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|Gender and School Achievement in the Caribbean - Education Research Paper No. 21 (DFID, 1997, 126 p.)
The following chapter focuses on whether there are differential learning strategies and opportunities for boys and girls found at the classroom level and whether these strategies and opportunities are related to the status of their secondary schools. The report is presented in basic themes derived from an analysis of classroom observation transcripts of the Trinidad school experience offered to boys and girls. This chapter was based on a previously obtained quantitative assessment of school achievement in Trinidad and the need to develop insights into qualitative and longitudinal classroom processes.
The information collected represents a focused observational and comparative approach using ethnographic techniques to note classroom strategies and interactions. The information is based on case studies of children and their teachers in class. These case studies focused on secondary schools only and explored classroom learning strategies among boys and girls, in high and low status schools, across a range of subjects (English, social studies, sciences, mathematics) and at distinct age groups. Permission was sought to undertake the study from the Ministry of Education (Republic of Trinidad and Tobago). Upon gaining permission from the Ministry, particular schools were identified and approached for their willingness to participate. Names of schools, teachers and students are suitably disguised such that their confidentiality is maintained.
Secondary schools selected to participate in the study represented extremes of high status 7-year and lower status junior secondary and senior comprehensive schools that characterise the stratified educational system in Trinidad and Tobago. Virtually all secondary schools in Trinidad and Tobago are government funded. The types of secondary schools vary in a hierarchical fashion from prestige 7-year schools (which include First through Sixth Form) to prestige 5-year schools (First through Fifth Form) to junior secondary schools (First through Third Form) and senior comprehensive schools (Fourth through Sixth Form). Classes were observed over a period from May to the following March and included the transition from First to Second Forms in the prestige and junior secondary schools, and the transfer from Third to Fourth Forms in the prestige school and Fourth Form only in the senior comprehensive school. These groups provide a range of student experience from the newly acclimatised to those familiar with their school. Observations did not interfere with the Caribbean Examination Council (CXC) Examination preparation. With the cooperation of the University of the West Indies, the Ministry of Education and schools, information was obtained including:
a) Common Entrance Examination (CEE) Scores: a national examination given to all children at the end of primary school. Results are used as the main selection criteria for entry into particular secondary schools.
b) within-class performance: at the end of each term, students are examined in each subject using teacher-made tests. These tests provide information that ranks the child in class and informs the child of any progress.
c) student behaviour, interaction and social competence in class.
JUNIOR SECONDARY SCHOOL A, FORM One/Two:
This school was typical of junior secondary schools, the type of government school that most children attend upon passing their CEE. The school provided education in Forms One through Three for children who were not accepted into or did not desire to go to the prestige 5-year or 7-year secondary schools. A Form One class was randomly selected for observation. The average CEE score for the class was 98.7, ranging from 62 at the lowest to 128 at the highest. The lowest and highest scores were found among the girls. Although there was a difference in average scores between boys and girls (boys = 97, girls = 100), this difference was not significant. School A is located in an urban area outside the capital (Port-of-Spain).
PRESTIGE SCHOOL B, FORM One/Two:
The 7-year prestige school selected was a government secondary school. The student population was coeducational and the school drew students from a similar catchment area as School A. As School B was a 7-year school, students were admitted on the basis of high scoring levels on their CEE. A Form One class was randomly selected for observation. The average CEE score for School B Form One students was 154.49 with a minimum score of 138 and maximum of 168. CEE scores were significantly higher than those of students in School A (F1,71= 401.345, p<.0001) in School B. Quantitative measures showed no significant difference between CEE scores of boys and girls (male average = 155.41, female average = 153.61).
PRESTIGE SCHOOL B, FORM Three/Four:
Within the 7-year school a Form Three moving to Form Four mixed ability class was randomly selected for observation. This class, like the Form One to Two class, had all passed the CEE with good scores. The class CEE average was 159.6, and there was no difference between the average male and female scores: male average = 159.35, female average = 159.93.
SENIOR SECONDARY SCHOOL C, FORM Four:
School C was a government funded Senior Comprehensive School in the same geographic location as School A, the Junior Secondary. The main student intake was from junior secondary schools, thus the CEE profile was expected to be lower than the profile generated by students at the same form level but attending 5 year and 7 year schools. Due to constraints imposed on the schedule for observations, this school was only observed in the September term. At this time, the students had recently arrived from a number of junior secondary schools, and there were no previous classroom examination results to assess the levels of attainment for the boys and girls. The class observed was randomly selected from among the Form Four mixed ability classes. The class contained an imbalance between males and females; 8 males to 29 females. This imbalance statistic may be telling of the male drop-out from the upper forms of secondary education. A comparison of the CEE results showed no significant difference between males and females; the male average was 103 and the female average was 108.7.
A researcher with previous experience of classroom observation and recording was employed as the secondary school researcher. Before beginning the case studies, she was provided with further training in naturalistic field note recording and ethnographic techniques of reflection and progressive focusing. Upon agreement with the three secondary schools, the researcher was introduced to each of the selected classes. The researcher stayed and recorded events in each class for all teaching sessions in the core subjects (English, mathematics, science) and social studies. Each class was recorded over a three week period. The researcher then moved to the next school/class for recording. Once the recordings were made in all four classes, the researcher returned to the first class and began the cycle of recording again.
Initial analysis of the data identified broad categories or 'groupings' within which the observations could be analyzed and discussed:
1. teacher behaviours - general classroom interaction with students, quality of contacts with children and any preferences expressed in working with the children;
2. student behaviours - actions of particular children (whether of high, medium or low classroom attainment as measured on end-of-term examinations in each curriculum subject), interactions between children, children's reflections on their classrooms;
3. classroom management strategies - practices undertaken by teachers for control of the children through seating patterns, responses to misbehaviour; and
4. teaching and learning strategies - practices employed by teachers to promote, support and develop learning by the children, observations also focus on effective communication between teacher and children.
Reported below is a summary of the observations, which are annotated and identified by school and class level. Implications derived from classroom observations are listed at the end of the section on Trinidad secondary schools. In the report, all of the schools and teachers are renamed for confidentiality. For convenience of reporting, only the first names of the children are used. All indented portions of the text represent either direct quotations noted by the researcher or reflective summaries of observations made by the researcher.
The summary points are a listing of key findings with the major analytic groupings used in the text. 1. In each of the classes observed, CEE scores were nearly equal for boys and girls, but within class attainment scores showed significantly higher grades for girls. In School A (the junior secondary school) Form One within-class attainment scores allowed a distribution into high, medium and low performing students (Table 2.1) and show girls performing better than boys.
Table 2.1: Within-class attainment places of boys and girls in school A__
This difference in performance between males and females was significant (Z2(df=2)=l 1.18, p<0.004). Similarly, at School B (the 7-year prestige school) Form Three, there was no significant difference in CEE scores among boys and girls but within-class attainment showed differences (see Table 2.2).
Table 2.2: Sex by Within-Class Attainment Level in School B Form Three
Again, the girls attained significantly higher than boys on within-class tests (X2(df=2)=l 1.636, p<.003). These differences between Common Entrance Examination scores and within class attainment for boys and girls were found in all four classes observed. The differences confirmed the need to explore actual classroom activity in the attempt to explain why girls performed so much better as they progressed through school and differences between approaches and strategies for boys and girls in school.
Teacher Behaviour:
2. Teachers clearly desired well ordered and self-controlled classes where students would act as autonomous, self-motivated learners - but there were many instances where the procedures that would lead to self control and learning were ambiguous for the students. In these ambiguous instances teachers were likely to show a preference for the involvement of girls in teaching and learning practices.
The School A form teacher clearly laid out expectations for her students. At the beginning of the September term, students were told that they must do their homework to reinforce their learning, ask and answer questions in class, and organise their time for homework.
While other teachers provided similar statements of concern about student involvement, actual classroom practice showed that teachers were more interested in some students than others. Teacher attitudes toward learning and student development were supportive as long as students listened to statements made by their teachers. Yet, teachers chose girls to participate with greater frequency than boys. Teachers were more likely to give positive and supportive feedback to girls than boys. And, teachers were less likely to notice or take actions with regard to misbehaviour by girls than boys. These 'preferences' were found in subtle ways, expressed in statements like: "Somebody read please, someone with a good voice", and only girls were chosen. More overtly, when students did not complete their homework, girls were less likely to be given a punishment than boys (who were told off or sent to the Principal's office).
Sometimes the preference for girls was combined with controlling boys:
When the teacher was finished taking the register, she asked Toni to return to the staff-room with her. Ms F wanted to give Toni an assignment which the students would be required to do. She said that Toni would be responsible for giving the students the assignment and also for getting the written work back to her.
Why are you giving Toni?
Because she is smart and responsible, unlike you.
The students began to laugh.
Differential punishments were used for boys and girls in the same situation:
Both Muhammed and Kerwin were put outside for not having their notebooks. Krystal also did not have her notebook;
Krystal, where is your notebook darling? (Researcher: I did not hear Krystal's response, after which the teacher said "O.K.")
