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Professor of Law
Director, Civil Justice Program
BA, with highest honors, University of Montana
JD, Harvard University Law School
John Nockleby directs the Journalist's Law School and the Civil Justice Program at Loyola Law School. He served as a visiting professor at Harvard Law School for two years from 1993-95, and subsequently helped create and teach an innovative first year program at Harvard. He has also taught at Northeastern University School of Law, the Southwest Institute of Law and Political Science in Chongging, China and in Loyola's summer program in Costa Rica.
His research interests lie in the impact of new technologies upon privacy, the First Amendment and torts. In 2002 and again in 2003, the Berkman Center at Harvard Law School published his online course on privacy. Current projects include a torts text, and a second book on tort reform.
While a law student at Harvard, Nockleby was an editor of the Harvard Law Review. After graduation, he served as a law clerk to the Honorable Francis D. Murnaghan, Jr. of the United States Court of Appeals for the Fourth Circuit. He then practiced as a civil rights lawyer in North Carolina, and briefly in California. While with the firm then known as Chambers, Ferguson, Watt, Wallas & Adkins, Nockleby litigated many class action lawsuits and focused extensively on issues of racism and gender discrimination, constitutional and tort issues. He has taught at Loyola since 1989.
Public Service
- Pro Bono Legal Advisor on civil rights and First Amendment cases
- Member, Society of American Law Teachers
- Member, Law & Society Association
Selected Scholarship
- The Journalist's Guide to American Law, (with Laurie Levenson, Karl Manheim, Jay Dougherty, Victor Gold, Allan Ides, Dan Martin) (Routledge, 2014), Paperback ed., 2014.
- "Faces of the Tort Pyramid: Compensation, Regulation, and the Profession," in The Paradox of Professionalism: Lawyers and the Possibility of Justice (Cambridge U. Press, 2011) (Scott Cummings, Ed.)
- Access to Justice: It's Not for Everyone, 42 Loyola Law Review __ (2009)
- Torts: Cases & Materials (forthcoming)
- "How to Manufacture a Crisis: Evaluating Empirical Claims Behind 'Tort Reform'," 86 Oregon Law Review 533 (2007)
- Introduction: "Law & Popular Culture," 41 Loyola Law Review 539 (2007) (Symposium Introduction)
- Foreword, "The Economics of Civil Justice," 39 Loy. L.A. Rev. 683 (2006) (Symposium Introduction)
- Encyclopedia of American Civil Liberties (Routledge Reference, 2006) (contributor, 11 essays on Forced Speech, Hate Speech, Invasion of Privacy, Legal Realists, Picketing, Prior Restraints, Speech and its Relation to Violence, Traditional Public Forums, FCC v. Pacifica Foundation, Frisby v. Schultz, and Hague v. C.I.O.)
- "What's a Jury Good For?" 11 Voir Dire 6 (Issue 2, Summer 2005)
- "100 Years of Conflict: The Past and Future of 'Tort Retrenchment,' " (with Shannon Curreri) 38 Loyola of Los Angeles Law Review 1021 (2005)
- "Access to Justice: Can Business Co-exist with the Civil Justice System? An Introduction," 38 Loyola of Los Angeles Law Review 1009 (2005)
- "What Ends Does the Tort System Serve?," The Advocate (July 2005)
- CyberPrivacy, an online course launched October 28, 2003, and published by the Berkman Center of Harvard Law School.
- "What's Wrong with a National ID?," Loyola Lawyer (Fall, 2002)
- Privacy in Cyberspace, (published by Berkman Center of Harvard Law School, Spring 2002)
- "Why Internet Voting?," 34 Loyola of Los Angeles Law Review 1023 (2001)
- "Hate Speech," in Encyclopedia of the American Constitution (2nd ed., edited by Leonard W. Levy, Kenneth L. Karst et al., New York: Macmillan, 2000).
- "Hate Speech in Context: The Case of Verbal Threats," 42 Buffalo Law Review 653 (1994)
Courses Taught
- Technology and Privacy
- Torts
- Remedies
- First Amendment Survey


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First Look: Brooklyn Central in Park Slope
Pizza reviews in NYC.
Note: First Looks give previews of new dishes, drinks, and menus we're curious about. Since they are arranged photo shoots and interviews with restaurants, we do not make critical evaluations or recommendations.
Brooklyn Central, a new restaurant on Fifth Avenue in Park Slope, isn't your typical Neapolitan Pizzeria. "This is not an Italian themed restaurant," says Matt Hyland*, one of the owners. "I'm very inspired by Italian food, but we wanted to make an American local place."
The restaurant, named after the old elevated railway that once ran through the neighborhood, is a collaboration between Hyland and Roberto Patriarca, who met working at Sottocasa. Hyland previously worked at The Spotted Pig and The Breslin, and Patriarca is an i Trulli alum.
Patriarca is the man behind the dough. His father owned pizza places in New York in the sixties before moving back to Italy, where Patriarca grew up and went to culinary school. He's had the simple, four ingredient dough recipe forever: a small amount of fresh yeast, 00 flour (a fine-grain flour typical of Neapolitan-style doughs), water, and salt. Patriarca gives it nearly three days of fermentation, and changes the process according to the humidity. When I visited them at Brooklyn Central, the dough was outside taking advantage of apparently perfect fermentation weather, on the patio that will open for seating when Spring rolls around.
*You may know him around these parts as BKMatt.
Hyland is the oven man. He cooks the pies in an entirely wood-burning Stefano Ferrara oven they imported from Italy. Each pie is cooked for only ninety seconds at 900-1000 degrees. For sauce, they go simple with San Marzano tomatoes crushed with a food mill and tossed with salt.
The menu is divided between Old World pizzas and New World ones, the main difference being the mozzarella and the toppings. The Old World pies are strictly topped with mozzarella di buffala imported from Italy, while the fresh mozzarella on the New World pies come from Lioni Latticini in Bensonhurst. The toppings on the New World pizzas are more experimental and far less Italian, and all of the meats come from M & S Prime Meats, which is right across the street.
It is the wide and interesting range of toppings on the pizzas that sets Brooklyn Central apart from other Neapolitan restaurants. Hyland notes that most of these pizzerias pride themselves on getting all of their products from Italy, and "are reluctant to break the Neapolitan pizza mold." His inspiration comes in working away from that mold and experimenting with toppings in ways that aren't seen a lot on an otherwise traditional Neapolitan pie. "I love junkfood pizza" he says, "and I couldn't stand the lack of pepperoni on Neapolitan pizzas."
He started playing around with toppings while working at Sottocasa, where he would serve them for family meal. Those were the pies he started submitting to My Pie Monday. In fact, My Pie Monday inspired him to continue experimenting with his pizzas.
The restaurant came together quickly, in less than a year. Both Hyland and Patriarca, after many years in the business, were ready to do things on their own terms. They're still awaiting their liquor license, and are serving non-alcohlic mixed drinks until it arrives. When it does, they're looking forward to a small but personal wine list, as well as wine on tap, a local beer list, and a cocktail menu of 5-7 items that their bartender is creating.
Brooklyn Central
289 Fifth Avenue, Brooklyn, NY 11215 (map) 347-725-4891; brooklyncentralpizza.com
All products linked here have been independently selected by our editors. We may earn a commission on purchases, as described in our affiliate policy.

subset: commoncrawl


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A conservative group released a proposal Tuesday to repeal the Affordable Care Act in August and give control over health care to the states, The Wall Street Journal reports.
The proposal from the Health Policy Consensus Group, which includes representatives from right-wing think tanks including the Heritage Foundation, the American Enterprise Institute and the Manhattan Institute, is similar to the bill written last year by Sens. Lindsey Graham (R-SC) and Bill Cassidy (R-LA).
Under the plan, states would receive block grants to help low-income consumers buy insurance, health savings accounts would be expanded and federal rules governing minimum coverage requirements would be eliminated.
The conservative group says this summer could be the last chance Republicans have to repeal the Affordable Care Act. Centrist Republicans, however, have avoided the whole issue lately, as the federal health program becomes more popular among American voters, raising serious questions about the viability of another repeal effort.


