facility given the go ahead only if the round 3 wind farms are granted approval, a wind farm that size would require 100's of service technicians which would be recruited from the area i presume, ( based on siemens recruitment policy for they're other wind farms) going by other offshore windfarms i have seen around the u.k there will be 100's if not thousands of indirect jobs created if Hull is used as the base for the construction programme for the hornsea array.

There are not - that's the point. As a Governor sitting on an appointments panel if you reject an application on the basis that it's a poor one you are rejecting that application for your school only. The unsuccessful candidate is more than likely to find a job at another school sooner or later. The good ones tend to migrate to the best schools. The not so good tend to finish up at the bad. Not always the case but generally true. It's one reason why good schools are good and bad schools are bad. Leadership and teacher quality are the two biggest factors in a school being successful or not. That's why it's possible to have a good school in a not-so-good area and vice versa.

I realise that - it was the point I was making in slightly perverse, overly subtle way.

Basically we all agree that we want and need better teachers. You and Kosh talk about dealing with the poor ones - a fair but underdefined point - or encouraging them to move on, which, without moves to replace them, swaps a quality problem for a quantity one. Long term we need to produce more and better educated potential teachers (a chicken and egg kind of problem) or attract more of the cream to teaching (which'll have a cost elsewhere). The situation might be a disgrace, but it is a predictable outcome of the system and attitudes we have - without changing those, we won't change the situation.

Back on topic - really good news for the city.

I am no expert however back home the system in schools is still run under the following rules
1, you go to school smart
2, you speak when spoken to
3, your disruptive you get hammered
the buildings are functionate and highly equiped however the whole ethos of schooling is different there with a real battle to get results and excel from most kids whereas here there is a growing number of kids whom see school as the bit before the dole queue, thankfully not all...
There is a lot to be proud of in the UK (not the weather or gas prices mind) however in many areas this country is light years behind the USA, OZ and NZ especially in education

but like i say thats my opinion and i am no expert but i doubt there is many teachers go to work planning to be a crap teacher

thats what i was trying to say but you do it so much more legibly

Please take a look at the true carbon footprint and environmental impact of nuclear, from mine to socket. Then come back and tell us that alternative, renewable sources are so bad.

How do you suggest the nuclear industry generates the power to refine the product?