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South African Journal of Education
On-line version ISSN 2076-3433
Print version ISSN 0256-0100
S. Afr. j. educ. vol.34 n.1 Pretoria Jan. 2014
The 'good', the 'bad' and the 'ugly'? Views on male teachers in foundation phase education
Nadine Petersen
Department of Childhood Education, University of Johannesburg, South Africa firstname.lastname@example.com
In the context of the foundation phase, where women tend to dominate, the increasing numbers of male students entering teaching programmes for this phase of schooling has generated considerable praise, as well as criticism. This paper explores the views of two first-year foundation phase (FP) student cohorts at a Johannesburg university about male teachers in the FP. Student responses to two open-ended questions formed the data for this study, with qualitative content analysis procedures used to make sense thereof. Findings indicate an uncomfortable tension between the 'good,' the 'bad', and the 'ugly' in student perspectives of male teachers in the FP, where the 'good' is reflected in recognition of the valuable role of males in countering the effects of absentee fathers; the 'bad' in the various reasons provided for male's unsuitability as teachers of young children; and the 'ugly' in the dominant association ofmales with the perception ofa threat ofsexual abuse and molestation, much of which is attributed to increased media coverage and public awareness of abuse in schools. The paper concludes with a discussion of the ramifications hereof for teacher education and for the profession.
Keywords: foundation phase teaching; male teachers; pre-service teacher recruitment
The title of this paper makes reference to the 1967 Western which portrays an uneasy alliance between three men in a race to find buried treasure. The tension between three protagonists, the 'good', the 'bad' and the 'ugly', in the film is reflected in the findings of this study of student views of male teachers in the foundation phase. It also resonates with the often contradictory arguments in the literature for and against males in the early years of schooling.
The foundation phase (FP) (early primary school, covering Grades R to 4 for learners from approximately 6 to 10 years) has the highest proportion of women working in it (Albesitti, 1993), but a downside of this dominance has led to socially and culturally ascribed roles for women as primary caretakers of young children spilling over into the educational arena. Teaching in the FP is thus often likened to 'child-care'. However in the last decade the number of male teachers in the foundation phase has been increasing steadily (Mukuna & Mutsotso, 2011; Sanatullova-Allison, 2010; Trouve-Finding, 2005). Issues of concern and matters of significance have arisen, with comments from a number of role-players in society entering the public domain (Thornton & Bricheno, 2008).
Evans and Jones (2008) describe how discourses of endorsement as well as threat are rapidly becoming part of discussions which highlight the essential value of males in providing suitable role models for young children, particularly boys between the ages of five and eight, and in raising the status of the profession in the early grades. Most of the concern appears to revolve around men's (un)suitability as teachers in this stage of young children's learning and development. Of particular concern has been the association of males in the FP with perceptions of sexual deviance and/or exploitation.
As a teacher educator in a new pre-service foundation phase programme which has seen the number of first-time male students increase from 17% of the total head-count in 2010 to 21% in 2012, I was interested in how pre-service FP teacher students view male teachers in this phase of schooling. I also wished to understand what people in their communities convey to them about this issue. This paper reports on the research.
Theoretical framework
Broad sociological theories about gender (Anderson & Taylor, 2009) led to the choice of and integration of Bem's early theory of gender schema (1983) and her later work of enculturated-lens theory (1993) as a framework for this research. Bem's theories (1983; 1993) emphasise the cultural learning of gender and in particular highlight the social and historical contexts as 'lenses' for gender socialisation. In other words, as human beings, socialisation by various agents in society (such as parents, school and the media) leads to schemas or internal cognitive networks about masculinity and femininity which serve both to shape and guide the views of individuals. Thus, over time, to quote Bem (1993:139), the following occurs:
- "the institutional pre-programming of the individual's daily experience into the default options, or the historically pre-cut 'grooves,' for that particular time and place which differ markedly for men and women"
- "the transmission of implicit lessons - or meta-messages - about what lenses the culture uses to organize social reality, including the idea that the distinction between male and female, masculine and feminine, is extremely important"
As individuals in society most people form a view of themselves and the world they inhabit through a gendered 'lens', influencing thinking and actions. In this study, situated in a South African context, where gender roles tend to be strongly reinforced in families and culture, and often systematically reproduced from one generation to the next, I argue that it is probable that most young people will still use gendered cognitive schemas to make sense of their worlds. These lenses will inevitably influence the expected roles of men and women, an aspect sociologists associate with the status or position people hold in society (Anderson & Taylor, 2009). Therefore, the status of being 'male' or 'female' may lead to the development of rigid role definitions and stereotypes for both men and women in society. The consequences hereof are multiple, with the effects being evident in individuals' views and choices about lifestyle, self-esteem, relationships, patterns of communication and, in the context of this study, in the suitability of men for a particular career role.
Literature review
Historically, there are a number of reasons for the preponderance of women teachers in the FP, including issues of economic development (Cushman, 2005), the position of women in society, cultural definitions of masculinity, and the value of children and childcare (Cunningham & Watson, 2002).
The dominance of women in the FP has generally carried negative connotations, with associated notions of 'childcare' and 'women's work' (King, 2005; Thornton & Bricheno 2008). As a result, a general perception is that the teaching of young children is less serious and valuable in educational terms and this has led to a decline in the status of the profession.
Another popular opinion is that primary school teaching is not regarded as a suitable career choice for men, with international research (Skelton, 2009) pointing to the former being viewed as a 'soft option'. Where men are involved in education at this level it is often because they are deemed effective disciplinarians, good with sport, or there to occupy a management position (Evetts, 1990). Research in South Africa indicates that there are generally more male managers or principals in primary schools than women (Moloi, 2007; Moorosi, 2007), which entrenches the idea that men 'lead' and women 'teach' in early primary education.
In an African context the impact of cultural factors, particularly related to the role of women in childrearing, also dissuades men from teaching the FP (Mukuna & Motsotso, 2011). Generally, in sub-Saharan Africa, even as many education systems are rapidly undergoing change, with increased access to education, this has not been matched by increased male enrolments in early childhood education (see Wallet, 2006). A South African study reveals that teaching in the early grades is often accompanied by simplistic images of FP teachers as 'nannies' and 'caregivers,' both of which are generally associated with a woman's rather than a man's role in society (Petersen & Petker, 2011). Such factors contribute to negative cultural associations which classify women as more suited to raising children and thus teaching in the early grades.
There is also substantial literature which indicates that the sexuality of men in early childhood education is often viewed with suspicion (Martino & Berill, 2003). Men who want to work as elementary school teachers thus risk being classified as homosexuals or paedophiles (King, 2004, 2005; Martino, 2008), and this view is often accompanied by a strong demonising discourse (Jones, 2007). It is factors such as these that effectively limit the number of men who choose to enter FP teacher education programmes (Cunningham & Watson, 2002).
A body of literature (Evans & Jones, 2008) also argues for increasing the number of men in the FP owing to the detrimental effect of the dominance of women in the early schooling of male pupils in particular (Bleach, 1998; Johannesson, 2004). Arguments include providing young boys with appropriate role models (Thornton & Bricheno, 2008); ensuring that the teaching force is reflective of the balance of genders in society (Montecinos & Nielsen, 1997); breaking down gender stereotyping by providing young children with male role models for teaching as profession (DeCorse & Vogtle, 1997; Montecinos & Neilsen, 1997); and presenting a substitute 'father-figure' for those children with absentee fathers (Gamble & Wilkins, 1997).
As a result, research in some contexts, such as the United Kingdom (UK), indicates that parents may now be far more willing to accept men working with young children (Sargent, 2001). Also, in countries such as Finland, New Zealand and Canada, governments have been promoting recruitment strategies that target men into primary school teaching programmes. However, there is little evidence that this has had the desired effect of increasing the number of men in this field (Skelton, 2009). In other international contexts where the education systems are characterised by transformation similar issues have prevailed. For instance, a recent study (Akman, Taskin, Ozden, Okyay & Cortu, 2013) of parents' views on the appointment of male teachers in Turkish pre-schools indicates that parents of these children are becoming less concerned about whether their teachers are male or female. The authors however caution that traditional perspectives on child-raising and the view of pre-school teaching as women's work in Turkey still dominate.
Overall, both international (Carrington, 2002) and national (Petersen & Petker, 2011) studies report that male and female students are motivated by positive reasons to enter early childhood education, such as the enjoyment of working with children, the conditions of service (for example, index-linked pension and career prospects), and because they want to make a difference to the lives of young children. There are however few studies in an African and South African context about how the presence of males in the education of young children is viewed by students or their communities.
The inquiry
Two student cohorts (n = 230), enrolled in the first year of a four-year Bachelor of Education degree (Foundation Phase) consisting of male (31) and female (199) students, average age 20 years, at a Johannesburg university were the participants in this study. The students comprised mostly African females (170) with a number of African males (30). There were a small number of white (22), coloured (4) and Indian female (3) students and one white male student. There were no Indian or coloured male students in the groups.
The students were asked to express their opinion about how they viewed male teachers in the FP. They were also asked what people in their communities conveyed to them about male teachers in this phase. In asking the latter I wished to find out how the views of the communities those students came from or lived in would resonate (or not) with their own views. The following two open-ended questions were posed:
1. What are your views of males teaching in the Foundation Phase?
2. What do people in your community tell you about males teaching in the Foundation Phase?
Students' responses to the questions formed the data for this study, and qualitative content analysis procedures were used to make sense of them (Merriam, 1998). This entailed first coding individual student responses, then clustering the codes into a number of categories which were allocated names reflective of their content. Thereafter the categories were collapsed into themes from which I was able to identify pattern/s, which form the basis of the findings (Charmaz, 2003; Henning, Van Rensburg & Smit, 2004). In the findings, participants are identified through reference to a number assigned to the student in the data sets followed by the year in which the student was in the first year of study when data were generated. Where multiple students have expressed the same ideas up to two students in each group are identified for brevity.
Ethical considerations
To address ethics in this research I worked in accordance with the prescribed set of procedures of the University. Thus, students were informed of the purpose of the research and signed consent forms as voluntary anonymous participants.
The findings indicate a troubling tension between the 'good,' the 'bad' and the 'ugly' in views of male teachers in the FP. The 'good' reflects about 5% of students' views that male teachers can serve as role models and father figures for young children with absentee fathers. The 'bad' makes reference to the stereotypical view that males, because they are considered to lack the characteristics associated with caring for young children, are unsuitable as FP teachers (approximately 15% of students held this view). The 'ugly' reveals the presence of an association between males and the threat of sexual abuse and molestation, with the majority of student views reflecting this stance.
'The good': A positive view of male teachers in the FP
Few students felt that males in the FP were good, with an indication that the many young children with absentee fathers needed men as role models: "... many children ... do not have a father at home" (17, 2010) and "they provide a fatherfigure and role model" (29, 2010).
Others referred to the lack of discipline in young learners owing to absent fathers and felt that more male teachers in the FP might counter this. For example: "Having a male teacher in the foundation phase is a good thing because some learners who don't have a father figure at home need them for discipline" (38, 2010).
Some students ascribed the presence of male teachers in the FP to an "increase in dignity" (42, 2011) and to better management in the primary school. This may be ascribed to the view that male teachers are associated with more effective discipline and an ability to provide leadership in difficult circumstances. For example: "The community think that males will bring a much better change in the FP because they know how to overcome challenges and circumstances" (63, 2011).
The issue of the safety of young children and other teachers while at school was also highlighted; with some students indicating that there would be a "greater sense of security [at primary schools] with a male teacher on the premises" (46, 2011).
'The bad': Males not suited to the needs of young children
The majority of the students highlighted their communities' traditional and often stereotyped views of childrearing: ". men know nothing about raising children" (25, 2010). Some specifically made reference to the issue of culture, by indicating: "In the black culture children are raised by their mothers not their fathers'" (16, 23, 2010; 5, 9, 2011). This view may be partly ascribed to how the role of the FP teacher is perceived; it appears to stem from a view that the FP teacher is mostly concerned with raising children and/or child-minding, and not understanding the role of the FP teacher in terms of demanding cognitive development. Most also indicated that male students were unsuited to the FP as they lacked "the communication skills to work with young children" (32, 2010). Again, this may be linked to identification with mothers or females as the primary interacting individual in the lives of young children.
In particular, there was a belief that men "lack the empathy required to teach very young children and the ability to care and love for young children which is associated with working in the FP" (33, 2010). Male students were regarded as having "no patience" (36, 49, 2010; 16, 32, 2011), and "possessing few nurturing traits and being insensitive and thus unable to teach young boys and girls...as well as a female would" (29, 2011). The traits of patience, empathy, care and nurturing are characteristics often associated with women and this may be the reason males are perceived as unsuitable.
About a fifth of the students in the study described males as "rough and violent" (21, 26, 2010) and "cruel" (58, 2010; 89; 2011), and expressed the view that exposing young children to this kind of behaviour "will turn young impressionable children into aggressive bullies" (25, 2011). Men were also described as having "a lot of power and many children are scared of the 'father figure' so the public aren't comfortable with men in the FP" (44, 2011). These views could be attributed to the students' own histories of male role models in their personal or school lives and culturally accepted character traits associated with males.