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As wheat harvest continues, the question always comes up regarding the value of wheat straw sold out of the field. From a pure fertilizer standpoint, wheat straw contains very little in terms of phosphorus (P2O5), but moderate amounts of nitrogen (N) and potassium (K2O). According to the Michigan State University Extension Bulletin E-2904, "Nutrient Recommendations for Field Crops in Michigan," the actual amounts of N, P2O5 and K2O contained in a ton of wheat straw are 13, 3.3 and 23 pounds, respectively. Actual nutrient content can vary based upon environmental conditions during the growing season and after the grain is harvested as well as soil nutrient supply, so if one really wants to know the actual value, straw analysis can be conducted by any lab that processes plant samples.
How much is that straw worth from a nutrient perspective? The answer depends upon the current market value of nutrients that would be removed in the straw. Using today's prices, a pound of N, P2O5 and K2O costs $0.57, $0.50, $0.40, respectively. Thus, a ton of straw will contain $18.33 worth of nutrients. Again, this number can be variable based on the type of fertilizer and prices, but it gives you a starting point for your own economic analysis.
It's always best if prices are determined on a "per ton" basis rather than "per acre" basis. This takes the guess work out of determining actual yield. The yield of wheat straw can vary greatly from 1 to 3 tons per acre. Straw yield is related to the height that the stubble is cut and the stand of wheat generally reflects the grain yield.
The seller has to determine how much profit over the cost of fertilizer is reasonable and put a value on the organic material that is leaving their farm. Farmers should consider planting cover crops or applying manure to replace this organic material. Often livestock farms are willing to trade manure for straw which can help the seller maintain the field's nutrient and organic matter levels if straw is harvested. The buyer must consider the harvest costs which vary based on harvest method.
It is always important for the buyer and seller to be clear and have agreed on the following three issues: the price, how the harvested tons will be determined, and when the buyer will make full payment for the straw being harvested.
Source: Michigan State University Extension
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In my discussion and demo at the IT-Discuss Live – Security event in May, I used a short slide deck to describe—in broad terms—how PGP Whole Disk Encryption works. This laid the foundation for working through some common-ish support scenarios.
Having received several requests for a copy of the slides, here they are, in both PowerPoint (.pptx) and PDF formats.


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LittleBits Wants to Babysit Your Tech-Savvy Kids This Holiday Season
Many have joked about iPad-as-baby-sitter (because it's true). Who would actually plop an iDevice in their kid's hands just to keep him or her busy for a few minutes? (A lot of people.)
Now LittleBits, the New York start-up that sells small, magnetized parts akin to electrically-charged Legos, wants to help keep your kids occupied this holiday season.
The company is introducing its newest LittleBits kit, a holiday-themed set that includes three new "bits" geared toward making things like light-up ornaments, electric candles and a tree-topping star. The new kit includes live wire, a flexible neon-like component, an LED light and a DC (direct current) motor.
The holiday kit, which the company will sell through the end of the year, costs $49. LittleBits is launching this alongside a contest in which kids — and adults — can submit their best holiday creations and win more bits.
LittleBits launched in September 2011, and now sells four kits, ranging in price from $29 to $89. This past summer, the company raised more than $3 million to fund expansion. Creator Ayah Bdeir, an MIT Media Lab alumna, said LittleBits has sold 10,000 kits to date.
LittleBits joins the ranks of products like NerdKits and the Hummingbird kit from BirdBrain Technologies, which enables kids age 10 and up to build their own robots.


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Pune-headquartered Suzlon has been credited with being a catalyst in India's rapid rise in installations. Key to this was the firm's business model, which runs from component manufacture through to full development and operation of the project.
Even though Suzlon started as a core manufacturer of wind turbines, 15 years ago it saw the value in providing end-to-end support right from turbine purchase to commissioning, known as turnkey. This was particularly useful in the initial years of the wind industry in India, when there was little understanding of the complicated legal and administrative processes that come with a wind project, from land acquisition, wind resource monitoring and site development, federal and local clearances and grid integration.
The turnkey concept was a game changer for India and became such an entrenched business model that it was adopted by global competitors such as Gamesa and Vestas and is now the norm for doing business in India.
Supply chain
For the Indian market, Suzlon's second core competence was its manufacturing base. Very early on the company realised the importance of the supply chain and developed a strategy to venture into component manufacturing and strategic acquisitions. Suzlon board members have previously explained that the strategy was put into practice once it became apparent that component supplies were not scaling up fast enough to meet the rapid growth in the demand side of the wind-energy market. This strategy gave Suzlon a huge competitive edge by enabling it to meet the growing demand that its competitors were ill-equipped to supply.
Suzlon has now been the market leader in India for 14 years, with a 43% share of all installed turbines and total installed capacity of about 7.4GW. Its customers, who in the main buy the finished wind projects, range from small businesses to large public-sector organisations and some of the country's large independent power producers, including Mytrah Energy and Tata Power.
Under the turnkey concept of project development, Suzlon offers a ready-made wind farm to investors. This requires it to be involved in all aspects of development, including land prospecting, wind resource monitoring, land acquisition and development, supply, construction and commissioning and, finally, operation and maintenance support (see graphic). Suzlon also provides assistance for loan processing and liaisons with utilities on behalf of its customers.
In this way, Suzlon can sell a service rather than a product, which is particularly attractive for small businesses as it allows them to participate in the investment process without building any competence in the sector. From the developer's perspective, this model enables Suzlon to share costs across larger facilities and reduce unit infrastructure costs. It is for these reasons that the turnkey model of business has flourished in India. It has also led to Suzlon's dominance of the Indian market. With strong roots in all major wind states (see map), Suzlon is expected to continue to dominate the market at the state and national level.
However, in terms of annual capacity addition, despite a staggering 1GW of installations in the financial year 2011/12, Suzlon's actual market share in the annual installed capacity amounts to only 37%. While this may be on account of temporary problems in project execution or unanticipated delays in site approvals, the low share could also mean that new competitors are gaining ground in the growing market.
Many new entrants and entrenched players have introduced new low wind speed turbines (IEC class III), which are expected to perform better in the Indian wind environment. In contrast, the most successful Suzlon models in India have so far been class II machines. This has prompted Suzlon to develop new and improved designs for low wind regime conditions.
Product challenge
In April last year, Suzlon launched a range of 2.1MW machines with hub heights at 80, 90 and 100 metres, allowing higher power generation and greater cost benefits in lowto medium-wind speeds. As well as entering the low-wind speed market, Suzlon is using doubly-fed induction generator technology for the first time. It is also working on another class III turbine, a 2.1MW machine with 111 metre rotor diameter, which is expected to increase output by 29%.
Given Suzlon's' dominance in India's market, these new models are expected to up the ante by transforming the way turbine technologies are deployed.
Suhas Tendular is deputy general manager of projects at the World institute of Sustainable Energy.


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Here are the laws for my state regarding portfolios/record keeping:
(b) The parent shall maintain a portfolio of records and materials. The portfolio shall consist of the following:
1. A log of educational activities that is made contemporaneously with the instruction and that designates by title any reading materials used.
2. Samples of any writings, worksheets, workbooks, or creative materials used or developed by the student.
The portfolio shall be preserved by the parent for 2 years and shall be made available for inspection by the district school superintendent, or the district school superintendent's agent, upon 15 days' written notice. Nothing in this section shall require the district school superintendent to inspect the portfolio.
(c) The parent shall provide for an annual educational evaluation in which is documented the student's demonstration of educational progress at a level commensurate with her or his ability. The parent shall select the method of evaluation and shall file a copy of the evaluation annually with the district school superintendent's office in the county in which the student resides. The annual educational evaluation shall consist of one of the following:
(C goes on to list that we can opt to 1. have the children tested, 2. have a certified teacher review the portfolio and discuss with the child, 3. the child can be "evaluated" by a teacher or 4. "evaluated" by a mutually agreed upon measurement tool (which I can't explain because I can't admit to understanding it)
My question though is this:
Up until recently we've had very easy to log activities. They were assigned work and worked from books and computer and everything was structured....but we've slowly started moving into an unschooling environment and I feel soooo lost! I've found a few things online that could help me log (I currently use Homeschool Tracker-I love it but it's easier when I actually have workbooks to log)
Does anyone unschool-or have a very relaxed homeschool-in Florida? Do I need to have this "log" detailed? Do I need to fill it with things or can I just keep a running journal of the things they did that day? Since I've never had a portfolio reviewed and very barely have an idea of what one is-I'm scared.
I want the children to be as involved in their portfolios as possible-after all, it's their portfolios!
Any advice at all would be most appreciated!
Florida Record Keeping-relaxed homeschool...
How do you organize what your children have done into a record of work? Discuss this and other related issues here!
Moderators: Theodore, elliemaejune
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You might find this site very useful. It has plenty of information on portfolios/record keeping.
It even has sample portfolios.
It even has sample portfolios.
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SEATTLE – It was an improved performance after their disappointing start to the Gold Cup, but the Canadian national team is still looking for its first point of the competition after dropping a 2-0 decision to Mexico at CenturyLink Field on Thursday night.
Raul Jiménez headed in a corner kick late in the first half and Marco Fabián converted a penalty he had dubiously won in the 57th minute as the Mexicans got their first win of the tournament.
El Tri dominated possession early but Canada remained compact to largely keep them to the outside as slowly but surely the Canadians found their legs.
OPTA CHALKBOARD: Canada hold their own in loss
In the 29th minute, Canada won a free kick just inside the Mexico half on the right side after some good passing kept the Mexicans off-guard. Toronto FC midfielder Kyle Bekker took the set piece, which was earmarked for Marcus Haber at the back post. Despite being marked well, Haber rose well and forced a fine diving save from Jonathan Orozco.
Already with a depleted lineup for a number of reasons, Canada had Haber limp off at halftime with an apparent injury. He never came back for the second half and was replaced by Tosaint Ricketts.
With three minutes remaining in the first half, Fabian forced Milan Borjan to make a quality save that went out for a corner. With that chance, Jorge Enríquez took a near-post corner kick that was flicked into the middle. Jiménez was left unmarked and his diving header found the target.
Canada came out with some decent spells in possession to start the second half but there wasn't much they could do when Fabian tried running onto a through ball in the 57th minute. Fabián was a good yard past defender David Edgar before he theatrically tumbled to the pitch and despite Canada's protests, the penalty was given.
Fabián coolly stepped up and sent Borjan the wrong way. Borjan dove to his left with the ball finding the corner to his right.
Canada very nearly had a goal in the 89th minute when left back Marcel de Jong's powerful left-footed free kick rattled off the crossbar and Mexico almost had a third as they hit the crossbar in injury time.
El Tri finish up the group stage on Sunday against Martinique, while Canada face Panama, currently the top team in Group A with six points from two games. The Canadians still have a mathematical chance to advance to the quarterfinals, though they need the right combination of results to pull that off.


