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Outside the bitter confines of federal parliament, Scott Morrison and Bill Shorten put aside their differences to honour Australians killed in the September 11, 2001 terrorist attacks.
The prime minister and the opposition leader stood side-by-side during the Last Post ceremony at the Australian War Memorial on Tuesday.
The solemn memorial came amid a climate of ongoing tension in Canberra, where hours earlier Mr Shorten had ratcheted up pressure on Mr Morrison over why he replaced Malcolm Turnbull as prime minister.
The ceremony honoured defence widows, family members of those serving and marked the 17th anniversary of the New York and Washington terrorist attacks.
Australian War Memorial director Brendan Nelson said looking at the names of men on the Afghanistan honour role turned his mind to women.
"So many of the women that are here have worn the burden of the decisions made by our governments to send Australians in war, peace, humanitarian and disaster relief," Dr Nelson said.
He said on the anniversary of events which changed the world, it was important to remember not only serving women, but partners of men returning from bloody battlefields.
Others in attendance included Foreign Affairs Minister Marise Payne, Senior Labor frontbencher Penny Wong and the deputy opposition leader Tanya Plibersek.


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Gay Club in Kiev Attacked By Mob of Neo-Nazis: Video
Violence against the LGBT community in Eastern Europe continued this week with an attack by a group of 15 to 20 neo-nazis against the gay club "Pomada" (Lipstick) in the Ukrainian capital city, Kiev. The melee was captured on video by a surveillance camera.
Like Leak reports the incident occurred on July 6 about 10:50 p.m. There were no reported injuries.
A statement released by the Interior Ministry of Ukraine in Kiev stated the following:
At the scene, according to an entertainment venue staff, law enforcement officers found that shortly before the call to the police came to the administration building about 15 people in camouflage and balaclava (ski masks) and began to commit unlawful acts. Located near the main entrance to the nightclub, unidentified persons threw a smoke bomb and several firecrackers. this damaged the facade of the building, ventilation and outdoor surveillance camera.
The video captured shows club goers rushed into the building by a bouncer while a gang approaches. The gang, many of whom were dressed in ski masks with neo-Nazi symbols storm the front of the building, kicking and punching in an attempt to get into the club. They quickly fled for reasons unclear.
Pink News reports far-right homophobic groups were influential in Ukraine's recent coup, prior to which the parliament attempted to pass an anti-discrimination bill.
The attack follows the cancellation of the city's scheduled gay pride event.
Related Story

subset: commoncrawl


text: Amplified Speaker Packages OEM Speaker Replacement Kits Radio Replacement Kit 1991 Honda Prelude Car Audio Upgrades The 1991 Honda Prelude is a sports coupé that was produced by Japanese automaker Honda from 1978 until 2001. The two-door coupé was loosely derived from the Honda Accord and spanned five generations. The Prelude was used by Honda to introduce the Japanese Honda retail sales chain called Honda Verno, with the Prelude shortly introduced later internationally. Here at HifiSoundConnection.com we have a wide selection of 1991 Honda Prelude Car Audio Upgrades. These Car Audio Upgrades are made from top of the line materials by the most trusted names in the industry. Purchase your 1991 Honda Prelude here at HiFiSoundConnection.com for big savings and super low prices!


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"Marketing is the lifelong process of educating your customers about why they should buy from you."
This quip by marketing star Jay Abraham was penned almost two decades ago, and couldn't be more true today.
It's one of my favorites because it makes simple, yet very revealing, points:
1. Marketing is a lifelong process
2. Educating your market attracts sales
3. Customers are just as important as prospects
It's a concept not many marketers followed 20 years ago (thus, Jay's urging), and one that B2B companies are beginning to get a grip on today, with the advent of digital marketing and especially, social media.
Educating your customer is important not only as a method of or framework for communicating — but also because competition is everywhere.
Consider the current plight of the Big-Box stores. Years ago, you had mom-and-pop appliance stores, and Sears was about the only department store around. The smaller stores relied heavily on service and knowledge to secure and maintain loyal customers.
Then came the Big-Box stores, with their vast selection, low prices, and suburban ubiquity. Customers migrated there in droves, and the smaller shops — lamenting that price trumps the personal touch — ended up closing their doors.
