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Health SA Gesondheid (Online)
versão On-line ISSN 2071-9736
versão impressa ISSN 1025-9848
Health SA Gesondheid (Online) vol.19 no.1 Cape Town Jan. 2014
Learners' experiences of teachers' aggression in a secondary school in Gauteng, South Africa
Aneshree NaickerI; Chris MyburghI; Marie PoggenpoelII
IDepartment of Educational Psychology, University of Johannesburg, South Africa
IIDepartment of Nursing Services, University of Johannesburg, South Africa
BACKGROUND: Research shows that one third of all persons in South Africa have been exposed to one or more types of aggression. It has been observed that learners frequently experience aggression from teachers in the secondary school environment, which has a negative effect on their experience of general wellbeing and mental health.
OBJECTIVES: The objectives set for this research were to explore and describe learners' experiences regarding teachers' aggression toward them and to formulate guidelines for learners and teachers to facilitate their mental health.
METHOD: The population consisted of school learners at a secondary school. Inclusion criteria for sampling were that participants should be grade 11 and 12 learners, between 16 and 18 years of age and should have experienced aggression from teachers in the school. A purposive sample was taken of learners who complied with the inclusion criteria. Data were collected by means of four in-depth phenomenological interviews, 88 naïve sketches, observation and field notes. One central question was posed to the secondary school learners: 'What are your experiences of teacher aggression toward you in your schooling environment?' Open coding was used for data analysis. Measures to ensure trustworthiness were applied to ensure the rigour of the research. Ethical principles were adhered to throughout the research process.
RESULTS: The secondary school learners were belittled, as well as emotionally and verbally abused. They also experienced fear and anger. Guidelines were derived from these findings for learners and teachers.
CONCLUSION: This research found that learners experience aggression in their school environment and need support to facilitate their mental health.
AGTERGROND: Navorsing toon dat een derde van alle mense in Suid-Afrika al aan een of ander vorm van geweld blootgestel is. Daar is waargeneem dat leerders dikwels aggressie by onderwysers in die sekondêre skool beleef, wat 'n negatiewe uitwerking op hul algemene welsyn en geestelike gesondheid het.
DOELSTELLINGS: Die doelstellings vir hierdie navorsing was om leerders se belewing van onderwysers se aggressie te verken en om riglyne te formuleer vir leerders en onderwysers om hulle geestesgesondheid te fasiliteer.
METODE: Die populasie het uit leerders by 'n sekondêre skool bestaan. Die kriteria vir insluiting by die steekproef was dat deelnemers in graad 11 of 12 moet wees, tussen 16 en 18 jaar oud, en moes aggressie by onderwysers aan die skool beleef het. 'n Doelgerigte steekproef van leerders wie aan die insluitingskriteria voldoen, is geneem. Data is ingesamel deur middel van vier diepgaande fenomenologiese onderhoude, 88 naïewe sketse, waarneming en veldnotas. Een sentrale vraag is aan die sekondêre skool leerders gestel: 'Wat is jou belewing van onderwysers se aggressie teenoor jou in jou skoolomgewing?'. Oop kodering is gebruik om die ingesamelde data te analiseer. Maatreëls om vertrouenswaardigheid te verseker is toegepas om die wetenskaplikheid van die navorsing te verseker. Etiese beginsels is dwarsdeur die navorsingsproses toegepas.
RESULTATE: Die sekondêre skool leerders beleef dat hulle verneder word, asook emosioneel en verbaal mishandel word. Hulle beleef ook vrees en woede. Riglyne vir leerders en onderwysers is uit hierdie bevindinge afgelei.
GEVOLGTREKKINGS: Hierdie navorsing het bevind dat leerders aggressie in hul skoolomgewing beleef en ondersteuning benodig om hul geestesgesondheid te fasiliteer.
The destructive power of human aggression is one of the greatest social and political concerns of current times. The news media regularly confront audiences with reports and in-depth articles on aspects such as violence of war, deaths through faction fighting and gang conflict, genocide, violent crime and family violence. Anger and aggression in schools are also a source of great concern to educationists and teachers, as well as psychologists and sociologists all over the world (Naicker 2009). Stress experienced by teachers sometimes results in anger and frustration and is released through frequent acts of harassment and criticism, physical violence (such as hitting, scolding, slapping, insulting and shaking) and lack of communication with learners (Myburgh & Poggenpoel 2009). These so-called 'hidden effects' of anger, violence and aggression can be seen and are experienced in many classrooms in schools across the world. Such forms of violence and aggression drive a learner further away from social cooperation (Epanchin & Paul 1987; Poggenpoel & Myburgh 2009). Challenges of violence and aggression, affecting the youth of South Africa, are of concern.
Against this background, it is clear that teachers' aggression toward learners in the school and classroom can have a detrimental influence on the mental health of those involved. Aggression is defined as 'an unprovoked act; the first attack in a quarrel; an assault' (South African Oxford Dictionary 1986). Felson and Tedeschi (1993:58) state that aggression is 'an act that injures or irritates another person'. Wundt (Louw 1997) further states that experience is defined through introspection. Introspection means 'looking inside'. In this article, teachers' aggression is viewed as any form of action that learners experience as harmful. Aggression takes many forms, such as emotional abuse, verbal abuse, physical abuse and psychological abuse. Even teachers' subversive, underhanded behaviour, meant to annoy or pester learners, is viewed as aggression.
Problem statement
Several studies conducted in different provinces in South Africa indicate that there is teacher aggression toward secondary school learners (Mosia 2003; Myburgh & Poggenpoel 2009; Poggenpoel & Myburgh 2006; Prins 2009). Mosia (2003) found in her research in a Highveld Ridge secondary school that learners experienced anger when confronted with aggression from teachers. Prins' (2009) research findings support this. Furthermore, learners feel offended by verbal aggression from educators, such as shouting, swearing, name-calling and coercion into sexual relationships with male teachers (Mosia 2003; Poggenpoel & Myburgh 2006). Learners also fear victimisation from teachers. Learners experience sadness, discouragement, worthlessness, suicidal ideation and loss of opportunities because of the aggression shown by their teachers. Learners also experience disrespect from teachers through one-way communication from teachers, beatings and teachers arriving drunk and late at school (Myburgh & Poggenpoel 2009; Prins 2009). The first author wondered about teacher aggression in a secondary school near her workplace. The following research questions guided the research:
- What are the learners' experiences regarding teachers' aggression toward them?
- What can be done to facilitate the mental health of learners and teachers concerning teacher aggression?
Research objectives
The objectives were to:
- explore and describe learners' experiences of aggression from teachers toward learners in a secondary school in Gauteng
- formulate guidelines for learners and teachers concerning teacher aggression in order to facilitate the mental health of the involved persons.
Research design and method
Research design
A social constructivism philosophy of science was adhered to in this research. In this philosophy, individuals are viewed as seeking to understand the world they live and work in (Creswell 2007). A qualitative, exploratory, descriptive and contextual research design was thus used to conduct this research as the researchers wanted to seek an understanding of learners' experiences of teacher aggression (Creswell 2007; Mouton 2001).
Research method
A phenomenological, hermeneutic, interpretative and open inductive method (Creswell 2014) was followed during this research. Hermeneutical phenomenology focuses on the lived experiences of participants (Creswell 2014). It is not only a description of learners' lived experiences of teacher aggression but also an interpretation of the meaning of learners' lived experiences.
A description of the population and sample, data collection and data analysis are addressed in the sections that follow.
Population and sample
There is a secondary school near to the first author's workplace, which was chosen because of colleagues, working there as teachers, who are concerned about possible teacher aggression in their school. The principal also invited the author to conduct this research in that school, the population of which were secondary school learners. Inclusion criteria were that participants should be grade 11 and 12 learners between the ages of 16 and 18 years who experienced teacher aggression in their classroom in a secondary school in Gauteng. A purposive sample (Silverman 2004) of learners adhering to the criteria was taken. The participants were purposively-selected (De Vos et al. 2011) learners based on compliance with the criteria. These criteria are that the learners themselves should have been subjected to or had experienced other learners being subjected to teacher aggression; that they should be willing and able to conduct an interview or write a naïve sketch; and that they were in grade 11 or 12 between the ages of 16 and 18 years, in a specific classroom in a secondary school in Johannesburg, Gauteng Province. Erikson (Sadock & Sadock 2007) views adolescents from 13 to 21 years as being in the development phase of identity and role confusion. Adolescents between 16 and 18 years were chosen because they were past their puberty but still young enough not to be challenged by the adult development phase. They had enough experience of being in a classroom in a secondary school and would be able to converse about their experiences of teacher aggression. These participants were chosen purposively because they had the lived experiences of teacher aggression.
Data collection
The first author of this article conducted the fieldwork in 2008. The researchers used different methods to collect data from participants, such as interviews, naïve sketches, observations and field notes (De Vos et al. 2011; Giorgi 1985). Data collection consisted of audio-taped in-depth phenomenological interviews (Creswell 2007) and naïve sketches (Giorgi 1985) with participants. Naïve sketches are written responses to the question posed to participants. One open central question was asked of the participants during the interview or the writing of their naïve sketches, namely, 'What are your experiences of teacher aggression toward you in your schooling environment?'
This question was piloted (De Vos et al. 2011) in the school during an in-depth interview with one learner who met the inclusion criteria in the secondary school where the research was conducted. It was ascertained that this question was understood by the learner, who was concerned about being identified by teachers as being part of the research. The researcher then gave the participants the choice of participating in the research through interviews or by writing down their experience in an essay at home and placing the naïve sketch, a written response to the question posed to the participants, in a sealed box outside the secretary's office. Interviews were conducted in a private office away from the teachers' office and tearoom and took between 45 and 60 minutes to complete. Data saturation (Creswell 2008) was reached when repetitive patterns of themes and categories were observed in the data from learners from the interviews and naïve sketches on their experiences of aggression from teachers in the school. Field notes were written after each interview by the researcher.
Data analysis
Tesch's (Creswell 2008) eight steps of the open descriptive method of data analysis were applied to analyse the data on the learners' experiences of teacher aggression in a Gauteng secondary school. The transcripts and naïve sketches were read one-by-one by the researcher. She chose the most interesting one and underlined units of meaning pertaining to learners' lived experience of teacher aggression. She then continued with the rest of the data identifying units of meaning. She grouped units of meaning together to form categories and finally grouped categories together to form themes. A clean set of data was e-mailed to an expert in qualitative research who analysed the data independently. The researcher and independent coder then met for a consensus discussion on the results of the data analyses. These themes and categories are illustrated with direct quotes from the interviews and naïve sketches with the participants (Mouton 2001). The written field notes were also used in the interpretation of the data (Kvale 1996). Literature was used to support the research findings.
Guidelines were derived from the finding of the field study and described with the support of the literature. The guidelines were developed from the perspectives of the learners' experiences of teachers' aggressive actions towards learners.
Ethical considerations
According to Babbie (2004), the participants in the research are human beings and should be accorded respect and gratitude for their partnership in the research. The aim of this aspect of the research process was to treat participants with dignity and to allow them to proceed in life with self-respect. The four principles of an ethical approach that were adhered to throughout the implementation of the research project are respect for autonomy, non-maleficence, beneficence and justice (Dhai & McQuoid-Mason 2011). The anonymity and protection of the participants were treated as a priority. The participants were not identified by name during interviews and on the naïve sketches. They participated voluntarily in the research and were interviewed in English. Ethical clearance, number 032 18/08/05, was obtained from the University Faculty Ethics Committee, the Department of Education and the specific school. Parents gave consent for their children to participate and the learners gave assent before they participated in the interviews or wrote the naïve sketches. The learners that participated also gave their assent for the audio taping of the interviews. The audio tapes, naïve sketches and field notes were kept in a locked cupboard in the researcher's office. Only the researcher, independent coder and supervisors had access to the data. The data will be destroyed two years after publication of the research.
Guba's model of trustworthiness (De Vos et al. 2011) was applied to ensure the trustworthiness of this research. The four criteria for trustworthiness are truth-value, applicability, consistency and neutrality. The first criterion of trustworthiness is truth-value, ensured by credibility (Lincoln & Guba 1985). Truth value was established through ensuring that the learners gave a true reflection (Babbie & Mouton 2001; Krefting 1991) of their experiences of teacher aggression. The researcher kept reflexive notes to bracket her own perceptions. She discussed her research process with her supervisors. She took her findings back to four of the participants who were interviewed to check if the findings were a true reflection of their experiences. Applicability in trustworthiness is ensured by transferability; it refers to the degree to which the findings can be applied to other contexts and settings, or with other similar groups. The presentation of a dense description of the demographics and results with direct quotations from the participants could be used by other researchers in order to enable this transferability. In the qualitative perspective, applicability refers to how well the threats to external validity were managed. Consistency is ensured by dependability; a dense description of the research methodology is given, step-by-step replication of the same question to each participant and a code - recode procedure was followed with the data analysis. Neutrality is ensured by confirmability - a chain of evidence of the research process is provided, such as raw data, data reduction and analysis documents, process notes and reflexive notes.
The findings consisted of the demographics of the sample and the analysis data from the participating learners.
Demographic information
The learners who participated in the in-depth interviews consisted of four adolescent boys who were between the ages of 16 and 18 years in grades 11 and 12. Learners who wrote naïve sketches consisted of a grade 11 class comprising 45 learners (21 males and 24 females) and a grade 12 class comprising 43 learners (22 males and 21 females). The naïve sketches provided rich descriptions of the participants' lived experience of teacher aggression and triangulated well with the data obtained from the in-depth interviews. In total, 92 learners participated in this research.
Central storyline and supporting themes
The central storyline in the data is that 'learners in a secondary school in Gauteng experience an overwhelmingly high level of aggression from teachers in the school'. Participants expressed experiences of being belittled, of being emotionally and verbally abused, of fear and insecurity and anger, as a result of teachers' disrespect. These findings are described and supported by direct quotations from participants from the transcripts of the interviews and naïve sketches.