Jason, Kern, where are your notebooks?
Jason, Kern don't have it.
While walking around the class, the teacher noticed that Hadassah also did not have her notebook but she did not put her outside.
Girls received more feedback and were provided with higher expectations for their efforts than boys. The French teacher (School B - Form One) read out class scores on a recent quiz in which girls, generally, performed better than the boys. The highest performing boy was not expected to perform as well as most of the girls:
Ms X told the students that she expected more girls to obtain scores in the 90's(percentile). She told Tremayne (the top attaining male in the class) that he was wasting his intelligence and that she did not want him to score less than 80%.
In School B - Form Three a number of boys actually questioned the teacher's comments about the performance of the girls. The researcher summarised a classroom discussion that took place after a question and answer session in Physics (both boys and girls participated):
The teacher said that she was very impressed with the answers from the female students. She commented that their answers were accurate and precise. The male students protested saying that the female students crammed the definitions from the text book while they (males) tried to write their answers from their understanding of what was taught in class.
Boys, especially low attaining boys, were often told of their poor performance and misbehaviour in a way that the whole class could hear (again, School B - Form One):
Now students listen, on Tuesday another teacher will be coming to stay with you all, so Joshua please try and act civilised.
The students laughed.
In a mathematics lesson:
Mr. Y then called Muhammed and Joshua to solve two problems on the board. When they answered incorrectly the boys were made to look foolish and 'put down' in front of the whole class:
Bandits! Bandits! Look at that monstrosity on the board. But one thing is for sure, you are not going to waste my time. You see, bandits, I will deal with you. I will seek you out and deal with you.
There were a number of examples of male non-participation in the class. If boys didn't participate and they were quiet (eg. head on desk) they were ignored. If boys overtly refused to participate (ex. were caught talking and off task) they were dealt with by being made to stand, being 'shamed' in front of the class, or being sent out of the room. There were no examples of girls being dealt with in this manner.
3. All classrooms demonstrated a set of rules for interaction, respect and learning, yet most of these rules were not on 'display'. Students were not invited to participate in the generation of these rules. When rules were not clearly laid out and applied, the ambiguous space created allowed teachers to use the rules differently with different students, especially seen in differential punishments given to boys and girls.
Because the observations began two-thirds of the way through the school year, we could not expect to find the teachers negotiating boundaries between themselves and their students. Yet, there was no evidence of the listing of rules for students to refer. Most of the school rules found in practice related to entering and exiting classrooms, raising one's hand and waiting to be called upon by the teacher and concentrating on work in the classroom. The existence of the rules was found when they were transgressed:
After lunch, the School B - Form One teacher Mr. H came to take the register for the afternoon. When he entered the class he signalled for the students who were queued outside to enter the classroom. When the students entered the classroom they sat. Mr. H told the students to return outside. When the students were told to come into the classroom they all sat once again. This procedure occurred twice again. The third time Muhammed (low attaining, male) said, "You all remain standing". When the students entered and remained standing Mr. H told them never to let that situation occur again. He told them that they must learn to have respect for authority.
Observations showed boundaries were limited to control of behaviour (mainly speaking without permission), completion ofclasswork and submission of homework. Students (School B - Form Three) even took responsibility for reminding their classmates about school rules:
A male student arrived late to class. He walked into the classroom without acknowledging anyone. Another male student shouted, "You have no manners boy, you did not even tell the lady, 'Good Morning'"! The teacher continued teaching.
Teacher rebukes in School B tended to be polite, rather than threatening:
While Abrahim was speaking noisily in class.
Abrahim, please listen in my class.
Teachers in School B were firm during the few incidents of confrontation:
Look at your textbook for a definition of moment. Where is your book?
I believe it is home.
Why is it home? So what are you going to do?
Listen, Miss.
And you find that good enough?
Yes, Miss.
It does not make a difference?
No, Miss.
You cannot determine what is good enough for my class.
Teachers also maintained authority through homework setting:
The bell rang. The teacher then proceeded to give home lesson. The students asked her not to do so, but she gave anyway. The students complain that they were given too much home work.
At the start of a new school year (and at the start of a new school (School C - Form Four)), rules were more clearly laid out for school work and control of behaviour:
The English teacher gave clear instructions for behaviour and expectations for academic work. She asked the students to stand and say their names. When all the students did so she told them that the only name which she remembered was Rishi (female).
From tomorrow I want you to walk with your text books everyday. You must also have two English copybooks. Tests are to be done on single sheets, O.K:? Do you want an explanation why? I think you need one. The copybooks will be a continuous record to take to Form Five and so you will have all your information when you need to study for your CXC exams. You must also walk with your dictionary. All those without dictionaries, raise your hand high. (Most students did.) Dictionaries are very important tools to enhance your English.
The Social Studies teacher encouraged the students to maintain a clean classroom. She told them that Room 23 was their classroom and that they were responsible for keeping it clean. Regarding studying:
Ask me any questions, I'm not going to 'boff you. Do I look like I ·boff?
The class laughs.
The teacher encourages the students to study and not waste time. She tells them about the CXC examination; both Basic and General (3 essays, 2 short answers and 60 multiple choice.)
Just remember, I'm here to guide and correct you. And with regard to sex stereotypes:
Let's talk about discipline. Shoes, socks, no tight skirts. We have more problems with the female students and the uniform. Girls with tight skirts. Now girls, it's a mating game going on with you. You feel by having your skirts tight you can out do the other girls. But boys in the school would not be looking at you because they are at a different level. The older men outside would be looking and then you would be in danger.
4. Observations showed many instances when the teacher was not present in the classroom. Reasons for teachers not being with a class included being called to a meeting or simply not arriving in class for the start of the teaching session. Some teachers did not arrive in class at all! The instances when the teacher was not present in class we refer to as 'teacher-less time'. With some teachers teacher-less time appeared with greater frequency and often resulted in unplanned classroom time for the students. Student reaction to this unplanned classroom time was different for boys and girls. Boys tended to use the time to avoid school work. Girls undertook a combination of school and non-school activity.
In School C, teacher-less time was noted on a number of occasions. The English teacher was late for the first class of the year. m the next class, science, the teacher arrived late and spent so long taking the students' names for her list that the class was forced to remain in the room- for part of their break. On the third day in school, the form teacher arrived late, took the register and left after five minutes. The English teacher did not come to class! On the fourth day:
The English teacher came to inform the students that she does not have them first period on a Wednesday and that the timetable is wrong. The students were also told that she would not be present today because she had to go to the Ministry of Education. She told them to do the first unit from their English textbooks; a comprehension passage. She instructed them to write the words they did not know and answer the questions. The students are very quiet awaiting the arrival of the social studies teacher.
Observations in School A showed that many teachers arrived late and some did not come to class at all. A few teachers prepared for this time by pre-assigning work for the students. Class prefects were expected to maintain discipline and ensure that classwork was undertaken while the teacher was away. Many of the teacher-less incidents, though, were unplanned and students were left to their own devices. On their own and without assigned work, different classroom strategies between boys and girls were exaggerated. Many of the girls would read, do homework or maintain quiet conversations among themselves. Boys tended to ignore school tasks or reading, converse among themselves, tease themselves or girls and some left the room. Some examples include:
Bell rang at 7.25 a.m. Students proceeded to Form classroom. Boys entered the classroom before the girls. The girls sat on the right of the classroom. Melissa and Dianne entered the class together and so did Esterline and Denise. The class is very noisy and unruly. Chewing (gum) is quite prevalent although this is not allowed in the school. Esterline is the only student reading at this time. The Form teacher did not come. Bell rang at 7.40 a.m. and the students proceeded to maths class. Melissa and Dianne are reading one book. Karen is finishing homework for another class. Some girls who are seated in the middle of the class are quite idle (except Coleen). Colin and Alvin are having a conversation about music. Alvin told Colin that his mother does not like 'dub' music. Colin told Alvin that he likes only Indian music. Alvin said that it is not so and he tries desperately to convince Colin. Melanie is in the front desk with her head on the desk; she is very much alone. (She did not attend school yesterday.) Akil, Kinya, and Damian (all males) are spraying themselves with a very sweet cologne. They then approach the other males in the class for them to smell it. Coleen is doing homework. Kesta is conversing with Melissa. Dianne, Esterline and Denise are conversing together.
and in a slightly different example:
The students thought that Ms A was absent. Melissa, Denise, Rer and Coleen are playing cards. The students are noisy and the male students are leaving the classroom. The teacher arrived 15 minutes late....
On the following day the teacher spoke to the students about their behaviour the previous day. She said that she was away because she had a meeting to attend. She said that she had seen them from where the meeting was taking place and that their behaviour was atrocious. She noticed that students were constantly leaving the classroom and a lot of noise was coming from that particular classroom. She said that when she returned to the classroom at the end of the period books which were on her desk were on the floor, two chairs were broken, paper was on the floor and the classroom was in a mess. She asked the Prefect to give her the names of the students who caused all the destruction.
