Website Design – public presentation of final project

For my final outcome for this project I decided to create a new website myself, both to save on costs and to keep full control of the design and when and how it could be altered. I plan to create a simple, easy to navigate website where you can view the individual projects from my MA, my CRJ posts from FMP and a section showcasing the video and audio interviews with families who home educate. Overtime, I will then continue to add to the website as I complete new sections of the project after the MA.

Throughout my MA I have used my business website for my CRJ blog. I did this for a number of reasons ,

1) It meant I didn’t have to learn a new version of software/wordpress at the start of the MA and could start documenting my learning straight away.

2) The continual updating of my blog would improve my google ranking for my website, bringing my project to more people..

3) My business customers would be able to see why I wasn’t working throughout the MA, and my pre-existing client base would be able to keep up with my project.

4) I came to the MA specifically to create a project on alternative education and elective home education, it made sense to keep it on my work website as the home educating community in Cornwall is made up a broad base of my clients, and the work was very relevant to them. If I had come to the MA and created a project on landscapes for example, this would of made no sense, but for my specific type of commercial photography, it worked well, and made total sense to keep my project where it could be seen by the most people..

During the MA, I put off doing a new website. Throughout my time on the MA, I was running my website on an old version of pro photo with an old theme/skin over the top of the this, that I made for my business in 2014.

The simplified version of how prophoto works is , you get wordpress, then install the prophoto plugin, which adapts and alters the number of things you can do on a wordpress page to be more suited to creatives, you then purchase a theme or ‘skin’ to go over the top of the wordpress and prophoto to make it look a certain way and do all the snazzy parts. If I had updated my website over the last two years, then I would of had to totally rebuild everything in the middle of a module and I didn’t know where my project would end up, or my business, so I wasn’t sure what my needs would be.. I was also worried about loosing any of my website content.

When I came to the FMP I decided, because of Covid and lockdown, to alter my original plan of doing an interactive exhibition for the final presentation of my project, and instead, to create a website that I would be able to update in the years to come, as it is my intention to continue adding to ‘ A Heuristic Study’ in the coming months and years creating an historical artistic monument to the changes that are occuring within the education system. I feel these changes were already moving slowly, but covid and the consequent Home-Schooling of millions of Children, has highlighted changes that need to happen in education, and where the government and our current model of education is not fit for purpose in the country. When Covid is under control, I will continue with my original plans (from when I first came to the MA) of creating both a book and an interactive exhibition. In fact my plans have widened even further for my project, and I now plan on creating an exhibition to travel around the U.K to bring awareness to communities, Local Councils and MP’s on what Home Education is, what it looks like, and how it works for the people who do it. My project has become about mass education, and this website is the first step in the realising of that project for public consumption.

Below are the steps taken to create the website so far.

Day 1 )

Decide on my final title for my project ( A Heuristic Study) and purchase domains ( and ) , point these domains to my website, so that when you type in the web addresses above, they open the home page (my works website). After Covid when I have the finances I plan on porting this whole website over to , however as a self employed person, I have not worked for a year now, so financially I just couldn’t afford to do this at the moment, as it will cost me roughly £500 to purchase everything I need to run the website through a new domain. This was a compromise that I felt worked well both logistically and financially.

Fig 1, Graham, Rebecca. 2021. New website Home Page.

Day 1/2) Initially I created the Home page, trying for hours the first day to get a video to play as you enter the home page. However after googling and talking to the technical support I found it isn’t possible to have video with sound on autoplay or in the home screen so I went for the image above instead. Next I deleted the menu that came with the pack and created the new logo and menu items, linked them all to the correct wordpress pages, altered their colours, and created the animation of the logo both sliding up and fading in.

Fig 2, Graham, Rebecca. 2021. New website Home Page 2

Day 3) I created my artist statement , both what I wanted to say, the layout and the animation where the different blocks of text fade in and slide in as you scroll down the page. This doesn’t seem like a lot of work, but getting the timings just right, takes a lot of time. I also added the links below for the blog, contact and portfolio.