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Football Practice Delayed!!!
Syracuse Orange football practice was delayed nearly two hours today after a player reported finding an unknown white powdery substance on the practice field.
Head Coach Greg Robinson immediately suspended practice while police and federal investigators were called to investigate. After a complete analysis, FBI forensic experts determined that the white substance, unknown to the players, was the goal line.
Practice was resumed after special agents decided the team was unlikely to encounter the substance again.


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MINNEAPOLIS (AP) — A man accused of ambushing and stabbing two Minneapolis park police officers has been convicted of attempted murder.
Prosecutors say 39-year-old Marsenior Johnson lured the officers to Minnehaha Parkway last August with a fake 911 call that he had been robbed, then attacked the two officers with a knife.
A jury in Hennepin County Thursday convicted Johnson of attempted murder and assault. A criminal complaint says Johnson first stabbed Officer James Huber, whose protective vest prevented the knife from penetrating his chest. Johnson then stabbed Officer Katherine Hammes in the upper back and was shot three times by Officer Huber. Hammes suffered a stab wound and a concussion.
A second phase of the trial begins Monday to determine whether Johnson was mentally ill when he stabbed the officers.
(© Copyright 2013 The Associated Press. All Rights Reserved. This material may not be published, broadcast, rewritten or redistributed.)
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BCSO: Deputy shoots, injures man driving toward him
Deputy was answering domestic disturbance call
A Buncombe County man is charged after investigators said he tried to run down a deputy, according to Buncombe County Sheriff's Office officials.
Natalie Bailey, public relations coordinator for the Buncombe County Sheriff's Office, said Garrett Hatch is charged with driving while impaired and assault with a deadly weapon on a governmental official.
Buncombe County deputies were called to a domestic disturbance at a home on Laurel Loop Road just after 2 a.m. Monday, Bailey said.
Bailey said when a deputy arrived at the home he heard a gunshot and was notified by 911 dispatchers that Hatch had a gun.
Bailey said Hatch was in a car and began driving aggressively toward the deputy.
She said Hatch disregarded the deputy's command and continued to drive toward him.
The deputy fired his gun and Hatch was injured, according to Bailey.
The State Bureau of Investigation is investigating, which is protocol in any deputy- involved shooting.
The deputy has been put on administrative leave with pay pending the outcome of the investigation. Hatch was taken to Mission Hospital and has been released.


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Andrew J. Bacevich is a professor of history and international relations at Boston University and a retired Army officer. An updated edition of his book "The New American Militarism: How Americans Are Seduced by War" will be published this month.
Judgments rendered by history tend to be tentative, incomplete and reversible. More than occasionally, they arrive seasoned with irony. This is especially true when it comes to war, where battlefield outcomes thought to be conclusive often prove anything but.
Rather than yielding peace, victory frequently serves as a prelude to more war. Once opened, wounds fester. Things begun stubbornly refuse to end. As the renowned strategic analyst F. Scott Fitzgerald once observed, "The victor belongs to the spoils."
Next year marks the centennial of the conflict once known as the Great War. Germany lost that war. Whether France and Britain can be said to have won in any meaningful sense is another matter. Besides planting the seeds for an even more horrific bloodletting just two decades later, the fighting of 1914-1918 served chiefly to provide expansion-minded British politicians with a pretext for carving up the Ottoman Empire. It proved a fateful move.
What London wanted from this new Middle East that it nonchalantly cut and pasted was profit and submission; what it got was resentment and resistance, yielding a host of intractable problems that in due time it bequeathed to Washington. In effect, victory in 1918 expanded Britain's imperial domain only to accelerate its demise, with the United States naively assuming the mantle of imperial responsibility (euphemistically termed "leadership"). Thank you, Perfidious Albion.
Many another storied triumph has contained its own poison pill. More recent examples include the Six Day War, which saddled Israel with a large, restive minority that it can neither pacify nor assimilate; the ouster of the Soviet Union from Afghanistan, giving rise to the Taliban; and Operation Desert Storm, after which the garrisoning of U.S. forces in Saudi Arabia helped light the long fuse that would eventually detonate on Sept. 11, 2001.
Think you've won? Wait until all the returns are in.
With the passage of time, near-term military results matter less than long-term political consequences. Fifty years ago, when the Korean War ended in an apparent stalemate, most Americans considered Harry Truman's "police action" a horrendous mistake. Viewed today, that brutal conflict may qualify as the most successful U.S. military action of recent decades. Consider what came next: a half-century of stability in Northeast Asia that allowed the Republic of Korea to emerge as a prosperous democracy and a loyal ally. Not too shabby.
Of course, that upbeat assessment pertains only if we define the U.S. objective as containing communism. In the autumn of 1950, the mission of U.S. forces pressing north of the 38th Parallel toward the Yalu River was rollback. Judged by this criterion, Truman's war even today rates as a failure. The effort to liberate North Korea yielded little apart from a needless conflict with China — which prompted a chastened Truman to reinstitute containment as the principal U.S. war aim.
A challenge facing historians of the Iraq war, which began 10 years ago this month, will be to gauge what senior members of George W. Bush's inner circle were actually trying to accomplish. The justifications offered for the invasion were all over the place, including supposed weapons of mass destruction, claims that Saddam Hussein had collaborated with al-Qaeda and visions of democracy throughout the Arab world. Eventually, only this last — Bush's Freedom Agenda — remained. Yet, as the war dragged on, expectations of transforming the Middle East gave way to more modest definitions of success. When it came to advancing the cause of liberty, the Bush administration set out to build a cathedral. In the end, the Obama administration declared itself content with a shaky two-car garage.
Considered from this perspective, Sen. John McCain's recent assertion that "history has already made a judgment about the surge" of troops in Iraq in 2007 — a statement meant to disqualify Chuck Hagel as defense secretary for having the gall to question the strategy at the time — qualifies as a nifty sound bite but is suspect on at least two counts. It is almost certainly premature. And more important, it is profoundly misleading.
Anti-government insurgents in Iraq continue to wreak havoc. U.S. forces may have left the scene — the troop surge facilitating their departure — but the conflict continues, its outcome yet undetermined. Granted, bombs blowing up in Baghdad now fall into that vast reservoir of facts that Washington chooses to ignore.
So what did the surge accomplish? With the Bush administration having long since given up on actually winning, the surge — in which 26,000 additional American troops were deployed to Iraq — saved the United States from having to acknowledge outright defeat. Gen. David Petraeus, who commanded the troops during the surge and became its public face, thereby provided an exasperated military with a feel-good moment and gave die-hard proponents of Operation Iraqi Freedom a chance to exchange fist-bumps. That they would savor the moment is perfectly understandable. But the moment was always destined to pass.
Recall when Richard Nixon, back in 1970, turned U.S. forces loose on Cambodia. Enormously controversial at the time, the offensive allowed frustrated troops a chance to get in some licks against an elusive adversary, while back home the Vietnam hawks thumped their chests. Yet any tactical advantage gained by going after North Vietnamese sanctuaries came too late to affect the war's outcome. Ever so briefly, the Cambodian incursion seemed like a really big deal, Nixon himself calling it "the most successful military operation of the entire war." That it may have been; but it settled nothing and soon faded to insignificance. I suspect that a similar fate awaits the surge.
The importance attributed to the surge by devotees such as McCain distracts attention from matters of far greater significance. It's the equivalent of using the Battle of New Orleans as a basis for evaluating the War of 1812. Of course, in contrast to Petraeus, Gen. Andrew Jacksondefeated his adversary. When the shooting stopped, it was the surviving Redcoats — not the surviving Americans — who packed up and left. Still, take your cues from Johnny Horton, and you might conclude that Jackson single-handedly redeemed an entire war. Take your cues from McCain, and you might conclude that, two centuries later, Petraeus did likewise.
In reality, the heroics at New Orleans proved irrelevant to the outcome of the war, which the Treaty of Ghent had ended two weeks before. The most that can be said for Jackson's victory is that it distracted attention from the egregious failures of political and military leadership that had marked James Madison's War. So, too, for a time Petraeus's victory (if that's what it was) might do the same for George W. Bush's War, likewise marred by glaring errors committed at the top. It's the oldest technique in the campaigner's playbook: Inflate a glimmer of good news to divert attention from all the bad.
With time, context changes, and with it, perspective. With all due respect to the various bicentennial commissions diligently attempting to convince Americans otherwise, the years have consigned not only the Battle of New Orleans but the entire War of 1812 to the sphere of things that no longer matter. (Okay, the nation got an anthem, but that's about it.)
The political and military ineptitude displayed during the conflict did nothing to impede what turned out to be one of most momentous stories of the 19th century: the emergence of the United States as the richest and soon the most powerful nation in the world.
Sure, British troops ransacked the White House and burned the Capitol. So what?
I am prepared to speculate — unlike McCain, I make no claim of offering a definitive judgment — that, in its historical importance, the Iraq war will end up somewhere on a par with the War of 1812 (though without a comparable musical legacy). If not forgotten, it will be subsumed into a much larger story, remembered not as a big, important war but as a small, insignificant skirmish. Indeed, that process of diminishment has already commenced, albeit with an unwelcome twist.
In what has become one of the most momentous stories of the 21st century, the inhabitants of the Islamic world are asserting the prerogative of determining their own destinies. Intent on doing things their way, they are increasingly intolerant of foreign interference. In Iraq and Afghanistan, Washington sought to revalidate an altogether different prerogative, one pioneered by Britain: an entitlement to meddle.
To reaffirm that entitlement after Sept. 11, 2001, the United States sought to demonstrate its capacity to impose its will on its designated adversaries. The failure of U.S. forces to do that — to win clearly and unambiguously — calls any further exercise of that entitlement into question. More to the point, it suggests that the big story of Muslim self-determination is likely to continue unimpeded, whether Washington approves or not. Sure, American troops captured Baghdad and overthrew Saddam Hussein. So what?
Back in 1947, the promulgation of the Truman Doctrine kicked off Washington's effort to put its imprint on the Greater Middle East, while affirming that Britain's exit from the region had begun. U.S. power was going to steer events in directions favorable to U.S. interests. That effort now seems likely to have run its course. The United States finds itself today pretty much where the British were back in the 1920s and 1930s. We've bitten off more than we can chew. The only problem is that there's no readily available sucker to whom we can hand off the mess we've managed to create.
Bacevich's previous Outlook essays include:
Endless war, a recipe for four-star arrogance
I lost my son to a war I oppose. We were both doing our duty.
Read more from Outlook, friend us on Facebook, and follow us on Twitter.