The researcher noted that there were very few incidents of teacher-less time in prestige School B, and speculated that mere teacher presence allowed academic work to proceed uninterrupted and students were not allowed the opportunity to misbehave. The students disliked teacher-less time. In School C they complained: "the English teacher is always absent and the science teacher is always late".
5. Teacher interaction with students showed a variety of behaviours in addition to the control and female preference cited above. The predominant teaching style of question and answer allowed for praise and support, although this focused on students who were able to provide the correct answer. Students who were unable to answer were likely to be met with no response and, sometimes, sarcasm.
In School A teachers consistently gave positive responses to those students who answered questions correctly. Students that could not answer or answered incorrectly were quickly 'told off. Non-participation was ignored by the teacher. These students were not provided with positive means to solve the problem or answer the question:
What is the purpose of the Nursery Shed? Christopher! You have a text book, did you try to read about the Nursery Shed?
Yes, sir?
To protect the plant.
We said it is to protect the small seed that we grow. Apparently you all can't read and understand.
When the students were not able to answer, teachers took little or no responsibility for helping to find the answer. One teacher shifted the cause of poor learning and behaviour solely onto her students, telling the researcher:
1.8 was an unstable class. She said that usually the students who got late call would be put in this class. She also said that she felt that the findings of the research would be different if 1.1 or 1.2 were being observed.
On the other hand, some teachers in the junior secondary school and the senior comprehensive school went beyond normal teaching and learning practices to establish themselves with the students. The Social Studies teacher in School C told students that she was the product of junior secondary and senior comprehensive schooling:
But one thing I realise is that most of you come from (School A) Junior Secondary. I went to (School A) Junior Secondary and then I came to (School C) Senior Comprehensive. She also tells the class about school clubs and activities, encouraging as many students to participate, make the school theirs, and 'make it come alive'.
Students, though, found little reason to respect teachers who did not show respect to them. hi a Guidance class half-way through the term the teacher showed his disinterest in the students:
Mr. A is sitting in front of the class while the students are conversing with one another. Mr. A makes no effort to discipline the students. Jaime, Carla, Stacy and Arlette are talking about fashion and hair styles. Nickelle and Jeremy are harassing Melanie, while she is conversing with Josian and Christal. Natasha and Dixie are studying. Wendy, Melissa, Ayanna and Krista are conversing. In an interview after the class, all the students agree that the teachers at School C are not "good" teachers and that they do not motivate the students. They agree that teachers at their respective junior secondary school were much better.
Students did not find their teachers consistent about their development and learning. Praise was appreciated, but was mainly given to high attaining students. Some teachers made the effort to empathise and support their students, but many others used sarcasm and telling-off to control both behaviour and efforts towards learning.
Student Behaviour:
6. Authority among students was asserted within the class through the prefect system. Prefects were chosen on academic performance, often accentuating the male-female difference, hi all schools the prefects were females (ex. in School B - Form One, the prefect was the top performing girl in class). Prefects were expected to control the class during teacher-less time, and this often brought the prefect into conflict with male students, especially low attaining males:
Today the class prefect, Nneka, complained to Ms N that she was unable to control the class. Ms N came to the classroom and asked Nneka to tell her exactly what was the problem. Nneka said that the students are very noisy and when she tells them to be quiet they don't listen to her. Ms N explained to the students that she chose Nneka to be the class prefect because she thought she was a responsible and efficient individual, capable of 'doing the job'. Ms N asked her if there were specific troublemakers in the class or if all the students in the class were responsible for the confusion. After some hesitation Nneka said that the class in general do not listen to her, but that the main 'culprits' were Joshua and Muhammed. Ms N then said that she knew that they were the troublemakers. She asked both Joshua and Muhammed to stand to the front of the class...
In the Form Three class of School B, the same scenario occurred. Even assigning boys and girls to work together did not stop boys being upset by the authority of girls (especially the authority of the prefect during teacher-less time):
Akil was knocking the desk with his pen. Jaime (prefect) asked him to stop but he continued. He finally stopped when she ignored him. (A little later)... Akil is calling another student on the other side of the class and Jaime calls his name. He gets upset and swears softly.
The conflict between males and females, students and prefects was even more strongly pronounced in another incident in the same class:
The teacher did not come for Physics hence the students had two free periods. When the students realised this they became very excited and noisy. The head-boy (of the school) came to speak to them about the noise. John, Akil, Amir, Matthew, and Dominic are considered the 'bad boys' of the class. Jaime (the Prefect) tells Matthew to go outside; he told her no. She also told Akil to go outside but he said that he was not going anywhere... The students were still very noisy and Jaime could not control them. The Head-boy came to speak to the students about the noise; five minutes after he left the Vice Principal also came to the class to speak to them about their behaviour. When the Vice Principal left the class was still very noisy. The Head-boy returned to the class. He told the students that he is going to stay with them because they have no behaviour. The class is somewhat quieter while the Head-boy was present.
The boys misbehaving represented all levels of attainment.
7. Misbehaviour within the classroom included non-completion of work and breaking school rules. Misbehaviour was found among boys and girls but boys were more frequently 'found out'. Misbehaviour and non-work in the classroom was especially evident during teacher-less time.
In School A, boys were less attentive in class than girls when the teacher was present and during teacher-less times. Boys were more likely to be disobedient (gum chewing in class and talking back to the teacher). Boys were more likely to enter class late, be noisy upon entry, and be the first to leave the classroom at the end of a lesson. In teacher-less time, boys tended to converse about non-school subjects rather than read or study. These conversations included boys from the full attainment range; the higher attaining boys preferred to socialise with other boys than focus on their studies. Christopher, the lowest attaining boy, did not concentrate or work in class, did not socialise with others, and often sucked his thumb. One time, Christopher had his hand 'wrapped' and complained that it was so sore that he could not do his homework. His teacher told him: "he was wasting his time to come to school". Boys also displayed poor reading skills. Often, when asked to read to the class, they were stopped and criticised. Girls, as identified earlier, were more frequently chosen for classroom readings.
School B showed a similar pattern among boys and misbehaviour, but qualified the findings. Not all boys misbehaved or did not do their homework. The two lowest attaining boys represented approximately half of the incidents mentioned. Boys were more likely to receive punishments (12 incidents which involved boys, none involving girls) and were more likely to be involved in cheating incidents.
8. Boys and girls did not interact together unless directed to by their teacher. When seating was left to student choice, boys and girls sat separately. There were no examples of boys helping girls, but a number of examples of girls helping boys with homework, classwork and sharing responsibility for misbehaviour in the classroom. Girls frequently showed a solidarity among themselves. Solidarity was found in studying together, cliques and supporting others (academically and socially). Girls did not tease each other. Boys did not display these cooperative social supports.
Most of the teachers in the three schools allowed students to sit where they wished. This seating option produced a physical segregation between boys and girls. School C provides just one example. The boys chose the seats away from girls and where the teacher was least likely to notice them:
Ms B, the Science teacher is always late. There is no specific seating arrangement; for this class all the male students sit at the back of the class.
Boys rarely interacted with girls in class. When interactions took place, they were usually at a non-academic level. Teasing was most typical of boy-girl interaction. In School B - Form One, girls often bore the brunt of teasing and bullying by the boys. These incidents coincided with offers of help and solidarity between girls:
Joshua and Krystal began to argue. When Joshua left the classroom, Krystal began to cry. Toni told her that she must learn to be strong and ignore Joshua.
In School C, one of the teachers had asked boys and girls to work together. Boys still teased girls in class. During break another type of teasing took place:
Amir moved to where Natalie was sitting. He started to do something which was irritating her and she asked him to stop. He asked her not to be angry with him because she is the only person in the class whom he can harass.
While the main focus of teasing by boys was onto girls, there were a number of incidents in which boys teased other boys:
John told Alfrena that Matthew likes her. Matthew screamed at John and denied what John had said.
While girls bore the brunt of the boys' teasing, they did not express resentment in the form of avoiding all contact with boys. Girls took on a responsible approach towards their classmates. The researcher noted a conversation with girls in School B - Form One:
I explained the nature of the study and they all agreed that girls perform better than boys in the classroom. They further explained that most of the boys in their class were intelligent but lazy and that they (the girls) try to assist them whenever possible. The girls also said that when the boys are in trouble with the teachers, they try to cover for them... One low attaining boy, Michael, had many problems at home and did not come to school often. When he did attend school, his homework was not done and the girls allowed him to copy their work.
Boys, especially those in School B - Form Three, identified that girls had a different (more responsible) approach to the classroom (as previously noted). In this class, girls were the students who read or did school work during teacher-less time. Girls tended to sit near the front of the room, where the teacher was positioned. And, while girls participated more consistently in class than boys, when they 'opted-out' of participation they were less likely to be noticed or punished by the teacher:
After sending one boy out of the class... Akil's head is on the desk. The teacher hits him with a piece of paper on his head. The students are not interested in this class. Later in the day... Jeanette (lowest attaining girl in the class) has her head on the desk. She does not participate in her classes.