First theme
The learners experienced being belittled and emotionally and verbally abused as a result of teachers' aggression toward them: Learners experienced being belittled as they were subjected to ridicule and sarcasm, degradation and humiliation. Teachers end up scolding and threatening learners, resulting in the learners having a negative perception of themselves and school. This results in learners experiencing distress. When teacher aggression occurs at school, learners struggle to prosper and achieve in their school environment. Eventually, these experiences have detrimental effects on their mental health. The following quotations from the learners' interviews and naïve sketches illustrate the learners' experiences of belittlement and emotional and verbal abuse, resulting in distress:
'They belittle you at times.' (Participant 4, Male, 16 years)
'He made me and the rest of the class feels stupid, he just concluded that we are not studying; I feel so demoralised because I do study and make an effort to pass.' (Participant 26, Female, 16 years)
'Mostly emotional abuse. The teachers just say we are stupid without finding out the real cause of the problem.' (Participant 51, Male, 18 years)
'I don't feel like going to class, I know she's gonna pick on me for something or the other, my grades are slipping, I want to learn but I hate going there.' (Participant 2, Male, 16 years)
'He is the kind of teacher that makes you lose interest in school.' (Participant 57, Male, 17 years)
'She almost selects whom she's aggressive towards and who she doesn't like ... She'd turn to the other side of the classroom, the treatment makes you feel less important, and then you start hating the subject.' (Participant 40, Female, 16 years)
'... [W]ho hates our guts, just because we are ... and he is ... He does whatever there is in his power to make our lives at school a living hell.' (Participant 22, Male, 16 years)
'A school is supposed to be a place where you get educated, not where you get insulted and pushed around by teachers.' (Participant 75, Female, 18 years)
'Teachers swear at students, I think it has to stop and it also hurts the students' feelings ... a teacher who cannot finish a sentence without two to three "f" words.' (Participant 80, Female, 17 years)
Psychological maltreatment is referred to as emotional abuse, emotional maltreatment, mental cruelty, maternal emotional deprivation, maternal deprivation syndrome and mental injury. In accordance with this, Loring (1994) states that emotional abuse, such as belittlement, is an ongoing process in which one individual systematically diminishes and destroys the inner self of another person. Worst of all is the long-term effects of teacher aggression toward learners. Learners in this research experienced that emotional abuse took place as a result of teacher aggression in the classroom and school environment. Learners' experiences of teacher aggression in the classroom reveal violations of the integrity of the learners. Emotional abuse means that the teacher engaged in patterns of behaviour, such as belittlement, which are consistently destructive toward adolescents' emotional and psychological well-being (Donald, Lazarus & Lolwana 1997). Learners stated that teachers were insensitive and unaware of the challenges to which the learners might be subjected. Experiencing teacher aggression contributed to the hurt and psychological pain experienced by adolescent learners (Malakalaka, Myburgh & Poggenpoel 2013). The experience of teacher aggression contributes to the failure to meet the learners' psychological and developmental needs, thus creating a non-facilitative and unhealthy school environment.
Second theme
Learners' experience of fear and insecurity as a result of teachers' aggression toward them: Learners experienced fear as a result of teacher aggression. Learners are afraid to approach teachers, for fear of failure and defeat. They expressed that they experienced being tense, afraid, fearful and insecure as a result of teacher aggression toward them in the school and classroom. To speak to a teacher who was aggressive toward them is not an option for these learners. The following are quotes extracted from the interviews with and naïve sketches of the learners:
'I just cannot speak to my teacher. I begin to feel all tense and scared inside ... I mean you're supposed to speak to your teacher [a]bout anything ...' (Participant 35, Female, 16 years)
'I don't feel like going to class. I know she's gonna pick on me for something or the other, my grades are slipping, I want to learn but I just hate going there.' (Participant 43, Female, 16 years).
'Even though my answer might be right, I'm too insecure to raise my hand ... I feel like a fool, just unable to communicate or even look my teacher in the eye ...' (Participant 60, Male, 17 years)
'I could not understand why we were so scared to stand in front of this teacher. This one time I was shaking, being scared of a person is not a sign of respect.' (Participant 88, Female, 18 years)
'I wanted to defend myself but that would have been seen as rude. I felt really heart sore ... I couldn't cry simply because I'm in grade 11 and 16 years old and everybody would laugh at me.' (Participant 32, Female, 16 years)
Teachers' vengeful actions often hurt learners' feelings (Malakalaka et al. 2013). Johnson (2006) stresses the importance of a trusting relationship between individuals. When learners experience teacher aggression in the school environment, the teacher-learner relationship may be harmed. If aggression is present in such relationships, the relationships are distorted and trust may even be absent. This can easily result in detrimental and distorted effects on learners' development towards adulthood, as interaction between learners and teachers will be limited because of a lack of nuanced communication in the school. Under such circumstances, teachers talk down at rather than to the learners (Paul & Smith 2000). According to Donald et al. (1997), teachers have the responsibility to create a safe environment for the learner and to play a supportive role in the learning domain. If a facilitative relationship between teachers and learners is absent, it will have a detrimental impact on the mental health of the learners.
Third theme
Learners' experiences of anger as a result of disrespect from teachers: Learners expressed anger at teachers' aggression toward them in the school and classroom. Learners are infuriated at the way they are mistreated and violated. When a teacher displays aggression toward learners, learners in turn become angry with the teacher. Learners expressed their concerns regarding teachers constantly becoming angry and frustrated in the classroom. This experience is evident in the following quotes:
'It makes us feel ignored and angry, because her attention is directed towards other people. So it's almost as [if] we [are] worthless.' (Participant 12, Male, 16 years)
'l hate teachers, they don't care about me. Why should I care about them?' (Participant 72, Female, 17 years)
'... He kept telling me that he would make sure that I failed and that he would nail me ... and that to me as an individual is unacceptable.' (Participant 54, Male, 18 years)
'We were kicked out of the classroom and she asked us to take our desks outside ... She took the dictionary and threw it on the desk, frightening me. I was so mad...' (Participant 10, Male, 16 years)
'Teachers should respect their students ... they must stop judging us with our subject and not discourage us.' (Participant 83, Female, 17 years)
In this research, anger is perceived as an emotion and aggression as a response intended to inflict pain or discomfort on another, as a result of frustration (Averill 1982). Learners experience anger toward teachers because of their aggressive acts toward the learners (Malakalaka et al. 2013). Loring (1994) believes that adolescents cope better in a warm, stimulating environment. Purkey and Schmidt (1996) identified a strong relationship between self-concept and scholastic achievement. If the relationship between teachers and learners causes the learners to be angry at a teacher, one can expect that the scholastic achievements of the learners might be influenced negatively by the negative effects of teachers' behaviour on the learners' self-concepts. As a result of teacher aggression in the classroom, learners often lack the element of flexibility, originality and enthusiasm. Madubye (1997) states that teachers sometimes use anger to release pent-up emotions, particularly when they experience that they are powerless to effect change and when a situation seems hopeless. They are at the end of their emotional endurance. There is a sense of release, as they feel better for releasing pent-up emotions inside. However, such an approach and behaviour toward learners are not facilitative toward teaching and learning, or to the mental health of learners. Aggressive communication with another person often leaves that person dissatisfied, stirring up their own aggressive behaviours and the effects of such behaviour toward yet another person.
Implications and guidelines
From the findings of this research, it is clear that the relationship between teachers and learners is distorted and non-facilitative toward learning and teaching and, eventually, toward the mental health of the involved learners and teachers. The identified central story and supporting themes reflect a spiralling picture of communication breakdown between teachers and learners. The order of the themes explicitly presents a picture that reflects an intensifying disrespect for the mental health of the partners involved in communication with each other in the school. The themes, as presented, indicate that the learners experienced being belittled, as well as emotionally and verbally abused, as a result of the aggression they experienced from teachers. This can subsequently give rise to learners experiencing fear and insecurity as a result of teachers' aggression towards them. Seemingly, this perceived disrespect from teachers eventually results in the experience of anger.
When interpreting the learners' experience of teacher aggression, it becomes clear that learners face challenges to their mental health. Kreigh and Perko (1983) view mental health as consisting of healthy relationships with the self, others and the environment. Thus, learners experiencing teacher aggression also experience mental health challenges, both intra- and interpersonally. Not only should attention be given to facilitating learners' mental health, but also to facilitating the teachers' mental health because of their aggressive behaviour in interaction with learners. Guidelines are formulated in order to assist learners and teachers to manage teacher aggression. See Table 1.
These guidelines can be implemented in experiential learning workshops by mental health professionals. The following guidelines are based on Table 1.
Guideline 1: Facilitation of healthy intrapersonal relationships of learners and teachers can be achieved by self-knowledge and self-disclosure in both learners and teachers (Johnson 2006). Their self-awareness needs to be facilitated by challenging them to answer questions regarding who they are, where they come from and where they are going (Poggenpoel & Myburgh 2006; 2009). Self-knowledge and self-disclosure can further be achieved by facilitating mindfulness on the part of both learners and teachers. Mindfulness will help the learners and teachers get in touch with the present moment as well as the extent that they feel controlled by unpleasant experiences (Tull 2009). Learners and teachers should be facilitated to master the skills of mindfulness: awareness, being non-judgemental in their observations, being in the present moment and being open to new experiences (Tull 2009).
Guideline 2: Facilitation of healthy interpersonal relationships of learners and teachers can be achieved by both learners and teachers mastering interpersonal skills (Poggenpoel & Myburgh 2006; 2009). These interpersonal skills include constructive communication, expressing feelings both verbally and non-verbally, as well as listening and responding and addressing interpersonal conflict (Johnson 2006). Learners and teachers should be facilitated to behave assertively by describing their perceptions and feelings directly to each other in an honest and appropriate manner that respects both the self and others.
Learners and educators need to implement tips on survival in stressful situations. These tips include having clear goals and commitments in life, sharing their distress with trusted others, having a glass-half-full mentality, exercising physically and maintaining friends and love relationships (Poggenpoel & Myburgh 2006).
Limitations of the study
Because learners expressed discomfort with being interviewed, they preferred writing anonymous naïve sketches. Only four in-depth interviews were conducted with learners whilst 88 learners wrote naïve sketches. The limitation is that the researcher could not clarify any unclear written experiences of teacher aggression by learners. The triangulation of interviews, naïve sketches and field notes assisted in triangulation (Creswell 2005) and provided rich data in which repeating themes were identified that led to data saturation (Creswell 2008).
It is recommended that learners' experiences of teachers' aggression should be acknowledged as a reality and as such explicitly addressed. Mindfulness of teachers and learners should be facilitated to foster mutual respect towards each other.
This research aimed at exploring learners' experiences of teacher aggression toward them in the school environment. The learners expressed their relief and gratitude that this issue in the school environment was being addressed. Learners also expressed concern over the crisis in the educational system brought about by the employment of teachers acting aggressively and peers who model this behaviour as being acceptable. Learners viewed expectations concerning the need for effective guidelines to be put in place to deal with aggression in the school, as they were in their final years of formal schooling and wished to experience the formation and maintenance of constructive relationships. To these learners, it is important that they should be assisted in developing a positive self-esteem before venturing into the big wide world where they will be confronted with new perspectives and challenges. With effective guidelines in place, cooperation between teachers and learners can result in a change from teachers acting aggressively to teachers acting assertive and proactive, and understanding learners. This should foster the development of well-rounded individuals who have a positive outlook on themselves and the future. With ongoing facilitation and workshops that address aggression in the school environment, learners and teachers should learn to manage situations both effectively and constructively. It is clear from the learners' comments, the observations and the field notes, that guidelines should be acquired and put in place to eradicate a negative, hostile, unsafe environment, in favour of one that is conducive to teaching and learning. This research addressed the learners' experiences of teacher aggression towards learners in the school environment. It became evident during the research that the atmosphere in which teaching and learning is taking place, often dictates the outcome of personal adequacy or inadequacy, especially for the adolescent learner who is a becoming young adult.
Competing interests
The authors declare that they have no financial or personal relationship(s)which may have inappropriately influenced them in writing this article.
Authors' contributions
A.N. (University of Johannesburg) did the fieldwork for her MEd dissertation; and C.M. (University of Johannesburg) and M.P. (University of Johannesburg) were the supervisors who both conceptualised and refined the article.
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Poggenpoel, M. & Myburgh, C.P.H., 2009, 'A meta-synthesis of completed qualitative research on learners' experience of aggression in secondary schools in South Africa', International Journal on Violence and Schools 2, 60 - 84. [ Links ]
Prins, J.S., 2009, 'Sekondêre skoolleerders se belewenis van aggressie tydens kommunikasie met hul onderwysers' [Secondary school learners' experience of aggression during communication with their teachers], Masters dissertation, Faculty of Education, University of Johannesburg. [ Links ]
Purkey, W.W. & Schmidt, J.J., 1996, Invitational counseling: A self-concept approach to professional practice, Brooks/Cole Publishing Company, Kentucky. [ Links ]
Sadock, B.J. & Sadock, V.A., 2007, Kaplan and Sadock's synopsis of psychiatry, 10th edn., Lippincott Williams & Wilkins, Philadelphia, PA. [ Links ]
Silverman, D., 2004, Qualitative research: Theory, method and practice, 2nd edn., SAGE Publications Ltd., London. [ Links ]
South African Oxford Dictionary, 1986, 'Aggression', Clarendon Press, Oxford, p. 14. [ Links ]
Tull, M., 2009, The basics of mindfulness [updated 2014], viewed 11 March 2013, from http://ptsd.about.com/od/selfhelp/a/mindskill.htm [ Links ]
Chris Myburgh
PO Box 524
Auckland Park 2006
South Africa
Email: email@example.com
Received: 01 Nov. 2013
Accepted: 23 Apr. 2014
Published: 17 Oct. 2014


