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To commemorate this most extraordinary of World Cups, soccer clothing startup Futbola Culture have launched a line of special edition t-shirts, available in the US. Proceeds from one of the shirts help to fund non-profit organization YALLA. According to the … Continue reading
This World Cup has been one of the best in recent memory, despite all of the concerns with the tournament being held in Brazil. There have been some fantastic goals and amazing matches. Of course, any World Cup will have … Continue reading
If you are looking for betting tips for Germany vs Argentina match, then visit BettingBonusesToday.com to get all of the tips, picks and odds for the World Cup finals match. Germany vs Argentina represents a unique final where both teams … Continue reading
It just seemed like days ago when the World Cup kicked off on June 12, but time has flown by and the Third Place game as well as World Cup Final are almost here. Before we dive into the latest … Continue reading
Argentina Head Coach Alejandro Sabella will step down as manager of the national team after the World Cup Final, according to his agent. Sabella, who will coach Argentina against Germany on Sunday, believes it's time to hand the position over to … Continue reading
During the World Cup 2014 at Brazil, it has become more evident that Germany's new maestro is Toni Kroos. Bastian Schweinsteiger is still a vital component in the team's offensive configurations. Sami Khedira has proven that he is still Germany's … Continue reading
Maybe I left Brazil too soon. I was wearing the same Brazil shirt that I had worn while watching their previous two knockout round matches. This time, though, I was back in the US watching the Brazil-Germany game from a … Continue reading
United State's Men's National Team's Matt Besler is said to be receiving multiple offers from both European and English clubs after a solid performance for the United States in the 2014 World Cup. Reports in Kicker Magazine indicate SC Freiburg … Continue reading
Pachuca F.C. president, Jesus Martinez, announced that an English club are close to completing the signing Ecuadorian forward Enner Valencia. The destination is thought most likely to be West Ham United. After an impressive performance at the 2014 World Cup … Continue reading
Costa Rican goalkeeper Keylor Navas is heading to Bayern Munich for a reported €10million fee as confirmed by Levante Vice-President Thomas Perez. Navas became much sought-after following an impressive performance for Costa Rica during the 2014 World Cup. Los Ticos … Continue reading
There are myriad reasons for Brazil's abrupt departure from the World Cup and honestly there is a sliver of truth in every theory or reason given for their poor play. One reason, however, for the change in the Brazilian soccer … Continue reading
Start with a bang, end with a sigh. In the penalty shootout defeat to Argentina in the semi-final the Netherlands can be proud they managed to contain the opposition defensively without so many fouls this time but were again found … Continue reading
FIFA today unveiled the official poster for the 2015 FIFA Women's World Cup. The poster is "designed to reflect the diversity of Canada's multicultural society and capture the essence of the great Canadian outdoors." FIFA Marketing Director Thierry Weil said: … Continue reading
USA World Cup team captain Clint Dempsey was a guest on The Late Show With David Letterman Wednesday night. Dempsey made an appearance on the show with the veteran late show host. The Seattle Sounders and USMNT attacking midfielder/striker discussed … Continue reading
Earlier during the World Cup 2014 tournament, we shared with you the World Cup 2014 title sequence from ITV. So, we wanted to be sure to share with you the one from BBC to make the World Cup 2014 complete. … Continue reading
It's been such a great ride, this World Cup. We still have two matches left to consume, but the TV ratings have been through the roof, and the buzz for soccer has never been stronger around the United States. Now … Continue reading
Being an England fan at the latter stages of World Cup finals is akin to staring in through the window of a party you weren't invited to. You can see all the fun being had by everybody there, and you … Continue reading
Arsenal and Germany international Mesut Özil has received plenty of criticism since his arrival to London from Madrid last September. Costing the Gunners around $66 million (absolutely demolishing the team's previous transfer record), Özil was seen as somewhat of a … Continue reading


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Article Last Updated: Wednesday, May 30, 2012 2:40pm
Journal/Bobby Abplanalp
Micah Rudosky, second right, presents Chris Aiken with the $500 Jack Click Memorial Scholarship Fund on Monday at Conquistador Golf Course. Aiken, a Montezuma-Cortez graduate, will play golf this fall at Colorado Mesa University in Grand Junction.
Its definitely nice to get more scholarship money. Every little bit helps. Getting this scholarship means a lot. Jack (Click) was a great guy, Aiken said.
Carol Click, left, and Todd Plewe also stand.
Email announcements to firstname.lastname@example.com and include "Community Calendar" in the subject field. Items submitted less than two weeks in advance will be less likely to be published. Entries and the calendar may be edited for length and content.Tuesday, May 26Old West Heritage Performances held in the Cortez Cultural Center Plaza at 7 p.m., 25 N. Market St.Tuesday- Thursday, May...

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By Cody Leist
OAK HILL — A Norm Persin-led basketball program rarely experiences a stretch of three losses in four games.
That was the case as Valley invaded Oak Hill in Tuesday's SOC II contest. For the second-straight game, an opponent took advantage of the Oaks. Four days after Waverly's Pierce Knisley put up 42 points against Oak Hill, Indians' senior Hayden Dunn racked up 29 points and 11 rebounds in a 69-49 victory.
"We had to play like seniors tonight," Valley coach Scott Rolfe said. "We were stronger than them, bigger than them. In the first time that we played, they hacked and slapped the ball out of our hands, there were 12 times where we had shot opportunities where we didn't get a shot off because of them knocking the ball out of our hands.
"I just thought our guys played very strong tonight as far as on the rebounding edge."
The number Rolfe eluded to on the glass was 39-25 overall and 12-2 offensively. The Indians parlayed that advantage into a 12-6 advantage in second-chance points.
Despite six lead changes and a tie to start the contest, Dunn started a 13-0 run that stretched into the second quarter. Valley's lead reached to 17 when Zach Shope beat the clock with a 3-pointer just feet in front of the scorers table and the timeline.
The shot was a momentum generator if there was ever one needed.
"That was definitely encouraging, it's not that I didn't think that we would fall back off of that," Rolfe said. "We talked at halftime, you're up 14, you've got to continue to go out and pressure the ball and handle their pressure. We knew that they were going to turn it up."
Facing another major hole, Oak Hill bounced back midway through the third quarter thanks to a 9-0 run and was down 49-40 with under four minutes remaining in the period.
"We come out in the second half, I thought we had tremendous energy," Persin said. "We should have cut (the deficit) to five or six. We got it down to 11 and we had three-straight possessions where we got nothing out of it."
However, Dunn connected on a layup two possessions later to halt the run and started a 6-2 spurt to end the period. The Indians' defense stiffened in the fourth, allowing just seven points on 3-of-12 shooting and had the margin grow to as high as 23 points late in the game with many of the starters on the bench.
Dunn was 8-of-16 from the field and attempted all but four of his team's 21 free throws. The senior made his first nine tries from the charity stripe.
"That's something that he's been able to do throughout the year," Rolfe said. "Maybe not with those numbers every night but he's a senior that has played a lot of ball and he got great position tonight, getting rebounds plus also getting putbacks on those rebounds. That's the kind of night you would expect out of a two-and-a-half-year starter that is bigger and stronger than who he is playing against."
Persin could not help but praise Dunn for his efforts.
"They had a man, he's the best player in the league," Persin said. "He was voted the best player last year as a junior and he just took the game over early. We didn't have an answer for him and when they did miss it, we couldn't rebound."