Many students questioned the commitment of males to the profession: "men are lazy and not committed to their work" (45, 2010), and the needs of learners in the FP. Some indicated that it was based on their experiences of male teachers in their own schooling and other male figures in their social environments. Another common view was that men "belong in the higher phases, such as the intermediate, senior and FET phases" (56, 2010; 13, 39, 2011) or that they should "become principals not FP teachers" (37, 39, 2011). This was accompanied by utterances such as '"male teachers are common in high school because the learners there are grown ...needing a stronger disciplinary hand" (39, 2011) and "high school is what people think males should be involved in, with bigger children where they can be more firm" (13, 2011). These ideas could spring from students' own socialisation in the schooling system, where there is an absence of males in the FP or where most leaders are men. It could also be attributable to their own recent experiences as high school learners in which male teachers traditionally take responsibility for enforcing discipline. Students also reported that their communities view male teachers as wanting to be in the FP because they are "scared offacing real challenges from the learners in the upper phases" (56, 2010), emphasising the view that the FP is regarded as a 'soft option' in education.
'The Ugly': Males do not belong in the FP because of associations with the threat of sexual abuse
Most views associated the idea of male teachers in the FP with child and/or sexual abuse. Some mentioned highly publicised cases in the media about crimes against children, and their impressions that most were associated with males, as the basis of their views.
"I think it [the FP] is not for them... children will be beaten and if not molested or harassed because that is what men or most men are known for...violence and abuse!" (36, 2011).
"... the public in South Africa seem to think that due to the current state of abuse in the country their children are not safe especially around male teachers ..justified for thinking this way as most child abuse is carried out by male offenders" (10, 2011).
Yet others referred to frequent reports about child abuse as the origin of their fears, with some reference to students' own knowledge or experience of a history of abuse of young girls by male teachers in schools:
"The other reason that causes me doubt about male teachers in the FP is the increasing role of male teachers sexually abusing girls . because some male teachers are bad news when it comes to girls. In some schools you find situations where a male teacher has raped an eight-year-old girl at school." (1, 2011). "Recently, in schools there were so many cases where girls were sexually abused by male teachers at different schools" (11, 2011).
Students also cited general unease and an unwillingness to accept male teachers in the FP on the part of their communities, indicating that this view stemmed largely from an increasing number of media reports about physical and sexual abuse of children in the country. These are some of the more expressive verbatim extracts:
"...They [community members] are not interested in males teaching in the foundation phase ... it could be a bias and a mindset people could have developed because of the stories about paedophilia and rape in the news" (14, 2011). "Others are afraid because of the sexual abuse of children they watch on TV or read about in the newspapers" (54, 2010).
"The community might have a problem due to the fact that many male teachers have been associated with a stigma of raping and molesting kids. So for parents to trust again and send their kids to male teachers will always distress them" (24, 2011).
"... it is difficult for parents in my community to accept male teachers ... parents say that their children are not safe around their male teachers because of sexual abuse" (28, 2011).
Many of these views are premised on the assumption that male teachers are inherently not to be trusted around young girls and that they must have an ulterior motive in wanting to become FP teachers. These point to another aspect reflected in the data, namely, that male teachers wanting to work in the FP may not be clear about their sexuality and are likely to face derision from other males. In part, this may be attributable to gender socialisation in society, with FP teaching generally understood as being associated with women.
"... people think that the males in the FP of teaching are homosexual because they want to work with small children. I think that they are teased a lot by other men. Some even go as far as calling them gay" (109, 2011).
"People say that there's something wrong with the males that want to work with small children. They think that they might be perverts or maybe gay because it is a career choice related to women" (115, 2011).
Both a review of the literature and the findings of this research indicate that there is still evidence of a gender gap in terms of who is deemed suitable to work in the FP. In this study the influence of cultural and social myths about the roles of men and women in terms of early childhood education and leadership are pervasive and entrenched in the minds of young teacher education students themselves as well as in the public domain. Thus, it seems as though most young people (and the communities in which they live) still use gendered cognitive schemas and lenses to make sense of their worlds (see Bem, 1993).
Firstly, there is a myth that teaching young children is primarily women's work; associating teaching in the early grades of school with notions of 'childcare' and ' babysitting' effectively ensures that these socially and culturally ascribed roles for women underrate the cognitive demands of teaching in the FP and thus cement the belief that women are associated with undemanding jobs in education. In this study this is evidenced by the utterances of students who draw on cultural beliefs about childrearing practices to support their views that male teachers do not belong in the FP.
Secondly, by overplaying the importance in the early education of children of characteristics such as sensitivity, empathy, intuition, care and the ability to be accommodating, characteristics which are traditionally ascribed to women, women are effectively typecast as most suitable for this stage of education while males are rendered unsuitable. This is reflected in the comments by the participants in this study that the higher grades are more socially acceptable as a career option for them personally, a notion also prevalent in the literature in this area (Sanatullova-Allison, 2010). Cushman (2005) argues that pervasive beliefs in society and the teaching profession that suggest that men are less capable than women of caring for and educating young children have a number of detrimental effects, from hiring decisions to teacher education programmes, and even affect career counselling, all of which become major barriers to men choosing to pursue a career in the education of young children. These aspects are similar to what can be found in many education systems undergoing change around the globe (see, for instance, Wallet, 2006).
Another area of concern is the view that men in FP are associated with a sense of security, discipline and leadership. This is once again reflective of a widespread view that women's work in education is teaching while men's work is providing leadership. This is in line with research in the South African and African contexts which indicates the under-representation of women in education management (Chabaya, Rembe & Wadesango, 2009; Moorosi, 2007). Such patterns of gender socialisation are very difficult to change, especially if they have been established from a young age through students' own experiences as learners in a female-dominated primary school environment, and from being exposed to culturally held viewpoints that regard FP teaching as women's work. It would appear that students subscribe to rigid role definitions of what constitutes males work and what constitutes females' work in education, in line with the theoretical frame of lens-enculturation theory.
However, what is most significant from this small study is how students reported on the link between male teachers in the FP and the perceived threat of sexual abuse. As teacher educators we cannot discount the importance of the influence of sexual abuse and rape in schools, particularly of young children, on the views of students and their communities. In the South African context a number of researchers highlight the negative effects of the widespread sexual harassment of girls, including violence, sexual abuse, and assault by male learners and educators in schools (Prinsloo, 2006; Human Rights Watch, 2001).
For some African countries, such as Zambia, the burden of providing for the existing needs of basic education appears to be overriding concerns about instituting a programme for early schooling and an insufficient educational budget. For contexts such as these, transformation in education is not about the male-female dilemma in the education of young children but in the provision of adequate education for all children in the country (Thomas & Matthew, 2009). For South Africa, however, there is growing recognition of the importance of FP education to the education system as a whole, and this is reflected in the drive to increase the numbers of FP teachers in the country, particularly those who are able to teach in an African language. As a country we should be concentrating on action to mobilise for recognition of the value of FP teachers, regardless of their sex. However, the gravity of the findings of this study points to prevailing negativity around male teachers in the foundation phase; this cannot be discounted in the drive to increase numbers. There is a need for a concerted effort on the part of teacher educators and civil society to work together with role-players such as the Department of Education (DoE) and professional bodies, such as the South African Council of Educators (SACE), and teacher unions, to counter the negative views of male teachers in FP. There is also a greater need to address gendered notions of what constitutes women's and men's work in society and in education, and in teaching in particular. For teacher educators this can partly be achieved through teacher education programmes which address student teachers' perspectives towards gender roles and provide strategies for countering the fall back into "familiar gendered patterns of behaviour" (Coulter & McNay, 1993:410).
Arguments such as these can be linked to international comparative studies in contexts such as Asia, Central and Eastern Europ e and many Latin-American countries where education systems are rapidly undergoing change. These studies outline that investing in high-quality FP education has both short- and long-term benefits and shows a proportionate increase in the numbers of enrolments in FP education. However, Wallet (2006) indicates that within this context the availability of education institutions, in particular teachers for the growing numbers of learners, are becoming problematic. Also, bearing in mind that the gender composition of teacher workforces will inevitably, to some degree, reflect national norms, traditions or economics (Wallet, 2006), in almost all countries studied the proportion of female teachers at the lower levels of primary school is higher than that reported at its higher levels. There were a few exceptions, such as Comoros, Papua New Guinea, and Pakistan, where 50% or more of pre-primary and primary teachers are male. Perhaps in the context of this international comparison what is required is a shift from who is teaching to how effectively learners are taught and provided with the resources for high quality teaching in the early grades.
Certainly, despite the general findings of this study, my own and my colleagues' experiences of working with male students in our programmes are of enthusiastic and committed young men strongly motivated to make a contribution to the education of young children in South Africa. Perhaps it is through the example of a growing group of brave young men such as these, willing to counter the negativity associated with male teachers in the foundation phase, that public opinion can begin to change. Perhaps what are also needed are more positive stories of male teachers serving as exemplary teacher models to counter the many negative images in the minds of young people, such as the university students with whom this study was conducted, and their communities. For teacher educators this study shows how vital it is for the teacher education curriculum, discourse and practices to work towards dispelling gender stereotypes so that teacher students learn how to address gender socialisation in their classrooms. In this way, teachers as agents of socialisation of young children can play their role in promoting less rigid and stereotypical roles for men and women in society.
In many professional fields, including education, in South Africa there is a growing trend towards a more equal balance in the numbers of men and women. However, one area in which this is not happening is in foundation phase teaching. It seems that entrenched and dated notions of the teaching profession as women's work, particularly in the FP, are still prevalent in society and among students in teacher education. This is generally similar for comparative international studies of education systems in transformation. Despite advances in education systems in many parts of the world it appears that FP education continues to be bedevilled by stereotyped and traditional gender roles and the perception that education at this level is still women's work. As more evidence-based research on the best performing education systems and how they have succeeded becomes available, it is clear the emphasis has shifted to the high quality of teaching provided by teachers and not to whether the teachers are male or female. This prompts a re-examination of issues such as the gender of teachers and is emphasised in the National Institute of Education's Singapore (2008:8) entreaty that two important factors to be considered in this quest for high quality teaching are those of "changing teacher demographies" and encouraging the entry of a "non-traditional pool of applicants." Of importance in global discourses of education systems in transformation is that there is no single issue to be considered in educational reform, but rather it is clear that it comprises a host of intersecting issues such as the cultural, economic, social and political dimensions of what constitutes teachers' work. In the context of the focus of this paper, the gender of teachers in the early education of children becomes just one of many issues to be considered.
This paper has highlighted both issues of concern and matters of significance in terms of male teachers in the FP. It is issues such as these that reflect the challenge facing us as teacher educators, teacher professional bodies and society in general in South Africa. We need to convey the message that males have a role to play in FP education. In addition, teacher professional bodies and teacher unions also have a role to play in ensuring that there is increased professionalisation in the field, so that it becomes an issue of competence rather than gender and its accompanying associations that determine the value of a foundation phase teacher.
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Montecinos C & Nielsen LE 1997. Gender and cohort differences in university students' decisions to become elementary teacher education majors. Journal of Teacher Education, 48(1):47-54. doi: 10.1177/0022487197048001007 [ Links ]
Moorosi P 2007. Creating linkages between private and public: challenges facing woman principals in South Africa. South African Journal of Education, 27:507-521. Available at http://reference.sabinet.co.za/webx/access/electronic_journals/educat/educat_v27_n3_a12.pdf. Accessed 17 December 2013. [ Links ]
Mukuna TE & Mutsotso SN 2011. Gender Inequalities in Early Childhood Development Education Teaching Profession in Kenya. Educational Research, 2(13):1876-1885. [ Links ]
National Institute of Education, Singapore 2008. Transforming Teacher Education. Redefined Professionals for 21st Century Schools. Singapore: NIE. [ Links ]
Petersen NF & Petker G 2011. Foundation phase teaching as a career choice: Building the nation where it is needed. Education as Change, 15(S1):S49-S61. doi: http://www.tandfonline.com/action/showCitFormats?doi=10.1080/16823206.2011.643622 [ Links ]
Prinsloo S 2006. Sexual harassment and violence in South African schools. South African Journal of Education, 26:305-318. Available at http://repository.up.ac.za/bitstream/handle/2263/2188/Prinsloo_Sexual%282006%29.pdf?sequence=1. Accessed 17 December 2013. [ Links ]
Sanatullova-Allison E 2010. Why men become elementary school teachers: insights from elementary teacher education program. Action Teacher Education, 31(4):28-40. doi: 10.1080/01626620.2010.10463533 [ Links ]
Sargent P 2001. Real men or real teachers? Contradictions in the lives of men elementary school teachers. Harriman, TN: Men's Studies Press. [ Links ]
Skelton 2009. Failing to get men into primary teaching: a feminist critique. Journal of Education Policy, 24(1):39-54. doi: 10.1080/02680930802412677 [ Links ]
Thomas CM & Matthew AM 2009. Early Childhood Care and Education in Zambia: An Integral Part of Educational Provision? Current Issues in Comparative Education, 11:6-14. [ Links ]
Thornton M & Bricheno P 2008. Entrances and exits: changing perceptions of primary teaching as a career for men. Early Child Development and Care, 178(7):717-731. doi: 10.1080/03004430802352087 [ Links ]
Trouvé-Finding S 2005. Teaching as a woman's job: the impact of the admission of women to elementary teaching in England and France in the late nineteenth and early twentieth century. History of Education, 34(5):483-496. doi: 10.1080/00467600500220689 [ Links ]
Wallet P 2006. Pre-Primary teachers: a global analysis of several key education indicators. Paper commissioned for the EFA Global Monitoring Report 2007, Strong foundations: early childhood care and education. Available at http://unesdoc.unesco.org/images/0014/001474/147498e.pdf. Accessed 17 December 2013. [ Links ]