Girls did not undertake school work and studying on their own. In each of the classes observed, groups of girls often came together for social support as well as academic sharing of school work. The best described of these groups took place in School B - Form One. The researcher stated:
During this 15 minute period I went to check on the female students. The Home Economics teacher was not present because she was attending a staff meeting. The female students are in their form classroom. The students of East Indian descent are all doing school assignments together. Dana and Suzette are doing English homework. Melanie is alone reading. The other students are conversing about the group which they formed; SAS - Single Average Sisters. They are discussing the rules under which all members must conform: -
- Everything discussed must remain within the group.
- If any member has a problem they must first seek help within the group.
- No member must bad-mouth another member of the group.
The SAS's solidarity provided social support and the girls shared information for school work as well. This group had to be 'officially' dismantled because other members of the class thought it may have been based on racial lines (there were rumours that SAS meant Single African Sisters). When it was dismantled, its members told the researcher:
Toni explained that 'Average' was used because the members did not want to be vain and label themselves as brilliant. On the other hand they know that they are not dull. Krystal explained that the dismantling of the group was a disadvantage to her because the group was basically a study group and that the members were support systems when needed. She also said that the group members ensured that homework was done on time, something she was not able to accomplish on her own. The SAS group members are very disappointed because they feel that they were not given an opportunity to voice their opinion.
In School A, a similar group had formed. Girls maintained an unspoken solidarity among themselves. They shared information and work with one another as well as their lunch and gossip. The 'Cool Group' of high and middle attaining girls was often found talking and sharing information during teacher-less time.
9. Low attaining boys frequently received negative attention from classmates and teachers, this was also characteristic of low attaining girls (to a lesser extent). This attention was not focused on all low attainers, it tended to be focused on just a few students. Low attaining students displayed poor basic school skills (such as reading) and poor social skills. Particularly among boys, evidence has been provided showing poor reading (especially reading aloud) skills. These boys, also, did not show care or concern for classmates. They were responsible for class punishments and often teased their classmates.
In a previous incident reported with regard to the role of the prefect in School B - Form One, the teacher discussed the behaviour of the students with the whole class:
Aisha then told Ms N that she did not think that it was fair to blame only Joshua and Muhammed because the whole class was responsible for the noise making. Hansa then responded by saying that the class is always noisy because Joshua and Muhammed are always harassing the students. Ms N then turned to Joshua and Muhammed and asked them if they were hearing what their classmates were saying about them. Joshua was then about to say something but Ms N said that she did not want to hear anything; she had heard enough. She told both boys that she never wanted to hear any complaints about them again, and that if she ever did, she would take them both to the Dean's office to be flogged. She told them that she was tired of their behaviour and conduct and that they needed to take control of themselves. She also told them that during class time they must not leave their seats or harass the other students. She told the other students that they must not hesitate to come to her if they ever needed to talk to her or complain about these two students. Before she left the classroom she stressed to the two boys that she was completely fed-up with them and that she would be watching them closely. Neither Joshua nor Muhammed behaved as though they were embarrassed. When Ms N left the classroom they both returned to their respective seats.
In the same class, the low attaining boys were the students most critical of their teachers, often in contrast to girls' views of the same teacher:
Before the teacher arrived the students were telling me that they did not like mathematics. Michael and Joshua said that they thought that Mr F was a 'nerd'. Toni said that she did not feel that way but instead she thought that Mr F was "a very warm and responsible teacher, who is dedicated to his job".
Low attainment was tied to disrespect for the teacher and the subject as well. In School C during a science lesson:
Ms. B is writing the lesson on the board. Nick isn't writing while Dale says he would only write what he thinks is important. He stated that Ohm's Law is not important because it is only the opinion of one man named Ohm. The male students are conversing and laughing among themselves at the back of the class. The teacher does not respond.
Some low attaining girls in the class were as disinterested in schooling as the boys. Not all girls were interested in using school to support learning, and several girls told the researcher of events in their lives that may inhibit their desire to learn. Treneiceia said that she didn't "view school as a learning institution instead she sees it as a place to socialise and make friends". Another girl spent much of the teacher-less time arranging her hair. She told the researcher that she had no interest in school and that she wanted to be a hairdresser when she left school.
When the researcher approached a low attaining girl in School A, the student simply appeared to 'opt out'of class:
During the break, all the students went outside except Melanie. I asked her how were her results. She did not answer. I also asked her why she arrived to school so late. She said that she had something to do before she came to school. I told her I realised that she misses school quite often and asked why. She looked at me and walked outside.
This section stresses that low attaining boys and girls find ways not to participate in class. When tied to point 7 above, readers will note that the non-participation of girls was usually undertaken in a quiet way that did not draw attention to themselves. Boys, on the other hand, were often vocal in their opting out and were given punishments (or made example of) in front of the class.
10. High attaining boys were not like high attaining girls in their interaction with others. They tended not to have other high attaining male colleagues to interact with and were found to display some of the same behaviours as the low attaining boys (non-completion of homework, talking back to the teacher). In School B - Form One, the highest attaining student was a boy. As the only boy in the high attaining group in class, his behaviour did not support his academic position. He rarely made efforts to answer the teacher. He spent most of his time with middle and low attaining boys (he had no alternative; if he interacted with males only, they had to be in the middle or low attaining group). He was caught by the teacher chewing gum numerous times and was known among the girls as a troublemaker.
11. The new school year appears to be a crucial point for low attaining students to make a renewed effort to succeed. These efforts are likely to be met with overenthusiasm by teachers and reassertion of the negative reputation that they had gained in the past. As an example, at the start of the September term Muhammed (low attainer in School B - Form One) began to volunteer. He gave a good reading of Macbeth in English and was applauded by the class. He was also applauded for his efforts in Spanish. Shortly after, though, he was seen misbehaving in the corridor by the Vice Principal. As the Vice Principal was about to make a school-wide announcement on the public address system, she warned Muhammed that his behaviour would not be tolerated within the same announcement. An embarrassed Muhammed withdrew from further classroom participation. He criticised the Vice Principal and returned to his anti-social and disruptive ways.
Classroom management:
12. Most classrooms were run in a traditional fashion, with the teacher at the front of the room. The traditional teaching style, combined with few examples of assigned seating for the students, allowed low attaining and disinterested students to gravitate towards the back of the room (away from teacher attention) and for sex segregation. Seating boys next to girls was used as a 'punishment' for misbehaving boys.
Seating of students in class was indicative of the problems and possibilities encountered during the observations. Teachers did not assign seats in most of the classes observed. In School A, students were left to their own preferences and opted for segregated seating by sex (males away from females) and by attainment (higher attaining students sitting toward the front and centre of the classrooms). Teachers used the threat of seating a male student (usually low attaining) among females as a punishment. At the start of the September term two teachers used mixed seating by attainment and sex. Surprisingly, the students accepted this pattern and did not object to it. There was a similar non-reaction to new mixed seating in some classes at School B. Simply seating boys and girls together and high and low attainment near each other was no guarantee that they would interact or learn together.
Teachers rarely moved around the classroom, preferring to teach and work from the front of the room. From this position, they were aware of overt misbehaviour and assigned a range of punishments (as the teacher thought appropriate). In one incident of non-completion of homework in School A:
All those who did not do my homework keep standing.
Kinya (male) remained standing.
O.K., Ayanna (female) sit down. Kinya, why didn't you do my homework?
Miss, I don't have the book.
What time did you come to school this morning?
7.30, Miss.
Come to the front.
Teacher pulled out a whip. Christopher sucked his teeth and remarked rudely. She told both Christopher and Kinya that she was going to flog them. Kinya received two strokes on his bottom. Christopher then bent over.
Corporal punishment was only one of the deterrents used by teachers. Detention, sending to the Principal's office, sarcastic remarks and making students stand in class for periods of time were also used. Boys were more likely to be punished, even if they presented the same inappropriate behaviour as girls (see above). Detention at the end of a lesson (to complete classwork or homework) was likely to cause further disorganisation: the students would be late for their next class. Lateness in arrival accentuated a fundamental difference between students and teachers. Teachers expected all students to be in class on time. When the teacher came to class late and had not assigned work during the teacher-less time, the students were given no apology or explanation and the class was expected to have completed all of the classwork for the lesson.
Examples of positive reinforcement by the teacher were distinctive for girls and boys. As girls were more likely to complete their homework and successfully answer questions in class, they were given small-scale reinforcement (eg 'Good', That's right', etc.). Reinforcement for boys was much more exaggerated. When one of the low attaining students made an effort and provided a correct answer the whole class was asked to applaud. As positive reinforcement for these boys, the strategy did not work well. They quickly reverted to more typical behaviour of non-participation.