Fig 3, Graham, Rebecca. 2021. New Wesbite Home Page 3

Day 4) I spent the day going through my FMP blog posts that I had copied from my old blog and reposted them onto the new website, spending time resizing the old fonts and reordering everything. Again a laborious activity , as the new blocks on wordpress don’t allow the posts in the same format as the old website, so I have to go through every post, manually putting in gap lines inbetween each sentence. In addition I looked at finding a way to showcase videos and audios on the homepage , I eventually found a way to do it using grids, and created my first audio video to go on the first page ‘ Natalie Unschooling ‘ .

Fig 4, Graham, Rebecca. 2021. New Website video page

Day 5) I created my second video and uploaded it, aswell as my contact page, and I created this post to explian how I will move forward with this part of the presentation of my project. in addition. From here, I plan to continue updating the website with images and video files, as well as continuing my CRJ.

UPDATE 20.01.2021 I have just regained access to my website after having lost access to everything bar the home page for the last three days due to a number of errors within the prophoto theme. I had to contact my webhost (easyspace) to upgrade the SQL , then had to run the site through a debugging plugin , then needed to contact prophoto support for them to run a few different tests and diagnostics. I found having easyspace in the U.K and prophoto in America makes it a bit hard to coordinate when there is problems, as there is such a time difference. It’s all fixed now though, so I can get on with building the rest of the website.

During the days I had no access to the website I continued to create the videos and listen through the hours of audio recordings ready to upload more files and pages.



Prophoto home page available at (accessed 14.01.2021)


Fig 1, Graham, Rebecca. 2021. New Wesbite Home Page 1

Fig 2, Graham, Rebecca. 2021. New Wesbite Home Page 2

Fig 3, Graham, Rebecca. 2021. New Wesbite Home Page 3

Fig 4, Graham, Rebecca. 2021. New Wesbite Video Page

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A Heuristic study – Natalie on Unschooling, part of A Heuristic Interlude.

A Heuristic Interlude followed five families during the first pandemic lockdown in the U.K, who were contemplating continuing Home Education long term when the schools returned in September.

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Below is the recording I made of my presentation that I did for the interim show and tell event at the end of the first block of FMP. Having watched the recording back, I found it very helpful in a few areas, most notably, helping me fine tune where I want my project to go for the remainder of FMP. Secondly, through recording the webinar and watching it back, putting it through iMovie to edit out all the umm’s and ahh’s and technical hitches, it has helped me see where I could of condensed my talk for future presentations of the project.

With regards to the actual presenting , notes I made for future learning and progress on this are –

* I should jot down a note of slides ahead so if you have any technical problems you know the running order of slides

* With each slide write a time frame to talk to each one, this will help me stick to time limits.

* Again with reference to time I went over my allotted time by 1:30 minuets , which to be fair, isn’t ‘too’ bad, but means there’s no time/less time for questions (not that we were doing questions at the end of our presentations on this occasion, but for future events.)

* When talking about the parts I find emotionally charged (discussing cases of abused, wrongly labelled as home educating having an impact by the government/media) I need to stick to the facts, and keep a clear line of information. In my opinion in it fine to show personal feelings, however, when talking about emotionally charged areas, I found that I tended to spiral, which in itself isn’t especially troublesome, but I did noticed when I do that, I tend to leave out key facts that I assume my audience knows, because I am used to discussing this with people within the home ed sphere who know all the same nuances I do and that is problematic.

* As a positive – One thing I did find when watching the recording back was that from an outside perspective, I am obviously very well versed and knowledgeable in my area of study, I definitely sound like I know what I am talking about, and am an authority on what I am discussing. I sound enthusiastic, which sounds obvious, but is good, as there is nothing I personal hate more than going to talk and the presenter not sounding like what they are talking about really sets them on fire and inspires them. 

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FMP Project development week 12

FMP Project development week 12


Progress to week 10 –

I have started shortlisting images from previous modules of Cornish home educating families and my own home educating family, to show a range of circumstances connected to the current Home education inquiry by the government education select committee.

I have decided I am going to focus on –

Having a range of images with accompanying audio (potentially video) discussing the reasons people choose to home educate.

Images addressing common myths surrounding home education along with images refuting them

I am organising a community project where families both known and unknown to the local authority take images of everywhere their children have been ‘seen’ over a 7 day period , addressing the ‘safeguarding concern’ touted by the media and government organisations when trying to push for a registration.