text:
Diamond 14K Gold Statement Cocktail Ring
Gold : 5.42 g (14K)
Diamonds (VVS-VS clarity & G-H color)
: (Brilliant) : 1.11 ct
: (Oval) : 0.61 ct
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Gemstones : NA
Other : NA
Size : 6 (US Size)
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subset: commoncrawl


text:
Species In-Depth
At the Aquarium
Gulf of California
Geographic Distribution
Common in most tropical waters from east Africa through the Indo-Pacific and equatorial islands to the eastern Pacific, south from the Gulf of California through Mexico, Nicaragua, Costa Rica, Equador and in the Cocos, Clipperton, Malpelo and Galapagos Islands.
Convict surgeonfish prefer inshore lagoon and coral reef areas with firm bottom surfaces where preferred food supplies are plentiful. Specimens have been observed from surface waters to as deep as 90 m (295 ft). Juveniles are common in tide pools.
Physical Characteristics
The body of a convict surgeonfish is oval in profile and laterally compressed. The caudal peduncle is short and supports a forward pointing, razor sharp, erectile spine in a groove on each side. The caudal fin is very slightly concave. Scales are tiny and tightly spaced. The teeth are serrated on the sides.
Body color ranges from very light olive green to almost white. The undersides are white. There are six vertical black stripes on the sides; one on the head, passing through the yellow eye, four on the body, and one on the caudal peduncle.
These fish are reported to reach 27 cm (10.6 in), but most are smaller
Their preferred diet consists primarily of filamentous and other types of algae. Although primarily herbivorous, they will also feed on some benthic invertebrates. They will raid algal gardens tended by other herbivorous fishes.
During spawning these fish form aggregations of fairly large numbers. Spawning is at dusk when small groups of fish break away from the large groups. Females broadcast eggs into open water where the males fertilize them. Egg development is rapid and the larval offspring join the plankton population where they stay about two months. At about 2.5 cm (1in) in length they settle out of the plankton population and find protection in tide pools and other sheltered areas. As they gain size and strength they expand their roaming in the reefs until they are large enough to join schooling groups.
These fish may be observed as solitary individuals or in aggregations or schools of hundreds or even thousands. It is not unusual to see them in the company of other algae eating fishes such as other surgeonfishes, rabbit fishes, and parrotfishes. When frightened or annoyed, they may erect their sharp caudal spines that become formidable weapons when the fish swim rapidly about.
Herbivores, their teeth are serrated along the edges creating small saw-like structures that assist in removing algae from the substrate.
This species, as is the case with most smaller fishes, is subject to predation from the time the eggs are first broadcast to the time of natural death. Eggs, larvae, juveniles, and adults are all subject to being preyed upon by larger fish, such as groupers, some eels, snappers, and various other marine animals.
Where present, convict surgeonfish (tang) are considered acceptable food fish by humans and are targeted as part of the general catch of reef fish by subsistence and light commercial fisheries. Many subsistence fishers sell part of their catch to offset the cost of their fishing operation. There are reports that in some capture areas this fish may be ciguatoxic.
Relatively easy to maintain, this species is popular with home aquarists and is often seen in marine aquariums in professional offices and restaurants. Specimens are readily available from tropical fish retail stores and online services.
Prolific spawners, the species seems to be holding its own at this point in time. The IUCN Red List has not evaluated the species.
Special Notes
Eagle rays may be seen gorging on the eggs newly broadcast by convict surgeonfish during the spawning process.