Chris Flowers and Bryan Rolfe added 11 points each in the victory. Jordon Fisher paced the Oaks with 14 while Garrin Stiltner added 12 and Kyle Cox chipped in with 10.
With four games between them and SOC II perfection, Scott Rolfe knows his team cannot have a letdown in Friday's contest at South Webster. But as the weather is forcing games to be played on different dates, Scott Rolfe likes the direction his team is trending despite the lack of games.
"This is our third big win in a row as far as 20 or more points," Scott Rolfe said. "Last week against West, we finally shot pretty it well."
Oak Hill stays in Jackson County when Wheelersburg pays a visit for Friday's SOC II game. With Alexander and Minford also upcoming, Persin knows his team is just getting into the meat of the schedule.
"It's not going to get any easier," Persin said.
Cody Leist can be reached at 740-353-3101, ext. 294, or on Twitter @CodyLeist.
Valley 21 24 10 14 — 69
Oak Hill 10 18 14 7 — 49
Valley — Clark-Holbrook 1-0-3, Flowers 4-2-11, Rolfe 4-2-11, Howard 1-0-2, Shope 1-0-3, Brown 2-0-4, West 2-0-4, Dunn 8-13-29, K. Miller 1-0-2, Totals 24-17-69.
Oak Hill — Harrison 1-5-7, Stiltner 5-0-12, Salyers 2-0-4, Cox 4-0-10, Fisher 5-3-14, Fleming 1-0-2, Totals 18-8-49.
3-Point Goals — Valley 4 (Clark-Holbrook, Flowers, Rolfe, Shope); Oak Hill 5 (Stiltner 3, Cox 2, Fisher).
Records — Valley 16-2 (10-0); Oak Hill 11-5 (6-4).


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About ThermoDox® and the Phase III HEAT StudyThermoDox® is a proprietary heat-activated liposomal encapsulation of doxorubicin, an approved and frequently used oncology drug for the treatment of a wide range of cancers. In the HEAT study, ThermoDox is administered intravenously in combination with RFA. A thermal zone created by the RFA releases the entrapped doxorubicin from the liposome. This delivery technology enables high concentrations of doxorubicin to be deposited preferentially at the targeted tumor.
For primary liver cancer, ThermoDox® is being evaluated in a 600 patient global Phase III study at 75 clinical sites under an FDA Special Protocol Assessment. The study is designed to evaluate the efficacy of ThermoDox in combination with RFA when compared to patients who receive RFA alone as the control. The primary endpoint for the study is progression-free survival (PFS) with a secondary confirmatory endpoint of overall survival. A pre-planned, interim efficacy analysis will be performed by an independent Data Monitoring Committee when enrollment in the trial is complete and 50 percent of the PFS events are realized in the study population. Additional information on the Company's ThermoDox® clinical studies may be found at http://www.clinicaltrials.gov.
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Here is the trailer for Disney's "Bambi," which is being released on Diamond Edition Blu-ray this Spring from Walt Disney Studios Home Entertainment. The movie originally released in 1942 and is all hand-drawn animation.
You will see on the Diamond Edition Blu-ray that "Bambi" has been digitally restored and the quality of the movie looks as perfect as any new film that releases today. "Bambi" is one of the classic Disney movies and it will be great to be able to add the movie to our Blu-ray collection at home!
Watch the trailer below and let us know what you think of Disney's "Bambi" compared to the Disney movies that have released recently.


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Auriol Weather Centre IAN 37966
Likes # 0
Posted March 14, 2012 at 4:34PM
Is there anyone out there who owns an Auriol Weather Centre? I have a problem with re-set and the instructions are, well don't ask.
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Posted March 14, 2012 at 5:18PM
flycatcher1 - I have got an AURIOL mini radio-controlled weather station (IAN 48999) purhased from LIDL, a few months ago - I will check out the reset instructions - might be similar/appropriate to your gadget.
Unfortunately have to pop out at moment.
Likes # 0
Posted March 15, 2012 at 7:40PM
Can't find it, flycatcher1...but still looking.
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Posted March 15, 2012 at 8:48PM
Thanks for the effort AitchBEE. I can set mine up satisfactorily but then it always reverts to Berlin geographical. Nothing against the Germans but I would prefer to be my nearest to be London.
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Posted March 16, 2012 at 2:28PM
As you purchased it from LIDL a few months ago, try asking them for help via the contact help page http://www.lidl.co.uk/cps/rde/xchg/lidl_uk/hs.xsl/6491.htm
Likes # 0
Posted March 16, 2012 at 7:39PM
It may use DCF77 the time service from Berlin that is on 77.5KHz not MSF from Anthlorn that is on 60KHz. It need to be retuned but there is nothing in the manual to tell you how to do it - I've looked!
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Posted March 16, 2012 at 7:59PM
I have the Ventus W155 but I think is the same machine.
It does - in the manuals German section, page 22, it says it gets it time from DCF-77
If am correct about your machine being the same as mine you could ask [email protected]
Likes # 0
Posted March 16, 2012 at 10:46PM
Thanks for all comments and help. I will give Lidl a go but I bought my unit nearly two years ago. They are on offer again on Monday and I am thinking of buying one as a present for a friend's birthday. I will have crafty look at the Manual before I wrap it up.
For £19.99 is is cracking value and the only real problem is the fact that it is necessary to select a nearby city and not your actual Lat & Long. A nitpick really.
Likes # 0
Posted March 17, 2012 at 12:57AM
Page 9 Click here
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Posted March 17, 2012 at 10:24AM
Lazarus The 2nd Thank You! If ever I meet you the beer is on me.
It never ceases to amaze me how many people on PCA Forums are so helpful and know so much.
Thanks again. The Birthday Present may have to wait.
Likes # 0
Posted March 17, 2012 at 7:27PM
Lazarus The 2nd. Manual Downloaded and safely filed. Problem fixed, easy when you know how. Thanks again.
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Below is just a small selection of what diving in Lembeh Straits has to offer. There are more than 90 dive sites Lembeh Straits has to offer, and critters move around the sites so we are constantly changing the sites that we regularly dive.
Medical StatementTravel InfoBuy Dive InsurancePADI eLearningConservationFAQsLearn To DiveInstructor CoursesDivemaster CoursesBuy Dive ComputerMore Useful Links


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1967 Shelby GT 350 This is an original '67 Shelby Mustang and has been painted silver with stripes. This Shelby has it's original 289HP engine and... More
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Brighton Harley-Davidson
500 - 1,000 downloadsAdd this app to your lists
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At Brighton Harley-Davidson®, we are proud to be one of the premier dealers of Harley-Davidson® for Brighton, MI and the surrounding area. We proudly offer Harley-Davidson® motorcycles and service.