Now, it's the Big-Box stores lamenting. They're fighting "showrooming" (buyers researching their options at the stores, but making their purchases from one of the many resources on the Internet). And are they ever feeling the pinch.
Because your customers also find you (and your competitors) on the Internet … because they are actively seeking information and 'comparison shopping' before they make a purchase …because they rely on referrals from friends and colleagues … because they trust objective information – the degree to which you educate can mean the difference in sales, and, lifetime customers.
Educating your market – if you're not already doing so – is an opportunity worthy of your marketing investment
So companies must ask: how well are we doing the basics of explaining the value our products or services provide? And, on what topics can we offer educational information?
The old standards for educating your market: Published articles, white papers, speaking engagements, just plain relationships, these still apply. These were the means for offering knowledge. What does not apply is the mindset of talking at the customer.
Today, we have the unprecedented opportunity to talk with the customer. Author Dan Pink describes the fundamental shift in the customer/company relationship as the difference between the "information asymmetry" of the past, when companies had all the information, and the "information symmetry" we now experience, in which the customer has all the information. The customer is (sigh) no longer ignorant.
The digital age has allowed companies to become their own media. To be seen as thought leaders. To have their educational content (not just their websites) found online. Between your own website, blog, Facebook page, LinkedIn activities, Twitter, industry, online forums, associations, blogs, etc., your educational messages have more places to be seen.
Beyond educating customers about your product or service's unique advantages, you can offer insights about your field in general. You can share value from others, industry wide; you can share best practices thinking to help them run their business, address a difficult sales issue, etc. – virtually any topic that you know would be of interest and helpful to them.
Information equals trust. Use it, or be prepared to be out-marketed by competitors that do.


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GUATEMALA CITY, Guatemala — It took 92 years, but on Wednesday night at Estadio Mateo Flores, 30,000 fans stopped chanting "Sí se puede" and started singing "Sí se pudo."
Guatemala, who have never sent a team to the World Cup on any level, shocked the United States U-20 squad in the quarterfinal of the CONCACAF Championship with a 2-1 victory to qualify for the main event this summer in Colombia.
Henry López's 69th-minute tally proved to be the game-winner after Conor Doyle knotted the match three minutes earlier. Gerson Lima's third tally in as many games just after the half-hour mark opened the scoring.
With Bobby Wood unable to play due to knee injury, Thomas Rongen made a couple changes to his starting 11. FC Dallas' Moises Hernandez got the nod at left back and Greg Garza was pushed up to midfield. Joe Gyau, who missed the match against Panama, returned to the flank despite not being 100 percent.
The US avoided what would have been a disastrous blow in the fifth minute. Gale Agbossoumonde got tangled up with a Guatemalan attacker as they raced for a ball on the sideline. The center back grabbed his right knee as he fell to the ground and lay writhing in pain for half a minute. Agbossoumonde returned to the action after getting attention from the US staff, but favored his injured appendage throughout the rest of the half.
The Americans dominated the early chances and should have scored in the eighth minute. The ball bounced to Kelyn Rowe just over midfield and the UCLA forward took a touch around goalkeeper Diego Armando Chacón, who had raced to intercept but arrived late.
[inline_node:333152]Rowe (pictured at right), faced with a tight angle on an empty net, indecisively half-shot and half-passed to a streaking Doyle. However, a Guatemalan defender came rushing in and knocked the ball out for a corner before it could find its target.
After the early flurry of US pressure, the home side started to believe in themselves and gained long stretches of possession. The goal came in the 33rd minute off a Kendel Herrarte corner, when goalkeeper Zac MacMath and his back line failed to communicate. The opportunistic Lima used his head to put the ball into the net.
The US demonstrated a renewed intensity after the break, making attack after attack. The Philadelphia Union's Amobi Okugo forced an impressive save from Chacón in the 57th minute, but nothing came of the ensuing corner kick.
Doyle finally rewarded the US effort, tying the match in the 66th minute. Okugo, standing near midfield, spotted the streaking Derby County striker, who took one touch at the 18-yard box before chipping the Guatemalan netminder.
Estadio Mateo Flores exploded three minutes later, however, as Hernandez and Agbossoumonde couldn't handle an over-the-top ball. López found the ball between his feet and beat a sprawling MacMath to the right for the winner.
The Americans pushed forward and had the run of play, but failed to earn the equalizer.