text:
Coffee Break Word Ladder (Grades 2-3)
Coffee Break Word Ladder (Grades 2-3)
Students begin at the bottom of the ladder, then add, remove, or rearrange letters in each word until they have made their way to the top! This quick-and-easy word study mini-lesson is perfect as a day starter, transition time, homework, or in a learning center!
Printable Details
- Grade: 2 - 3
- Subject: Reading Comprehension, Fluency, Spelling, Phonics and Word Study, Vocabulary
- Number of Pages: 2
- Type: Skills Sheets


text:
Saffron Bulgur PaellaCouscous, Fish, Main Course, Mediterranean, Seafood, Spanish
Hi Fran!
I have a tendency to set myself up for a stressful situation every time I invite people over for dinner. As I have come to realize, I always decide to try a new recipe for such occasions, resulting in a surprise for both the guests and myself every time. In theory this sounds like a great idea, because the stack of recipes I collect keeps increasing, and it is a good excuse to try them out. In practice, always stressful.
- I never know if the recipe is to be trusted blindly
- I never know how the food will come out tasting
- I never know what the precised cooking time will be, to plan getting ready accordingly
I think I mentioned this to you before, at the end of February, I went back to Greece for the weekend. As I was only going to be home for a couple days, I decided to have my friends over for dinner so that I would definitely see all of them. That night I decided to cook paella, that was the one and only dish served that night, along with a nice fresh field greens salad. I thought, it would be a real treat for all of us. Nice fresh seafood, saffron, Spanish deliciousness… I did not think once all about the difficulty and intricacy that cooking with these ingredients. It came out, very very average. The flavors were on, but the rice was too sticky, the saffron was not powerful enough, and overall it was too heavy and dense a meal. Of course we all ate it and had a great time, which I think I have abundant wine to thank for.
So yesterday, after a lot of inner debating, I decided to try making paella again. This time however, I was going to do it the express Matina-way. As a reference recipe, I turned to my favorite UK food magazine for their Delicious – Saffron paella with squid and roasted red peppers. The photo looked delicious, the ingredients sound delicious… aside from the rice. I wanted something slightly fluffier, so I went for bulgur wheat (we call it πλιγούρι (pligouri), it is the whole version of couscous).
Saffron, it is one of the most amazing flavoring agents out there. It has an exquisite aroma, beautiful gold color and pairs amazingly with seafood! I used Greek Saffron, called Krokos Kozanis. It comes from beautiful flowers which are cultivated in Kozani. Saffron has been used in Greece since antiquity, mostly for its medicinal virtues. Today, Krokos Kozanis is deemed as being of excellent quality, and resides among the best in the world. (For more information, Kopiaste has a great post on it, and a delicious saffron rice pudding recipe!) … back to paella.
Saffron Bulgur Paella
(very heavily adapted from Delicious magazine's Saffron paella with squid and roasted red peppers)
- 4 cups chicken stock
- Large pinch of saffron (10-15 strands)
- 3 tbsp extra-virgin olive oil
- 1 medium onion, finely chopped
- 3 garlic cloves, crushed
- 1 cup chopped vine-ripened tomatoes, skinned (about 5 medium small)
- 1 tsp sweet paprika
- 1 cup bulgur wheat
- 2 roasted red peppers and cut into strips
- 300-350g (12 oz. pack) Mixed seafood (Mussels, shrimp, calamari)
- 2 tbsp chopped fresh cilantro
- Lemon wedges, to serve
- Bring the chicken stock to the boil in a medium saucepan. Stir in the saffron, remove the pan from the heat and set aside.
- Heat the oil in a pan. Add the onion and fry for 5-6 minutes until soft and lightly browned. Add the garlic, tomato and paprika and fry for another 2 minutes.
- Stir in the bulgur wheat, add the saffron-infused stock and bring to the boil. Stir once, then lower the heat to a simmer and leave the rice to cook uncovered, without stirring, for 10 minutes. Stir in the pepper strips and continue to cook for a further 15 minutes until the stock has all been absorbed and the bulgur wheat is tender.
- Shortly before the bulgur wheat is ready, add the seafood to the paella. Cook until heated through.
- Sprinkle with the chopped fresh parsley and serve with lemon wedges to squeeze over.
I know you don't eat seafood(aside from fish), so perhaps you could make this with chicken, or even vegetables… some eggplant or zucchini would be amazing… actually oooh yumm!
Also, I would love to try this with:
- Giant couscous, also known as Israeli couscous
- Quinoa
- … once I muster up the courage, arborio rice 🙂


text:
R.I.P.D. – Trailer
Universal Pictures, via Machinima, has released the first trailer for R.I.P.D.. The action comedy is directed by Robert Schwentke and stars Jeff Bridges, Ryan Reynolds, Kevin Bacon, Mary-Louise Parker, Stephanie Szostak, Robert Knepper, James Hong, and Marisa Miller. The film is scheduled to open in 3D and 2D theaters on July 19th.
Bridges and Reynolds star as two cops dispatched by the otherworldly Rest In Peace Department (R.I.P.D.) to protect and serve the living from an increasingly destructive array of souls who refuse to move peacefully to the other side. Veteran sheriff Roy Pulsifer (Bridges) has spent his career with the legendary police force known as R.I.P.D. tracking monstrous spirits who are cleverly disguised as ordinary people. His mission? To arrest and bring to justice a special brand of criminals trying to escape final judgment by hiding among the unsuspecting on Earth.
Once the wise-cracking Roy is assigned former rising-star detective Nick Walker (Reynolds) as his junior officer, the new partners have to turn grudging respect into top-notch teamwork. When they uncover a plot that could end life as we know it, two of R.I.P.D.'s finest must miraculously restore the cosmic balance…or watch the tunnel to the afterlife begin sending angry souls the very wrong way. R.I.P.D. is based on the Dark Horse mini-series.
Here is the first trailer for R.I.P.D., courtesy of Machinima.
Source: Universal Pictures