Comments and ratings for Brighton Harley-Davidson
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When I go to find parts it keeps loading and flashing and wont do anything else


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The fathers of grindcore, Napalm Death pushed the envelope of metal to new extremes of ear-splitting intensity, rejecting all notions of melody, subtlety, and good taste to forge a brand of s ..more
Atlanta-based sleaze rockers Nashville Pussy are led by the husband-and-wife duo of singer/guitarist Blaine Cartwright and guitarist Ruyter Suys; also featuring bassist Corey Parks (the si ..more
After Neil Young left the California folk-rock band Buffalo Springfield in 1968, he slowly established himself as one of the most influential and idiosyncratic singer/songwriters of his generati ..more
Rising from the ashes of the legendary British post-punk unit Joy Division, the enigmatic New Order triumphed over tragedy to emerge as one of the most influential and acclaimed bands of the ..more
Few bands did more than Nickelback to establish the force of slick, commercially minded post-grunge in the 2000s. Led by vocalist Chad Kroeger, the band initially emerged in the late '90s as ..more
Featuring ex-Ozzy Osbourne guitarist Brad Gillis and former Montrose keyboardist Alan Fitzgerald, Night Ranger was one of the most popular mainstream hard rock bands of the mid-'80s. ..more
Pan-European death metal supregroup Nightrage was formed in 2000 by legendary Swedish vocalist Tomas Lindberg (At the Gates, The Crown, Disfear, etc.), Greek guitar hero Gus G. (Dr ..more
Following in the footsteps of the Gathering and Lacuna Coil (goth-influenced symphonic metal bands with female vocalists), Nightwish were formed in Kitee, Finland, in 1997 by keyboardist ..more
Prior to Nirvana, alternative music was consigned to specialty sections of record stores, and major labels considered it to be, at the very most, a tax write-off. After the band's second album, 199 ..more
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HMV.co.jp provides CD, DVD, Blu-ray, Books, Comics, Magazines, Games and Goods for free delivery on orders over 2,500 Yen (within Japan)!
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Artistic and modern curves and loops give a stylish look to this textured copper finish floor lamp with a cylindrical pleated shade.
Wavy lines and loops characterize the shape of this contemporary floor lamp. Constructed from steel and featuring a textured copper finish, it is cheerfully topped with a cylindrical banana pleat shade. Honey acrylic accents add to the unique appeal.
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In another sense, entropy refers to the decay and eventual terminal condition of institutions, empires, societies, and anything else you can dredge up from the depths of your sordid imagination. Everything that grows into organization will eventually dismantle itself in the process called entropy. The word "Apocalypse" has the same basic meaning, but it is a more powerful way of saying it. Apocalypse conveys a more catastrophic feeling but, in the end (sorry for the pun), it all finishes with the same outcome. Fin. The end. Period.
The end of a day disastrous. The end of a cataclysmic century. The end of a fateful era. The falling apart of a fragile relationship. The fall of a fractured empire. The demise of a deal demonic. Plans gone awry. Your final fight for that last breath. "Aaaaaaaagh...." Okay, how poetic can a last gasp be?
TWISTED TAILS V looks at ends. Many kinds of ends. It treats all terminal conditions in the contorted, irreverent style the TWISTED TAILS series has come to be known for...and it does it with a polished, glossy class rarely found in today's pop literature. Come along with us as we follow a treacherous, tortured and twisting trail to the place where good ol' entropy delivers the coup de grace....
1. Darkness by J. Richard Jacobs
2. Uncurable by Matthew Hance
3. Dialing the Future by Marilyn Peake
4. Experiencing Technical Difficulty by J. Richard Jacobs
5. Don't Blame Me by John Klawitter
6. Testimony by Kim McDougall
7. Alien Road Kill "Deal Breaker" by Steve A. Zuckerman
8. Doreen and the Spacemanby John Klawitter
9. Hybernaculum by Kim Mcdougall
10. Soup by J. Richard Jacobs
11. You are History by Vivian Unger
12. The Day the Music Stopped by Ann Dulhanty
13. Gratitude by Todd R. Snow
14. God gets an MBA by Ann Dulhanty
15. A Time to Die by Todd R. Snow
16. The Sadness is in the Lookingby J. Richard Jacobs


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Best YouTube How To String Video?
Can anyone recommend a good how to string video on YouTube? I haven't strung racquets since I played in college over 15 years ago and I've totally forgotten how to do it.
I checked out the sticky in this section, but didn't find a basic how to video. Checked YuLittle's channel, but didn't know what to look for.
I have an Alpha Revo 4000 if it helps. Thanks so much for your help!
Yulittle made a number of videos, they are not in any particular order, but watch them all and it should make sense to you.
Once you view them all, if you have any specific questions post here and someone should be able to answer, or check the search feature as just about every type question has been answered at some point in time. Good luck!
Below is link to a number of videos, and should be enough to get you started, but as I sad they are not in any order. Watch them all as they are not all that long.
Those are excellent, and our own frequent poster Irvin has a bunch of really good ones also. He's Mr10sStringer on YouTube.
Here are just the ones I actually use...thanks YULitle!
Starting mains: http://www.youtube.com/watch?v=KO9qWaom4cg
Starting crosses: http://www.youtube.com/watch?v=vIbR7OzJJ5k
Weaving crosses: http://www.youtube.com/watch?v=L0FPGEBcBHo
Parnell knot: http://www.youtube.com/watch?v=BUFjDax7xK4
Cutting out strings: http://www.youtube.com/watch?v=vablJWPV9jU
Stick to the fundimentals, because they never change. Mike (YULitle) and former MRT, has the best videos, too bad he retired. I recommend them to anyone who wants to learn how to string. Also a copy of USRSA Raquect Service Techniques. You can get a PDF version from the USRSA if you inquire about becoming a CRT/MRT, but you don't have to take the test.
Thanks so much for everyone's help. Using those videos, I strung a couple racquets tonight. Turns out, stringing is kinda like riding a bike - you never really forget!
Thanks again!
Best, and most credible, contributor ever on the subject of stringing. By a very wide margin.
Yulitle's video are very good and helped me immensely when just starting out.
The best string video is where proportional stringing the mains of the racquet is used,,Proportional stringing is the ultimate in stringing the mains all other methods are amateur-putting speed over quality work. When every string has the same tone or pitch they are all equal in tension,,case where art of stringing is superior to technology stringing. You use your ears not your eyes in this method.
Your all welcome, send your donations to the the North Pole care of Santa Claus.
Your not a mule, your ears are too short-Moe to Curly
When they are the same pitch, they are not equal in tension as you say.
The shorter strings will be higher pitch if same tension, or shorter strings will have less tension if equal tone or pitch compared to longer strings.
I strung one time proportional for myself, and was not impressed. Also no pro players I know of has this done. Waste of time as far as I am concerned
EDIT: If properly done (and your racket does not deform while stringing) a proportional string job will produce the same tome on each string, assuming that string does not touch any other string.
Recently Alpha has been including with their newly pruchased machines a DVD where Yulitle goes through the whole stringing process. If you feel like you need it still, you may want to contact them and see if they'll send you a copy to go along with your Revo 4000.
Stick to the fundimentals, because they never change. Mike (YULitle) and former MRT, has the best videos, too bad he retired. I recommend them to anyone who wants to learn how to string.
If the fundamentals never change why does the content in the USRSA Stringer's Digest change (excluding the obvious changes in the new patterns?)
"Although there is no progress without change, not all change is progress." - John Wooden
i do agree though-fundamentals dont change. thats why they are called....fundamentals.
And wasn't it once fundamentally agreed that the world was flat?
Irvin tries. Tries a bit too hard sometimes, most of us can agree on that.
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On December 28, 2012, the President signed the Theft of Trade Secrets Clarification Act of 2012, which significantly expands trade secret protection by extending criminal penalties to the theft of a wider class of trade secrets.
The Clarification Act amends the Economic Espionage Act of 1996 ("EEA"), 18 U.S.C. §1832. Before amendment, the EEA protected a trade secret "that is related to or included in a product that is produced for or placed in interstate or foreign commerce." Section 1832(a) now includes a trade secret "that is related to a product or service that is used or intended for use in interstate or foreign commerce."