text:
Carole King honored with Gershwin Prize
Carole King has amassed some impressive accolades in her storied five-decade career. Now she can add the Library of Congress Gershwin Prize for Popular Song to her mantle.
The prolific singer-songwriter was feted with the songwriting award — named after American composers George and Ira Gershwin — at a White House concert Wednesday night.
President Obama presented the 71-year-old with this year's award during a tribute concert for the singer in the East Room of the White House. King performed her hits, as did Gloria Estefan, Billy Joel, Jesse McCartney, Emeli Sande, James Taylor and Trisha Yearwood.
King is the first woman to be honored with the award, which was established in 2007. Paul McCartney, Stevie Wonder and Paul Simon have also taken the prize.
Her 1971 album, "Tapestry,'' made her a breakout star. With indelible songs -- some of which she had originally helped pen for other artists -- such as "(You Make Me Feel Like) A Natural Woman," "It's Too Late'' and "I Feel the Earth Move" and "Will You Love Me Tomorrow?" the album went to No. 1, where it stayed for 15 weeks. It was a record for most weeks at No. 1 by a female artist, a record that was then topped by Whitney Houston's soundtrack for "The Bodyguard" and later from Adele's behemoth, "21."
The concert is scheduled to be broadcast on PBS stations on May 28 and streamed on the White House website.
From the Emmys to the Oscars.
Get our revamped Envelope newsletter, sent twice a week, for exclusive awards season coverage, behind-the-scenes insights and columnist Glenn Whipp's commentary.
You may occasionally receive promotional content from the Los Angeles Times.