text:
Used 2006 Ford Focus near Cherry Valley, IL
Installed Options
- Price
- $3,000
Vehicle Details
|Stock #
|Exterior Color
|Liquid Gray Clearcoat Metallic
|Interior Color
|Gas Mileage
|City:26 Hwy:32
|Gas I4 2.0L/121
|4-Speed Automatic w/OD
CALL 815-397-8995 TODAY!! 123K MILES!! RUNS, DRIVES, STARTS AND STOPS!! AUTOMATIC TRANSMISSION!! AIR BLOWS COLD!! RIGHT HERE AT THE ANDERSON USED CAR SUPERSTORE!! Home test-drives and delivery available! Liquid Gray Clearcoat Metallic 2006 Ford Focus ZX4 FWD 4-Speed Automatic Duratec 2.0L I4 DOHC Recent Arrival! Odometer is 62976 miles below market average! 26/32 City/Highway MPG Buy or lease from the comfort of your home! From start to finish - you can build your deal online with FAST LANE. Remote test-drives and delivery available. A truly contact-free process! View pricing and payment options, research and choose protection products, arrange financing and even upload needed documents! Call us today to check availability! New and used sales 815-397-8900. Your number one source for used cars in Rockford! Over 400 to choose from! Free Autocheck! Family-owned and proudly serving Rockford, Loves Park, Machesney Park, Belvidere, Winnebago and Boone Counties and Northern Illinois / Southern Wisconsin for 50 years. Our commitment to customer service is second-to-none. Your Rockford Used Cars Superstore on the corner of Riverside and Perryville!
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" I purchased a vehicle about 2 weeks ago from Lexus of Rockford. I first started talking to Eric, who was very helpful. I set an appointment to come look at the vehicle & I ended up having a family emergency that day. Eric was very understanding & told me if I was to come in later to ask for Michael. I ended up being able to make it that day, so I worked with Michael. I got there & the vehicle was waiting for me. I knew I was going to purchase the vehicle before I even got there but Michael definitely made everything go smoothly. Thank you!!! 👍🏻✨✨✨ "
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" Our recent experience at Anderson Lexus of Rockford was 5 Star all the way, from the minute we walked in the door...Friendly, Helpful and put us at ease during our entire buying endeavor...Especially want to thank Eric our Salesman and Ben our F&I guy and to Erin for putting this all together. We are now the Proud Owners of our Lexus ES350...Will Recommend Anderson Auto Group to All our Friends and Family... "
" We did not buy our used Lexus here but they treat us like we bought a brand new one from them. We have brought our Lexus RX330 here for a new radiator and the second time for the 150,000 mile service and they did a great job. "
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" Amazing customer service! Love Lexus of Rockford for my first Lexus! Ask for Eric S! "
" Experience was top notch at Lexus of Rockford!! Great job Steve H., Matt J. and Ben B. Love my new Lexus! "
" Very courteous and professional staff here. "
" Let me tell you about my experience at Lexus. You see the 5 stars above? Yeah? Well it should've been 10! Great service by Mike Miethke! Not only did he go above and beyond trying to find us a reliable and affordable car, he went as far as picking it up an hour away! Staying up past closing hours just to help us out. What a great guy & Lexus of Rockford is sure is luck to have a guy like that working for them. "
" The service was amazing! I finally got my Jeep (: thank you Michael miethke for your outstanding service! I will forever be a customer! "
" Eric was awesome to work with, drove from North of Milwaukee Wisconsin to pick up my new (to me) Tundra. Couldn't be happier what an awesome experience! "
" My friend got her Lexus fix, but service on help with other people car. "
" This is my absolute favorite Lexus Dealership (and I live closer to Woodfield). The service department is great, Eric and Jeff took their time to solve a few issues. Mike in sales has been super patient with my decision(s) on either switching my car or adding a 4x4. I highly recommend this dealership. "
" I would absolutely recommend Lexus of Rockford and specifically Erick Wright and Ben Bleed above everyone else. They truly put forth great service with zero pressure! Thank you for everything guys! -Dana Fustin "
" They are all great. But go to Mike in sales for a great deal! Very helpful and kind. "
" Mike was super helpful and gave me a great deak on my lease. Everyone was super nice and understanding. I appreciate all the help and time and recommend this place to everyone especially if you are new to Rockford. Thanks Mike and Lexus of Rockford!!! I really like my new car. Go to Mike in sales!! "
" Mike was super helpful and gave me a great deak on my lease. Everyone was super nice and understanding. I appreciate all the help and time and recommend this place to everyone especially if you... more "
" Great experience! Helpful, no hassles, no pressure. Nice people. "
" Steve Hefty and all the staff at Rockford Lexus were wonderful to work with. All I worked with were responsive, friendly and professional. I couldn't be more pleased with my new NX 300! Thank you, Rockford Lexus. "
" Love the Saturday car wash. Nice job, men! "
" If you own a Lexus this is the place to go great service friendly people can't beat it "
" Good service "
" Just bought my car yesterday, Keith is a wonderful knowledgeable sales person and a pleasure to do business with. "
" Very professional "
" They always ask if I need a loaner car. The job is done fast and the waiting area is always clean. "
" I've done a lot of business with this place, buying a few various used cars and sending in other people to buy new ones. Usually stopping in to drool at the new Toyota Yarii or whatever random stuff gets traded in while eating a cookie or something. But today I got to finally buy a new vehicle here, a bright blue Toyota Corolla XSE hatchback that I absolutely adore. First and foremost, Chris Beto is the man. Not just in this situation, but other times I've been there as well Chris always keeps things real and doesn't give me any stupid typical salesman BS which is why I keep going back. He's a genuine good dude. Thank you Chris. Ben Bleed in finance is also a no nonsense guy when it comes to getting stuff done. He's done many loans for me and tries to do what he can to get me a lower rate. Thanks Ben! I know on this specific deal there was also someone else involved and I'm sorry but I don't remember their name. I want to also thank Ricky Stout for going out of his way to making sure they found the perfect car for what I wanted (yes I know I'm picky... sorry!) and Bob for being fair with my trade ins as well as our previous interactions buying some of my cars and looking at the auction specials in the back row. Finally, a thank you to Ryan Corey for working with me and being more than fair with the servicing of my various vehicles. I appreciate you making sure things are done correctly to my extremely high levels of scrutiny on my cars. At any rate, if you're looking for a new or used Toyota or Lexus go talk to Chris. Him and the other helpful people at Lexus of Rockford will take care of you... plus they have good cookies and soda over there! "
" What a great experience we had with purchasing our 2018 Lexus RX350 F Sport!! This was our first Lexus purchase. Chris Beto was our 'concierge' through this purchase and we are so happy to have been with him. Chris was informative on all of the features of all the different models we looked at. He had many recommendations and helped us feel comfortable with all the questions we had. We went back and forth on a couple models and he let us know what ones fit what we were looking for without being pushy. He definitely put his attention on making sure we were comfortable with our decision and during the purchase. After one of our test drives Matt Jensen came outside to show us some different features he uses on his Lexus. Matt also helped with getting our purchase where we were comfortable. Ben Bleed helped us with our warranties and was able to go over the great amount of services Lexus offers. Ben had answers for the many different scenarios we had questions on and he was very comfortable to work with. Once we made the purchase Chris took the time to also get in the car with us and teach us all the ins and outs that our new car offers. We are very happy to be new Lexus owners and appreciate all the knowledge and help offered to us. You have a great team and we will be back when the time comes!!! Thanks again for all your help!! "
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text:
Aliens Among Us
This isn't the movies. It's real life. Surrounding you left and right. But you don't see it — any more than Dr. Kate Lloyd and her team of Norwegian expeditionaries recognize The Thing.
Through October, the local aliens have gilded the countryside, improving your vista as you travel Maryland highways. Lately, the gold has been fading to sere brown. In the last days of October, farmers will drive their combines into the fields, harvesting soybeans that they hope will bring as much as $15 a bushel at market.
This summer, about 485,000 acres of soybeans grew in Maryland. Soybeans are the state's largest field planting. Farmers in five Southern Maryland counties, including Jeff Griffith in Anne Arundel and Walt Wells in Calvert, planted 39,000 acres in 2009. Nearly all those beans are genetically modified organisms created in the test tube to improve on nature.
Corn, Maryland's second biggest planting, now also grows from genetically modified seed. So does canola and alfalfa.
Since the mid 1990s, corporate scientists have been inserting new — and sometimes odd — genes into the DNA of plants to create hybrids with desirable traits. Genetic engineering enables changes that are much quicker and more precise than traditional methods of selective, or cross, breeding plants and animals.
The possibilities are enormous. Plants could be engineered to tolerate drought. The DNA of grain could be altered for salt tolerance as seas rise on our warming planet. Feeding the world has been the promise of companies since they began selling the technology.
But as of now, the main value of nearly all genetically modified plants is making farming easier by helping to fight insects or to tolerate herbicides sold by the same companies that sell the seed.
This Thing May Be E.T.
"They're all GMO," says third-generation Anne Arundel farmer Jeff Griffith of Lothian of his 250 acres of beans. "Soon all the world's soybean crop will be GMO."
As Griffith sees it, GMOs are not The Thing of science fiction. Instead, they're the good aliens of science fact.
|"Crops have been genetically modified forever," says farmer Jeff Griffiths, whose 250 acres of soybeans are the GMOs.
Roundup Ready soybeans make the inevitable process of spraying soybean fields to fight weeds safer and easier, Griffith says, though resistant weeds crop up, requiring ever-more-potent chemicals.
Genetic modifications are also making the plants hardier and slowly raising yields, he adds.
He sees genetic engineering as the latest progression of a very old science.
"Crops have been genetically modified forever," says Griffiths, who earned a degree in agricultural production at the University of Maryland. "The purpose of the science of plant breeding has always been to modify plants."
In Prince Frederick, farmer Walt Wells credits Roundup Ready beans with helping keep his wife Susie's 325-acre farm in the family's hands.
"Farmers are getting fewer," says Wells, who's been farming for over 40 years, starting on his father's farm in Huntingtown. "I don't know what they're going to do with all this land."
Wells keeps some of that Calvert farmland from going to development, working six farms in addition to the family farm. Griffith and his father farm nine farms plus their own two.
For both Griffith and Wells, grain is one of several crops replacing tobacco. None is as reliable as tobacco, Griffith says, or as profitable. He'd be growing it still had not the market been bought out.
Like Griffith, Wells gets a bit of an edge from GMO soybeans.
"They make it a lot easier," he says, because he only has to spray them once in their months in his fields. When the fast-growing plants canopy the rows, he rolls through, dowsing them with Roundup. Because these beans are Roundup Ready, they aren't fazed by the chemical that kills every other plant around them.
Birth of an Alien
Roundup Ready beans may behave like ET in Maryland fields, but the story of their birth puts them in the company of Frankenstein's monster.
Their corporate parent, Monsanto, achieved 20th century fame and notoriety as a chemical company. Its creation of another alien, PCBs, bequeathed a global legacy of toxicity. Less than a quarter-mile from where Wells' soybeans grow, PCBs linger in the fatty tissues of Patuxent River fish.
|"Farmers are getting fewer," says Walt Wells, who credits genetically modified soybeans with helping keep his wife Susie's 325-acre farm in the family's hands.
From chemical company, Monsanto used recombinant DNA wizardry worthy of Harry Potter to recreate itself first as a life-science company promising to feed the world and now as a global seed king selling green-tinted technologies "that improve farm productivity and food quality."
The Monsanto genetic engineers who devised herbicide tolerance found the link they were missing in a waste treatment pond behind a Roundup manufacturing plant.
That's the story told by the scientists to Bay Weekly co-founder Bill Lambrecht and reported in his 2001 book Dinner at the New Gene Café.
Roundup works by blocking a particular enzyme in plants. The missing link was a gene the block could ride on.
"For years, the microbe had sat there in toxic ooze in a fenced-off plot, toughening itself by eating Roundup, which it found nutritious," Lambrecht wrote. "If there was anything on earth unafraid of Roundup, it was this little microbe that ate it for breakfast, lunch and dinner. They isolated this little fellow, replicated it millions of times, and that's what's used in engineered soybeans today."
Roundup Ready soybeans have led to other patented seeds, among them the Roundup Ready to Yield beans nearing harvest in Griffith's fields. Monsanto sells its patented seeds itself, through its own seed companies and through other seed sellers whom it licenses for a fee. The seeds also carry a technology fee paid by the farmer who buys them. All together, the Roundup/Roundup Ready package has brought Monsanto a huge return.
The patent has been so closely held that a farmer who buys Roundup Ready seed can go to jail for saving seeds from this year's harvest to plant the next. "That and the technology fee are two of things that bother farmers," Griffith says. "I pay more, but I hope to get my money's worth at harvest."
Into the World
Harvest time comes when the bushy bean plant has faded to brown and its gold beans turned pellet-hard and round.
Wells will store much of his harvest in silos on the farm, waiting for his price. Griffith, whose family farms already house 13 tobacco barns, hasn't invested in grain storage silos. Both farmers sell some of the crop on contract or futures.
Both will truck them to the Purdue grain elevator in Lothian. From there, many of the golden beans will go to the Purdue crushing plant at Norfolk where oil is extracted from the pulp, which can be used in animal food. There are many other possible futures for these Chesapeake Country beans.
"Soybeans have thousand of uses," Wells says. "They tell me they're even used in car steering wheels."
Versatility may have been why the Chinese, who began cultivating soybeans 3,000 years ago, called them Great Treasure.
The list of their uses spans the alphabet: animal feed; baby formula; candy; doughnut mix; margarine; mayonnaise; noodles; sausage casings; soy milk; and shortening. We also eat soybeans, but not genetically modified ones, as edamame, roasted nut-like beans, miso, soy sauce and tofu.
The alphabet of their uses goes far beyond foods. Among them: adhesives; asphalt; cosmetics; fire-extinguisher foam; linoleum; paint; plastics; shampoo; and waterproof cement.
Seventy-five to 80 percent of processed food in the U.S. contains GMOs, according to the Grocery Manufacturers of America. GMOs have infiltrated America's fields and diets with little fanfare or attention.
Package labels won't tell you. The Food and Drug Administration has maintained since 1992 that gene-altered food is substantially equivalent to food produced conventionally, so no label is required.
That's not the case in much of the developed world. Europe, Japan, Australia, Russia and even authoritarian China require labeling of food containing modified ingredients.
America's rationale is at odds with public opinion as well as with international practice. In June, an ABC-News poll found that more than nine in 10 Americans think that the government should mandate labels.
Public sentiment, combined with the Agriculture Departments approval of genetically modified alfalfa earlier this year, is sowing seeds of change.
What's the worry? GMO technology goes beyond hybrid plants to create mutants that have never before existed in nature. Thus there is no way of anticipating their effects. Could they turn into eco-system dominators, like kudzu or snakeheads? Nobody knows.
No ill effects on human health have been proved, but engineered food crops remain off-limits in much of the world.
Some uses have been positive for the American environment, especially the reduction of pesticides in growing GMO cotton. On the other hand, at least 21 herbicide-resistant superweeds have evolved, infesting 11 million acres. The superweeds bred in the wild when pollen from some modified open-pollinating crops, like corn and canola, crossed with wild plants.
In the Just Label It campaign, a broad alliance of food safety, environmental and consumer organizations is calling on the FDA to order labeling of genetically modified food. The campaign, organized by The Environmental Working Group and backed by heavies like Whole Foods, also focuses on public education.
"What we want to do is get back to some basics here," Ken Cook, president and co-founder of the Environmental Working Group, told Bay Weekly. "The most basic thing is that people want to know what's in their food."
And in their fields.