California Civil Code §3426.1(d) defines a trade secret as "information, including a formula, pattern, compilation, program, device, method, technique, or process that: (1) derives independent economic value, actual or potential, from not being generally known to the public or to other persons who can obtain value from its disclosure or use; and (2) is the subject of efforts that are reasonable under the circumstances to maintain its secrecy." Provided that the information qualifies as a trade secret, the expansion of the EEA means that company "back-office" information and processes, such as unique business methodologies, customer lists, internal market and customer research, and programs developed to create and utilize that information, are subject to the criminal penalties of the EEA. This knowledge now falls within the scope of Section 1832(a) even if it cannot be readily identified in a particular product or service.
The amended EEA should further encourage businesses to clearly identify their key foundational processes and data, determine whether that information is protectable as a trade secret, and then take steps to ensure that the information is being treated as a trade secret. By doing so, and therefore falling within the broadened protections of Section 1832(a), businesses gain a powerful new deterrent against the theft of their key intellectual property.
If you have any questions, please contact Robert Bleicher at firstname.lastname@example.com or at (650) 342-9600.
DISCLAIMER: Because of the generality of this update, the information provided herein may not be applicable in all situations and should not be acted upon without specific legal advice based on particular situations.
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|Red Roof Inns Davie hotels are provided below. Search for cheap and discount Red Roof Inns hotel rooms in Davie, FL for your group or personal travels. We list the best Red Roof Inns Davie hotels/properties so you can review the Davie Red Roof Inns hotel list below to find the perfect place.
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The US National Guard is investigating the first loss of an EADS North America UH-72A Lakota helicopter as a search and rescue effort continues at the crash site off the coast of Puerto Rico.
The bodies of three of the six people aboard the UH-72A that was reported missing around 19:30 on 20 December have been found, says the National Guard in San Juan. Two more floating bodies also have been found in the area, but their identity has not been confirmed.
In addition to recording the US Army's first UH-72A loss, the crash blemishes the Puerto Rico-based guard unit's accident-free aviation record since 1978, the National Guard says.
The National Guard's other UH-72As have been grounded as part of standard policy following a crash, it says. The investigation also is considering if heavy rain reported as the aircraft went missing played any role in the crash.
"It was very bad weather at that moment," the service says. "Investigators so far haven't decided if weather was a main factor in the crash. Everybody is trying to blame the weather, although this machine is designed to cope with those factors."
The helicopter was piloted by a pilot with 10 years of experience who flew the UH-72A in May 2009 from the EADS factory in Columbus, Mississippi, to Puerto Rico. The co-pilot had six years of experience flying helicopters.
According to local reports, the UH-72A was carrying Puerto Rican prosecutors from San Juan to a major drug bust on the nearby island of Vieques.
The US Army plans to by more than 300 UH-72As to serve as non-combat service aircraft. The Lakota is adapted from the Eurocopter EC145, but is not required to comply with military airworthiness specifications.
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First partial Afghan poll results released
KABUL, Afghanistan Afghan officials released the first partial results from last week's parliamentary elections on Thursday amid mounting allegations of fraud in a poll seen as a test of the Afghan government's commitment to rooting out corruption.
Saturday's vote was the first since a presidential election last year that was nearly derailed by widespread ballot-box stuffing and tally manipulation. That poll led many Western powers to question whether they should be supporting the administration of President Hamid Karzai with military forces and funds.
This year's elections have about 2,500 candidates vying for 249 parliamentary seats. Tallies have been dribbling into a central tabulation center in the capital since Saturday and officials said Thursday that they had finished with about 67 percent of the ballots from one province - relatively peaceful Panjshir.
There are two seats allocated to Panjshir - one for a man and one for a woman - and the results released Thursday give large leads to Zahir Sadat and Rahilah Salim. Both candidates are incumbents: Salim is a judge and Sadat is a doctor who runs a private clinic in Kabul.
Full preliminary results are expected in early October, but final tallies won't be announced until the end of October at the earliest, because of the time needed to investigate fraud charges. With so many candidates running, there is a large pool of people likely to file complaints.
Election day was marred by rocket attacks and bombings at polling stations in volatile areas. At least 21 civilians and nine police officers were killed during the voting, according to the election commission and the Interior Ministry.
Observers complained that many anti-fraud measures did not work. Some people were able to wash off supposedly indelible ink used to mark fingers and therefore prevent multiple voting, while in some areas poll workers let people use fake registration cards and allowed children to vote, according to the Free and Fair Election Foundation of Afghanistan, the main independent Afghan observer group.
Election commission chairman Fazel Ahmad Manawi said election officials have been quarantining - or removing from the count - any suspicious ballot tallies, but declined to say how many ballots have been held out so far.
"Some things happened, but in the balance it does not appear significant," Manawi said. He noted that fraud will only be a problem if it is ignored and said that charges are being looked into.
"We accept that some things did happen, but we also assure the people of Afghanistan that we are investigating," he told reporters.
The country's anti-fraud watchdog said Tuesday it had received 1,496 complaints. The highest number were in the volatile eastern provinces of Khost and Nangarhar. Both of those areas were plagued by rocket attacks and Taliban intimidation on election day.
Observers noted nearly empty polling stations in insecure areas. Some of the safer voting sites in large cities were so clogged with voters that they ran out of ballots.
About 4.3 million ballots were cast in Saturday's vote, or 25 percent of the country's 17 million registered voters.


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Tell me your story: a reflection strategy for preservice teachers.
Tell me your story is a phrase popularly being promoted in the business setting during recent years: Marketing companies are finding that stories better communicate with and engage people [e.g., "Forget about PowerPoint and statistics. To involve people at the deepest level, you need stories" (McKee & Fryer, 2003, p. 51; Jensen, 2003)]; management consultants find storytelling to be more effective in bringing forth change and improvement within employees (Denning, 2004, 2005); and human resource advisors find it to be an effective interview technique (Ibarra & Lineback, 2005). Lawyers are also encouraged to utilize storytelling in their practice. As James Boyd White (1985) writes, "The mind that tells a story ... finds its meaning in representations of events as they occur in time, in imagined experience ... the lawyer must recognize (this) within himself.... It should be equally evident that he must learn how to tell a story, and how to listen to one" (p. 243). Storytelling is also widely used in various forms of counseling, such as religious counseling, abuse counseling, and career counseling (Alexander, 1988; Baldwin, 2005; Brott, 2001).
Narrative can be described as the means by which people attach meaning to experience through the telling and retelling of personal stories to evaluate the past and create purpose for the future. Narrative and story can be viewed synonymously, as Polkinghorne (1988) defines both as "the fundamental scheme for linking individual human actions and events into interrelated aspects of an understandable composite" (p. 13). However, it is more than a mere chronological listing of events. While narrative does serve as a structure for organizing events and human actions as a whole, it also attributes "significance to individual actions and events according to their effect on the whole ... a symbolized account of actions that includes a temporal dimension" (Polkinghorne, p. 18).
An example of the value and power of narrative can be seen in the work of Coles (1989), whose use of literature and stories helped people overcome obstacles in human relationships. By using narrative from novels and stories with his own students, Coles found that people began to view characters as friends who could help them make choices, find direction, identify moral hazards, and better understand their own personal situations and experiences. Indeed, it seems stories can be powerful forces in directing and changing our lives (Noddings, 1991).