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Reno's Economic Slump Sways Nevada Voters
If McCain can't carry Reno, it's likely he won't win the presidential race.
Oct. 30, 2008 -- Reno, Nev., which calls itself the "The Biggest Little City in the World," is hurting.
"It's not like it used to be," said Jean Weiss, manager of a local souvenir shop. "It's not like the good old days."
The economic slump has driven down tourism and pushed casinos out of business. Some tourist stops see days or nights with few customers.
"We have several of those nights," said Cory Hurrle, comptroller of a casino called the Nugget on Reno's main drag.
Even Reno's fabled wedding chapels are gasping for air.
Watch World News with Charles Gibson TONIGHT at 6:30 p.m. ET for the full story.
"I am a tough old bird," said Mary Van Dusseldorf, owner of the Antique Angel Chapel. "When business gets tough the tough get going."
Reno may be in a bad way, but it's enjoying a moment right now at the center of the most crucial county in one of the most crucial states in this election. Nevada is the westernmost battleground state and has gone for the winning presidential candidate in almost every election in the last century.
While the area around Las Vegas is reliably Democrat, the rural areas normally votes Republican, leaving Washoe country, home to Reno, the key battleground for the state.
Washoe County voted for George W. Bush in 2000 and 2004, but it's not flooded with social conservatives. This is, after all, a place where prostitution is legal, making this state's Republican party different from others around the country.
"One of our best volunteers used to be a madam," said a representative of Nevada 's Republican party. "This is an all-inclusive party."
The county has become more liberal with nearly 50,000 Californians, mostly Democrats, moving in, in recent years. While Sen. Hillary Clinton won Nevada's Democratic caucus, the economic slump in Reno has also made more locals receptive to Sen. Barack Obama's campaign.
"Obama has done an excellent job," said Dr. Eric Herzik, professor of political science at University of Nevada, Reno. "[John] McCain's campaign has really lagged."
Local Republicans told ABC News that they'll mount a last- minute push.
If McCain doesn't carry the struggling streets of the "Biggest Little City in the World," he probably won't win the most powerful office in the land.


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IMF Survey : Volume 28, Issue 04 »
Volume/Issue: 28/4
Series: IMF Survey
Author(s): International Monetary Fund. External Relations Dept.
Publisher: INTERNATIONAL MONETARY FUND
Publication Date: 01 January 1999
DOI: http://dx.doi.org/10.5089/9781451935660.023
Keywords: transition economies, structural reforms, transition countries, corruption, market economy, Conference on Transition,
The Web edition of the IMF Survey is updated several times a week, and contains a wealth of articles about topical policy and economic issues in the news. Access the latest IMF research, read interviews, and listen...


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At DC Comics' relaunch party in Times Square last night, we caught up with Geoff Johns and Jim Lee, the creative team behind DC Comics' brand new Justice League comic. With Justice League hitting the stands today, io9 asked the creators about the issue's big reveals. Spoilers on!
What prior incarnations of the Justice League inspired you when assembling this team?
Geoff Johns: I love Grant Morrison's run, and I grew up on Keith Giffen's run. I'm trying to find a balance between the humor and humanity of Giffen's run and the epic action of Grant's run, but do our own spin. I want to make the book a lot of fun to read.
You've been writing Green Lantern for years, but in the first issue of Justice League, we see a very arrogant Hal Jordan bested by Batman. How was it going back and writing Green Lantern as a bit of a novice?
GJ: I love it! He's annoying as hell. I love that personality combined with Batman. It's really fun to turn the clock back on these characters. You do see a hint of his reputation when he apologizes to Batman. But he really thinks that his green ring is unstoppable, and Batman's not sure what he thinks of people with powers.
One of the biggest changes in Justice League is that you explicitly connect the transformation of Cyborg to the history of the Justice League. How did that decision come around?
GJ: Vic Stone is one of our better characters and most 21st century characters. You'll see his story unfold in Justice League. We're upping the ante on Cyborg, and he's very thematic given the amount of powerful digital technology we use everyday. He'll act as the communication guy between the entire team.
Aquaman's got a key position in this new Justice League, and you'll also be writing his new book. Why Aquaman, and why now?
GJ: One of the things I really wanted to play up was addressing all the perceptions of Aquaman right away. If I ask you what Aquaman does, what do you say?
He talks with fish.
GJ: Exactly. In the first issue of Aquaman, he's definitely a bad-ass, but the world at large doesn't necessarily believe that.
The first issue of Justice League ends with the first meeting of Batman and Superman. That's a tall order for any writer.
GJ: Can you remember the first time Batman and Superman ever met? That's what we're trying to do — make these memories stick so that you remember when Flash and Superman met, when Wonder Woman and Green Lantern met. This is a story where their meetings and their personalities mean more than anything else.
Next up, we spoke with Justice League artist and DC Co-Publisher Jim Lee. During our conversation, I also made my pitch for the return of a DC character absolutely nobody's asking for.
In Justice League, we get our first look at some Darkseid's minions, and they have a very Wildstorm look about them. Could we perhaps be seeing some Daemonite action?
Jim Lee: With the Parademons, we wanted to make them look not human at all — they're aliens and that's something that had to be played up. They might look one way with organic muscle and then transform. When you're dealing with Apokolips, you have to really make it scary. Maybe there are some similarities [with the Daemonites], but it wasn't intentional. Or was it? I don't know!
Speaking of which, what's Darkseid going to look like when his mug shows up?
JL: The take on Darkseid is very different, the way he talks and interacts. He's not as garrulous. Basically he will look different, but we do something eerier and more alien than before. He does maintain that majestic epicness that Darkseid is known for.
You're rolling out 52 titles this month, but we'll also be seeing other titles gradually make their appearance, like James Robinson's Shade. What's the vetting process for these titles? I'm asking because I have a helluva pitch for reframing Prez as a social media superstar.
JL: I could see that! We're actually doing more stuff with social media with those characters who are reporters in the DC Universe. We're already working on the next wave of books for the next year, mid-season replacements I guess. There are a lot of characters and concepts that we touch upon that we want to get to.
Given that every title's release is synchronized, are we going to see a change in how line-wide events and crossovers are organized?
JL: One thing that we didn't want it to do was feel like an event where readers were forced to buy X number of books to understand what was really going on. We really told the creative teams to do their take on the different characters without crossing over too much. There is crossing over, but it's fairly limited. We want these books to stand on their own.
What comics are inspiring you aesthetically these days?
JL: I've been really enjoying Kenneth Rocafort's art on Red Hood and the Outlaws. Travel Foreman on Animal Man is making the book very intricate and creepy, it really stands out to me visually. Also, David Finch's Batman and Rags Morales' Action Comics, which has a really modern-yet-retro feel that captures the personality of Clark Kent.