Photo emulsion screen prints showing extracts of job adverts for elective home education staff at local authorities, the DfE local authority guidance, the recent education select committee’s oral evidence on the home education inquiry, and the 1996 education act.

Fig 1, A range of images showing the varying reasons families choose home education
Fig 2, Images addressing common myths such as home educated children are ‘invisible’ and pose a safeguarding risk
Screenshot 2020-11-29 at 20.58.50
Fig,3 , Community project illustrating the safeguarding myth of home educated children being unseen/invisible
Fig 4, photo emulsion screen prints
Fig 4, photo emulsion screen prints – acetates


Fig 5, photo Emulsion screen print 1
Fig 5, photo Emulsion screen print – acetates 1



As of week 10 I do not know how I am going to present this work yet. In my RPP I said I was going to form a website where all my many spheres of this project can be bought together in one place , however I am now considering either an online launch, or a in person exhibition covid allowing.

At the moment, I am just going to carry on working through my research and bringing all the different areas of research and imagery together in a way that can be easily translated across different platforms.





Date of Supervision Meeting22-09-2020

Start time of Meeting


Length of Meeting in minutes

40 mins

Meeting Notes & Action Points

*Discussed PK why I am planning on using moving image/audio .

*Discussed Interviews, video and audio, that I already have from past 18months of children, educators and parents.

*Look at carmen winant

*Look at Turner prize 2018 all 5 were film makers.

*W suggested that I look for a video editor to help me.  I’m not sure how I feel about this at the moment. I don’t have any money to pay anyone, and as a professional photographer the idea of using a creative and not paying them/them using it for experience really doesn’t sit well with me. In addition, if I employ someone to do the editing, I loose control. Not of the final product, I understand that I would still be in charge of the final look, but if I do it myself, it is a creation I have put time and energy into. I don’t want my part of my FMP to be just watching /listening to hours and hours of past recordings and giving them to someone else.

*Discussed that there was a risk to moving into moving image/video when I’ve been working with photography so far, but W could understand why I had decided to do that .

*Discussed problems that could arise in relation to audio quality etc

*W suggested that I spend the next couple of weeks researching photographers like Sam Taylor Wood/ Steve McQueen & others that have moved into moving image from photography.

*W thought that this isn’t about motherhood and family interactions, discussed political nature of the project.

* Discussed  feedback from last module about audience, W thought that the audience was everybody not just home educators. 


I plan on spending the next week watching the case studies, and looking at short film/documentaries to explore more what I want to do / get out of FMP , as I am still not convinced about producing a video.

Date of Next Proposed Meeting




Date of Supervision Meeting10.11.2020

Start time of Meeting


Length of Meeting in minutes

30 mins

Meeting Notes & Action Points

*Keep it simple & powerful


*choose 2/3 ways to film/record then shortlist which I will use (audio on own / audio in empty room (I thought wendy said empty womb to start, which strangely may be very fitting!) or close up of head/shoulders of someone talking to camera.

Wendy thought it could be hard to keep people engaged with just audio.  (I suggested I could approach the home ed community to see if they watched the whole of last modules WIP, or if they skipped some of the audio as a form of market research)

*discussed length of interviews (only a few mins each max to keep engagement) and how the question(s) would be formulated to make them not leading.

*suggested 3-6 interviews. I think I will do many more than this, but whittle it down to 4/5 towards the end, to encompass a full range of choices for why people choose alternative education ( philosophical beliefs,  bullying , unmet sen , offrolling, worldschooling/travel etc )

*audio planning

*inner monologue (ref winner turner prize)

*diaristic , stories of why people chose home education

*complexities of getting others to work to my timetable.

This doesn’t worry to much, as the community has shown time and time again throughout my MA  they are dependable and supportive, but especially that they want to get this out in the world for them and their familys as much as for me.

*discussed how the project lends itself to different forms of dissemination, but W, thought I shouldn’t worry too much about this at the moment, but to focus on the structure first.

*briefly discussed ethics of interviewing children and consent/model release from parents

*discussed ongoing visual research, and screen printing of both UK legistlation around Home Education, and tabloid articles on home education. Touched on copyright issues of using magazines/newspapers , which W advised was ok to go ahead with.