GUA – Gerson Lima (Kendel Herrarte) 33rd minute
USA – Conor Doyle (Amobi Okugo) 66
GUA – Henry López 69
Misconduct Summary:
USA – Greg Garza 74th minute
USA – Zarek Valentin 90+2
United States -- 1-Zac MacMath; 4-Moises Hernandez, 5-Perry Kitchen (capt.), 2-Gale Agbossoumonde (16-Moises Orozco, 82), 3-Zarek Valentin; 8-Sebastian Lletget, 14-Amobi Okugo, 10-Kelyn Rowe; 13-Greg Garza (17-Omar Salgado, 77), 9-Conor Doyle, 7-Joe Gyau
Subs not used: 18-Cody Cropper, 6-Dillon Powers, 8-Sebastian Ibeagha, 12-Sacir Hot, 15-Korey Veeder,
Head Coach: Thomas Rongen
Guatemala -- 21-José Carlos Garcia; 3-Manuel Moreno, 4-William Ramírez, 5-Elias Enoc (capt.), 6-José del Águila, 7-Marvin Ceballos (10-Kevin Norales, 73), 8-José Castillo, 9-Henry López (18-Abner Bonilla, 79), 11-Kevin Herrarte, 14-Josó Lemus, 20-Gerson Lima (16-Cristian Lima, 46)
Subs not used: 1-Diego Chacón, 2-José Andrade, 15-Sixto Betancourt, 17-Marco Tulio Rivas
Head Coach: Hugo Ever Almeida
Referee: Roberto Garcia (MEX)
Assistant Referees: Víctor Calderón (MEX), Juan Rodas (HON)
Fourth Official: José Molina (HON)
Noah Davis covers the United States national team for MLSsoccer.com. Follow him on Twitter at @noahedavis.


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KEY BENEFITS:Visibly improves fine lines, wrinkles and loss of firmness
SKIN CONCERNS:Fine lines and wrinkles, Loss of firmness, Dry skin
Save 10% + free shipping on orders $80 or more
We offer a full refund of the purchase price, excluding shipping charges, within 60 days from the date of purchase. Items that are returned outside of the R+F return policy will be discarded and no return will be issued.
Use the REDEFINE Regimen twice daily in the AM + PM, avoiding the eye area.
Step 1: Cleanser
REDEFINE Daily Cleansing Mask
Apply AM + PM
1. Massage mask evenly over face.
2. Allow product to dry for approximately two minutes.
3. Rinse thoroughly and pat dry.
Step 2: Toner
REDEFINE Pore Minimizing Toner
Apply AM + PM
1. Using a gauze pad, swipe over clean, dry face.
2. Let product dry before applying moisturizer.
Step 3 AM: Moisturizer with Sunscreen
REDEFINE Triple Defense Treatment Broad Spectrum SPF 30
Apply AM
1. Apply a thin layer over face and neck.
Step 3 PM: Ultra Moisturizer
REDEFINE Overnight Restorative Cream
Apply PM
1. Apply a thin layer over face and neck.
Item Number AARG001
What It Is:
Multi-Med Therapy Regimen:
Multi-Med Therapy is based on delivering the right ingredients in the right formulations in the right order for visible results.
The REDEFINE Regimen includes four products that together visibly improve fine lines, wrinkles and loss of firmness for younger-looking skin:
REDEFINE Daily Cleansing Mask (125 mL / 4.2 Fl. Oz. U.S.)
A cleanser that gently exfoliates to visibly soften and smooth skin, and purify pores
REDEFINE Pore Minimizing Toner (125 mL / 4.2 Fl. Oz. U.S.)
A toner with clarifying ingredients that minimize the appearance of pores
REDEFINE Triple Defense Treatment SPF 30 (30mL / 1.0 Fl. Oz. U.S.)
A moisturizing sunscreen that visibly improves lines, wrinkles and skin firmness
REDEFINE Overnight Restorative Cream (30mL / 1.0 Fl. Oz. U.S.)
An ultra-moisturizing night cream that visibly firms skin while reducing the appearance of wrinkles
Skin Concerns:
Fine lines and wrinkles
Loss of firmness
For California Customers:
WARNING: This product can expose you to chemicals including Benzphenone, which is known to the State of California to cause cancer. For more information go to p65warnings.ca.gov.
*For more information on our 60-day return policy, including terms and conditions, please see our Satisfaction Guarantee.