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South African Journal of Education
On-line version ISSN 2076-3433
Print version ISSN 0256-0100
S. Afr. j. educ. vol.32 n.2 Pretoria Jan. 2012
Teaching Practice generated stressors and coping mechanisms among student teachers in Zimbabwe
John S MapfumoI; Natsirayi ChitsikoI; Regis ChiresheII
IFaculty of Education, Africa University
IIDepartment of Psychology of Education, University of South Africa, South Africa email@example.com
We sought to establish stressors and coping mechanisms for student teachers on Teaching Practice from a Christian-related university and a government-owned teachers' college in Zimbabwe. The sample was made up of 77 participants (38 females, 39 males). Thirty-two participants were from the university and 45 were from the teachers' college. A questionnaire and an interview schedule were used to collect data. Frequencies and percentages were used in quantitative data analysis while qualitative data were thematically analysed. The main stressors revealed were problems with difficult learners, low allowances, heavy workload, and shortage of teaching and learning aids and, to some extent, supervision-related matters and the effect of the protracted industrial action by serving teachers that overlapped with the Teaching Practice period in the study. Most coping strategies were in the form of social-support networks, particularly interactions with family and friends. Student teachers suggested a number of actions to be taken to reduce the related stress. Recommendations are made.
Keywords: stress; stress coping mechanisms; student teachers; Teaching Practice; Zimbabwe
Teaching Practice in colleges and universities in Zimbabwe is seen as the centre piece for the process of training teachers, whether for primary school, secondary school or higher academic levels. It is an integral part of the teacher training programme (Chireshe & Chireshe, 2010). Ngidi and Sibaya (2003) state that Teaching Practice is a period during which a student teacher is given an opportunity to do teaching trials in a school situation. The student teacher is given the opportunity to apply theoretical knowledge acquired in lecture rooms to classroom teaching before actually getting into the real world of teaching (Kiggundu & Nayimuli, 2009). Maphosa, Shumba, and Shumba (2007) cited in Chireshe and Chireshe (2010) view Teaching Practice as a period of guided or supervised teaching during which the student teacher takes teaching responsibility for a given group of learners over a period of time under a mentor (a qualified and experienced classroom teacher).
Teaching Practice is often described by student teachers as "the most worthwhile part of my programme", and "where I really learned to teach" (McNay, 2003:1). Teaching Practice has also been described as the most important experience in the professional preparation of teachers (MacKinnon, 1989).
Although Teaching Practice has been described generally as beneficial, a consistent minority of the student teachers on Teaching Practice have persistently been stressed by the exercise (Capel, 1997). Student teachers in many parts of the world have reported moderate to high levels of anxiety with respect to Teaching Practice (Kazu, 2001; Morton, Vesco, Williams & Awender, 1997). In the same vein, stress and workload are reported to be recurring themes explaining the withdrawal of student teachers from teacher training programmes in some countries (Chambers & Rogers, 2000). The nature of the stress is described here.
Stress factors
'Stress' has been defined and understood in a variety of ways. Fontana and Abouserie (1993), as cited by Murray-Harvey (1999:1) refer to stress as the:
"demand made upon the adaptive capacities of the mind and body, a demand which, if continued beyond the ability of these capacities to respond, leads to the physical and psychological exhaustion and possibly ultimate collapse referred to by Selye (1956)".
The definition is supported, among others, by Franks (1994) who added that apart from the threatening situation, stress may involve self-doubt, anxiety, fear and even anger accompanied by such physical symptoms as muscular tension, headaches and exhaustion. However, stress is not always negative. There is also 'good stress' that can enhance motivation and effort, thus contributing to professional growth and development (Jelinek, 1986). The present study focused on negative stress.
Teaching has consistently been ranked as a high stress occupation (Griffith, Steptoe & Cropley, 1999; McCormick, 1997) with between 33 and 37% of teachers studied regularly reporting being 'very/extremely' stressed due to factors intrinsic to the teaching profession (Chan & Hui, 1995). Because of the occupational stress in teaching, the attrition rate for teachers has reached alarming proportions in some parts of the world (Chaplain, 2008; Kyriacou & Kunc, 2007). Student teachers have been reported to be vulnerable to stress because they enter a field in which the professional teachers are highly stressed (Wilhelm, Dewhurst-Savellis & Parker, 2000). Within the programmes for the training of teachers, the most stressful component was Teaching Practice (MacDonald, 1993).
Causes of stress in teachers worldwide have been extensively researched but little work has been done on the causes of stress in student teachers (Mundia, 2010; Head, Hill & McGuire, 1996). There is, however, some emerging interest in the area in some developing countries such as South Africa (Kiggundu & Nayimuli, 2009; Quick & Sieborger, 2005; Ngidi & Sibaya, 2003).
The reason for the low level of research in Teaching Practice is, perhaps, that the stress in that area is viewed as a normal part of teacher development which is accepted as a natural aspect of the transition from student teacher to qualified teacher (Murray-Harvey, Slee, Lawson, Sillins, Banfield & Russell, 2000).
Coping mechanisms
It is important to have knowledge of how student teachers cope with stress that results from the challenges they meet on their Teaching Practice. This knowledge is important because it would provide lecturers and administrators in teacher education programmes with a good idea of the most effective ways of providing support to student teachers (Murray-Harvey, 1999). It is also known that effective coping strategies make the effects of stress less damaging and hence such knowledge would make it possible for the leaders in teacher education to help students develop adaptive ways of handling their stress. Student teachers would thus maintain high levels of performance which would be compromised by stress that is not well-handled.
Research on teacher stress indicates that student teachers and serving teachers who do not handle stress effectively are subject to early onset of burnout and this may explain why many teachers in the profession exit the profession during the early part of their careers. Effective coping skills make it possible to some extent to reduce the attrition of teaching professionals. Potential stress which can be expected in professional teaching which student teachers may expect from experiences on Teaching Practice may also explain why many individuals who train as teachers never in fact take up their positions as professional teachers (Greer & Greer, 1992).
Suggestions to ameliorate stress and to improve coping mechanisms for student teachers have been made by researchers in the area of student teacher stress and coping mechanisms. Morton et al. (1997) suggest that coping on the part of student teachers could be enhanced if lecturers and administrators in teacher education identified stressors and gave the student teachers the support that they needed. Bowers, Eichner and Sacks (1983) urged teacher education practitioners to pay more attention to psychological readiness of student teachers to cope with stress rather than just concentrating on teaching the student teachers the methodologies for their various subjects/disciplines.
Specific coping skills used by student teachers have also been identified by various investigators. Payne and Manning (1990) successfully used cognitive restructuring and self-instruction to assist student teachers to significantly decrease self-reported stress. On the other hand Capel (1997) found that the best effect was obtained not from using one or the other of the strategies suggested by Payne and Manning (1990) but a combination of cognitive and palliative strategies. Elkerton (1984) and Morton et al. (1997) found forming of support networks and developing of interpersonal skills to be effective while MacDonald (1993) and Murray-Harvey (1999) found talking to a cooperating teacher/supervisor about stressful situations as the most important coping resource. Other strategies were exercising, eating, relaxing, and drinking. However, drinking may not necessarily be a viable strategy as it may lead to such professionally maladaptive behaviours such as absenteeism.
The researchers of this study were not aware of any study in Zimbabwe that directly addressed the issue of student teachers' stress whilst on Teaching Practice. Mavunduse (2004) looked at sources of stress among teachers' college students in general without focusing on Teaching Practice. The present study directly explored Teaching Practice-related stress among student teachers in relation to gender.
Abouserie (1994) found that female university students reported significantly higher levels of stress symptoms. These female students reported more frequently job-related concerns. At the same time female students were more likely to seek help even from their friends whereas men were even unwilling to seek psychotherapy (Padesky & Hammen, 1981). Female student teachers were more stressed than males while on Teaching Practice (D'Rozario & Wong, 1996;Morton et al. 1997).
Zindi (1994), Shumba and Matina (2002) and Chireshe and Chireshe (2010) established that there was rampant sexual harassment of student teachers in Zimbabwe's higher education institutions. The above three Zimbabwean studies did not directly focus on stress although sexual harassment is a stressful life event. The present study focused on Teaching Practice-related stress among student teachers in Zimbabwe.
Aims of the study
The present study sought to a) identify sources of stress among student teachers on Teaching Practice; b) identify and describe the stress management strategies that were used by the student teachers on Teaching Practice to cope with what stress they might be experiencing; and c) collate student teachers' suggestions on what could be done at university/college and school level to reduce any of the stress that they might be experiencing on the Teaching Practice. The student teachers' perceptions were established in relation to gender
A Mixed Methods Design was employed to enable triangulation. The quantitative approach was employed because it had strength in dealing with the large numbers that participated in this study. The qualitative approach provided descriptions of how people experienced the world on a given research issue. Because qualitative research is more demanding and labour intensive, a small sample was invited for the unstructured interviews.
The sample was made up of 77 conveniently sampled student teachers. Of these, 32 (17 male, 15 female) were final-year students in the Faculty of Education at the Church-related university who were studying Bachelor of Arts/Business Studies with Education. Forty-five (22 male, 23 female) were third-year students from the government-owned Teachers' College who were studying for a Diploma in Education. This sample was made up of student teachers who had been on Teaching Practice from January to April 2008, and had been deployed in high schools in Manicaland, Mashonaland East, and Harare provinces. The study used the whole-group sampling approach where everyone who had been on Teaching Practice from January to April 2008 was requested to participate in the survey, the reason being that the total number of the students on Teaching Practice from the two institutions during the given time was manageable.
The study used a questionnaire and an unstructured interview schedule to collect the data. The questionnaire was the main instrument used in this study. The questionnaire solicited students' bio-data, stress-related issues and suggestions for amelioration of stress on Teaching Practice. The unstructured interview schedule was meant to complement the questionnaire. The questionnaire and the unstructured interview schedule were pilot tested to check the usability of the items.
Data collection procedure
Permission to carry out the study was obtained in writing from the authorities from the University and the Teachers' College. Students volunteered to complete the questionnaire. The researchers personally distributed questionnaires to the student teachers who had gathered for the purpose at each of the research sites.