We discussed the RPP and how the ideas were there and there was lots of research I just need to refine what I want to do and this will come from the visual research)

we discussed the use of the word “harrowing” in reference to the circumstances that led to people choosing an alternative educational path for their children. W, liked the idea of juxtaposing this against the beautifully lit images .

W, suggested working title “out of the system” .  Interesting concept, for some of these parents there is no system for them to be out of …..

I wonder whether the term ‘unschooled’ would be a good starting point for a title. It can relate to the educational philosophy of unschooling, but at the same time, it is the unschooling of the parents that leads to the decision to home educate. Going deeper, any exhibition or presentation to the public is about the unschooling of the project …



Final plan for next meeting,

Record myself and ‘our’ story for a min or two in different versions –

1) just audio 2) audio over images 3) audio projected into a room 4) filming myself talking on camera.

Take to next session to work through the pieces and see how they flow and +ve/_ve’s

Date of Next Proposed Meeting




Date of Supervision Meeting01.12.2020

Start time of Meeting


Length of Meeting in minutes

30 mins

Meeting Notes & Action Points

My recording stopped half way through of this meeting, so I have very few notes that I wrote down at the time.


* discussed not creating audio recordings as I had been concentrating on the research

* explained to W about the academic group that I am part of that has been set up with MA / Phd / researchers in response to the governments enquiry into home education by the education select committee.

*discussed creating photo emulsion screen prints of extracts of the DfE guidance and LA guidance

*discussed possible public outcomes – W suggested leaving this for a while

* W suggested using the FMP to create ‘well crafted’ interviews / case studies which is inline with my thoughts

* discussed possibility of using the research group as means of collaboration and further work post FMP/MA

* discussed focussing down on my FMP even through working in this research group

* focus on identifying the structure of the interviews/stories


Audio recording of myself discussing our journey of home education

Find parents to record stories of their journeys into home education

Consider and devise structure of interviews

Test with myself and 1/2 others , audio only / video / written transcripts of interviews

wendy’s recommendation (Amy ? )

start researching potential for website or app development. Consider more where I see this work for fmp (website/app/online presentation/book/exhibition) some of this will be answered through progression of covid and where I need to focus my efforts due to potential lockdowns.

Create clear revised dated plan of action until end of FMP to stick too.


Create more secure way of recording meeting as this is the second time that this has happened to me where my recording has stopped half way through.

Date of Next Proposed Meeting



Fig 1, Graham, 2020. screen print emulsions including extracts of government legislation image shared by Kiwi print studio
Fig 2, Images addressing common myths such as home educated children are ‘invisible’ and pose a safeguarding risk
Fig,3 , Community project illustrating the safeguarding myth of hoe educated children being unseen/invisible
Fig 4, photo emulsion screen prints – acetates
Fig 5, photo Emulsion screen print 1 – acetates
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FMP INVISIBILITY The safeguarding Myth

FMP – INVISIBILITY – The safeguarding Myth

I was recently invited to help form a Home-Ed alliance with a number of other individuals, all of whom were bringing their own area of expertise to the group, which consists of lawyers, paralegals, academics, individuals who were home educated as children, and members who petitioned to stop the redefining of the Department of Education’s guidance for Home educating families as it stands in the 1996 education act, by the Badman and Lord Soley members bills.

Our main area of concentration is to try to make the voices of the Home Educated heard in the current call for evidence that the education select committee is currently holding.

Their first oral sessions was held on Tuesday 24th November 2020 , and is available here – 

Education commmittee meeting Home Education Parliament TV 

attended by –

Witness(es): Jenny Coles, President, Association of Directors of Children’s Services; Cllr Lucy Nethsingha, Deputy Chair of Children and Young People Board, Local Government Association; Mrunal Sisodia, Co-Chair, National Network of Parent Carer Forums; Jane Lowe, Trustee, Home Education Advisory Service

After watching the live session, and tweeting throughout the live streaming to the home ed community, I have been going through the transcript , highlighting any issues that come up , things that are presented as fact that are opinion, the chair leading questions, incorrect information, things that are being advised , that there is already laws to cover. So we can address them all separately as a group. In the mean time , I plan on holding some of the quotes for possible inclusion in my work in the form of screen prints. Most notably as addressed in a letter to Mr Robert Halfon chair of the education select committee from one of our groups members (referenced below and adapted from his letter for privacy and being succint), in reference to the continuation of the media and government bodies citing home educated children who have died  –

Jordan Burling. (cited as an example of home education being used as a cover for abuse and neglect in the oral sessions).