subset: commoncrawl


text:
Top flight deals to Oslo (OSL)*
Newcastle upon Tyne(NCL)toOslo(OSL)
Press the Enter/Space key to load more items on the list or press the TAB key to continue
Fly to Oslo with KLM
Together with our global network, KLM Royal Dutch Airlines offers flights to Oslo, serving Oslo Airport (OSL) and Sandefjord Airport, Torp (TRF). Why not extend your trip with us? We can put you en route to over 150 international destinations. No need to sit in another airport lounge or rush to catch a connection. Just buckle up and let us do the rest.
Top Oslo attractions
- Akershus Fortress: 13th-century castle containing two fascinating museums offering a deeper look into Norwegian history.
- Viking Ship Museum: see the remains of 9th-century Viking ships and other finds from Viking tombs.
- Royal Palace: visit in the summer when this stunning palace is open to the public.
- Oslofjord: one of Norway's most awe-inspiring natural landscapes.
- Oslo Opera House: an architectural beauty and cultural hub that invites you to walk on the roof.
The captivating charm of Oslo is its most alluring quality. Why not check out our travel guide and prepare yourself for the trip of a lifetime?
What's the best way to get around Oslo?
Trams and buses are by far the most efficient ways to get around the city's top sites. Although most lines shut at midnight, a night service runs until around 04:00.
What's the weather in Oslo?
The best time to visit Oslo is during July when the average temperature reaches 18°C (64°F). Norway's fjords undoubtedly look stunning during winter, but make sure you bring warm clothes as temperatures drop to an average of -3°C (27°F).
Weather in Oslo
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28 °CFriday14/08/2020
26 °CSaturday15/08/2020
26 °CSunday16/08/2020
27 °CMonday17/08/2020
25 °CTuesday18/08/2020
23 °CWednesday19/08/2020
20 °CThursday20/08/2020
*All amounts are in GBP including taxes and surcharges. No booking fee is applicable, but a payment surcharge may apply. Prices and availability may change without notice, see KLM price display for more information.


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In India, Subway Rolls Out 'Jain Sandwiches'
Western fast-food chains have long adapted their Indian menus to cater to local tastes, with plenty of spice and vegetarian options.
Subway has recently taken this trend to the next level, introducing sandwiches that target the country's Jains, a religious community known for being extremely conservative when it comes to food.
Jainism preaches a high reverence for life to the point that many don't even eat vegetables that grow underground for fear insects and worms may be killed in the process of uprooting them. For them, meat, fish, eggs and even root vegetables are not allowed. Onion and garlic are among the vegetables that are a strict no-no for Jains. In India, there are around five million Jains, or 0.4% of the country's 1.2 billion people, according to government estimates. Many of them live in Gujarat state.
To cater to this demographic, Subway's already all-vegetarian outlet in Ahmedabad, Gujarat, recently opened a counter that offers sandwiches that strictly adhere to these rules.
Customers won't find sweet onion sauce or honey mustard as condiment options on that counter: Honey, too, is taboo for some Jains.
"The response from our Jain customers has been very good. They now don't need to cross-check with our staff on whether the sauces contain garlic or vinegar," said Durlabh Singh, who oversees Subway's development in areas including Gujarat.
Mr. Singh said the Ahmedabad all-vegetarian outlet first opened in December, and that the Jain counter was introduced a few weeks after that. More may follow, as the company is currently considering rolling out more veg-only outlets in cities across Gujarat including Rajkot, Bhavnagar and Jamnagar. These, too, may include a designated Jain counter.
Subway has plans to open 30 restaurants across Gujarat in the next six months to add to the 27 stores at present, he added. Subway's first all-vegetarian outlet in India opened in a university campus in Punjab state last year.
To cater to local dietary habits, Subway outlets in India don't serve beef, which Hindus don't eat, and have plenty of spicy options on offer, including Chicken Achari, chicken spiced with pickle ingredients.
Vegetarian sandwich options include the Veg. Shammi, a lentil-based kebab, and the Paneer Tikka, cottage cheese marinated with tikka seasoning. Subway says it plans to introduce more vegetarian options soon.
Subway, a company owned by U.S.-based Doctor's Associates Inc., operates in India through franchisees. The first Subway outlet opened in New Delhi in 2001, and there are now 335 restaurants across India.
Subway is not the only Western fast-food chain to have gone all-veg in India McDonald's plans to open its first no-meat outlet later this year near the Golden Temple of the Sikh holy city of Amritsar, in Punjab. It will be followed by another in the state of Jammu and Kashmir, where McDonald's is targeting pilgrims to the Hindu shrine of Vaishno Devi.
McDonald's has no imminent plans to open all-vegetarian restaurants in Ahmedabad, a company spokeswoman told India Real Time.
Another of Subway's rivals Yum Brands KFC, has separate vegetarian and non-vegetarian service counters and cooking areas. Tarun Lal, general manager for KFC, India & Area Countries, said the company does not plan to introduce vegetarian-only restaurants in India.
Follow India Real Time on Twitter @indiarealtime.