The notion that teachers should be reflective about their practice is not a new one, but rather one that has grown more prominent over time. It is grounded in the work of Dewey (1933), who viewed reflection as a specialized form of thinking that emancipates us from merely impulsive and merely routine activity. Put in positive terms, thinking enables us to direct our actions with foresight and to plan according to ends in view of purposes of which we are aware--"It enables us to know what we are about when we act" (p. 17).
Proponents of reflection (Crookes & Chandler, 2001; Johnson & Button, 2000; Price, 2001; Rock & Levin, 2002; Sax & Fisher, 2001; Schon, 1983, 1987; Valli, 2000; van Manen, 1990) claim that the focused and critical assessment of our own behavior enables us to make intelligent and informed decisions. By consciously examining and assessing our present situation from the perspective of our past experiences, we can take an active role in shaping our professional growth. Being reflective enables us to become empowered and informed decision-makers as well as independent learners.
As teacher educators, we recognize the link between reflection and professional development and actively search for means to encourage preservice teachers to be reflective about their student teaching experiences. Noted educational theorist and psychologist Jerome Bruner (1987) asserted that "self is a perpetually rewritten story" and that humans are all constantly engaged in "self-making narrative," as "in the end we become the autobiographical narratives by which we tell about our lives" (p. 15). When educators recognize their experiences in terms of stories, "they live stories, tell stories of those lives, retell stories with changed potential, and experience again the changed stories ... it is more than teachers' disclosing stories of specific students and actions" (Cooner & Tochterman, 2004, p. 184).
The power of storytelling can be utilized in student teacher reflection as a strategy for making connections between theory and practice in authentic classroom environments and enabling preservice teachers to actively develop plans for growth (Cooner & Tochterman, 2004). Traditional student teacher reflection strategies, such as notetaking while observing inservice teachers and journaling, entail certain disadvantages: An observation is often considered not to be a true sample of a normal day because of different teacher and student behaviors in the presence of an observer (Walsh, Glaser, & Wilcox, 2006); the practice of journaling has the potential to overlook simple events and fail to see the "big picture" (Polster, 1987). A narrative approach, or storytelling, serves as an alternative approach to reflection for student teachers to understand and make meaning of their field experiences in an unobtrusive and connective way.
Yet, while this trend has generated excitement in the education community, there is still much to learn about the nature of story and its value in teacher education. The purpose of this study was to create contexts for preservice teachers to be reflective about their practice, and the hypothesis supposed that storytelling is one potential way for encouraging this. In integrating storytelling into a university seminar in curriculum leadership taken simultaneously with students' teaching internship, the study focused on the process of generating meaningful stories that would enable thoughtful reflection and determining benefits to students and the improvement of the teacher education program. Three questions guided the systematic study of the use of storytelling for stimulating reflection on teacher practice:
1. What do preservice teachers' stories reveal about their own learning and their beliefs about the roles and responsibilities of teachers?
2. What issues/concerns emerge for the use of this strategy as a means of stimulating reflectivity?
3. How does this strategy contribute to the continuous improvement of a teacher education program?
Implementing a Storytelling Reflection Assignment
Twenty-seven preservice teachers enrolled in a curriculum leadership class were requested to tell a story about an experience that occurred during their student teaching placement. Organized as a cohort, the storytellers were graduate students in the Master of Arts in Teaching (MAT) program at a large, urban university. All participants had an average of four years of work experience in professions and settings outside of education prior to enrolling in the MAT program. In addition, they were at the end of a year in which they had completed a year-long internship in a middle or senior high school setting under the mentorship of an inservice teacher and a university supervisor, attended classes at the university, and written a thesis based on action research of their own practice. All of the curriculum, instruction, and methods courses in the MAT program taken by the students prior to the curriculum leadership seminar required some form of reflective practice in the course syllabus (e.g., exit reflections over class lectures, journals of daily instruction, and portfolios). Consequently, this cohort of students had a common thread of experience with a variety of reflective strategies.
The choice of storytelling as the reflective strategy for the curriculum leadership seminar was based on previous research suggesting that novice teachers' stories developed from their experiences in the classroom over the course of the year were a viable means of examining their present beliefs and challenges about teaching and learning and would assist in their construction of more developed metaphors of teaching (Bullough, Knowles, & Crow 1991; Wentworth & Pinnegar, 1996). The choice was further supported when the university students met their first seminar. Those who were early for class spontaneously began sharing "stories" of their classrooms, and others enthusiastically joined in as they arrived, suggesting that telling their stories was a natural phenomenon. The topic of reflection and its benefits to learners thus became an early seminar discussion, as the instructor related what was observed as students came into the classroom. Following this discussion the instructor and the class substituted a storytelling format for the original reflection strategy outlined in the seminar's syllabus and selected the telling of one or more of their experiences as a culminating activity for the course. Each week at the beginning of the class, students were randomly grouped by fours or fives, and each member of the group took a turn telling of some event or experience that had been significant for her or him during the week. The telling of the previous week's experiences was given approximately 20 minutes of class time, with some students taking more or less time than others depending on their stories and their inclination to share that week. Each student made a dated entry into a journal of the story he or she had told on each night of the seminar; the entry was to serve only as a reminder of the weekly events they had chosen to relate to others. No structure was required for these notes.
The week prior to the last class meeting, the topic and research related to storytelling as a reflection strategy was reexamined and the structure and guidelines for the culminating story to be told during the final class meeting were reviewed. The preservice teachers were reminded that most stories, including personal narratives, have a structure of beginning (laying out the context or background), middle (exposing a dilemma or conflict), and end (resolution of the dilemma) (Hermans, 1992). The final storytelling assignment was to relate a story involving a significant event, dilemma, or situation from the student's teaching experience (events and details could be selected from their notes of their previously told stories). Guidelines for the storytelling process were provided to students, briefly discussed, and included : (1) real stories describing or explaining an incident or event, (2) inclusion of significant details related to the characters, the dilemma or motivating problem in the story, turning point, and resolution, (3) a lesson or moral learned, and (4) connection of events in the preservice teacher's life and semester's experience that were significant and related to their becoming a teacher.
On the last class meeting, the preservice teachers were paired, instructed to tell one another their story, and asked to record their stories with provided audiotape recorders. Following the oral telling of the story, the student teachers were requested to ask their partner the following story structure questions and to record their responses:
1. Who is the main character?
2. Who or what is the "hero" of the story?
3. Who or what is the "villain"?
4. What is the motivating dilemma, conflict, or central problem of the story?
5. What is the turning point?
6. Was the ending positive or negative? If the story has not yet ended, what type of ending do you think will happen? Why?
7. What is the story's moral? What would you like for the audience to learn?
The intent of the follow-up analysis questions was to assist the storytellers in being fully elaborative in their stories and foster or extend reflection about their practice so that they could benefit by or learn from the experiences related in their narratives. The storytellers were not required to match a part of their story with each story element; reflecting upon their story in comparison with such traditional story elements was encouraged to promote further analysis of characters, plot, and lesson learned (if any). All of the stories and responses to the questions were audio-taped, transcribed, and analyzed for patterns and themes.
The Stories
The following story was excerpted from one student's audio recording.