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Calendar of Events
Board of Library Trustees Meeting - DARK
- Date: 12/11/2019 5:30 PM - 6:30 PM
- Location: Burbank Central Library
Burbank, California 91502
Return to full list >>
Established by Burbank Municipal Code, the seven Council-appointed members serve a four-year term. It is their mission to work with staff in an advisory capacity to ensure the optimum operation of the Burbank Library System, to represent community concerns and suggestions to the Library staff, to act as liaison between the Library and the City Council, and to represent and promote the Library and its undertakings.
The Board of Library Trustees meets the second Wednesday of each month at 5:30 PM in the Central Library auditorium.
For more information call 818-238-5551.


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Four members of the Central Connecticut softball team have been named to the Eastern College Athletic Conference Division I All-Star team, the ECAC announced Wednesday. Northeast Conference Player of the Year Kat Malcolm earned first team honors while teammates Arielle Bruno, Laura Messina and Nicole Springer were named to the second team for their outstanding performances throughout the 2013 season.
The mission of the ECAC All-Star Program is to recognize the student-athletes at ECAC member institutions who have been the most outstanding in competition over the course of the season in selected sports sponsored by the ECAC. The Division I Softball All-Stars are comprised of student-athletes from 88 Division I member institutions and award winners are selected based on a vote of ECAC Division I coaches.
Malcolm adds the honor to an impressive list of accolades earned during her sophomore campaign including NEC Player of the Year, NEC Most Improved Player, Capital One Academic All-District and NFCA Division I All-Region. Malcolm was also named to the All-NEC First Team and the NEC All-Tournament Team. She completed the 2013 season with record-breaking totals of 74 hits, 50 runs and a .420 batting average. She also tallied 10 home runs, 12 doubles, 40 RBI and a .659 slugging percentage.
Bruno completed her junior season boasting a .344 batting average, 56 hits, 10 home runs, 11 doubles and one triple. Among her many 2013 accomplishments, including breaking the CCSU career record for most runs scored (120), she was also named to the All-NEC First Team and the NCAA All-Regional Team.
Messina completed her sophomore campaign as the winningest pitcher in CCSU history, accumulating 50 wins in just two seasons. She registered a 1.87 ERA, 28 wins, 12 shutouts and 246 strikeouts in 2013. Not only did she break five Central single-season pitching records, she also shattered the CCSU career shutout record, currently holding it with 19, as well as the career strikeout record which she now holds at 453. She was also named to the All-NEC First Team, NEC All-Tournament Team and earned NEC Tournament MVP.
Springer capped of her senior year with impressive numbers as she posted a .369 batting average, 52 hits, 10 home runs, 13 doubles, 41 RBI and a .674 slugging percentage. She completed her career tied twice for the single-season home run record and ranked in the top four in four career offensive categories after just two years as a Blue Devil. Springer was also named to the All-NEC First Team and the NEC All-Tournament Team.
Central claimed four out of 24 total spots, 12 for each the first and second teams. The Blue Devils also comprise four out of five representatives from the NEC to receive the honor. Malcolm was joined on the first team by Bryant's Lauren Guy.
Official ECAC Softball All-Stars Release
First Team
Stephanie Pasquale Jr. C Temple
Jamie LaBovick Sr. 1B Fordham
Jessica Bump Jr. 2B Binghampton
Sarah Prezioso Jr. SS Temple
Morgan Decker Fr. 3B Lehigh
Jayme Mask Jr. OF Boston University
Kat Malcolm So. OF Central Connecticut
Lauren Guy Jr. OF Bryant
Sarah Mooney So. DH James Madison
Elena Bowman Fr. UT Manhattan
Olivia Galati Jr. P Hofstra
Brittany MacFawn Jr. P Albany
Second Team
Sarah Onorato So. C Yale
Jailyn Ford Fr. 1B James Madison
Arielle Bruno Jr. 2B Central Connecticut
Emily Gusse So. SS Harvard
Nicole Springer Sr. 3B Central Connecticut
Kasey Lange Jr. 3B Harvard
Nicole Cheek Fr. OF Marist
Dana Parks Sr. OF Saint Joseph's
Amanda Nguyen Jr. OF Army
Katie MacEachern Fr. UT Dartmouth
Laura Messina So. P Central Connecticut
Jailyn Ford Fr. P James Madison