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"A fully achieved work of art."—Ursula K. Le Guin
"The most engrossing book I've read this year, and the latest evidence that brilliant, challenging, rewarding writing of the highest order is just as likely to be found in the section labeled Science Fiction as the one marked Literature."—Jim Higgins, Milwaukee Journal Sentinel
"Original, sophisticated, bristling with subversive ideas, and filled with unforgettably alien images . . . an amazing, sometimes brutal rhapsody on the uses of language."—The Christian Science Monitor
"Richly conceived . . . Embassytown has the feel of a word-puzzle, and much of the pleasure of figuring out the logic of the world and the story comes from gradually catching the full resonance of its invented and imported words."—The New York Times Book Review
"Miéville's swing-for-the-fences gusto thrills. This is Big Idea Sci-Fi at its most propulsively readable."—Entertainment Weekly
"Miéville [is] one of today's most exciting fabulist writers."—Los Angeles Times


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The consolidation of the library automation business continues abroad as well as among the companies familiar to those of us in North America. In recent news, DS, one of the major companies involved in the United Kingdom has been acquired by Axiell Group, a company that develops library automation in for Nordic countries.
In Jan 2008 Axiell Group reorganized itself into three business units. The acquisition of DS adds a fourth:
- Axiell Bibliotek AB (Sweden)
- Axiell Biblioteksystem AB
- BTJ System AB
- CSC Consulting Group (Library Section )
- TietoEnator Library (2005)
- Axiell Bibliotek A/S (Denmark)
- AB Axiell Kirjastot AY (Finland)
- TietoEnator Libraries Oy (acquired 2007)
- Akateeminen Tietopalveu ATP OY (acquired Dec 2007)
- DS (United Kingdom)
- Acquired April 2008
In 2007 the Axiell Group reported revenue of 21.17 million euro and employs a total of 117 personnel.
The full acquisition of DS by Axiell Group follows a successful collaboration where the two companies worked together to produce a next-generation interface product, Axiell Arena/DS Arena, that would work across the automation products of both companies.
Marshall Breeding May 5, 2008 07:51:12
Link to Posting: A merger of in the international library automation business: DS joins Axiell


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Intense Cold In The Wings
Quiet weather today with sunshine, lighter winds and highs holding in the low 20s. Weather action picks up late tonight as warmer air begins to push in and triggers a band of light snow after 3am. Looks like the best chances for light snow will be between 5am and 9am, just in time for the morning rush! Minor accumulations are likely tomorrow morning. The snow won't last long as highs climb to the mid to upper 30s later Friday on very gusty southwest winds.
The mild air stays around for Saturday with highs still in the mid to upper 30s before a strong cold front sweeps through later Saturday. Some light snow will accompany the front later Saturday as well. Teen highs for Sunday as the cold snap parks for a couple of days.
We'd love to share your photos! Remember to send us your weather photos to ulocal. tap the ulocal button in our iphone or android apps, or email to firstname.lastname@example.com


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It works "TODAY" 14june2013 with the current up to date kernel. For future, replace the latest and matching kernel/driver version numbers with those found in the repo database (currently based on sabayon-weekly). This doesn't cover hybrid (i.e. intel-ati on many new laptops) as I don't have one to test on Sabayon just keeps running on my old laptop, no reason to upgrade. PLEASE NOTE: as versions change and packages are updated, version numbers below also may change, thus you may need to adjust these instructions. I've tried this more than once and it works on up to date systems, or fresh installs of 11 & 13.04
I've noticed routine weekly updates may remove items listed below (e.g. nomodeset, blacklist radeon) so don't hesitate to recheck those if you run into trouble after an update.
Even in "just console mode" (no X running)
should return something like:
Code: Select all
# lsmod |grep fglrx
The key is the second number. If you do have an ATI card and the second number is "0" another module has been loaded for the graphics card. Following the directions below should resolve this by removing the conflicting driver such as that included in x11-base/xorg-drivers-1.14 or xf86-video-ati.
Code: Select all
fglrx 5090729 416
open a konsole window (or xterm?) and "su" (become root user) and enter root password when prompted. The following commands may help do the trick for you, cut-n-paste except for the edit of the grub file itself.
NOTE: the r600-HD4xxx are on hold due to other portions of system incompatibility. Recommend looking at SABAYON FROZEN as a temporary solution (allowing slightly older driver/kernel installation)
(edit /etc/default/grub as mentioned in article above using nano, kwrite, vi, or your favorite editor)
Code: Select all
equo update --force
equo remove ati-drivers
echo "blacklist radeon" >> /etc/modprobe.d/blacklist.conf
If you have an HD5000 or newer, then run these "cut-n-paste" style as root:
Code: Select all
If one or more of the "remove" commands finds nothing to remove, don't worry, continue onto the next comand.
Code: Select all
equo remove xf86-video-ati
equo remove --configfiles xf86-video-ati
equo remove ati-drivers
equo remove =x11-base/xorg-drivers-1.14
equo install =sys-kernel/linux-sabayon-3.9.4
equo install =sys-kernel/sabayon-sources-3.9.4
equo install =x11-drivers/ati-drivers-13.4#3.9.0-sabayon amdcccle
eselect bzimage set kernel-genkernel-x86_64-3.9.0-sabayon
eselect kernel set linux-3.9.0-sabayon
eselect opencl set amd
eselect opengl set ati
rc-update del x-setup boot
for those without a previously working ati/fglrx xorg.conf config, this is a good idea. Note, there are numerous variations depending upon your configuration (dual head, crossover, etc) but for the majority of users, this puts in a good starter xorg.conf file to begin using the ati-drivers. The program does make a backup copy in /etc/X11 of the existing xorg.conf file. PLEASE practice good housekeeping and make a copy of your config files before adjusting them
or to update your already decent xorg.conf if you like it, but are switching to the proprietary drivers:
Code: Select all
/opt/bin/aticonfig --initial
Code: Select all
/opt/bin/aticonfig --initial --input=/etc/X11/xorg.conf
Then reboot, and again, open a window (e.g. konsole) and su to root.
Code: Select all
which brings up a gui to allow you to set the various parameters of the amd/ati driver if you wish.
Hope that helps, feel free to ask any question that might help.
If you still wind up with just a blinking cursor in the upper left, take a look at viewtopic.php?f=56&t=30039 as it works for my setup, which has a few odd restrictions in the LCD hardware.....
Yes, I'm certain one can do most of this (except edit the file /etc/default/grub) with rigo, the gui package manager.
And yes, I'm a bit old school, grew up with the command line.
Cheers, and good luck,


text:
Further Exploration
BrandeisNOW: "Gideon will be revisited, 50 years after decision"
The Justice: "Panelists discuss Gideon"
Brandeis First - the blog of President Frederick M. Lawrence: "Remembering Anthony Lewis"
The Quadrant - the blog of Ethics Center Director Daniel Terris: "The last clarion call of Anthony Lewis"
Click the picture below for video of the entire event;
Click the titles below for video of individual sections
Introductions by Daniel Terris and David Bunis [video]
Anthony Lewis recalls the key figures in the case [video]
William Leahy, Chief of Indigent Services for the State of New York [video]
Margot Botsford, Associate Justice of the Supreme Judicial Court of Massachusetts [video]
President Fred Lawrence of Brandeis University praises Anthony Lewis [video]
President Lawrence on prosecution and defense [video]
Question and Answer Session [video]
Anthony Lewis on the "romantic" aspect of Gideon [video]
Gideon at 50: The Future of the Right to Counsel
March 18, 2013
4:00 - 5:30 p.m.
Rapaporte Treasure Hall, Brandeis University
March 18, 2013 was the 50th anniversary of the historic Gideon v. Wainwright decision by the United States Supreme Court that for the first time guaranteed those accused of criminal offenses in state courts the right to be represented by an attorney. A distinguished panel discussed both the progress that has been made as a result of Gideon and the unmet challenges of providing legal representation for those who can afford it least.
A discussion featuring:
Margot Botsford, Associate Justice of the Supreme Judicial Court of Massachusetts
Frederick M. Lawrence, President of Brandeis University
William Leahy, Director, New York State Office of Indigent Legal Services
Anthony Lewis, journalist and author of Gideon's Trumpet
Moderated by David Bunis '83, Chief of Staff to the President of Brandeis University
Cosponsored by the International Center for Ethics, Justice and Public Life and the Brandeis University Legal Studies Program
For more information contact David Weinstein.