REDEFINE Regimen
For the Appearance of Lines, Pores and Loss of Firmness
Proprietary Technology + Key Ingredients:
REDEFINE Daily Cleansing Mask
Kaolin Clay: draws impurities from pores without drying skin
Granulated Exfoliator: releases skin conditioners and smooths
REDEFINE Pore Minimizing Toner
Poly-hydroxy Acids: exfoliate away pore-clogging dead cells
Oligosaccharides: reduce the appearance of pores
Ginseng Root Extract: conditions skin
REDEFINE Triple Defense Treatment Broad Spectrum SPF 30
Broad Spectrum SPF 30: visibly decelerates the early signs of aging that appear over time
Peptides: visibly firm and reduce the appearance of fine lines and wrinkles
Sodium Hyaluronate: provides deep hydration and skin conditioning
REDEFINE Overnight Restorative Cream
Hyaluronic Acid: deeply hydrates
Glycerin: prevents moisture loss
Vitamins A, C & E: refresh skin with vital nourishing ingredients
Squalane: prevents moisture loss while restoring suppleness and flexibility
Complete Ingredient Lists:
REDEFINE Daily Cleansing Mask
Water/Aqua/Eau, Kaolin, Butylene Glycol, Isododecane, Titanium Dioxide (CI 77891), Lauryl Methacrylate/Glycol Dimethacrylate Crosspolymer, Stearic Acid, Cetyl Alcohol, Bentonite, Dimethicone, Glyceryl Stearate, Hydrogenated Lecithin, Magnesium Aluminum Silicate, Oleth-10 Phosphate, PEG-100 Stearate, Sodium Lactate, Sorbitan Stearate, Tocopheryl Acetate, Xanthan Gum, Fragrance/Parfum, Potassium Hydroxide, Disodium EDTA, Hexylene Glycol, Ethylhexylglycerin, Caprylyl Glycol, Phenoxyethanol.
REDEFINE Pore Minimizing Toner
Water/Aqua/Eau, Butylene Glycol, Gluconolactone, Lactobionic Acid, Dimethyl MEA, Lens Esculenta (Lentil) Seed Extract, Sodium Hyaluronate, Glycyrrhiza Glabra (Licorice) Root Extract, Panax Ginseng Root Extract, Carrageenan, PEG-40 Hydrogenated Castor Oil, Polysorbate 20, Octoxynol-12, Fragrance/Parfum, Citric Acid, Ammonium Hydroxide, Caprylyl Glycol, Ethylhexylglycerin, Potassium Sorbate, Chlorphenesin, Phenoxyethanol.
REDEFINE Triple Defense Treatment Broad Spectrum SPF 30
ACTIVE INGREDIENTS: Avobenzone 3%, Homosalate 2.5%, Octisalate 5%, Octocrylene 2.7%INACTIVE INGREDIENTS: Water/Aqua/Eau, Isododecane, Ethylhexyl Palmitate, Polymethylsilsesquioxane, Glycerin, Dimethicone, Cetyl Alcohol, Glyceryl Stearate, PEG-100 Stearate, Silica, Tetrapeptide-21, Dunaliella Salina Extract, Hydrolyzed Silk, Resveratrol, Sodium Hyaluronate, Humic Acids, Olea Europaea (Olive) Fruit Extract, Camellia Oleifera Leaf Extract, Sucrose Stearate, Polysorbate 20, Polyisobutene, Polyacrylate-13, PEG-12 Dimethicone, Hydrogenated Polydecene, Fragrance/Parfum, Sorbitan Isostearate, Butylene Glycol, Caprylyl Glycol, Chlorphenesin, Phenoxyethanol, Methylparaben, Butylparaben, Ethylparaben, Propylparaben, Isobutylparaben, Iron Oxides (CI 77491, CI 77492).
For California Customers:
WARNING: This product can expose you to chemicals including Benzophenone, which is known to the State of California to cause cancer. For more information go to p65warnings.ca.gov.