Once upon a time, a young, idealistic student teacher began teaching four standard tenth grade English classes. There was one student, an over-age young man in her fifth period class, who quickly established himself as her possible nemesis. He was defiant, low-achieving, unmotivated, and worst of all, a natural leader whose bad attitude was carrying over to the other students. The teacher had looked at his previous school records, talked to the guidance counselor, conferenced with his single-parent mother, and discussed the student with her mentor teacher. There seemed to be no answer to this problem. She began losing sleep, and each day she felt she lost more control of the situation. One morning while walking through the parking lot, she saw the student sitting in a car playing the guitar and softly singing. She listened for a minute and was impressed by what she heard. Before class started that day, she took the student into the hall and told him what she had heard and how impressed she had been. She told him she was going to start a unit on poetry that day and had planned to use some music to demonstrate rhythm, rhyme, and other elements of poetry that are part of music. She asked him if he would bring his guitar to class and sing one of his songs. To her amazement, he did. This was the beginning of a complete turnaround for the student, others in the class, and for the teacher, also. Moral of my story: Never give up believing that all students (and teachers) can learn and want to be successful. Everyone has a key and the job of a teacher is to find that key and unlock the potential we all possess.
Main Characters
Twenty of the 27 preservice teachers (74%) saw themselves as the main characters of their stories. The majority of these 20 reported their role as a student teacher to be the pivotal person in the story. Examples of main characters other than the preservice teacher were either the mentor teacher or students they were teaching (see Figure 1). When mentor teachers were portrayed as main characters, they generally were described as or given profoundly influential roles in the stories. In the stories with students as the main characters, the preservice teachers saw themselves as a kind of counselor, describing students with special needs, such as "an unmotivated student in my third period English class," "a hearing-impaired student with my fourth period class," "a troubled, frustrated student who transferred into my art class because he was falling behind," and "a low-achieving student with an 'attitude' toward all authority figures."
Motivating Dilemmas
As their motivating dilemma, the majority of the preservice teachers identified issues that related either to classroom discipline or lack of teaching experience. Discussing a discipline problem, one preservice teacher related that a student confronted her in a hostile manner regarding assignments and grades and that she "had to take this student into the hall on more than one occasion because she was causing quite a disturbance in class." Other stories included statements such as, "I really wanted to make learning interesting for the students, but spent most of my time disciplining difficult students," and "I had to establish myself as the authority in the classroom before I could teach English, as the students showed no respect for me when I was nice to them."
Closely connected to discipline problems was the "lack of motivation on the part of my students," as stated by a high school economics preservice teacher. Similarly, a preservice teacher who had attended an all-girls private high school said:
My expectation of what I thought I would find upon entering a large, modern public high school differed from what I found. I have had to accept the fact, frustrating as it is, that some of the kids just do not want to learn and could care less what goes on in class.
Another preservice teacher said that she was frustrated because "these students in a large high school are not interested in our world and what is happening in it today." She wanted to involve all of her students in class while "trying to show them why the information they were learning, particular about other cultures, is pertinent to their lives today."
Several of the preservice teachers viewed their preconceived ideas about teaching and their lack of experience as their dilemmas. For example, four of the preservice teachers stated the problem they encountered was "trying to live up to the ideals and expectations of myself and others." Their stories included statements such as "my lack of experience and confidence in myself was the difficulty that I had to overcome."
Others viewed their mentor teachers as embodying some of their conflict between the ideal and the real. One preservice teacher included in his story that:
I probably will have to eventually give up some of my idealism after observing my mentor teacher distance himself from the students who had no motivation or desire to learn, and even water down the material so that most of them could pass geometry. It quickly became clear how an individual can become a hardened, cynical, warhorse of a teacher.
Another related that her mentor, who had been teaching for 20 years, had become so cynical about students that his philosophy was "just to survive." The storyteller's conflict was to "overcome my inexperience, and become more confident in myself as an effective classroom manager while maintaining my rapport with the students" so that she would not experience this kind of burnout.
In response to "Who or what is the hero in the story?," 14 of the 27 preservice teachers reported someone other than themselves, while 10 considered themselves to be the hero in the story (see Figure 2). In the stories that depicted someone else as the hero, the descriptions included "my seventh grade students who really turned out to be fun to teach by the end of the year, even though I had wanted to teach older students" and "all students and teachers who succeed against the odds." Another storyteller related:
There are really two heroes in this story--the student and myself. I made the student aware of his capabilities, that he could succeed in Standard English, but he is the one who did the work and achieved his goal of passing the regular course instead of taking Resource English.
Two preservice teachers said that their mentor teachers were the heroes of their stories. One explained, "My cooperating teacher is absolutely wonderful, and in my eyes is a heroine." The other storytellers considered the heroes of their stories to be "the students," and in one case, "my family and friends who helped and supported me through the year."
The preservice teachers who saw themselves as the heroes of the stories also linked some aspect of their own learning experience in teaching as contributing to their heroism. They expressed this as "overcoming my initial anxiety as the authority figure in my class," "helping my students to build respect for different ideas while studying about other countries in history class," " resolving the conflict between my expectations and what I found to be reality in classroom teaching," and "working very hard to get students to work on their class project of running a small business." Three of the storytellers reported that there was no hero in their story because they were either unable to help a student with his/her problems to the extent they wanted, or they felt as though the system had failed to successfully meet a student's needs. They related that their experiences in the stories centered on more negative, or oppositional, forces rather than positive ones.
Four preservice teachers saw themselves, their inexperience, and lack of confidence as villains, and three gave the response that there was no villain in their story. The remaining stories either identified another person or students' low motivation as the villains (see Figure 3). The 11 stories relating another person or forces as the villain included references to "disruptive students," "the troubled student's parents," "step-parents," "the system," "parents who don't help to monitor their child's behavior or motivate their children to appreciate learning," and "stress, pressure, and getting along with the mentor teacher." One preservice teacher portrayed the villain as "teachers who are too traditional" and the "system that will not change to accommodate the needs of students."
Nine of the stories considered the villain to be the low motivation of students to learn and succeed in school. In the stories where low motivation was seen as a negative force acting on the situation, preservice teachers explained it as "laziness of students," "lack of self-esteem and, therefore, motivation," "an attitude of disrespect for teachers and education in general," and "high school students who think that drug-selling is an acceptable occupation and do not believe that education is worthwhile."
Turning Points
Turning points within the stories were events that caused the story to have a positive or negative ending. These were typically more difficult for the teachers to define and explain. Many reported a gradual change, such as improvement in student motivation and achievement over the course of student teaching. Others reported an increase in their own self-confidence as teachers during the year's experience of teaching, and "realizing and accepting that things are not always as you expect and want them to be." Turning points were also stated as "when I knew that I had the support of my mentor teacher and principal" and "when I saw my students cooperating and working together to learn."
Storytellers were also asked to include their opinion or prediction of the end of the story, whether it was or would be positive or negative, and why they believed this. Twenty-two of the intern teachers (80%) believed their stories had or would have positive endings. Only four believed the stories they told had negative endings, and one said that he "did not know how this story would eventually turn out." The positive endings were reflected by statements such as: "I felt good about myself by the end of the story"; "I believe my students learned something about themselves and others"; "My reluctant student is now working and his self-confidence has greatly improved"; and "I continue to benefit from my experiences." The stories with negative endings, according to the storytellers, involved students who were struggling to survive overwhelming home and family situations, or were being neglected by parents who were too involved in their own personal problems to notice that their child was suffering.