To the observer, classroom life resembled a situation with few rules or responsibilities. The teacher would probably have countered this suggestion with statements such as 'the students were now grown-up and able to be responsible for themselves'. The social studies teacher in School A, who was liked by the students, told them:
Control isn't something that we are born with, it is something that has to be developed, it comes with a great deal of discipline. This is why as young people you must learn from those around, but more important you must listen to those who are older than you are; your parents, teachers and so on. We have gone through exactly what you are going through but we have the experience and we will be able to guide you. So when you are told not to do something it is for your own good. We don't want to punish you, instead we want you to grow to be responsible individuals. All we want is what is best for you. Do you understand what I am saying? I want you to promise me that at least you would try to be more tolerant of what your elders are telling you and you must try to listen more, O.K.?
From the previously cited criticism of teachers, the students have identified a contradiction between the respect that they are told that they should have and the management realities of their lives in school.
Teaching and Learning:
13. The predominant style of teaching was didactic, question and answer sessions. For this style of teaching, students had to be prepared. If students were not prepared, they either did not participate or they did not know the answer and were likely to be embarrassed in front of the class. The didactic style only allowed use of simple reinforcement techniques to support or develop learning. This didactic mode was at odds with teacher statements about development of autonomous learning by the students.
A number of teachers exhorted their students that they must do their homework and classwork. These exhortions provided the best example of the autonomy that teachers expected of students, and the perception that students were responsible for their own learning. The respected social studies teacher in School A told her students:
This is all part of learning. You must be able to read and understand and think for yourselves. This is what you all are not doing. You act like children when you have school work to do but for anything else you act quite grown up. You all are wasting time and some time in the future you would regret it. You have to change your attitude or you would be sorry. I want you do to these exercises for home work and I expect a different mentality when next we meet.
Teachers expected that the teaching and learning processes of the classroom and homework would be the basis of understanding. Classroom practices offered little opportunity for autonomy or maturity. Work to be done was identified and controlled by the teacher. Teachers handled these question and answer sessions in different ways. The social studies teacher (in School C), who was liked by the students, started the year by encouraging the students to study and not waste time. She communicated high expectations to the students, especially that they should be taking the (higher level) General Examination rather than the Basic Examination in the CXC.
Some question and answer sessions were approached in a positive or negative manner with students. In School B - Form Three, the students showed greater participation because teachers: were sensitive to include all students, did not criticise incorrect answers and supportively explained concepts where necessary - sometimes forcing students to think:
Gerald was called to write his solution on the board. Gerald said that he could not do it but the teacher told him to try. He did not know how to begin the problem. Miss R tried to assist but he was totally confused.
Shaka, do you want to help him?
No, Miss.
Who wants to help him?
Edward volunteered.
People, it makes no sense to just sit down in class and say nothing when you don't understand something. Those of you who don't understand would have to see me at sometime.
And, after an intensive question and answer session in mathematics:
The teacher patiently explained the solution to the problem ensuring that the students understood each step of the solution.
Very well done. Are there any problems. Do you folly comprehend these type of problems? O.K.
Teachers also told the students of the importance of doing homework (especially with examinations coming soon):
Thank you Sheldon. People do you understand this problem? When you go home make sure you review this problem and ensure that you understand the principles involved. Remember, next day I would be checking your notes.
When the teacher was less sensitive to the needs of the students, the researcher found: rarely did all members of the class participate (some children were never mentioned in the field notes), the highest attainers were most likely to be called upon (and most likely to receive praise), and certain students could be ignored (especially low attaining boys, even if they had the correct answer) or the subject changed before they were allowed to respond. The lack of equal opportunity to respond (and hence receive praise, etc.) may not have been 'planned' by the teacher, but students received the message that creative answers were not required and certain students could 'opt out' of participation. During one period of teacher-less time, students complained to the researcher that they were unable to understand work assigned by the teacher and were unable to question the assignment, given their teacher's didactic approach.
14. As part of the didactic style, one-way communication from the teacher to the students was not effective in promoting understanding and participation. Teachers who explained more in class and who seriously asked whether (and how) students understood the topic received greater student participation and appreciation. Teaching that involved some cooperation and original contribution with the students brought about greater student involvement. Examples that increased student involvement included paired learning, the use of role play and asking for student contributions. None of these observations (that lasted through a year) showed teachers using 'cooperative learning' techniques which required the participation of all students.
A teacher in School B - Form One was noted by the students as using a didactic teaching style, and the one-way communication confused them:
Ms G has distributed workbooks and the students are correcting the work previously completed by other students in the class. They are very confused by what the teacher is trying to explain to them and so the exercise is not proceeding very well.
Another teacher's presentation was similarly problematic for the students:
The students are very restless and show no interest in this class. The lesson is about the countries of the East. The teacher is talking but not communicating with the students. He told the students what pages to study for the exam. The teacher speaks very quickly and also he speaks as though he is having a conversation with himself. When a student tries to make a contribution he cuts them off. If a student asks a question he does not ensure that he is understood; he rattles on and on.
An alternate example which appeared to promote learning through student involvement took place in mathematics:
Teacher arrived at 8.30. Today he would be teaching statistics. He explained to the class that statistics is a topic which confuses most students. Because of this, he has decided to use a more practical method for teaching this lesson. He would begin by using the students' birthdays. The teacher wrote the months of the year on the board in 12 columns. Then he asked each student which was their birth month. As each student called his/her birth month, he gave a stroke in the column of the relevant month. When the exercise was over he explained what was accomplished. He explained the strokes made in each column was a tally and that the total amount of students who were bom in each month could be obtained by counting the strokes. (Michael is the only student who was bom in the month of June and the other students teased him about it.) The students said that they understood and the teacher decided to conduct another exercise.
Another way of promoting student involvement was to have students work on a topic of their own choice. Thinking and input were exemplified in a drama class where students had been asked to prepare and speak about a topic. Student topics included drugs, gambling, teenage pregnancy. This input elicited keen interest by students and no classroom disruption.
An English teacher asked students to work in pairs to undertake a classroom exercise:
The teacher then gave the students an exercise to do in pairs. Hansa and Tricia were the first pair of students to finish.
Excellent, continue with the other questions.
When all the students completed the exercise she corrected the questions orally and every student had the correct answers. The teacher is very patient with the students of Form 1L. She praises her students and they enjoy her class thoroughly.
The summary points may be presented as a number of classroom practices shown to effect overall academic performance and participation among boys and girls.
a. Teachers, schools and classrooms play a major role in the development of student attainment. Selection to secondary school was based on CEE results, and virtually no differences were found between the scores of males and females in each of the schools studied. Within a year of secondary schooling class attainment differences appeared between boys and girls.
b. Where school and classroom rules are ambiguously applied, it appears that the boys are most likely to be criticised and punished.
c. Without careful planning and directions for continued student work, teacherless-time may lead to regressive and stereotypical behaviours among students.
d. If students are to act as autonomous learners within their secondary schools, they must be offered and understand the opportunities for autonomy.
e. The formal interaction between teacher and student, exemplified in question and answer sessions, places a great burden on the student to 'get it right'. At the same time, students can "hide" from participation.
f. Boys have few examples of high attainment role models. The few high attaining boys in these observations tended to act and misbehave like their lower attaining classmates.
g. Lowest attaining students (mainly boys) displayed poor social skills.
h. Lowest attaining students also displayed poor basic reading skills.
i. These observations show that both boys and girls are found in the low attaining levels and need to be supported to improve their achievement in education.


text:
how do you go about
mushrooms are a good substitute for meat as far as texturally. Hubby and I are similar so I would defrost his type a meat and he would cook his own meat. Funny, because I was not big on meat while pregnant either and it was what tipped me off that I was pregnant. With my first, the sight made me ill and with my second, the smell of it made me ill.
Fish, dried beans, cheese, yogurt, milk, eggs all are protein rich. Dried fruits, enriched grains and deep green veggies all contain iron. What about ground turkey or ground chicken if it's the texture that bothers you? Did your doctor reccommend a dietician? They can be a lot of help.
Well, you've cut out everything other than seafood. Maybe tofu? lol
My family will pretty much eat anything so I don't have that problem (thank goodness!). Good luck!

subset: commoncrawl


text:
FORMER students and teachers will have a chance to share their memories of Chichester College at a special event tomorrow.
The college is celebrating its 50th anniversary this year.
It has invited anyone who used to attend the college, either as a teacher or student, to go along to a lunch on Friday (June 6) between midday and 1.30pm.
Everyone will have the chance to share stories, meet other students and have the opportunity to look at past press cuttings and photos from the history of the college.


text:
Japanese architecture firm Tetsuo Kondo are at it again following their dreamy outing at Venice Biennale three years ago: they've traipsed over to the courtyard of the Museum of Contemporary Art Tokyo and built an impressive cubic two-storey space with a canopy of billowing clouds contained within.
Museum visitors access the clouds by climbing a flight of stairs. Apparently the effect is achieved by pumping cold dry air at the bottom, hot humid air into the middle and hot dry air at the top. It's just so cool.