REDEFINE Overnight Restorative Cream
Water/Aqua/Eau, Isododecane, Butylene Glycol, Glycerin, Caprylic/Capric/Myristic/Stearic Triglyceride, Niacinamide, Beeswax/Cera Alba/Cire d'abeille, Cetearyl Alcohol, Gluconolactone, Dimethicone, Glyceryl Stearate, PEG-100 Stearate, Squalane, Tetrapeptide-21, Ascorbic Acid, Hydrolyzed Sericin, Hydrolyzed Silk, Olea Europaea (Olive) Fruit Extract, Retinyl Palmitate, Sodium Hyaluronate, Soy Isoflavones, Tocopheryl Acetate, Humic Acids, Ammonium Acryloyldimethyltaurate/VP Copolymer, Caprylic/Capric Triglyceride, Cholesterol, Fragrance/Parfum, Phospholipids, Polyacrylate-13, Polyisobutene, Polymethyl Methacrylate, Polysilicone-11, Polysorbate 20, Sucrose Stearate, Sorbitan Isostearate, Hexylene Glycol, Caprylyl Glycol, Potassium Sorbate, Chlorphenesin, Phenoxyethanol, Titanium Dioxide (CI 77891).
I'm using the REDEFINE Regimen and my skin is breaking out. What should I do?
If you were not previously on an acne-targeting Regimen, this may be due to your skin acclimating to a new skincare Regimen. During the first six weeks of usage, you may experience temporary dryness or a few breakouts.
If you are still experiencing breakouts after six weeks, use the UNBLEMISH Acne Treatment Sulfur Wash in place of the REDEFINE Daily Cleansing Mask every morning, then follow with the REDEFINE Pore Minimizing Toner and REDEFINE Triple Defense Treatment Broad Spectrum SPF 30. For added benefits, three mornings a week use the ENHANCEMENTS Micro-Dermabrasion Paste as directed.
If you were using products to manage your acne before you started REDEFINE Regimen, you might find that the UNBLEMISH Regimen is a better choice for you.
How do I use the REDEFINE AMP MD System with the REDEFINE Regimen?
For best results, follow these steps at least three nights per week, ramping up to every night:
1. Cleanse with the REDEFINE Daily Cleansing Mask and follow with the REDEFINE Pore Minimizing Toner.
2. Divide face into sections (forehead, right side, left side, chin, nose and neck) and with moderate and comfortable pressure, roll the AMP MD Derma-Roller over each section 4-10 times, changing directions with each pass: vertically, horizontally, in a diagonal from upper left to lower right and in a diagonal from upper right to lower left.
3. After rolling, apply the contents of one REDEFINE Intensive Renewing Serum capsule to your entire face and neck and follow with the REDEFINE Overnight Restorative Cream.
I'm using the REDEFINE Regimen and my skin is dry. What should I do?
Skin and skincare needs change over time. Dryness could be the result of a few things such as changes in diet, poor hydration, extreme weather, your activity level or changes in your skincare routine.
To address topical dryness and flaking we recommend exfoliation: Substitute the ENHANCEMENTS Micro-Dermabrasion Paste for the REDEFINE Daily Cleansing Mask two to three times a week in the morning to promote maximum gentle exfoliation with a high-glide, oil-free formula. So, on those mornings your routine will be: ENHANCEMENTS Micro-Dermabrasion Paste, REDEFINE Pore Minimizing Toner and Triple Defense Treatment SPF 30.
If your skin continues to appear dry, you may need extra moisture as your skin acclimates. Here are a few suggestions for you: Consider adding the ENHANCEMENTS Active Hydration Serum. Apply Active Hydration after you cleanse and tone your skin and before you apply the AM or PM cream. Hydrated skin not only looks healthier, but is also primed to more readily accept ingredients from products that are layered on top.
I'm using the REDEFINE Regimen and my skin is oily. What should I do?
The REDEFINE Regimen is formulated for all skin types. If your skin feels too oily while using the REDEFINE products, be sure to allow the REDEFINE Triple Defense Treatment Broad Spectrum SPF 30 to dry prior to applying any makeup.
Also, consider adding the UNBLEMISH Oil Control Lotion Broad Spectrum SPF 20 Sunscreen, a lightweight formula that protects and mattifies skin for a fresh, healthy-looking complexion.
Can I use the REDEFINE Regimen on my arms, neck, hands, and décolletage?
Yes. We recommend applying to the neck + décolletage. For aging hands, we recommend either of the REDEFINE AM + PM moisturizers. ENHANCEMENTS Active Hydration Body Replenish is another great alternative for the body.
How long should I use the REDEFINE Regimen?