Morals and Lessons
Reponses to the final question, "What is the story's moral or lesson?" focused on having realistic goals and expectations and the need for support from family, friends, and teachers. Some specific lessons learned by the storytellers were: "Look for the positives in a bad situation"; "You learn from those you teach"; "Be prepared for anything"; "A new career is a big adjustment, and you need to be patient with yourself and your students and learn from your mistakes"; "Keep an open mind and be flexible"; "Give respect to students, use positive reinforcement, and don't ever give up on the students."
The concepts, issues, and practices that were central to these teachers' stories were similar to those of most beginning teachers. Thus, the content for analysis and reflection appropriate for student teaching seminars such as this was effectively derived through the storytelling process and demonstrated that the method was at least as efficient as reading cases or other text materials. It had the distinct advantage, however, of being more concrete and personally relevant for students who had shared the same or similar contextual environments.
Contributions of the Storytelling Strategy to the Continuous Improvement of a Teacher Education Program
In order to more fully flesh out the benefits and utility of this strategy for improving the teacher education program, two open-ended questions were added to the standard class evaluation form that students completed at the end of the last seminar class:
1. What were the benefits of the storytelling reflection strategy used this semester for you personally? For the teacher education program that you have completed?
2. What are/were your concerns about using this strategy as a process for reflecting on your own teaching and learning? For further or extended implementation in the teacher education program?
In general, the responses were positive, with almost all students responding that they enjoyed using the strategy. Examples of written responses regarding personal benefits included:
I don't often speak out in my classes and sometimes I've resented others who take away from my time in class by whining about their problems. The way we conducted the class by limiting the time that we could tell our stories and giving us the flexibility of saying a lot or a little if we chose, was good for me. As the semester went by I became a lot more comfortable talking in the small groups, and I made closer friends with some of our class than I had before this semester, mainly because I shared some of their experiences and realized they were having the same kinds of problems that I was having.
Another student indicated that the oral aspect was more comfortable for him because of his lack of writing ability and fear of being graded on what he had written.
I liked being able to talk and not having to write everything and being graded on it. At first I was afraid if I told anything about my problems I would reveal that I didn't have all of the answers or wasn't doing a good job with my classes. After awhile though, I started looking forward to hearing others talk about their classes, and I got some good ideas from others about what they were doing to make things go better for them.
The benefits to the teacher education program were addressed by two preservice teachers whose responses also pointed to some of the issues and concerns about using this strategy in other classes. One student wrote: "I don't think this strategy would work as well in other classes we have taken because we didn't have as much teaching experience and enough time for our 'stories' to develop." Another responded:
I always remember the stories my professors tell in class about their real-life experiences in the classroom, sometimes better than the content itself. Our stories, however, seemed even more relevant because they were happening now with students in our city's schools and not in the past (in some of our professors' really distant past) and I think I learned as much from some of our class as I have from some of my professors.
Other responses pointed to particular areas of the teacher education program that might benefit from knowing students' stories. One student wrote: "The most common problem/conflict I heard in our stories was how much trouble we all seemed to have with discipline and working with unmotivated students. I think the Education program needs to put more emphasis on this." Another commented on a particular teaching strategy: "We have heard a lot in our methods courses about doing more cooperative learning in our classrooms, but I never felt like I was secure enough with this strategy to make it work in my English classroom. The way we told our stories in a small group and wrote summaries of each other's stories is a cooperative type activity that I want to try in my own classroom."
Other comments about the use of this strategy were concerned more about how it was used than whether or not its use should be expanded in the teacher education program. Some examples included: "We have some people in this class who talk way too much and if you end up in their group, you will not get a chance to talk before the time is up"; "There were a couple of times I felt like I was in a group-therapy session for recovering teachers"; and "I would have liked to have had more time with just the English/language arts teachers because we have more in common than some of the other content area teachers."
Issues and Concerns
From the data, we identified two major issues related to using storytelling as a means for stimulating reflectivity about teaching. These issues may have been the result of the specific manner in which the approach was used but should be addressed in future applications.
Trust and Disclosure
Since stories may include episodes that can depict preservice students as looking "unsuccessful" in the traditional sense, they must feel safe in disclosing their actions, feelings, and experiences, as well as be free from pressures of penalty by grades or loss of respect by the instructor and/or their peers. The emphasis of this approach must be on teacher development rather than evaluation.
Depth of Reflection
The ability to self-analyze, interpret, and find meaning in "real" stories and experiences varies in a context such as this as it does in written discourse. Persons who are unaccustomed or inexperienced in structural analysis and interpretation may miss the more abstract, symbolic, and even salient points in the stories. Thus, it is of value to conduct some preliminary discussion of story elements and to practice constructing and analyzing metaphors to assist teachers in seeing the nuances, subtleties, and complexities of motives and elements of their stories.
The Value of Storytelling as a Form of Teacher Reflection
Analysis of the data revealed that the storytelling process was primarily valuable as both a reflective and a collaborative process, a culminating activity, and a generation-of- knowledge process. Each is discussed below.
(1) A reflective process. The preservice teachers indicated that the storytelling provided them a formal means of engaging in the reflection process. Recalling their thoughts, feelings, and actions regarding a significant event during their student teaching by responding to specific thought-provoking questions gave them insight regarding the importance of the event in their lives. Further, storytelling placed more emphasis on growth rather than evaluation, unlike other reflective practices (e.g., portfolios).
(2) A collaborative process. The preservice teachers told their stories to one another. There was someone there to listen to and value their stories. Sharing and describing the events with others created both an air of excitement as well as relief to hear stories that were similar to their own experiences. A sense of "being in this together" was created.
(3) A culminating activity. The preservice teachers were able to name what was most important to them about their student teaching experience. They were able to compose a self that was positive in the face of a number of less positive factors and events and conclude their university work on a positive note.
(4) A generation-of-knowledge process. The stories illustrated that most of the preservice teachers felt a great sense of accomplishment in their student teaching experience. Critical issues related to teaching emerged during the sharing of stories. A growing understanding of issues related to teaching, such as uncertainty, the need for support, and that learning to teach is a developmental process, was evident in the stories. The stories also provided university personnel insight and perspectives on teaching drawn from those recently in classrooms and those who were often not willing or active participants in more traditional seminar discussions. For example, specific curriculum and instruction areas of the university teacher education program (e.g., classroom management and cooperative learning) were identified as needing to be addressed more extensively and with more relevance to the experiences the student teachers described.
A Vision for the Future of Teacher Education
We believe storytelling can serve two important purposes for teacher preparation: a promotion of reflective teaching and a substantive conclusion of a teacher education program. The findings of this initial study seem to imply a need for increased use of storytelling in teacher preparation programs as a means to promote teacher reflection. Although this study is limited to one student teaching program, we believe, through increased practice in more student teaching programs, this strategy could contribute to the continuous improvement of a teacher education. Although most teacher educators agree that teacher reflection is an important process, it still remains an often misunderstood and under-practiced aspect of the educational process: "It is paradoxical that, although teachers spend most of their time facilitating student learning, they themselves have few people facilitating for them and understanding their need to be recognized, encouraged, helped, supported, and engaged in professional learning" (Liberman, Saxl, & Miles, 2000, p. 352). While instilling this type of reflection in preservice teachers can be difficult for teacher educators, storytelling employs the use of critical thought, self-direction, and problem solving, as well as nourishing personal knowledge and self awareness that Chant, Heafner, and Bennett (2004) discuss as critical components of effective teacher reflection.