Via Dezeen


text:
Restore factory default settings
If your internet connection is slow or doesn't work as it usually does, it may help to restore the factory default settings. Please note that all settings in your router are deleted during this process.
Just so you know...
Please select the red text to see instructional images.
Restore factory default settings
Turn the back of your router towards you.
Insert a sharp-pointed object (such as a paper clip) into the small hole below "Reset" and hold it there for 10-15 seconds. Wait while your router restores the factory default settings.
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text:
Présentation détaillée du projet
I'm Federico Ciamei, I work as a photographer for editorial projects, both self produced and on assignment. I've collaborated with international magazines such as M le Monde and T Magazine. This will be my fourth book after Villaggio Olimpico 1960, 80s SWM seeks LTR and A-Z Milano.
Travel Without Moving is a project about the adventures of great explorers, extracted from the pages of voyagers' journals, reports of merchants, biologists, missionaries and told by my photos.
Last summer, also thanks to the work of graphic designer Alberto Moreu (studio Think Work Observe), I produced a dummy of this book that received international recognitions. It was selected for both the Kassel Dummy Award 2015 and the Luma Dummy Book Arles 2015, and it was exhibited in many photography festivals: Fotobook Festival Kassel, Fotoleggendo Roma, PhotoIreland Dublin, Kaunas Photo, Fotobook Festival Oslo, Encontros de Imagem Braga, Fotobok Gbg Göteborg, Fotoinstanbul. Moreover the dummy was presented during the London Art Book Fair and Off Print Paris.
This crowdfunding aims to help to print the book. Travel Without Moving will be published by Skinnerboox, independent publishing house focused on contemporary photography.
(Costa Rica's Cloud Forest - a double spread from the dummy)
As in Marco Polo's Travels, the incipit of the book guarantees the truth of all the stories and the facts which he will tell us about.
"Take this Book and cause it to be read to you. For ye shall find therein all kind of wonderful things according to the description of this traveller, as he saw with his own eyes. Some things indeed there be therein which he beheld not; but these he heard from men of credit and veracity. And we shall set down things seen as seen, and things heard as heard only, so that no jot of falsehood may mar the truth of our Book, and that all who shall read it or hear it may put full faith in the truth of all its contents."
Marco Polo, circa 1298
The book is divided into nine stories, They are set in different eras and places in the work, like Costa Rica's Cloud Forest, the peaks of Torres del Paine in Chile, the Underwater Prairie of the Red Sea.
By searching on libraries online, I found out about stories of travels, explorations, conquest or fantasy which happen to occur in each of these places. The book is made up of the photographs that I took which all refer to these stories.
(Lady Florence Dixie, one of the book's characters)
(pearls, corals and mysterious black eggs - a double spread from the dummy)


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Bab Mansour
Rue Dar Smen, Meknes, Morocco
Bab Mansour Meknes Reviews
691 reviews
Average exhibition, decent architecture Nov 18, 2010
Located in the heart of the medina, Bab Mansour is a very impressive building which serves as the house for occasional exhibitions. It is free to enter and seems to be open from around 9 or 10 in the morning to at least 5 or 6 in the evening (no official times were pinned up, this is just what I saw while I was there).
The façade of the building is very beautiful and ornate. The tiles are intricate and the arches and ornate stonework grab your attention. While I was there, the exhibition related to the current king as well as his immediate family. No information was available as such, only a lot of photos to look through.
During my time there, I probably spent a good 5 or 10 minutes marvelling at the architecture from the outside, and spent only a couple of brief minutes inside to whiz through the photos.
Although Bab Mansour might not warrant a lengthy trip, you are very likely to be within a stone's throw of this site. Consequently, it's well worth a quick visit, if only to admire its impressive façade.
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Russia Hastens China Energy Pivot With Oil, LNG Supply DealsAnna Shiryaevskaya, Jake Rudnitsky and Stephen Bierman
Russia signed deals to supply China with crude oil and liquefied natural gas, deepening the embrace between the world's largest energy producer and the fastest-growing major economy.
OAO Rosneft agreed on long-term contracts to supply more than 2.6 billion barrels of crude oil to China National Petroleum Corp. over the next 25 years. The Beijing-based company also agreed to buy a 20 percent stake in OAO Novatek's Yamal liquefied natural gas project, the first time a Chinese company will participate in a Russian gas-export project.
President Vladimir Putin is encouraging energy producers to make deals with China, responsible for 77 percent of the growth in global energy demand last year, as consumption of oil and gas falls in traditional European markets. The development of fields in Russia's Far East that are nearer to Asia than Europe is hastening the shift.
"Putin himself has high hopes for Asia, and with these deals Russia is signaling that it is ready to deliver," said Andrey Kryuchenkov, an analyst at VTB Capital in London. "China is going to be guzzling energy for a long time, and Russia's in a great position to supply its needs."
The deal between Novatek, Russia's second-largest gas producer, and CNPC shows Russia's willingness to end OAO Gazprom's monopoly on gas exports in a quest to open markets in Asia. Gazprom has been negotiating to export gas to China for more than a decade without reaching an agreement.
Yamal Project
The $20 billion Yamal LNG project, where France's Total SA is also a partner, will liquefy gas from fields above the Arctic circle for shipment around the world. Novatek, controlled by billionaire's Leonid Mikhelson and Gennady Timchenko, expects the first cargoes in 2016. CNPC will buy 3 million tons of LNG a year under today's agreement.
"For Novatek, the deal means they have arguments to convince the government that they can sell the gas to a new market, thereby moving up export liberalization," said Ildar Davletshin, an analyst at Renaissance Capital Ltd. in Moscow.
China's rising energy needs are driving world demand growth. It shares a border with Russia, which holds the world's second-largest gas reserves after Iran, according to BP Plc's statistical review published June 12.
Demand in China will grow by 12 percent a year over the next five years as it absorbs one-third of new LNG supplies worldwide over that period, the International Energy Agency said yesterday in its Medium-Term Market Report.
Supply Deals
Today's agreements were signed at the St. Petersburg Economic Forum where Putin and Russian business leaders including Rosneft Chief Executive Officer Igor Sechin are courting investment and trade deals. Rosneft, the world's largest publicly traded crude oil producer also reached accords today with China Development Bank, Exxon Mobil Corp. Italy's Eni SpA, Norway's Statoil ASA, and General Electric Co.
Rosneft also plans to develop LNG for the Asian market, signing non-binding supply deals with Japan's Marubeni Corp., Sakhalin Oil & Gas Development Co. and Vitol Group from a planned plant to be built with Exxon Mobil by 2018.
"In our long-term development, we are making a serious bet on the gas business," Sechin said today. Rosneft is seeking to double gas output by 2020 to 100 billion cubic meters a year.
Rosneft's deal with CNPC is for 365 million tons of crude shipped over 25 years, valued at $270 billion at today's market prices, Sechin said in St. Petersburg today. The Asian country will become the biggest market for Russia's crude oil.
TNK=BP Acquisition
The deal includes a $70 billion prepayment, according to Putin. That is more than Rosneft's net debt, which surged to 1.78 trillion rubles ($54 billion) at the end of March, following the $55 billion acquisition of Russia's third-largest crude producer TNK-BP.
"It secures a good market for Rosneft and helps the balance sheet," said Bob Dudley, chief executive officer of BP, which became a 18.5 percent shareholder in Rosneft this year after the sale of TNK-BP. "It also secures a long-term crude supply to a country where energy demand is growing very rapidly."
China's demand for crude oil to more than 10 million barrels a day in 2012, or 12 percent of global consumption, according to statistics compiled by BP. Europe's demand dropped 2.5 percent last year. Likewise, gas demand jumped 9.9 percent in China and dropped 2.3 percent in Europe.
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IPhone 6 is one of the awesome phones with amazing display to play games. Its operating system is very powerful to launch app games.It's one phone for sure you won't get bored. In order for you to download the best games they are always located in the iTunes. It's quite difficult to determine the latest games through app store in iTunes play though the games are always update now and then, but believe with this list you are going to find the perfect and best games. The top ten games this month are the one which are most impressive and enjoyable games to play in your android phones. You will actually have more thrilling and exciting opportunities to when playing this games. Have a quick view of our list to get the best game that suits you depending on your type of genre of the games. These games are:
1. Angry Birds 2
The iPhone 6 amazing display will give you a wonderful display of this game. This game commonly known for pay or die it's a slick new game of 2015 in august with vibrant colors an addictive slingshot and graphics .The bird and sling are the amazing and simple game play tools you have to use. It has come with new features and an amazing arenas to make you keep on fascinating the land of angry birds' .Your mission is to defeat the boss piggies. You can also challenge other players in the world through the online platform
2.Race the Sun
This is a game where the sun is set as your death timer and you are a solar craft. It has got wonderful graphics and especially when played in the iPhone 6 display it will give an awesome experience and impressive performance
3. Real Cricket Test Match
Are you a cricket lover and you really want to have that field experience in your couch or bed then this is the game to play. This game will give you a great feeling because of its adventurous in nature. With only $4.99 you can be able to purchase the game from iTunes.