Since we are all aging all of the time, Dr. Katie Rodan and Dr. Kathy Fields developed the REDEFINE Regimen as skincare for life. Continue to use the REDEFINE Regimen for as long as you'd like to help prevent the appearance of fine lines and wrinkles, while keeping in mind that skin concerns change with the seasons. Consider accessing our solution tool to address seasonal concerns as they come up before reverting back to your usual Regimen.
In order to purchase Overview Documents you must be Japan Certified.
To sponsor and build a business in Japan,completing the Japan Certification Program is required.
The Japan Certification Program is found on Virtual under the learn menu and consists of a Program Introduction and five modules and quizzes.


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Teamwork – New Beginnings – Breakthrough – Collaboration
Cooperation, loyalty and assistance from others.
Teamwork and dedication lead to creative success.
Sensual pleasures. Love of luxury.
Personal sacrifices for community, group or family.
Addiction to excitement, intrigue, and drama.
Deep emotional patterns that come up in relationships from unhealed childhood wounds.
Charged emotional reactions due to emotional immaturity.
Relationship dramas. Hissy fits. Old tapes: "Oh, woe is me."
Anger and frustration. Misunderstanding of loyalties and ties.


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Sensory Eggs
Looking for a fun Easter activity for your Little Pnut? Why not try your hand at making some sensory eggs? Your Little Pnut will enjoy hiding, finding, and examining these eggs over and over again!
What You Will Need
- 1 package plastic Easter eggs
- Hot glue gun
- Assorted embellishments
Make the Eggs
This activity is limited only by your imagination. Your mission is to take your plain plastic eggs from drab to fab by embellishing them with items that will delight the senses of your Little Pnut. Be sure to glue your eggs shut before you begin (fill some of your eggs with pinto beans or rice before securing them so your Little Pnut can shake them and listen to the different sounds they make). Need ideas? Choose items that not are not only visually interesting, but add texture to the eggs as well (think rough, smooth, bumpy, soft, etc.). We used buttons, sparkly pom-poms, strips of fabric and leather, sequins, plastic gems, pipe cleaners, yarn, feathers, and sandpaper to embellish our eggs.
Let's Play!
There are so many fun ways your Little Pnut can play with these eggs. Younger Little Pnuts will be content just to examine the eggs closely or put them in and out of a basket or other container. Help your Little Pnut develop object permanence by hiding the eggs under colorful play silks and helping them to discover them again. Older Little Pnuts will enjoy using these to practice egg-hunting skills for the big day! Hunting for eggs is a great opportunity for language stimulation – in addition to describing the sensory properties of your eggs, you can also practice prepositions (is the egg beside the tree or behind the tree?) and following directions (find the shiny green egg). Another fun idea – place all the eggs in a bag or box with a hole in the top and have your Little Pnut stick a hand inside. Your Little Pnut can try describing the eggs he/she feels or finding eggs that match your descriptions.
Developmental Milestones:
This activities focuses on the following Developmental Milestones for your Little Pnuts:
Sensory Exploration, Language Development, Cognitive Development, Fine Motor Skill Development
—Stephanie Haass, Little Pnuts Early Childhood Activities Expert & Blogger, founder of www.two-daloo.com


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The Story & Wines
Welcome to the world of Fat bastard wines! The topiary that graces our label has long been regarded as the perfect, final touch to remarkable masterpieces like King Louis XIV's Garden of Versailles; let that legacy live on with Fat bastard, the perfect finishing touch to your culinary masterpieces, a gathering with friends, or even just after a long day's work!
Our wines are fun and fresh, just like the people who consume them! Want to get to know us? Here is our story...
Thierry, a renowned winemaker who had crafted wines from California to France, from Chile to South Africa was sitting in a cold damp wine cellar one winter day when the door burst open. It was Guy Anderson, his dear friend from London who had just arrived to sample the recent vintage. "It's cold enough to freeze the balls of a brass monkey!" Guy bellowed with a big smile on his face. "Now Thierry, let's find out what gems we have this year."
Guy was a rebel in the wine industry believing that quality was paramount in a wine but that the average consumer hated the traditional intimidation heaped on them by most of the wine industry. The two had collaborated before and this was yet another chance to drink wine, catch up on family and enjoy a few days together. After tasting hundreds of barrel samples both were pleased with the quality, but not blown away.