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Progressive press questions
Hey gang, was thinking of getting a progressive to load 5.56. Used a single stage press for probably 25 years. Couple questions. How do you get the lube off the cases? Tumbling afterwards?
In the videos I've seen, no one trims to length or chambers or deburrs. What gives? Thanks
...my mistake, make that 4 coffins...
Good Questions? One more thing: How do you clean primer pockets on a progressive press? I have seen folks decap cases and clean pockets before putting cases into the press, but then it is a two-step process, so I stay with my RCBS Jr. and RockChucker.
Adam Helmer
Adam, yep I almost forgot that. Deburring the flash hole would be out as well.
...my mistake, make that 4 coffins...
Honestly I tried a progressive press, and wound up going back to Lee Classic Loaders for most of my loads (Lee "Whack-a-mole" set). Back when I was still able to reload (can't handle the lead for several more years because of cancer) I did still like to use a single stage press with a carbide die for decapping and resizing. But most of what I loaded were rimmed straight wall cartridges at the time. Then again I was much more interested in consistency, than I was in volume. Plus one thing I had was time, so being able to "only" load 50 rounds in an hour or two wasn't a big deal to me. So much time, in fact, that I even built custom dippers for my powders and calibers. I had a buddy try to tell me "But dippers aren't consistent!" so I showed him half a dozen times in a row I could drop the exact same load (tested on a digital scale) every single time using Trail Boss, which was my main powder.
God Bless, and One Love
(Moderator - Gear & Gadgets, Cowboy Action, SouthWest Regional, Small Game) email@example.com
For God so loved the world, that he gave his only begotten Son, that whosoever believeth in him should not perish, but have everlasting life. - John 3:16 KJV
Then I commended mirth, because a man hath no better thing under the sun, than to eat, and to drink, and to be merry: for that shall abide with him of his labour the days of his life, which God giveth him under the sun. - Ecclesiastes 8:15 KJV
"The gun has been called the great equalizer, meaning that a small person with a gun is equal to a large person, but it is a great equalizer in another way, too. It insures that the people are the equal of their government whenever that government forgets that it is servant and not master of the governed." - 40th President of the United States Ronald Reagan 1911-2004
after years of rifles my son wants do do hand guns after doing it on my single stage i am thinking of getting one.
i dont seem to have near as much case prep but there are more steps to loading and changeing out the dies.
i have found that the 357 comes into its own hand loading when hand loading.
Hmmm. How to answer....I use progressives. I have found quite a bit of prep we do is really not needed...seriously. Believe it or not most people don't clean pockets..and I find it un-needed for the most part. Removing lube is easy..ten min in a tumbler. Yes I even lube cases with carbide dies...spray lube lightly. Flash hole deburring?? If you are a benchrest shooter...maybe. I do clean pp with my varmint loads. Loading 222 & 204 right now. Got a small P dog town here on the ranch. Kind of a precise imprecise game because of wind. For cast bullet handgun and 223 stuff most of the prep really isn't needed. My serious hunting ammo? Yep I do the prep..heck how many good hunting loads do we load? 40? I shoot my deer with a Win 64 32 sp with cast bullets...max 75yds. I have a couple hundred of them loaded. My daughter has been shooting the P dogs and think she has missed four shots out of about a hundred with my 223 loads out of my Bushmaster Varminter.with loads right off my Dillon 650 progressive. She is a good shooter though. Case length? I do it when needed. Handgun ammo almost never need trimming except maybe 357 or 44 magnum loads and they will even last the 6 to 8 loads(full mag) loads I will put through them till I retire them to plinkers. BTW if you need to trim rifle cases every time....your loads are probably too hot
Democracy is two wolves and a lamb voting on what to have for lunch. Liberty is a well-armed lamb contesting the vote!"
Benjamin Franklin
Democracy is two wolves and a lamb voting on what to have for lunch. Liberty is a well-armed lamb contesting the vote!"
Benjamin Franklin
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Motherboard Guide
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Broadwater Debut
Fresh from Computex Taipei 2006, we've got our hands on a sample of Gigabyte's new 'high-end, mainstream performance' Intel P965 motherboard, the GA-965P-DQ6. Confused? Let us explain. Intel's newly launched 965 chipset family (codenamed Broadwater) is actually a follow-up successor to the current 945 Express line. The major differences that the 965 series would bring is optimized support for the Core 2 Duo processors up to a 1066MHz PSB as well as officially increasing DDR2 memory speeds to 800MHz (the older 945P Express only supported DDR2-667). However, the 965 family will only support single PCIe x16 GPU configurations, leaving the 975X Express as the enthusiast alternative with multi-GPU CrossFire capabilities. The 965 and 975 chipsets will exist alongside each other, so that puts the P965 squarely into the mainstream segment as far as Intel's road map is concerned. At the moment, only the P965 discreet desktop variant is available, while Intel will follow up soon with the G965 that will feature a new GMA core as well as Intel's Clear Video Technology.
The major new feature of the P965 would be its reworked MCH architecture with Intel Fast Memory Access (FMA) technology. FMA is another memory latency, access and bandwidth optimization built into the controller to help improve system performance, similar in concept to the Memory Pipeline Technology that is available on the 975X Express. However, there is some intelligence built into FMA such as Just In Time Command Scheduling and Opportunistic Writes, which monitors and optimizes all pending memory access to utilize idle cycles more efficiently and safely allow overlapping commands onto the memory bus. The MCH even supports Out of Order Execution for on-the-fly reordering of memory requests.
The ICH8 Southbridge
With the P965 launch, Intel has also complimented it with a new I/O controller hub, the ICH8 Southbridge family sporting several improvements over its predecessor including ten USB 2.0 ports with an additional EHCI controller, Gigabit LAN MAC (finally!) and up to six SATA 3.0Gbps ports with eSATA drive support. As usual, there will be an R (RAID) version with Matrix Storage Technology and AHCI support plus a DH (Digital Home) version with the Viiv stack. Other versions in the pipeline would also include the DO (Digital Office) version with TPM support, La Grande and Active Management technologies.
The two most significant changes to the ICH8 family, which would affect end-users is the axing of IDE and AC'97 support altogether. We for one, are at a crossroads of what to think about the loss of IDE since there are still many storage devices today that support the interface, especially optical drives. AC'97 removal on the other hand is a step forward. Users can now be guaranteed that motherboards equipped with the ICH8 Southbridge will feature HD Audio at the very least with HDMI interface support.
Gigabyte's GA-965P-DQ6
If you've read our Computex Taipei 2006 coverage, you'd also have seen that Gigabyte has a whole range of P965 and G965 motherboards ready for launch. The GA-965P-DQ6 just happens to be the flagship of the whole series. Even though the P965 is a mainstream chipset, Gigabyte built the GA-965P-DQ6 up as a top-end motherboard with a host of new features, which they are marketing as their 6-Quad design.
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Steve Wynn reveals first rendering of gambling resort to be called Wynn Everett
EVERETT – Some 4,000 jobs would be created to build the casino that Las Vegas developer Steve Wynn is proposing for this city, a plan that includes a 19-story hotel with 550 guest suites, some as large as a single-family home.
Mayor Carlo DeMaria and Gamal Aziz, chief operating officer of Wynn Resorts Development, this afternoon provided the first detailed description of the casino proposal they hope will ultimately win the ferocious winner-take-all battle for the sole Greater Boston resort casino license.
The other competitors are Suffolk Downs, which has proposed a casino at the East Boston track with partner Caesars Entertainment, and Foxwoods Resort Casino, which has joined an effort to build a suburban gambling resort off Interstate 495 in Milford.
The Wynn plan would cost between $1.3billion and $1.5 billion to construct and would create 4,000 permanent jobs once the tree-lined waterfront development and its modern, bronze-glass hotel opens its doors.
Wynn, who has designed some of the most elaborate casino hotels on the Las Vegas strip, such as Bellagio, Mirage, and the Wynn and Encore resorts, is calling the local development Wynn Everett.
He wants to build the luxury hotel at the former Monsanto Chemical Co. site, a polluted plot of vacant industrial land between Route 99 and commuter rail tracks in Everett, near the Boston city line.
Suffolk Downs, which for most of 2012 was the only viable contender for the Greater Boston license, was not about to let Wynn hog all the attention today. The track this morning announced a 3:15 p.m. press conference to unveil a new 3-D model and updated renderings of its $1 billion gambling resort proposal.
The Everett proposal is Wynn's second try for a Massachusetts casino license since the state legalized Las Vegas-style gambling in 2011. The billionaire developer made a pitch to build a casino in Foxborough near Gillette Stadium, proposing a design that resembled an enormous ski lodge. He dropped the plan due to local opposition, and then made his bid for a casino in Everett shortly before the gambling commission's January 15 application deadline.
The Everett site is at the moment a homely piece of land, but Wynn found features of the property extremely attractive, such as the view across the Mystic River to downtown Boston. He is positioning the hotel to take advantage of the city views.
Wynn also was intrigued about building a resort on the river, and has designed the project with boat docks and a river walk.
The property is oddly shaped, with a rectangular section that juts into the river, "which is one of the challenges of the site,'' Wynn said in a January Globe interview. "The part of the site that sticks into the river is 300 feet wide at the narrow part and is sort of like a peninsula, and I gotta figure out how to integrate the peninsula part into the fatter part of the property.''
The solution Wynn came up with proposes a long, narrow retail and restaurant promenade extending from the hotel down the length of the peninsula.
Be civil. Be kind.Read our full community guidelines.