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Illinois continues to push President Obama as a full-time celebrity with commemorative license plates with a curiously short lifetime.
These limited edition Obama license plates are just $50! You heard me right, just $50 and you too can be rolling in true 'Bama style. Even though these plates are only good for 60 days beginning February 17th and ending April 17th, the memories will last forever.
But wait! There's more! All of your plate-purchasing dollars will be given straight to Illinois libraries. Not only do you get a stunning pair of Obama plates, but you'll also get that warm feeling that usually only comes from our other great seller, delicious Breakfast Scotch®. Call Now!


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Jolicloud - 91 views
shared by Paul McKean on 24 Jun 11 - Cached
Martin Burrett on 24 Jun 11Jolicloud connects you to all of your favorite online apps, social media, videos, photos and files from any computer in the world. http://ictmagic.wikispaces.com/
Paul McKean on 26 Jun 11Jolicloud - Virtual Desktop http://bit.ly/jBLZjh #cloud #edtech #elearning #bookmark #share #collaborate #tech
Jennifer Garcia on 26 Jun 11We are hoping to go the Jolicloud route this coming school year. Is anyone out there using it? Comments, critiques and suggestions welcome.


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Last Wednesday was Darwin's 205th birthday! Happy (belated) birthday, Chuck! It should come as no surprise that all of us here at the National Center for Science Education had our party hats on last week. But you might be surprised to learn that while we were toasting Darwin, we were also lifting our glasses to Abraham Lincoln, who was born on the Very Same Day—February 12, 1809. And today, Presidents' Day, we get to celebrate Lincoln again.
And why would we be toasting Lincoln, you might ask? Was he a secret Darwin fan? What, if any, was his opinion on punctuated equilibrium? How about molecular evolution? Would he have preferred the neutral theory or the nearly neutral theory?
I don't know the answers to the latter three questions. Although Lincoln's intellect was legendary and he read widely, I doubt if he had time to think critically about whether Darwin's On the Origin of the Species (which was published in 1859) was the most compelling contemporary explanation of the diversity of life on Earth. After all, he had an awful lot on his plate.
Here at NCSE, we raised our glasses to Lincoln because at the same time that he was burdened with overseeing the most terrible conflict our nation had ever experienced, he found the time to establish two organizations that were dedicated to bringing the best possible science to bear on matters of critical national importance.
The first was the Army Medical Museum, founded by William A. Hammond, whom Lincoln appointed Surgeon General of the U.S. Army in April 1862. The Museum was established as a repository of specimens for the study of the injuries and diseases confronting doctors and surgeons on the battlefields of the Civil War. Artists and photographers were assigned to field hospitals to document injuries and surgical techniques. During the war, these materials were shared among field hospitals to disseminate new techniques. After the war, the information was compiled and published as The Medical and Surgical History of the War of the Rebellion, 1861–65 (published in six volumes between 1870 and 1888). For more than another century, the Museum continued to collect and analyze samples, developing new techniques for studying and cataloguing them, eventually narrowing its focus to pathology samples and changing its name to the Armed Forces Institute of Pathology.
As it happens, I have a very personal connection with the AFIP. I worked there from 1989 to 2004. Among the many pathology samples collected between 1862 and the present were 77 lung biopsies from American soldiers who died of the great influenza pandemic of 1918. From those biopsies, my colleagues and I were able to extract the genetic material of the killer influenza virus and determine its sequence. Were it not for Lincoln's foresight in establishing a repository for medical specimens, those samples might never have been collected, catalogued, and preserved. And we might never have been able to learn the details of a virus that killed 20 to 50 million people.
Less than a year after appointing Hammond and the foundation of the Army Medical Museum, Lincoln signed into law a bill for the incorporation of the National Academy of Sciences. The charter of the NAS called for its elected members—the nation's fifty most eminent scientists—to provide expert advice to the government on matters of science and technology. The NAS now has about 2,200 members, all scientists who have been elected by their peers, and many of whom have been called upon, just as Lincoln envisioned, to provide objective scientific advice upon the government's request. The U.S. is unique in having this established method of drawing on the nation's scientific talent—and we owe that valuable institution to Abraham Lincoln's vision.
As it happens, NCSE has several personal ties to the National Academy of Sciences. Bruce Alberts, who serves on NCSE's Advisory Council, was President of the National Academy of Sciences for twelve years, from 1993 to 2005. During that time, he was a tireless advocate for the importance of science education. Second, I worked at the National Research Council as a program officer for five years, where I had the privilege of working closely with some of the nation's most eminent scientists to provide advice on issues in the biological sciences. Finally, Eugenie C. Scott, NCSE's recently retired founding executive director, has served on several NRC committees and currently serves on the committee that advises the Division on Behavioral and Social Sciences and Education.
Abraham Lincoln was not a scientist, but clearly he greatly respected science, and valued the advice of scientists. While he apparently never seriously read anything by Darwin, I find it impossible to imagine that he would not have been fascinated with the conclusions that Darwin drew on the basis of his careful consideration of the specimens he collected on his voyages and the experiments he carried out himself.
It turns out that I have spent the bulk of my career working for organizations that were founded by Abraham Lincoln. I admit that, strictly speaking, he did not have anything to do with founding NCSE. But I don't have any doubt that he would value it for its role in ensuring that children learn real science.
So happy birthday and happy Presidents' Day, Abe, from all of us here at NCSE.


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Remote Spectrum Monitoring provides a cost-effective
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78 's
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Primary Material: Digital crochet pattern
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Mitchell's Fish Market splashed onto the scene in 2010 with a nicely restrained nautical motif and an informal yacht-club tone. The menu's signatures were straightforward seafood and beef and humongous desserts such as a towering seven-layer carrot cake and the generous shark fin ice-cream pie.
Three years later Mitchell's Fish Market — owned by Ruth's Hospitality Group, proprietors of Ruth's Chris Steak House — has a new coastal decor more fitting for its Florida location. Bright hues of blue and green are found throughout the dining room and multicolored mosaic accent tiles frame the outside bar and inside columns. New artwork ranges from abstract watercolors to black-and-white vintage photography. Lanterns that illuminate the wraparound porch are beach house/boardwalk cool.
In addition, the restaurant now has a private chef's table that can accommodate up to 12 guests.
The menu has been tweaked as well with items such as the citrus- and mango-laced wild sea scallops and shrimp ceviche ($9.99) as well as frutti di mare pasta ($23.99), a garlicky mix of tiger shrimp, mussels, scallops and calamari served over pappardelle with fresh tomatoes or white wine sauce.
And the bar is now hallmarked by handcrafted cocktails and martinis ($8.95 each) made from freshly squeezed fruit. The grapefruit and basil vodka martini and the cucumber gin Collins are good examples of stellar mixology.
Not everything is perfect, but Mitchell's is certainly on the right course.
We started with the bacon and eggs ($7.99), a platter of creamy deviled eggs topped with applewood smoked bacon. The eggs were summer-picnic good.
The flavor of our Prince Edward Island mussels Provencal ($8.99) was good, but the meat was far from plump. And the bottom-of-the-bowl broth of seafood liquor, lemon juice, white wine, garlic and tomatoes was surprisingly thin on the palate.
We fared better with the market catch grouper ($25.99), which was prepared with a crisp ginger-panko top crust and ginger-citrus butter sauce. The plate was completed with a pyramid of sticky rice and stir-fried green beans and bell peppers. The elements were expertly balanced.
The chef's feature was sea bass stuffed with shrimp and Maine lobster ($29.99) served with a luxurious lemon butter sauce. An elegant presentation, the only disappointment on the plate was a side of overcooked asparagus.
The two Chesapeake Bay jumbo lump crab cakes ($23.99) were foiled by too much salt and lacked the richness one expects. But the side of sweet corn sauté had a crisp-tender appeal.
For dessert we went with a Florida favorite: Key lime pie ($5.99). It was refreshing, creamy and had just the right zap of tartness.
Service was efficient and friendly and the food quibbles easy fixable.
email@example.com or 407-420-5498
The Dish
on dining
Mitchell's Fish Market
** 1/2 out of four
Where: Winter Park Village, 460 N. Orlando Ave., Winter Park (near the movie theater in the back)
When: Lunch, 11 a.m.-4 p.m. Monday-Saturday, 11 a.m.-3 p.m. Sunday; dinner 4-11 p.m. Monday-Thursday, 4 p.m.- midnight Friday and Saturday, 3-10 p.m. Sunday
How much: $4.99-$29.99
Beverages: Full bar
Wines by the glass: From $6
Extras: Good for groups, family friendly, specialty cocktails, craft beers, table service, outdoor dining
Attire: Casual to business-casual
Wheelchair access: Easy
Noise level: Quiet in early evenings, lively buzz later in the evening
Credit: American Express, Discover, MasterCard, Visa
Call: 407-339-3474
Online: mitchellsfish
market.com and Facebook
Diningon a budget
Combine the spinach and goat cheese salad ($6.59) with the scallop and shrimp ceviche ($9.99) or the spicy crispy shrimp ($9.99).