4. Domino Crop
This is one of the most addictive games ever with great intrusive user inter-phase graphics .It's one of the easiest games to learn with Dominoes styles. With the latest technology it was designed in such a way that you can chat with your opponents and even play It in Face-book with friends and random opponents or even the computer.
5. Shibuya Grandmaster
This game commonly known for pay or die it's a slick new game of 2015 in august with vibrant colors and graphics .It's also one of the amazing action games. Unlock the various levels and earn yourself the Golden coin. This is an absolutely free game that allows you have the experience of a grand master. Its also an addictive game since playing and unlocking one level gives you the urge to continue playing the game.


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It's been a heavy week to start learning about WebObjects...
by Russell Miles
Related link: http://www.apple.com/webobjects/specs.html
Ok, this is NOT going to be another "Mac-tel" post, I promise. This week has been tough (and it's only Tuesday as I write this!); us Mac developers have had ups, we've had downs, we've probably had nausea with the constant "do we care, should we care" concerning Apple and Intel's now-formal relationship - it's been an interesting ride so far.
But I've probably had a bit more fun than most. I chose this week to begin to learn about WebObjects. I know, any Mac Enterprise developer worth his salt has already hit on WebObjects being the amazing tool that it undoubtedly is. Even in my short time playing with it, it's knocked me sideways with how intuitively easy it is to get a nice web-based application up and running. WebObjects is full of all those "wow, that's how it should be done" features - but this posting is not about those.
So I'll get to my point. I looked at WebObjects before today, at version 5.2.x and saw:
- Standards Compliance
- Platform Independence - you can develop and run on Windows and Mac, you can even deploy to Solaris officially
- Killer Tools for everything from a vanilla Web Application through to a Java Client Application using Java Webstart
but now I see for WebObjects 5.3:
- "Mac OS X" Standards Compliance - ok, we can still play with web services
- "Mac OS X" development tools only
- It "might" deploy to other platforms .... but we're not going to make a big song and dance about it
What happened to "development on Mac and Windows". Worse still, there is uncertainty that you can even deploy on any other platform than OS X. Seriously, I've got help with me on my project but I'm lucky enough to be one of the few who have a Mac; now I can't recommend WebObjects to my Windows buddies (yep, Mac people do have those), I have to shrug and say things like "yeah, WebObjects is great - but you'd all have to use macs ...". Believe me, I'd love them all to be using Macs, but that just isn't going to happen.
If the XCode only WebObjects is now the only WebObjects development environment then I am going to severely struggle to justify its adoption, especially with the uncertainty as to whether even the deployment of WebObjects-based application will be ok on other platforms.
So what now? Is this "just a glitch" and are Apple just moving slower with the Windows development support, or is this it for real. As an optimistic WebObjects new adopter I'd like to think there was still hope, but the realist in me is saying no. My hope, although waning, is that the helpful tools people out there in the open source community will be able to fill the WebObjects on Windows gap. For that, time will tell.
It's a shame, it really is, if there is no longer support for WebObjects development (or potentially deployment) on other platforms. Before I stop my moaning I'd just like to say one more thing: Apple, I've been a Mac developer for going on 10 years and, even though I was a newbie to WebObjects, just 3 days ago looked like a killer tool for my web-based development needs. I know I was late to the party but I'm now truly sad to say that it's looking like I'll have to go somewhere else.
Anyone else upset by the apparent path that WebObjects is now taking? Anyone know something I don't about Apple's strategy for WebObjects?
11 Comments
2005-06-07 17:01:41
two things
I suggest going where the others commune:
2005-06-07 17:15:28
Giant Failure
I loved WebObjects but dropped it 2 years ago as a solution. Did this after attending WWDC and being overcome with the feeling that WebObjects is a dieing too. Apple is anything but commited to what is probably the most revolutionary tool every created in the web application space.
2005-06-07 20:58:42
oh no, not again
just as with apple, news of webobjects demise are usually premature.
2005-06-08 00:26:54
oh no, not again
I probably didn't explain things clearly, my main point is that I have Windows developers working with me and I can't convince them to switch to OS X for the creation of our enterprise software. With 5.2.x, I had a chance to get them into WebObjects but that seems to have disappeared now.
2005-06-08 00:29:32
Giant Failure
I hear you but to be honest I really like the WebObjects development approach within XCode. Apple really do have a great product in WebObjects and with the more agressive pricing it was starting to move onto the radar for more and more people.
2005-06-08 00:33:01
two things
Good links - these are exactly the mailing lists I've been hanging out on for the past week (admittedly not very long - but I'm a newbie).
2005-06-08 10:02:33
The Future
My gut instinct says that, yes, WebObjects as it exists if about to be retired. But look carefully at what else has happened.
2005-06-08 20:06:14
A good summary on WebObjects 5.3 licensing
This blog entry should help give a summary on 5.3
2005-06-10 05:17:37
will xc2.1 work with 5.2.4
One thing I did not find out yet is:
2005-11-27 08:26:59
but... where else can you go?..
What is the best alternative to WebObjects?
2005-11-28 04:14:56
but... where else can you go?..
honestly ... in the end I opted for using Rails with Ajax where applicable. I've managed to integrate this with my web services (implemented in Java) and everything is ticking along nicely - and I'm platform independent to boot.


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The folks at Red Bull really know how to put on an exciting show. They'll pretty much send anything down a steep track, including trucks, motorcycles and people.
They sponsored an event in Las Vegas in which pickup trucks went airborne and did back flips! They have launched motorcycles sky-high off ramps. They've even sent go-karts into the stratosphere. It's all very exciting and aimed at a younger crowd that seeks an adrenaline rush that can be set to heavy metal music.
Clearly the folks at Red Bull are a hyperactive bunch, perhaps from nipping at the company product during lunch hour. I wouldn't want to be in one of their corporate meetings when the various executives start pinging off the walls. But they are gathering quite a following by sponsoring these extreme events.
Here in St. Paul, we are playing host to one of four worldwide stops on the Red Bull Crashed Ice circuit. You may have seen the huge track that has been built near the Cathedral. This is going to be very cool. I stopped by Thursday during the time trials and got a big kick out of it.
It's sort of like watching Ice Road Truckers but without the trucks and without the fat drivers wearing earflaps. OK, bad example. How about this: It's like watching speed skater Dan Jansen trying to skate a lap at the 1988 Olympics. Picture Dan disappearing around a turn only to re-emerge with his legs in the air and his head scraping the ice.
Well, it's a bit difficult to describe, but you can check it out for yourself on YouTube before heading to the track. Even the videos are breathtaking. These folks sprint out of the gates and skate almost directly downhill. Actually, I think maybe balance is more important than skating technique. They are going so fast and the course is so twisty that the most difficult aspects of the competition may be A) just remaining upright and B) not skidding into your fellow skaters.
The track is scary looking, and the archdiocese of St. Paul and Minneapolis should consider purchasing it from the tour sponsors at the conclusion of the event. It could be beneficial in matters of faith. The sacrament of reconciliation comes to mind:
"For your penance, my son, you must go down the track twice … "
I'll bet that sort of penance would take a big bite out of the adultery numbers.
It's supposed to be cold tonight but fairly mild for Saturday's finals. But this is one of those events where the elements are part of the charm. It's a hardy spectacle for a bundled-up, buzzing crowd. Last year, one of the tour stops was in Moscow, where the temperature on the night of the finals was 20 below zero. And a little snow always adds to the atmosphere.
Now, the folks who come flying down these tracks are honest to goodness, world-class athletes. A little nuts, perhaps, but definitely skilled. That's as opposed to the drivers who sit in those back-flipping trucks. Those people might be specialists, but they are not athletes. The skaters are legit, which lends credibility to an event that perhaps isn't quite mainstream.
At least, it isn't mainstream to many of the baby boomers. But to a generation raised on extreme sports – the mixed martial arts generation – it's probably not too different from watching a basketball game. I was standing there staring at the track and the skaters as if I'd just seen a spaceship land. Talk about sensory overload. Yet many of the 20-somethings even know the names of several of the participants.
But I could get into this sort of thing because it really is fun. My whole generation could get into it with a few minor changes. Sub beer for Jager Bombs. Switch out the sweet potato chips for some beef jerky. And replace the metal music with Billy Joel. I'm telling you, we'd be in it for the long haul.
Sometimes, as The Who sang, the kids are all right.