text:
It was a new combination for me...Lingonberry Jam and walnuts!! I discovered Lingonberry jam at Ikea...served with the delicious meatballs!!
I buy a jar every time I go.
No measurements with this...just walnuts and lingonberry jam.
I used one tube of Crescent rolls. Pinch all the seams and lay it over the top of the brie.
In the past, I had it on the bottom and then wrapped it over the top, but the bottom crust was always soggy and the cheese took longer to melt.
Bake according to the Crescent roll directions until golden brown. The cheese, however, may take longer to melt inside, so after it's brown, turn down the temp to low and continue baking until the cheese is melty inside. Cut it open in the center to check.
Here are some of the other topping combinations I've used...
- fig spread
- caramelized onions and brown sugar
- brown sugar and walnuts
- sautéed mushrooms
- cranberry sauce and walnuts
- apricot jam


text:
From time to time I take pictures inside subway stations. How can I not? They are an integral part of my New York life. What I hear is often more interesting than what I see, but only once have I recorded a conversation, on my phone. Two old white jailbirds discussing the various perks and hazards inside area prisons. I don't know what I thought I would do with the recording. Their idiom and accent riveted me, as well as the absolute lack of self consciousness about their subject. And the fact that, on the subway, you can ride peacefully beside two career criminals.
Then again, we've been riding beside bankers for years, haven't we? Same but different.
As many New Yorkers will know, photographing trains and subways has become a touchy affair. It bears reminding people that it is legal. There is no ban on subway photography.
This article in today's Times recaps some of the absurdities of the endeavour.
This is a cool guy. Why? Because this car on the 3 train I took to the BBG last week was air conditioned. So what, you say: It's July, the temperature above ground is nearly 100'F, and on the platform it's got to be well over. Of course it is air conditioned.
You'd think. But this is the car I'd stepped into initially, expecting a grateful blast of iciness. But leaning back into my nice bucket seat a sense of intense warmth pervaded my clammy body, fresh from the stifling platform.
I touched the seat back beside me. Hot. Then the next one over. The one across the aisle.
Winter heating was on full blast. I swapped cars at the next station.
What's the hottest station in New York? At the moment I vote for Herald Square, at 34th Street. We spent half an hour in its bowels in the wee hours of Sunday morning in our wedding finery waiting for the F home to Brooklyn. Sweat ran in rivers down me, and I was wearing a strapless dress. The poor Frenchie was in long pants and sleeves, with draped jacket over wilting arm.
(Yes, Knithound, we took a car service to the wedding: $32 with tip and worth it, but we decided to be troopers on the way home)


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Airpower in AfghanistanComments
My latest at the Diplomat concerns Karzai's limitations on the use of coalition airpower in support of ANA operations:
Given that Afghan Army ground forces have yet to demonstrate a clear advantage over their Taliban counterparts, airpower really is the Afghan government's"asymmetric advantage." Whatever the Taliban may have, it lacks the tools that airpower provides, including reconnaissance, strike, and mobility.
The languorous U.S. efforts to develop Afghan airpower further complicate the problem. Embroiled in an internal contracting dispute, the USAF has yet to acquire the kind of light, counterinsurgency-oriented aircraft that would be ideal for the Afghan Air Force, such as the Brazilian Super Tucano. A different contracting dispute has slowed the delivery of Russian transport and attack helicopters.
The Afghan Air Force is hardly doomed to ineptitude and ineffectiveness; the Soviets rated the Air Force as the most capable Afghan armed forces branch during the occupation, and parts of the organization survived through the Taliban period. Nevertheless, prospects of the Afghan Air Force operating advanced jet aircraft in the near future aren't particularly good, and in any case shouldn't be the priority. Simple, low maintenance platforms that perform a variety of roles could help the Afghan armed forces maintain its edge.
While I generally hate being pushed into advocacy for airpower, the ANA will find it very tough going without access to either intrinsic or coalition air assets. As I suggest in the article, the wording of the ban make it unclear whether it applies to pre-planned offensive operations, defense engagements, or both. My guess is that it will be interpreted in exceedingly minimalist fashion by ANA commanders and their coalition counterparts. In other airpower news, the UNAMA report on civilian casualties came out a few days ago and has been making the rounds. Some points of note:
- Civilian casualties are down, civilian casualties from coalition activities are down, and civilian casualties from airstrikes are down.
- Total number of airstrikes fell from 5411 in 2011 to 4092 in 2012.
- Drone strikes (in Afghanistan proper) increased from 294 to 506 (12.3% of total), and civilian casualties from drone strikes increased from 1 to 16 (12.6% of total).
In sum, the Coalition appears to be reducing its commitment, drones are pushing out manned aircraft, and drones have yet to demonstrate that they're much better at minimizing civilian casualties than manned aircraft (although our numbers on that last remain very small). Again, I hasten to note that this analysis is confined to Afghanistan, and does not touch on the very different campaigns in Pakistan, Yemen, and Somalia.