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The Conservative Party of Canada's (CPC) leadership race is in full stride with no individual candidate separating her/himself from the pack, leaving the contest wide open. As might be expected, the field has been drawn from among current and former caucus members and a non-politician "outsider," giving CPC members a wide range of political views to choose from.
The already crowded field will likely be augmented soon by another candidate, the well-known businessman and TV celebrity Kevin O'Leary, bringing the total number of candidates to 14, namely: Chris Alexander, Maxime Bernier, Steven Blaney, Michael Chong, Kellie Leitch, Pierre Lemieux, Deepak Obhrai, Erin O'Toole, Rick Peterson, Lisa Raitt, Andrew Saxton, Andrew Scheer, Brad Trost and Kevin O'Leary.
Unfortunately—at least from my viewpoint—current interim leader, Rona Ambrose, MP for Sturgeon River-Parkland is not in the race, which will conclude with the leadership election on May 27, 2017.
When this field will begin to be winnowed out is anybody's guess, but until then we are fortunate to have the opportunity to debate the many different approaches to how a future Conservative leader might govern the country.
According to an early December 2016 Forum Research poll, Michael Chong led with the support of 10% of respondents representing all Canadians, followed by Lisa Raitt (8%), Kellie Leitch (7%), Chris Alexander (6%), Maxime Bernier (5%), Steve Blaney (5%), Andrew Scheer (3%) and Brad Trost (2%), with other candidates excluded from the survey for brevity.
Among Conservative voters, however, none of the candidates scored more than 9% cent support, while 48% said they preferred "someone else." Conservative respondents chose Chris Alexander (8%), Steve Blaney (9%), Michael Chong (8%) and Lisa Raitt (8%) in a virtual tie for first place.
I believe that the ones who will be in the running with a reasonable good chance of winning on May 27 are: Chris Alexander, Maxime Bernier, Steven Blaney, Michael Chong, Kellie Leitch, Lisa Raitt, Andrew Scheer and Kevin O'Leary.
Of these, I could see myself voting for any of (no particular order of preference): Maxime Bernier, Michael Chong, Lisa Raitt, Andrew Scheer or Kevin O'Leary.
If the leadership election were held today, my vote would go to Maxine Bernier. Maxine is youthful, presents well and is receiving enough caucus support and endorsements to be a credible candidate. Furthermore, the MP for Beauce, Quebec has the most extensive, thoughtful and conservative platform—check it out.
My second choice—although it is still early times—is MP Andrew Scheer (Regina-Qu'Appelle), the former Speaker of the House of Commons who enjoys very strong caucus support and endorsements, an important element of any leadership bid. Mr. Scheer may well move up on my ballot after he releases more specific policies—and here's hoping he'll do that soon.
My third ballot choice is a toss-up between Michael Chong and Kevin O'Leary, should the latter enter the race as expected. At this point, however, I'm pretty lukewarm on both.
Photo credit: By Marcello Casal Jr/ABr (Agência Brasil [1]) [CC BY 3.0 br], via Wikimedia Commons


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LAFAYETTE, Ind. (WLFI) - Lafayette resident Lois Lowry enjoyed some much needed relief from a hot Indiana summer day on Friday. Lowry has chronic obstructive pulmonary disease and said she doesn't get out much, especially in the heat. A fan to help keep the cool air circulating was a much needed item.
"It will be more comfortable," Lowry said.
Lois was stop number one for employees from Lowe's delivering fans Friday morning. The store donated 50 fans to the Area IV Agency for Aging and Community Action Programs.
"The store itself, our store, has the ability to designate funds that are given to us, for what we consider to be a worthy cause," said Human Resources Manager Dennis Del Carlo.
That worthy cause was giving Area IV clients like Lowry a break from the hot weather.
Actually, I am in Maine, not Indiana, and the weather is lovely...sunny and in the 70's...but I'm glad to hear that my namesake, or counterpart, or doppelganger, is being taken care of.
I am SO CLOSE to the end of a very lengthy manuscript...longest I've ever written. And though certainly it will need revision—this is its first draft—it always feels good, no matter what the length of the book, to type THE END. Not good in a "whew, glad that horrible task is done" sense....but good because I can stop wrestling with plot details. Next, after typing "the end"...which I expect to do in the next week....I will print it out, close to 450 pages, I expect, and then sit down and read it: first to myself, silently; then (still to myself) aloud. That allows me to hear glaring errors or even small lapses in fluidity. Then I'll make a batch of changes, print it out again, and send it to the editor. The next round of questions and comments will come from her.
I have a friend visiting who is also working—she's a professor (yes, they do work in the summer!)—and has often visited here. Our dogs play together and she and I work in separate rooms and meet for wine and dinner. Luckily her dog, a German Shepherd named Sophie, in comfortable with cats, so Lulu is just fine with this round of company.
I got a phone call a little while ago from grandson Rhys, age 10, on his way to the airport, headed for a long weekend in Washington DC with his family. "Just checking to see how Lulu is doing," he said.
Lulu is great, I assured him.
She seems to like windowsills.


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Yeah he doesnt look as blocky I guess. I still like him, and I think Ive finally made up my mind about what to order. Im gonna get a 12 case and then probably sell off some of my extras to get more scouts :D Any speculation on chases yet?
I don't recall but do we know if the helmets are removable on Lando & Boushh? If so I'll need 2 of each of them to display both ways.
Anyone else think the Gam. Guard is a lot less 'kubricky' than it should be?
Quote from: Morgbug on October 6, 2006, 10:27 AMAnyone else think the Gam. Guard is a lot less 'kubricky' than it should be?Maybe but it still looks amazing. That and the Biker Scout looks sooo good. Any word on the variants?
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A TRIVIA QUIZ is something I have never been able to resist, even though they often make me feel exceedingly stupid. The latest to come to hand was inspired by the review of a book by Susan Jacoby on reading while watching TV, "The Age of American Unreason."
The answers were given on the last page. I didn't cheat, but looking up the answers after I had finished was a sobering experience.
HERE ARE A few of the answers I missed:
The youngest American city is Jacksonville, NC, not Killeen, TX as I had guessed
The tenth most spoken language in the world is German, not my choice, Portuguese.
What Grenada and Costa Rica have in common is that they have no army.
Ouagadougou is the capital of which African country? Djibouti, was my uninformed pick, instead of Burkina Faso. (I suspect that many Americans, such as I, had never heard of either the country or its capital.)
Rwanda and El Salvador are still not members of the United Nations, I had guessed, Wrong. Taiwan was the correct answer.
The second longest coastline in the world, after Canada, is in Indonesia, not Australia.
Libya, not Tajikistan, has the world's longest official name: Al Jumahiriya al Arabiyah al Libiyah ash Shabiyah al Ishtirakiyah al Uzma.
SOME OF those I got right were interesting as well. Here are some of those:
MTR is the name of Hong Kong's metro system.
Trabazon, Turkey is bordered by the Black Sea.
You can drive on the left in Ireland and Nepal.
The prime meridian runs through Europe, Asia and Antarctica.
The Shard, based in London, is Europe's tallest building at 72 floors.
The Nile River is the longest in the world at 4,160 miles, but the Amazon is the second longest, I guessed correctly, even though the Yangtze and the Congo seemed likely as well. The Hunang He River? Never heard of it.
The geography quiz was introduced by this provocative paragraph:
The Planet Earth is strange and wild place. But it gets even stranger, when you do what human beings do: create countries out of the land, name them, add dates to them.


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1989 Decals Team Master RedThe 1987 Haro Master decals have been replicated to the original decals back in 1986. Made from the same mylar material used back in the 80's, only difference being we stamped the rear of each set with Genuine Vintage Series and comes in a collectors tube for safe shipping. The decals will bring any of your vintage bikes back to life with one swift click.
*Actual retail price may vary based on any added dealer freight, tax, and assembly fees