Tom Powers can be reached at firstname.lastname@example.com


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Paladins Escape the Catamounts' Claws in Overtime
Pannell scores a pair of goals in the loss
Women's Soccer Ousts ETSU 3-2; Earns No. 6 Seed in SoCon Championships
Markie-Lynn Studnicky scores game-winning goal
Women's Soccer Defeats Wofford 3-0 to Open SoCon Play
Scores all three goals in second half
WOMEN'S SOCCER CENTRAL: Home Opener vs. EKU and ECU
After a pair of exhibitions women's soccer kicks off 2014
Three Women's Soccer Players Named to College Sports Madness Preseason Team
Catamounts begin preseason workouts; host exhibition Aug. 13
Highlights of Soccer's Exhibition Match with Clemson
Highlights of Soccer's Exhibition Match with Clemson
Catamount Women's Soccer vs. UNCG (Parent's Weekend)
Catamount Women's Soccer vs. UNCG (Parent's Weekend)
Women's Soccer vs. Furman
Women's Soccer vs. Furman
Western Carolina Soccer Exhibition vs. Winthrop
Western Carolina Soccer Exhibition vs. Winthrop
Women's Soccer vs. Appalachian State
Women's Soccer vs. Appalachian State
Women's Soccer vs. UNCG
Women's Soccer vs. UNCG
Career Statistics
2015: Named All-Southern Conference Second Team … Played and started in 18 games … Tied for second on the team with four goals … Ranked second on the team with 12 points and also had four assists … Took 41 shots and had 20 shots on goal … Had one game-winning goal in the 3-0 win over EKU … Ended the career ranked third in the WCU record books with 70 shots on goal … Ranked fifth in the record books for goals with 16 and tied for fifth for assists with 13.
2014 Played in 17 games and started 14 after missing two games due to injury ... Scored four goals and registered three assists ranking second on the team in points with 11 ... Currently tied for 13th in career goals in the WCU record books with 12.
2013:Named to the 2013 NCCSIA All-State Second Team ... Voted to College Sport Madness 2013 All-Conference First Team ... Played in 20 games and started 17 ... Led the team in all offensive categories including goals (8), assists (5) and points (21) ... Had one game-winning goal against Western Kentucky ... Scored two goals in a pair of games ... Tied for fifth in the Southern Conference in goals.
2012: Played in 13 games ... Had one assist and took 10 shots, five on goal ... Ended season with one point.
High School Soccer: Scored 12 goals in her senior year helping Baylor School to a national ranking of #3 in ESPN Poll and back to back TN State Championships in 2010 and 2011 Leading scorer ... Team MVP in 2010 .... Named to the All State Team as a junior and All Region Team as a senior ... Track - was a part of the Baylor 2009 & 2010 HS Track State Champions in TN, Participated in the 4x200 relay team that set school record with a time of 1:43:65 ... National Honors Society (10-12th grade) - Peer Tutor (2 years).
Club Soccer: Helped guide her team to the TSSA 2011 Div I Girls State Championship, 2011 Region 3 Premier League Central - 4th place, Las Vegas Showcase 2011 Finalists.
Personal: Daughter of Thomas and Vicki Pannell ... One sister, Taylor.


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Saying Sorry @ RomanceClass -
my heart beats behind a wall
I'm sorry that i question you all the time about cheating on me and if you still love me. you know that all of my previous boyfriends have been unfaithful and because of that my heart beats behind a wall. i know it's no excuse because you're not any of them. Please know that i love you more than life itself and i am trying to do everything in my power to fix my problem. i want to trust you with all i anm. please dont give up on me.
with all my love
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Napoli midfielder Hassan Yebda insists his team and its fans are dreaming of winning the Scudetto this season.
Walter Mazzarri's side currently lie second in Serie A, three points behind League leaders Milan.
Speaking to Radio Marte, Yebda said: "Scudetto is a word that I cannot pronounce. There are six games remaining. We are only thinking about the match against Udinese who are a great team.
"We must work to play an important game. We are second in the table but the season isn't over. Perhaps we are hungrier than Milan because we have never won.
"Edinson Cavani has surprised me. He really is a great striker. We are only thinking about winning as many games as possible. The fans are dreaming and we want to make them happy.
"We are keeping calm and taking one game at a time."
See the latest Serie A predictions and betting tips with Eurotips.co.uk


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Police are investigating the shooting death of a 19-year-old man in Orange, N.J. early Sunday morning.
Police responded to a report of a shooting on the 100 block of Taylor Street just before 1 a.m. and found a man suffering from a gunshot wound, authorities said. The victim, identified as Malcolm Bagley, was pronounced dead at the scene a short time later.
While at the scene, detectives later learned a second man, also 19, had been shot. He was taken to a local hospital.
Prosecutors are investigating.
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The Tony Awards are due at the start of June. Chances are there will be one for Pulis the pragmatist, none for Mowbray the philosopher. This result put Stoke six points above Newcastle in the top relegation spot and left West Brom eight below Sunderland in the lowest place of safety. No fate was sealed with seven games to go but the force with one team contrasted sharply with the lack of it in the other.
Six games ago the clubs were two points apart. Now it is 11. Stoke have won three and lost one; it is a good time to be playing like this, especially as Newcastle are Saturday's visitors. Albion have lost four and won none; at this rate it may hardly matter when Sunderland visit on 25 April.
Stoke have the hex on Albion, winning 17 of their past 25 league meetings and losing only one. Even so, Mowbray had hopes that defied form and history. "We talked a couple of weeks ago about having two big home games against Bolton and Stoke and we've taken one point," he said. "We've been hurt by what we've been hurt by all season – poor defending." Inside two minutes Shelton Martis misjudged and Ricardo Fuller pounced. Scott Carson said in the programme: "Mr Capello is going to be looking for goalkeepers he can trust [for South Africa 2010]." His dive over Fuller's shot did nothing for his credentials.
After that it was a cruise for Stoke, who showed themselves to bright advantage in claiming their first away win. This is the Year of the Ox and Fuller is a yoke in himself. He played alone up front but James Beattie, withdrawn to help midfield, was just as dangerous in his late arrival. "While Ricardo takes people on, James relies on service," said Pulis, "but nine times out of 10 he hits the target." It was not the 10th here. When Matthew Etherington's dash threw Gianni Zuiverloon and Jonas Olsson into confusion Beattie rammed in. Pulis said of the first goal that "it took the wind out of their sails". The second reversed any puff Mowbray might have given them at half-time. Stoke do not rely on sails.
Jonathan Greening, Albion's captain, had called Saturday "a massive, massive game" and said: "If we don't perform, it's our fault and, if we don't win, it will probably take Stoke out of the equation." In the event, Albion have virtually gone out of the equation at the other end and Stoke's game against Alan Shearer's Newcastle looks at least three massives.
While Stoke were set up for a purpose and found it easily achieved, Albion stuck to Mowbray's pretty principles. None of six centre-backs has played more than 21 games; none of eight pairings has had more than seven. An email from his chairman might say: "Dutchmen can't defend." Each of five non-spiky midfielders has started at least 21 games. In Stoke's penalty area no one attacked the ball as if meaning to score. They call the on-loan Marc-Antoine Fortuné "the Nancy hitman".
Stoke were rightly noted by Mowbray as "throwing bodies in the way and blocking things" but they seldom had to as the raiding wingers tracked back, forcing Albion to build slowly and sideways. Glenn Whelan stood out. Pulis spent well in January on Etherington (£2m) and Beattie (£3.5m for six goals in 10 league games), doing whatever it takes. "I've never worked with the money others have but I've always had an honest team," he said. "I don't like spivs."
Stoke's fans may dare to look forward to a second season in the Premier League when they could make friends as well as noise by cutting out the worst of their chants. Before the end here Albion's were trooping away like mourners from a wake as the team, with the waters rising about them, went on playing their violins. Mowbray applauded them for leaving not booing. But unlike in banking, there are no rewards for failure and incompetence.
Man of the match Glenn Whelan (Stoke)
West Bromwich played more than twice as many passes as Stoke. And lost 2-0


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Originally posted by mymymy
reply to post by DaphneApollo
LOL OK, I was just thinking of Silent Hill or something that pic reminds me of, I was hoping you picked it from something I knew because it does remind me of, well something lol


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Emily Taylor, Wife of Bridges Taylor; grandmother of Xie Cardew (née Kitchin)
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Alice Maud Kitchin (née Taylor) and Penelope Beatrice Wiseman (née Cardew)
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albumen cabinet card, July 1893
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- Alexandra Rhoda ('Xie') Cardew (née Kitchin) (granddaughter)
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Russian opposition leader Nemtsov's murder 'meticulously planned'
The murder of Russian opposition politician Boris Nemtsov was carefully planned, investigators said Saturday, pointing to details of the weapon used and the killers' knowledge of his movements.
"There is no doubt that the crime was meticulously planned, as well as the place chosen for the murder," the powerful Investigative Committee, which has been put in charge of the probe, said in its first detailed statement on the drive-by shooting of the 55-year-old politician.
Investigators said they believed Nemtsov was shot in the back from a car using a Makarov pistol, used by the Russian military and police.
They said that six cartridges found at the scene were manufactured by different companies, making them harder to trace.
The murder was committed by someone familiar with Nemtsov's plans, they added. "According to the investigation, Boris Nemtsov was going with his female companion to his flat, which is not far from the scene. And it's obvious that the organisers and perpetrators of this crime were informed of his planned route."