The judge reviewing Jordan’s case said –

“This was not a case where home education was used to hide somebody away. The family had an outreach worker in place.” Can you please stop using him as an example as it is disrespectful to his memory? “On the evidence before the court I can only conclude that in all probability, had there been an adequate initial assessment and proper adherence by the educational welfare services to its guidance, Khyra would not have died”. Dylan Seabridge A report was made to social services by his headteacher, before being withdrawn from school. Dylan’s mother had mental health issues and therefore, the local authority had full powers to enter the property to check on his wellbeing. Victoria Climbie The NSPCC was forced to make a public apology to her family for falsely stating that she was home educated. “I would like to apologise for the offence this has caused. Clearly there is no connection between home education and Victoria’s tragic death as she was not being educated at home.” (NSPCC Director of Public Policy). There has never been a single case where home education was a determining factor in the death of a child. Where a child has died that has been home educated, the determining factor has been the failure by the local authority to exercise the powers it already holds. ****************************************************************************************************************************************************************************************************************************************The government and media regularly reference ‘invisible’ children when referring to home educated children. However, these children are not invisible. They are seen sometimes hundreds of times a week by individuals, family, friends, professionals, all have the power to make social services referrals, if there is cause for concern. I am setting out to see IF the myth of ‘invisibility’ can be proven as inaccurate. I have invited members of home educating groups to take part in a mass community photography project , the post on facebook for which is below –
FMP - INVISIBILITY - The safeguarding Myth
FIG 1, FMP – INVISIBILITY – The safeguarding Myth

Graham, 2020. Facebook ‘invisibility post’

**************************************************************************************************************************************************************************************************************************************** Below is the annotated transcripts of the Oral sessions linked above. Transcript supplied
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FMP – Media research

FMP – Media research 22.11.2020

BBC RADIO 4 ‘TODAY’ 11.11.2020 . Featuring Robert Halfon of the education committee, and Richard Watts chair of the LGA (local government association)

[audio src=”″ /
Fig 1, The guardian
Fig 1, The guardian

Home schooling page , The guardian

Fig 2,  Home schooling page , The guardian
Fig 2, Home schooling page , The guardian


BBC RADIO 4 ‘TODAY’ 11.11.2020 .Education otherwise. Available at (Accessed 22.11.2020)

Parents worried about Covid forced to home-educae or face fines. 20.11.2020. Available at The guardian  (Accessed 29.11.2020)

Fig 1, The guardian  (Accessed 29.11.2020)
Fig 2,  Home schooling page , The guardian  2020. Available at (Accessed 29.11.2020) 


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I am approaching my research from a range of different angles.Public research (connecting with the home ed community directly as well as collating research from the media that references home education) Visual research (ongoing research into artists and relevant work) and Legal research. (New for FMP , I am researching the law around Home Education, the equality act, equal rights, and looking into government guidance around home education)


Recently the government has ramped up attempts to try and regulate Home Education, with stricter rules, regulations and oversight. As part of this the education committee recently ran a call for evidence on Home Education, receiving over 1100 replies, the majority of which being from the home ed community. Despite this, when choosing representatives to present evidence, it only requested four organisations, no ‘actual’ home educators. These are as follows –

Jenny Coles
President at Association of Directors of Children’s Services
Cllr Lucy Nethsingha
Deputy Chair of Children and Young People Board at Local Government Association
Mrunal Sisodia
Co-Chair at National Network of Parent Carer Forums
Jane Lowe
Trustee at Home Education Advisory Service
In addition, Robert Halfon, chair of the education committee, recently took part in an interview on BBC Radio 4 today programme showing a disgraceful amount of bias that one would question whether it makes his position of chair of the inquiry wholly inappropriate  .
I have written up more about the interview HERE

The Home education community is currently formulating responses to theHome education committee, the Today programme received a large number of complaints for bias and the LGA report is being challenged for peddling of unsubstantiated statistics , and trying to change the legal definition of’ ‘child missing education’


What is religion or belief discrimination?