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Of the various reservations people express about transgender discourse and trans-feminism, or the justifications they provide as to their resistance to such conversations, one that I find notably frustrating is the idea that it's primarily just sophistry, jockeying for relative intellectual status and empty debate over semantics and terminology.
I understand where that perception comes from. Admittedly, a great deal of the discussion in trans-feminism centers on terminologies and narratives, the means by which we articulate our identities and stories, and which identities and stories are given the greatest degree of visibility and "legitimacy". But this isn't empty debate of semantics. It's very meaningful debate of terminology, voice, representation and narrative.
There's frequently an element hypocrisy to it as well: the same people being so dismissive of trans-feminist discussion of the problems inherent to terms like "passing", "en femme" or "post-transition" would likely be infuriated if someone were to describe their pronoun preference and gender identification as "mere semantics", after all. Is there a difference there? Even a difference of degree of importance? And who are any of us to externally say which terminologies are "legitimate" for someone to discuss or prefer or reject, and which issues are to be dismissed as "mere semantics"?
I also reserve a very special and private fury for those who describe trans-feminist discourse as "academic". Trans people have never been meaningfully included in academia. We've historically only ever been present in academic space, feminist or otherwise, "progressive" or "conservative", as the subject of theory and text and debate. Never the agents. This is also very much our ongoing relationship to academia. Trans-feminism occurs primarily in online, activist and informal space largely because there's never been room for us to speak for ourselves in the "established" and "legitimate" venues like academia or media. Your refusal to understand something, or the fact that it goes against your received notions of "common sense", is not enough to disregard something as "academic".
Trans isn't academic. It isn't theoretical. It is the lived experiences of actual human beings. And those lived experiences are very meaningfully, very directly, affected by the terminologies we have available to articulate ourselves, the assumptions made about our histories, the prevailing narratives that are seen as "legitimate", that are granted visibility, that are connected to the assumed histories and assumed bodies, or that are simply "comprehensible" to the people around us and the people who are in a position to grant or deny us access to healthcare, housing, employment, social services, legal protections, or any other resources. Our lives are shaped by who amongst us gets to have a voice, and by how those voices are constrained by the available terms and concepts.
As an example of the very real significance that terminologies, and their concepts and definitions, have for the immediate, "street-level" realities and experiences of trans people, I'd like to mention Bill C-279, the "Canadian Trans Rights Bill", that will grant explicit protection to transgender Canadians under our country's federal human rights laws. Today, right now, in Ottawa, this bill is in committee, with various (cisgender, of course) politicians attempting to "iron out" their disagreements about perceived flaws in the bill and its phrasing. One of the principal disagreements, upon which the ability of the bill to move forward toward becoming actual law, is the inclusion of the term "gender expression" and its alleged vagueness, or level of flexibility impractical for federal human rights law.
The bill, as originally written, offered protection against discrimination on the basis of "gender identity" and "gender expression". Despite the manner in which these terms have been popularly accepted as useful and meaningful within the dominant trans community and dominant trans discourse, those terms do have numerous problematic aspects, and the implied boundaries and specificities of these terms aren't necessarily going to comphrensible for people who aren't already "in the club" of the dominant trans community (I remember once describing "transgender" to my Dad as "anyone who significantly falls outside assumed cultural standards of the male and female binary" and he replied, in earnest, "so I'm transgender? Because I like to cook?". Obviously no, he's not, but the line between a very slight, insignificant deviation from a cultural archetype of perfect masculinity and a majour transgression from assigned gender role isn't always going to be clear, and good luck defining it). As terrified as I am of this bill not passing, I think we (transgender Canadians, specifically those with enough political power to have pushed this bill and shaped its terms), need to accept accountability for the mess we've created by not suitably interrogated our own terminologies before gambling our rights, and the rights of every other trans person in our country, and those yet to come, on those terms.
There was a time where I happily accepted "gender identity" and "gender expression" as useful terms and concepts, and went along with the assumed definitions thereof. That's no longer the case. I've since come to perceive a great deal of problems and failures in those terms and the concepts that prop them up: the bizarre insistence on clinging to an essentialism-without-conventional-essentialism that serves as scaffolding for "gender identity", the inherent belief in codifiably gendered clothing or fashion intrinsic to "gender expression", and the ultimate necessity of falling back on cissexist, oppositional conceptual frameworks whenever you push the definitions of both terms to the lines that eventually need to be drawn.
How much more useful might C-279 have been if we simply said "gender", and then defined that? Simply in opposition to "sex"?
Right now my human rights hinge on a bunch of cisgender politicians coming up with workable definitions of "gender identity" and "gender expression" in the space of a few hours. In a committee somewhere in Ottawa. Two words I'd rather see buried anyway. There's no way they can define "gender expression" within the narrow range necessary for legal definition without hurting and excluding a lot of people. There's no way they can drop "gender expression" and leave the bill simply protecting "gender identity" without hurting and excluding a lot of people. And even if a successful negotiation is reached, it will irrevocably bind our rights to those terms, rendering them utterly dependent on their long-term efficacy… an efficacy I don't believe they have. If it negotiation isn't successful, I don't even dare speculate on how many trans Canadians will be hurt between now and the next opportunity for such a bill to be passed.
But it's just semantics, right?
Admittedly, C-279 is an unusually
extreme obvious instance of the degree to which terms and their attendant concepts and definitions have a meaningful impact on the lives of trans people, there are far wider and subtler aspects of this as well, that are the typical subject of our debate and why it's relevant. Aspects that are very comparable to questions of "semantics" like pronoun preference and misgendering. These are mostly about gender, identity, and voice (those commas are important!).
Gender is nothing if not the need to express and understand oneself, in relation to sex and sexuality. It's nothing if not a system of communication. Whether it's immediately obvious to you or not, every term related to gender, even those related to gender variance and gender minorities, carry baggage and assumptions. "Trans woman" implies numerous assumptions: designated-male-at-birth, XY, not intersex, "socialized as male", linearly "transitioned", through "social transition" and "physical transition", from a Point A ("male") to a Point B ("female"), etc. These assumptions are rendered a bit more obvious in the way that "trans woman" is considered synonymous with (though perhaps less crass than) "Male-to-female transsexual". But those assumptions of history, of narrative, of linearity, of biology… those aren't universally applicable to everyone for whom the concept of "trans woman" is meaningful, useful or significant. Just like how not everyone who feels the term "woman" is a useful, meaningful and important self-descriptor necessarily has the assumptions that often go with that term, such as a vagina, a 46-XX karyotype, and a "female socialization".
What we are attempting to do through our genders is have ourselves be understood, voiced, asserted, actualized… ideally to have that voice and actualization as true to our own sense of ourselves as it possibly can be. While the terminologies that trans communities have developed are at least superfically accurate and comfortable for most of us, they also carry with them a whole lot of baggage, associations and limitations, and many people are simply left without any terms through which to truly honestly describe, assert and actualize themselves…at least not without taking on an uncomfortable heap of unwanted associations. To be left only able to express one's gender through terms and concepts that don't feel genuine is to be left unable to truly express one's gender at all. It's very much an extension of precisely the same circumstance, and same tragedy, as a woman being forced through cultural convention to present herself, describe herself, and be described and understood, as a man. The fight for concepts through which one's gender can be accurately described and reflected, free from unwanted associations or assumptions, is the fight for self-determination and expression of one's gender itself: the fight that underscores almost everything that it is and means to be trans.
Beyond the fundamental question of being able to determine and assert one's gender, there is also the question of voice and visibility: who amongst us gets heard and seen, who amongst us is silenced and erased, and how our visibility is seen by our culture. If the only terminologies and concepts that are understood by our culture (understanding being a pretty essential aspect of communication, obviously), and the only terms and concepts given to them to understand, the only terms and concepts included in our little glossaries (I'm more than a little embarassed by my own) are ones that only apply to certain genders, certain narratives, and certain experiences, we are very directly excluding significant portions of our community from being able to engage in the cultural discourse at all. We're consigning them to remaining unnoticed, unable to speak their own perspectives and advocate on their own behalf, and remaining incomprehensible, anomalous and monstrous for the culture as a whole.
Alternately, we oblige people to speak through means that don't and can't reflect their actual perspectives, lives and experiences. They end up having to present a version of themselves and their ideas distorted by the limited tools available with which to have a voice at all. Even harder is how often we end up being put in the position of only being able to speak and advocate through terms we consider destructive and problematic themselves, ending up having to make the choice between speaking through terms that reinforce the very concepts that constrain and oppress us, or not speaking at all, and having everyone else speak over us.
Do you speak through your oppressor's voice and language, lending him legitimacy, or do you remain silent as he and others continue to speak for you, against your actual wishes and interests?
Developing ways of articulating transgender experience and perspectives that can genuinely reflect the full breadth of those experiences and perspectives, and that can do so without relying upon or reinforcing the cissexist, binarist, misogynistic or heteronormative worldviews that oppressed us in the first place, is not simply a question of trying to out-sophisticate one another. It is an issue that sits at the fundamental core of who we are, and how and why we are oppressed. The fact that certain very simple linguistic concessions may be enough for one trans person to feel validated and actualized, such as being granted female pronouns, the word "woman", and the title "Ms.", does not by any means grant them the right to scoff at those for whom the language we presently have is not sufficient to see themselves genuinely reflected or understood within it.
We have to be careful in how we approach the present lexicon, and attempt to improve it and make room for us all to find our voices and stories within it. Some terms are imposed upon us externally, and function as tools of cis-patriarchy ("biologically male"). Some terms are used to directly dehumanize, denigrate, sexually objectify or other us ("trannies", "shemales", "chicks-with-dicks", "constructed female" etc.) We don't have a whole lot of say in what terms others impose on us or use to subjugate us. But some terms "of our own" are also overtly problematic and oppressive… "passing", for instance, directly and inherently reinforces cisnormativity, cissexism, narrow and heirarchially codified standards of female appearance, positions our existence as inherently deceptive, positions us as not "really" being whomever we are or appear to be, and places responsibility for how we are read unfairly on the shoulders of whomsoever is read- regardless of fact that they have almost no control over it at all. It is also utterly fucking meaningless for any non-binary trans people, and denigrates them regardless of what their appearance or choices are, no matter what. "En femme", "boymode", "girlmode"; these terms codify forms of clothing and presentation as somehow inherently male or female, "boy clothes" and "girlclothes", and covers up the truth that presentation and the gendering of a person, a body, a fashion, is always a negotiation between the individual, those around them, and a complex, nuanced range of cultural context. Those terms we could (and maybe should?) just make an effort to get rid of, even though some of the related concepts (presentation, conditional cis privilege, gendering, etc.) are necessary to our discourse.
But some terms are only problematic in certain usage. "Designated-male-at-birth"/DMAB and "designated-female-at-birth"/DFAB can certainly be problematic, wheresoever these are used as simply stand-ins for the binary, an excuse to continue seeing the world in the same old cissexist ways, but with just a slight tweak to keep people from noticing and give you an excuse in the event that they do (much like how "gender identity" is often just an excuse to continue looking at people as being somehow intrinsically a man or a woman or something else, without having to interrogate what those concepts actually mean, while insulating oneself from questions of essentialism). They can also be highly problematic whenever we treat them as internally consistent, like "DMAB experiences include such-and-such events and blahblahblah" or "DFAB people often had issues with thing-a-ma-jingy during swithinsdays"). However, these terms can be very valid and useful when and where we treat them as meaningful in relation and contrast to one another. DMAB identities, bodies and experiences aren't consistent, and DFAB identities, bodies and experiences aren't consistent either… but DMAB and DFAB are consistently different relative to each other. A bit like "warm" and "cool". Warm isn't any one specific temperature, nor is cool, but the two terms have meaning in their contrast from one another. It means something different to be designated male as an infant than it does to be designated female.
And some terms, while failing to accommodate all identities, experiences and narratives are not only meaningful, but essential, to articulating those of some of us. Some people did experience a meaningful difference between their "pre-transition" and "post-transition" lives (but not all of us). Some people can describe a moment at which they went "full-time" in making a deliberate effort to express their gender differently (but not all of us). Some people lived "transitions" that they feel can be best and most meaningfully described as "male-to-female" (but not all of us). Most of us feel that we "transitioned", that we are "transgender" or "transsexual" (but not all of us).
We don't need to dismantle those terms, but we do need to create more space and diversity. Of the terms we do need to dismantle, we can't do so with a sledgehammer. And we can't risk condemning ourselves collectively to silence. But those of us who aren't most of us need voices too. We need words. We need language. We need means to articulate, express, define and determine our identities and genders and lives, and to have those be understood. We need means to tell our stories… not simply tell someone else's story as a close approximation, or define ourselves by someone else's gender that happens to be "close enough". We need to be able to shout and sing and scream and assert and demand these things.
And we need to be able to do so in our own words.
That any trans person… with hir chosen name, hir chosen pronouns, hir chosen title, hir chosen identity… could dismiss this need, both deeply personal and immediately political, as "mere sophistry and semantics", is as incomprehensible to me as the unspoken genders and stories of our community remain to our wider culture.


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Tag Archives: Aphex Twin
Bloc weekend
Well its a been a while… but I've been busy having fun (every hard working graphic designer needs a break!) at Bloc weekend in Minehead. Highlights had to be, seeing the sea, Moderat (if you've never heard them before check … Continue reading
Posted in Liz musings Tagged Aphex Twin, Bloc weekend, Four Tet, graphic designer, Moderat, Venetian Snares 1 Comment


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