After completion of the questionnaires 11 students (6 males, 5 females) at the Teachers' College and 12 (6 males, 6 females) at the University volunteered to be interviewed. The interviewees agreed to have their responses recorded in notebooks. It took about 10 minutes to interview each participant. Participants were promised anonymity and confidentiality.
Ethical considerations
The researchers explained the purpose of the study to the participants. Participants were in- formed that participation was voluntary and that they could discontinue their participation if during the process they found that they were no longer interested in completing the process. Verbal consent was obtained from the participants. Respondents were asked not to write their names on the questionnaires to ensure confidentiality.
Data analysis
Data were analysed at the quantitative and the qualitative levels. Quantitative analyses involved labelling and categorisation of data. The items in each category were presented in tables. Qualitative analysis involved scrutinising and transcribing interview responses into statements that belonged together around the major themes of the interview. Some statements were recorded verbatim in the feedback on the research.
Results and discussion
Table 1 shows that the main sources of stress for student teachers on Teaching Practice were discipline issues, finances, workload and shortage of resources. On the other hand, the least number of student teachers were stressed by recognition as staff members in the host school and by language barriers.
Figure 1 shows the five top stressors for student teachers. Of these both female and male students were most stressed by misbehaviour of learners and least by the protracted strike action by serving teachers. Female student teachers showed more stress than male students in all the main areas except with respect to finances.
Most female student teachers who were interviewed attributed difficulty in managing their classrooms to the fact that difficult learners, whom were usually boys, tended to disrespect female teachers more than they disrespected male teachers. One of the interviewees remarked that "the boys seem to bother us with their behaviour much more than they trouble male teachers. They have no respect for us."
This was because female respondents especially at the Teachers' College reported that when they were introduced to the learners for the first time by some headmasters of their host schools, they were introduced as 'student teachers'. The female respondents went on to say that the fact that they were introduced to the learners as student teachers demoralised the student teachers and it also gave learners in the school the 'courage' to undermine the authority of the student teachers in and outside the classroom. Some even reported that their mentors and other school leaders seemed more concerned with deadlines and work that had to be done than with helping students become more disciplined. One of the participants said in the interview,
"You get the impression that other teachers including the senior teachers also have to bear the problem of misbehaviour by the boys in the various schools. It is like it's nothing strange to have these boys misbehaving."
The respondents experienced financial problems. They reported that they had to use their own pocket money to buy teaching aid materials, food, and pay for transport costs. Others reported that they even had to pay rent during the four months during Teaching Practice as the host school did not provide accommodation for them. An observation by a male student teacher from the University seemed to capture the extent of the problem,
"You are really on your own in these matters. Supervisors insist on teaching aids for every lesson and yet nobody assists you with meeting the costs for buying teaching and learning materials. You have to fend for yourself. This is hard."
Due to the harsh economic conditions during the time the respondents were student teachers on Teaching Practice, the small allowance they received was far from enough to cater for their needs.
The finding (from Table 1, Figure 1 and interviews) that Teaching Practice was considered stressful, in general, by the majority of the student teachers was consistent with the findings of several researchers in the area of stress among student teachers (Capel, 1997; Morton et al., 1997; Kiggundu & Nayimuli, 2009; Ngidi & Sibaya, 2003). These researchers found that the Teaching Practice, although valued greatly by student teachers and their supervisors, was the most stressful part of a teacher-training programme.
It emerged from the study that female students were more stressed than their male counterparts. These results confirm the findings of D'Rozario and Wong (1996) and Morton et al. (1997) that Teaching Practice was more stressful for female student teachers than it was for their male counterparts. Female student teachers were unable to explain why they were less stressed by financial problems than their male counterparts, only saying that
"their relatives and friends were, perhaps, more sensitive to their needs than the relatives and friends of the male student teachers were to the latter's needs".
The study also revealed that difficult learners were a source of stress for student teachers on Teaching Practice. The challenges that student teachers faced with difficult learners confirms Kyriacou (2000) and Kiggundu and Nayimuli (2009)'s findings. When student teachers were faced by an unruly classroom which they could not control, the student teachers become overwhelmed and struck by panic. Zeidner (1988) pointed out that those disruptive learners created high levels of stress to both qualified teachers and student teachers on Teaching Practice. The finding that female student teachers felt more stressed by misbehaving learners than their male counterparts was also consistent with the finding of Antoniou, Polychroni and Walters (2000) who found the same among Greek Special Education teachers.
A possibility that accentuated difficulties with handling students is that the student teachers felt exposed when the management in the schools, as reported by some of the student teachers were
"more concerned with enforcing deadlines and other performance matters rather than prioritising supporting student teachers in their interactions with the difficult learners in question".
This was consistent with the findings of Smith (2007) who revealed that heads of schools and parents in England were much less concerned with helping teachers handle misbehaving learners but more concerned with high standards of teacher performance. The handling of difficult learners as a source of stress for student teachers was more for female student teachers who believed that being introduced to learners as student teachers compromised their authority. The learners were more likely to treat student teachers as second class teachers hence undermining their ability and authority.
It emerged from the study that workload was a stressor. Murray-Harvey et al. (2000) found similar findings among Singaporean and Australian respondents on Teaching Practice. Bhargava (2009) also concluded that the workload on Teaching Practice was overwhelming.
Student teachers on Teaching Practice also mentioned the shortage of teaching and learning aids and textbooks as a source of stress during Teaching Practice. This finding confirms the study conducted by Brown and Brown (1990) which revealed that Teaching Practice co-ordinators frequently reported the shortages of teaching materials as a leading difficulty that prevented good teaching by student teachers on Teaching Practice. The study also revealed that supervision is a stressor during Teaching Practice. This is in line with the findings of Kyriacou (1987), which indicated that student teachers suffered very high levels of stress during assessment and supervision while they were on their Practicum.
Interpersonal relationships among staff were also cited as one of the sources of stress. Problems in this area seemed to emanate from the whole approach to preparing student teachers for Teaching Practice. Bowers, Eichner and Sacks (1983) state that there is a disregard for psychological 'readiness' of student teachers by concentrating more on methodology and less on preparing them to cope with the inevitable anxieties and stresses associated with student teachers' role relationships and responsibilities of teaching.
Contextual causal factors
Findings in this study were in general confirmatory of findings elsewhere on teacher stress. There were, however, certain important contextual factors that coloured the expression of certain stressors. It seems that with the sample in Zimbabwe, there were additional difficulties for student teachers who may have wanted to use their own resources to acquire appropriate teaching resources. Zimbabwe at that time was going through some of the most difficult economic times with an inflation rate of 2.2 million per cent (McGreal, 2008). These economic difficulties could be expected to have a singular contribution on the extent to which the student teachers expressed their stress.
It also emerged that student teachers were stressed by the absence of serving mentors and other teachers during the period of the widespread industrial action by teachers. Because of the absence of serving mentors and other serving teachers it is likely that student teachers suffered a good deal of role overload and felt abused as they were engaged in roles that were in excess of what they would otherwise be engaged in (McNay, 2003). It may also be possible that serving teachers did not want to be seen giving too much support to the student teachers, whom they saw as 'stabbing them in the back', i.e. keeping schools functioning when the serving teachers wanted to bring schools to a halt to press home their point for more pay.
Coping strategies
Table 2 reveals that student teachers on Teaching Practice attempted to reduce levels of stress by engaging in social activities in and around the school and community. The leading stress management techniques were socialising with friends and relatives and creating leisure activities.
Information from the interview revealed that some respondents turned to deviant behaviour such as beating up students in frustration. Some participants pointed out that they would absent themselves from work to avoid the problems while others said that they sometimes did not attend lessons in the difficult classes even when they were present in the school during the time those classes had to be taught.
From Table 2, it is clear that most of the ways in which student teachers in this study dealt with stress while on Teaching Practice could be predicted from the literature. Nearly all the coping mechanisms belonged to the area of social support. Murray-Harvey (1999) and other researchers such as Bowers et al. (1983) as well as MacDonald (1993) found, as in the present study, that turning to family and friends in times of crisis or simply for conversation and reflection was widely reported as a significant coping strategy. The greatest difference between the findings in this study and those by Murray-Harvey (1999) was that Murray-Harvey found that the supervising teacher was the most important source for coping by students on Teaching Practice. There was hardly any mention of the role of the supervising teacher or lecturer as part of the coping mechanism of the student teachers in the present study. The supervising teachers could not have been mentioned as a source of coping in this study because they were on strike as already mentioned earlier. Some 'physical' coping methods were also mentioned in the form of sport and active creation of leisure activities (Murray-Harvey, 1999). There is no supporting evidence from other studies where the student teachers used such methods as beating up students or otherwise punishing students as a way of coping with their stress. However, frustrated and alienated workers have been known to displace their motivation and seek satisfaction in other, sometimes, counterproductive goals (Bohte & Meier, 2000) such as seeking to impose themselves on learners by force as opposed to seeking the achievement of organisational goals. It is sad to note that none of the student teachers stated that they managed stress by planning and rationalising their activities. This may mean that most of the coping strategies were palliative. They gave short-term relief.
Actions suggested by student teachers to be taken by the college/university/host school to reduce/eliminate Teaching Practice-related stress in zimbabwe
From questionnaire responses, major suggestions provided by the participants included provision of allowances and accommodation, priming on staff relationships in the school, announcing intended supervisions in good time, respect, recognition of student teachers by serving staff members in the schools, more time allocation and coaching for file preparation, mentors treating student teachers with respect and fairness and reducing workload for the student teachers. The literature confirms student teachers' request to be treated with respect by their mentors (Kiggundu & Nayimuli, 2009).