It is not so important that we are able to anticipate and have a ready answer for all of the perplexing questions and issues that teachers pose through their stories, but more that we engage and share in the dialogue that brings to life and focuses the messy, complicated, real world of the classroom. The dialogue gives meaning to simple events that might have otherwise slipped by (Polster, 1987). Similar to the use of storytelling in business and counseling, the connecting of meaningful events better enables student teachers to remember their experiences, make sense of them, and grow. Just as we rely on reading literature for arousing passions, discovering values, and understanding the human condition outside the narrow confines of our own experience, hearing our own and others' stories has a place in the education of teachers. Storytelling offers "the potential to animate the idea of teaching as reflection, generate knowledge about reflective practice, model an inquiry-based approach to pedagogy, provide opportunities for beginning teachers to reflect on learning to teach, and generate rich understandings" that can be used to facilitate growth and improvement (Dinkelman, 2003, p. 16). Jon Meacham (2008) recently wrote "We are the sum of the stories we tell ourselves, and those stories are necessarily rooted in our experience, and by how we choose to interpret the experiences of others. These mechanics of memory create a new, present reality that then determines the future" (p. 27). Storytelling, the oldest of form of communication, provides us a means for reconstructing our experiences as well as constructing our inquiry into future professional practice. Thus, it would seem that this approach (storytelling) could serve as an improvement, or an effective supplement, to other techniques used by researchers and teacher educators in promoting reflection on teaching and ultimate teacher development.
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Baldwin, C. (2005). Storycatcher: Making sense of our lives through the power and practice of story. Novato, CA: New World Library.
Brott, P. E. (2001). The storied approach: A Postmodern perspective for career counseling. The Career Development Quarterly, 49, 304-313.
Bruner, J. (1987). Life as narrative. Social Research, 54, 13-32.
Bullough, R. V., Knowles, J. G., & Crow, N. A. (1991). Emerging as a teacher. London, UK: Routledge.
Chant, R. H., Heafner, T. L., & Bennett, K. R. (2004). Connecting personal theorizing and action research in preservice teacher development. Teacher Education Quarterly, 30, 25-40.
Coles, R. (1989). The call of stories: Teaching and the moral imagination. Boston: Houghton Mifflin.
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Denning, S. (2004). Telling tales. Harvard Business Review, 82, 122-129.
Denning, S. (2005). The leader's guide to storytelling: Mastering the art and discipline of business narrative. San Francisco: Jossey-Bass.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Boston: Heath.
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Meacham, J. (2008, July 7/July 14). The stories we tell ourselves. Newsweek, 27-28.
Noddings, N. (1991). Stories in dialogue: Caring and interpersonal reasoning. In C. Witherell & N. Noddings (Eds.), Stories lives tell: Narrative and dialogue in education (pp. 157-170). New York: Teachers College Press.
Polkinghorne, D. E. (1988). Narrative knowing and the human sciences. Albany, NY: State University of New York Press.
Polster, E. (1987). Every person's life is worth a novel. New York: W.W. Norton & Company.
Price, J. N. (2001). Action research, pedagogy and change: The transformative potential of action research in preservice teacher education. Journal of Curriculum Studies, 33, 43-74.
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Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.
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Emily Binks is a lecturer and research coordinator at the Scarborough School of Education of the University of Hull, United Kingdom; Dennie L. Smith and R. Malatesha Joshi are professors in the College of Education and Human Development at Texas A&M University, College Station, Texas; and Lana J. Smith is professor emeritus with the College of Education at the University of Memphis, Memphis, Tennessee.
Figure 1. Main Character (n=27). Self = 74% Mentor Teacher = 11% Student(s) = 15% Note: Table made from pie chart. Figure 2. Hero (n=27). Self= 37% Student(s) = 41% Mentor Teacher = 7% Other = 4% Note: Table made from pie chart. Figure 3. Villian (n=27). Self= 15% Student(s) = 33% Mentor Teacher = 26% Other = 26% Note: Table made from pie chart.
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One investigation by the District Attorney's Office is enough of a headache for City College of San Francisco. But two?
The Guardian learned that just days before the November 2005 election, in which City College asked voters for $246.3 million in bond money to continue a series of capital works projects, the office of Vice Chancellor Peter Goldstein received a letter from investigators requesting detailed information about a land transaction that took place in Chinatown earlier that year.
At least three of the school's elected trustees don't recall being informed by Chancellor Phil Day about the probe, setting off new concerns after we alerted officials about the letter, which the Guardian obtained. The DA's Office is also investigating potential laundering of public funds into campaign donations by college officials in connection with that bond campaign.
"It puts a further cloud on the college," trustee Julio Ramos told us. "Presumably the statute of limitations has not run on the transaction, so what's going on here? I'm concerned because no one ever informed us."
Two other trustees, Milton Marks and board president Anita Grier, told us they don't remember being told of the inquest.
"We do have to give them some leeway to operate the college without informing us of everything," Marks said. "But when the district attorney is asking questions about something that's coming from a board action, why wouldn't we have to know about it as early as possible? It's kind of indefensible."
But Day fervently insisted that the board was informed of the letter during a closed-session meeting the same month the letter was received and that Ramos and Marks simply weren't there. Day had no explanation for why Grier couldn't recall it, but trustees Rodel Rodis, Natalie Berg, and Lawrence Wong and former trustee Johnnie Carter all confirmed they'd been told about it. Day also said the school had never heard back from the DA's office after it produced all of the requested documents.
"I had even forgot about the fact that we had this initial inquiry back then," Day told us. "I had totally removed it from my brain and forgotten about it completely."
Either way, this is the first the public has heard of the DA's interest in City College's land deals. Debbie Mesloh, a spokesperson for District Attorney Kamala Harris, told us she could neither confirm nor deny that any such investigation was taking place, although the letter confirms that an investigation was opened.
The DA this year began an inquiry into City College after the San Francisco Chronicle revealed that the school had used a $10,000 lease payment from a business tenant to help bankroll a campaign committee formed for the purpose of promoting the 2005 bond election, City College's third since 1997.
But we now know that the DA began snooping around the college's land purchases in October 2005, when Goldstein was asked for escrow documents, property appraisals, memos, and board minutes concerning the school's purchase of two lots in Chinatown at the corner of Kearny and Washington streets for a long-planned (and now vastly over budget) campus.
The Guardian has also obtained a pile of documents detailing months of real estate negotiations between the college and politically connected Chinatown businessman Pius Lee, who owned one of the lots and had an option to buy a neighboring and much larger tract.
The construction of the new Chinatown<\d>North Beach campus hasn't gone smoothly for the college or voters. The school originally used $5.8 million to buy property in the neighborhood using bond money that voters authorized in 1997.
Also from this author
Newly available documents expose what happened to a man shot 16 times by SFPD officers two years ago
Nancy Pelosi is raising millions of dollars, but keeping very little for her own reelection campaign


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The ownership team that brought you the Hi Hotel in Nice are at it again, this time in a place that, French influence aside, would seem to have very little in common with the Côte d'Azur. Fortunately, both for the brand and for fans of eccentric hotels, they brought designer Matali Crasset with them on their Tunisian voyage. The result is an ecologically sensitive, brilliantly hued hotel, which just happens to be on the edge of the Sahara. And yes, it does sort of resemble something out of Star Wars, and not just because it's somehow quite futuristic and also slightly Seventies at the same time; if the landscape looks familiar, it's because several scenes were filmed nearby, and visiting the locations remains a popular tourist attraction.
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- Nursu
- Stayed October 2013
- Rating: Excellent
What I liked:
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Nothing, had a wonderful stay!