This is when you are treated differently because of your religion or belief, or lack of religion or belief, in one of the situations covered by the Equality Act.

The treatment could be a one-off action or as a result of a rule or policy. It does not have to be intentional to be unlawful.

There are some circumstances when being treated differently due to religion or belief is lawful, explained below.

What the Equality Act says about religion or belief discrimination

The Equality Act 2010 says you must not be discriminated against because:

  • you are (or are not) of a particular religion
  • you hold (or do not hold) a particular philosophical belief
  • someone thinks you are of a particular religion or hold a particular belief (this is known as discrimination by perception)
  • you are connected to someone who has a religion or belief (this is known as discrimination by association)

In the Equality Act religion or belief can mean any religion, for example an organised religion like Christianity, Judaism, Islam or Buddhism, or a smaller religion like Rastafarianism or Paganism, as long as it has a clear structure and belief system.

The Equality Act also covers non-belief or a lack of religion or belief. For example:

  • the Equality Act protects Christians if they are discriminated against because of their Christian beliefs, it also protects people of other religions and those with no religion if they are discriminated against because of their beliefs
What qualifies as a philosophical belief?

The Equality Act says that a philosophical belief must be genuinely held and more than an opinion. It must be cogent, serious and apply to an important aspect of human life or behaviour. For example:

  • an employee believes strongly in man-made climate change and feels that they have a duty to live their life in a way which limits their impact on the earth to help save it for future generations: this would be classed as a belief and protected under the Equality Act

The Equality Act also says that a belief must also be worthy of respect in a democratic society and not affect other people’s fundamental rights. For example:

  • an employee believes that white people are a superior race to others and tells their colleagues so: this would not be classed as a belief protected under the Equality Act

( Equality Human Rights commission. 11.02.2020)


Equality Act 2010. Available at  (Accessed 22.11.2020)

Religion or belief discrimination. 11.02.2020 Equality Human rights. Available at (Accessed 22.11.2020)

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FMP – Copyright Research 12.11.2020

FMP – Copyright Research 12.11.2020

I have been researching the use of newspaper and magazine articles within my FMP, and the corresponding copyright.

My intention being to reproduce screen prints of article headlines relating to Home education.

Below is some information I found relating to useage relating to the guardian and Observer newspapers.

  1. GNM grants you a non-exclusive, royalty-free, non-transferable, worldwide licence to use, publish and/or transmit GNM content (“Content”) as published in the Guardian and Observer and on website or any affiliate or successor website for the following purposes (“Purposes”):
  • 1.1
    In a short quotation of a maximum of 100 words in length excluding advertising and endorsement purposes; or
  1. You may reproduce a reduced or edited version of the Content, including alterations of the layout of the Content or cropping images to fit the Purposes or contextualising the Content for publication, provided that you preserve the context, meaning and integrity of the Content as originally published by GNM. You shall ensure that any headlines or captions inserted by you to accompany the Content shall accurately reflect the material contained in the Content. For the avoidance of doubt, all other modifications, editing, alterations, or abridgements of the Content other than those expressly permitted under this Agreement are prohibited.
  2. You agree to retain: (i) the by-line(s) on the Content; (ii) the original watermark, metadata and analytics code embedded in the Content; (iii) any disclaimer footnote, correction or other notice that is contained within the Content; and (iv) all links to external websites contained within the Content.
  3. Alongside all uses of GNM content for the Purposes, you shall print an acknowledgement to GNM such as “Courtesy of Guardian News & Media Ltd”.

In addition to looking at news outlets I am also trawling through the department of educations’ guidance of home education for both parents and councils . I am keen to illustrate not only the juxtaposition of the harrowing content of the stories of how some families came to be Home Educating, against the beautiful aesthetics of the imagery of families I have photographed, but also the juxtaposition of the guidance and laws surrounding Home education, and the practices of some councils across England.


Open licence term. Guardian syndication. The Available at (Accessed 12.11.2020)

Elective home education Departmental guidance for parents April 2019 Available at  (Accessed 12.11.2020)

Education act 1996.  Available at (Accessed 12.11.2020)

Elective home education Departmental guidance for local authorities April 2019 Available at (Accessed 12.11.2020)

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A Heuristic study