From the interviews, student teachers recommended that the administrators in the various schools should be firmer in dealing with learners who misbehaved against their teachers. One male student teacher from the University said:
"I think the problem is that the heads of schools and other senior teachers do not support the student teachers vigorously. Even when stubborn learners are punished, the punishment is often so light that the learner may believe that the misbehaviour is not serious."
Also from the interviews, female student teachers suggested that heads of schools be respectful of the student teachers with the same respect that they treated serving teachers. Unless this was done, they believed that learners would continue to see
"them as lying somewhere between the learner and serving teachers and hence not deserving of the respect which the learners accorded other staff members in the school".
Kiggundu and Nayimuli (2009) had similar findings in their study.
Finally, both male and female student teachers suggested (during the interviews) that the college and the university authorities should bring pressure to bear on the government of Zimbabwe to pay higher allowances to the student teachers on Teaching Practice so that they would be able to live "as normal a life as possible as opposed to the suffering that we went through". Some student teachers also felt that schools should also help the situation by sup- porting student teachers with such items as foodstuffs. They all felt as one female student at the College explained: "schools should play their part in some way. It should not be too difficult for schools to provide some small things such as basic foodstuffs".
Conclusion and recommendations
From the findings of this study, it can be concluded that student teachers in schools faced many stressors and they employed a number of strategies to overcome the stressors. A number of recommendations can be drawn from the findings of this study. The teacher education input during Teaching Practice should include aspects such as stress management and coping mechanisms for student teachers on Teaching Practice. It is also important that lecturers at university or college train female student teachers in assertiveness skills so that they can be proactive in dealing with disobedient pupils. There is a need for schools and colleges to support the student teachers so that their Teaching Practice is more beneficial and less stressful. Training institutions should not just focus on curricular and methodological issues but should equip their students with priming in dealing with such things as interpersonal relationships with other staff in the schools in which they serve their attachment. There is need for a policy on how much teaching the student teacher has to do or how much other assignments the student teacher has to be involved in without compromising the quality of training. Policy makers should make for higher allowances for students on Teaching Practice so that they can provide for their own basic needs and be able to purchase materials for the teaching and learning process as well as for subsistence. This recommendation on higher allowances is in line with Gove's (2011) drive to offer financial incentives to make teacher training attractive.
Abouserie R 1994. Perceived academic stress, gender and subject of study in university students. Welsh Journal of Education, 41:40-44 [ Links ]
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text:
How to make Shin armor(right and left open) (with templates)
[Materials for making templates]
-Drawing paper 10piece
-Scotch tape(Sellotape) 3piece
-Packaging tape(parcel tape) 1piece
[Main materials]
-EVA foam
→5mm thick 100cm X 70cm
-Liquid super glue 2piece
-Hot melt(glue gun) 10piece
-Velcro 60cm
[Painting materials]
1.When undercoat is Gesso
-Gesso 50ml
-Paintbrush 1piece
-lacquer paint(Bottle lacquer paint, Lacquer Spray etc) or acrylic paint proper quantity*
2.When undercoat is Wood glue thinned with water
-Wood glue 50ml
-Water a little
-Paintbrush 1piece
-Paper cup, bowl etc 1piece
-lacquer paint(Bottle lacquer paint, Lacquer Spray etc) proper quantity*
3.When undercoat is Thinned "Bond G17"(one of liqud glue in Japan)
-"Bond G17"(one of sticky glue in Japan) 50ml
-lacquer thinner 50ml
-Paintbrush 1piece
-Paper cup, bowl etc 1piece
-lacquer paint(Bottle lacquer paint, Lacquer Spray etc) proper quantity*
*The paiting area is written in the package, refer it. Details are here.
Materials cost
1500Yen (about 100Yen = 1dollar)
-Writing implement(Pencil,eraser,ballpoint,Magic Marker,ruler)
-Box cutter etc(Use also a "Pro blade" and a "Blade breaker")
-Cutting mat
-Hot melt(glue gun)
-Paint tools (brush etc)
Convenient tools when you have
-Standard art knife,Cushion grip art knife
-Heat gun
-Super glue Accelerator
Work time
Weight 114g
Template data
PDF format(A4 size)
-How to print is here.
-After printing, it becomes easy to use by sticking it on Drawing paper with spray glue.
-Size:Free size(Adjust if needed)
-Mentions of "x1","x2" etc are the numbers of sheets.
(If you need both arms or both legs etc, cut the number of double.)
-Mentions of "2mm" , "5mm" etc are thickness of EVA foam.
Completion drawing
Attention in the work
-When you uses a thing including the thinner(Bond, lacquer thinner etc) or spray, make good ventilation.
And wear a gas mask.
-When you toast mterials etc, make good ventilation.
And don't breathe smoke, don't put smoke in your eyes.
-When you dig mterials etc with Soldering iron, make good ventilation.
And don't breathe in smoke, don't put smoke in your eyes.
-Don't use fire near the things which are easy to burn such as paint, thinner etc.
-When you finished using tools, pull an outlet.
-Read labels of materials and tools, and understand how to use.
Make the template
Make Templates from Drawing paper.
When you want to know how to make Templates, browse this page.
Please support me by donating
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I'm gonna use donation to make new props, thanks.
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I'm so happy my tutorials helps you!
I'll do my best in the future(*^^*)
Thanks for donating! Leacochran93-san!
I'm so happy my tutorials helps you!
I'll use the donation for material and tools.
Thanks for donating! strawbunideco-san!
I'll do my best in the future!
And thank you for request!
More history
Make front side.
Cut material into the Templates form.
Cut out 5mm thick EVA foam.
EVA foam is a soft material.
You can process it easily.
Another name is EVA board, EVA zote, Craft foam etc.
I usually use one called "Lion board".
"Lion board" is sold only in Japan.
Watch video.
Use a sharp blade. For example, "Pro Blade".
This is so sharp.
←10枚入り ←50枚入りお得パック
When you cut, put EVA foam on Cutting mat.
Break the blade frequentry, if you feel sharpness of the blade became bad.
I use "Running fire box cutter","Blade breaker" too.
"Running fire box cutter" can have 6 pieces blade inside.
"Blade breaker" can break easy and speedy.
Use Standard art knife or Cushion grip art knife for small ornaments etc.
Glue with a Liquid super glue.
When you use a Super glue Accelerator, Hardening speed becomes fast.
(Smoke may be generated. Don't breathe in the smoke and don't put in eyes.)
Super glue can glue a large surfaces easily.
But it can't glue a small surface such as this photo well
Then you should use a following spray.
I always use this.
Watch video.
Super glue accelerator
This can glue surfaces in several seconds.
When you use 100ml, you can make a armorset or about three weapons.
←100ml ←420ml
About super glue
I use general liquid super glue.
Bend by heating with a Lighter or a Heat gun.(Be careful about fire)
↑ギャクヨガ愛用ライター、使いやすい! ガスがなくなったらボンベで充填しましょう
I finished bending.
Make back side.
Cut material into the Templates form.
Cut out 5mm thick EVA foam.
Bend by heating with a Lighter or a Heat gun.(Be careful about fire)
I finished bending.
Reinforce by heaping a Hot melt(glue gun) on the backside of glueing places.
Glue Cloth or Synthetic leather on points with burdens.
Cut 5mm thick EVA foam thin and shave corner.
Glue with a Liquid super glue.
Remove the corner by toasting with a Lighter.(Don't breathe in the smoke, be careful about fire)
Draw patterns with a Hot melt(glue gun).
Glue Velcro with "Bond G17"(one of sticky glue in Japan) or a Hot melt(glue gun). Detailes are here.
Don't use fire until drying, because "Bond G17" burns easily. Don' use a Lighter etc until drying.
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Begin painting.
At first, paint a undercoat on EVA foam.
The effects are as follows.
-Color becomes well.
-It becomes hard to come off.
-Gloss comes out well.
-You can save quantity of the paint.
There are two methods.
This is easy.
-It's usable just to paint with a paint brush.
-Gesso don't contain thinner, then you can use it in the room.
-You can use also Acrylic paint.
-There are several colors one, white black etc.
-It's easy to come off than Thinned "Bond G17"(one of liqud glue in Japan).
Then, use this for weapons and armors without moving parts.
-The gross is smaller than Thinned "Bond G17"(one of liqud glue in Japan).
【Commodities page】
Gesso or Black Gesso
Lacquer Spray or Bottle lacquer paint or acrylic paint
2.Wood glue thinned with water
This is so easy.
-Someone can get
-Someone can use easy
-Drying time is a little long.
【Commodities page】
3."Bond G17"(one of liqud glue in Japan)
This is difficult, however it's almighty.
-It'st hard to peel off.
-It can use for PVC pipe or plastic sheets.
-"Bond G17" is japanese commodity.
Then you can't get it easily.
Please use others. For example, you can substitute wood glue for it.
-You must thin it with lacquer thinner.
-It needs thinner, then you must work outdoors.
-It burns easily.
Don't use fire until drying, because "Bond G17" burns easily. Don' use a Lighter etc until drying.
The parts will be charred in seconds.
【Tutorial video】
【Commodities page】
"Bond G17"(one of sticky glue in Japan) thined with lacquer thinner
-for big things -for small things
-About paint
I use following paint.
You can use acrylic paint, when you use Gesso.
I use Gesso in this tutorial.
Paint Gesso twice or three times with a brush.
Dry it about 2 ~ 6 hours.
Paint black color as undercoat color with Lacquer Spray.
Paint silver Bottle lacquer paint by Drybrush painting.
Drybrush painting is easy, you can do it with a paint brush.
Read here or watch this video.
When you paint Bottle lacquer paint, use a paintbrush,silicon cup(Use as a paint plate. It can easy to peel paints after dry.),
panint stick, thinner.
Complete phots
If you have any questions, please comment on my YouTube channel.
And please subscribe!
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If you are a student at a public college or university in Arkansas, Colorado, Georgia, Idaho, Kansas, Mississippi, Oregon, Texas, Utah, or Wisconsin, the person sitting next to you in class may legally have a handgun under that collegiate sweatshirt he or she is wearing. In these 10 states, legislation allows students and faculty members who have concealed weapon licenses to bring their weapons, such as handguns, to campus. In 2014, bills proposing similar legislation were introduced in 14 states.
In response to the COVID-19 pandemic, the mathematical sociology community has been active in contributing its expertise to both combat and better understand the implications of this unfolding disaster. The following is a brief sample of some of the work being undertaken by our community.
Modeling SARS-CoV-2 Diffusion
As unemployment skyrockets during the COVID-19 pandemic, our occupational identities may not be the first thing on our minds. But the social changes we are facing may threaten these core identities, which endangers our mental health. The reality of unemployment, reduced hours, or furloughs is pervasive. For those of us fortunate enough to remain employed, the nature of our work has changed. Many white-collar workers are suddenly working from home, in a virtual environment, often while trying to balance work with parenting.
Perhaps the image of COVID-19 that evokes the deepest fear is that of a person on a ventilator, alone in a hospital room. It is a visceral image, the isolated body as victim to the virus. But embodied social experiences go beyond hospital rooms. Social routines and the risks associated with care work all produce physical changes in a pandemic, and they do so in ways that reproduce inequality.
As of mid-May, 90,000 Americans had been killed by COVID-19, and provisional data from the Centers for Disease Control and Prevention show that the devastation is disproportionally shouldered by racial/ethnic minorities. Nevertheless, it is way too early to assess the population effects of this deadly virus.


text:
Food & Drink Expo provides the number one route to the UK food and drink market and helps hundreds of companies showcase their wares. Buyers and decision makers across the whole industry, from grocery, wholesale and speciality retail to foodservice and manufacturing, will converge to uncover the hottest trends, latest product launches and the industry's vision for the future.
Food & Drink Expo will run alongside Farm Shop & Deli Show, Foodex, The Ingredients Show, National Convenience Show and The Forecourt Show. The UK Food Shows attract buyers and decision makers from across the whole industry, who will converge to uncover the hottest trends, latest product launches and the industry's vision for the future.
To register your interest please visit: www.foodanddrinkexpo.co.uk
Popping in for a visit? Need to book a hotel? Head to our Visiting Us page for parking details, handy directions and to scope out all the bargains at Resorts World.Discover More
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Holiday Inn Birmingham Airport, 3 miles from the NEC offers affordable luxury. Socialise in the Open Lobby, dine in the Marco's New York Italian restaurant and arrive using the free shuttle service.
From luxury resorts to simple rooms to please, you'll find a host of hotels right on our doorstep. Head to our Visitors page to view your nearest options.
When it comes to wining and dining, we naturally wanted to ensure a range of lip-smacking options was always on the menu.


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Burks 10CS5M-SS Turbine Pump, Close Coupled, 60 Hz, Single Phase, 3450 RPM, 1 Horsepower, ODP Motor Enclosure, 56 lbs.
Burks 10CS5M-SS Turbine Pump, Close Coupled, 60 Hz, Single Phase, 3450 RPM, 1 Horsepower, ODP Motor Enclosure, 56 lbs.
|Capacities (GPM)
|Casing Material
|316 Stainless Steel
|Casing Working Pressure
|Discharge NPT (Inches)
|Frame Material
|316 Stainless Steel
|Heads To (Feet)
|Impeller Material
|303 Stainless Steel
|Inlet Pressure (PSI)
|Stainless Steel
|Maximum Operating Temperature
|225°F (107°C) - Standard Buna-N Seal
|Motor Enclosure Type
|ODP - Open Drip Proof
|Motor Shaft Material
|303 Stainless Steel
|1 Ph (Single Phase)
|Raceway Material
|303 Stainless Steel
|Shaft Seal Material
|Carbon / Ceramic / SS Buna-N
|Speed (RPM)
|Suction NPT (Inches)
|General Description
|Burks CS Stainless Steel Series - Regenerative Turbine Pumps, Close Coupled
|Materials of Construction
|Frame - Bronze Fitted: Cast Iron, All Bronze: Bronze, Stainless Steel: #316 Stainless.
Case - Bronze Fitted: Cast Iron, All Bronze: Bronze, Stainless Steel: #316 Stainless.
Impeller - Bronze Fitted: Bronze, All Bronze: Bronze, Stainless Steel: #303 Stainless.
Raceway - Bronze Fitted: Bronze, All Bronze: Bronze, Stainless Steel: #303 Stainless.
Shaft: #303 Stainless
Shaft Seal: Carbon Ceramic SS Buna-N
|Standard pump motors have open drip proof construction and are rated with jet pump service factors for continuous duty operation at all ratings shown. Single phase motors are capacitor start/induction run with buitin overload protection. Three phase motors require a magnetic type starter which provides full 3-leg overload protection. Failure to use the correct starter and overloads will void the warranty.
|Factory Tested
|Every pump factory tested
|Motor Information
|4CS Series:
Single Phase motors are 115/208-230 Volt, 60 Hz, 1750 RPM
Three Phase motors are 208-230/460 Volt, 60/50 Hz, 1750/1450 RPM
CS Series:
Single Phase motors are 115/208-230 Volt, 60 Hz, 3450 RPM
Three Phase 1, 1 1/2 & 2HP - 208-230/460 Volt, 60/50 Hz., 3450/2900 RPM
Three Phase 3 & 5 HP - 208-230/460 Volt, 60 Hz, 3450 RPM
|Jacketed Seal Cavity
|For Temperature to 500°F (260°C) - Series CS Pumps are available in a Jacketed Seal Cavity design for pumping hot oil, hot water and heat transfer fluids in common use in high temperature heating or cooling applications. This feature greatly extends seal life in high temperature applications. To order, add suffix "J" to pump catalog number for temperatures below 400°F (204°C) and add suffix "JK" to pump catalog number for temperatures over 400°F (204°C). Example: 15CS5MJ.
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