After sleeping in past noon due to the late night before, Thierry thought he would have Guy try an experimental wine he had in a few barrels in the back of the cellar. "Dis is an experiment wine; we left it on de lees. We try it no?" "Sure Thierry, you know how hard it is to get me to try a new wine." Both friends had no idea that leaving the wine in barrel on the lees (yeast cells) would result is such a dramatic difference from the wine they tried the day before. It had a wonderful color and rich, round palate. Both men stood and stared at each other for what seemed like five minutes until Thierry exclaimed "now zat iz what you call eh phet bast-ard" Guy laughed with a belly laugh you could clearly hear in the neighboring town. He had used the expression Fat bastard often to describe things that were great but hearing it in a French accent made it so much funnier. After several more glasses of this great nectar they agreed that they could not withhold it from the public.
When it came to a name only one was considered. It was named after the expression that it originally evoked, Fat bastard.
Even with the unique name and the great wine, the two proceeded slowly in production. The public on both sides of the pond LOVED the wine. Most people bought a bottle because of the name and returned to buy cases because of the quality.
We encourage you to make some great memories of your own while enjoying Thierry and Guy's wonderful experiment.
Visit our Frequently Asked Questions page for, well... frequently asked questions.


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Oh gosh. I just made a revelation while researching on the topic of sebaceous cysts treatment. The small yellowish dome-shaped lump or bump that grew on my vagina area when I was a teen was actually a sebaceous cyst! I never got to find out what it was though I've long gotten rid of it. I only found out because I wanted to write about this as my husband just had a 1 cm sebaceous cyst removed from the left side of his face near his ear via excision biopsis.
What are sebaceous cysts?
According to the medical encyclopedia, a sebaceous cyst, also known as epidermal cyst is a closed sac of cells created under the skin into which a protein called keratin is secreted. These cysts are often the result of swollen hair follicles or skin trauma and are formed when the release of sebum, a medium-thick fluid produced by sebaceous glands in the skin, is blocked. They are harmless, painless, slow-growing small bumps or lumps that move freely under the skin. And sebaceous cysts are usually found on the face, neck and trunk, but can occur anywhere on the body and even in the vaginal area or other parts of the genitalia of both women and men. In addition, acne could be a precursor to the growth of these sebaceous cysts.
Diagnose your sebaceous cyst as early as possible
Actually, the sebaceous cyst on my husband's face must have been growing for about ten years because I remember squeezing at it like a pimple and being intrigued that there is always a supply of the stringy, cheesy, foul-smelling material oozing from it. Over the years, it grew to a sizeable lump and he was so irritated by the look of it that he decided to have it surgically removed earlier this week. I'm writing this because even though it's benign, I realized that it is important to diagnose a sebaceous cyst in the early stage so that you can at least try to prevent it from permanently blocking the sebaceous gland and subsequently growing larger and then having to remove it surgically, which would inevitably mean leaving a scar!
Ways to possibly prevent sebaceous cysts
According to info from the University of Iillinois Medical Center, besides hormones, sebaceous cysts could be caused by increased production of sebum and even bacteria. Hence, it is important to wash your face at least twice daily, avoid greasy makeup products and opt for cosmetics which will not clog pores. Also avoid unnecessary exposure to the sun, excessive heat or greasy surroundings. In addition, I believe a diet that doesn't encourage the excessive production of sebum may help too.
Ways to treat and remove sebaceous cysts
While these cysts may occasionally become infected and form painful abscesses, sebaceous cysts usually don't require medical attention as they can either disappear on their own or stay the same size without causing any problems. Those who are keen to prevent it from getting worst or possibly get rid of it may wish to try some of these home remedies which I've come across.
One is essential oils which have been said to be able to help detoxify the skin and possibly help with the sebum secretion because of its antibacterial and anti-inflammatory properties (source). Another home treatment recommended is to press a hot, damp wash cloth against the cyst over a period of time to try to liquify and drain the waxy sebum. You'll also find that there are some products claiming to help with the cure of these sebaceous cysts though I have no idea how well they work.
However, if the cysts become infected or grow to a bothersome size, health care providers can remove them or prescribe treatment with steroids or antibiotics.
How I removed my sebaceous cysts on my vaginal area
Oh, and how did I remove that sebaceous cyst on my vaginal area many years ago? Nope, I didn't see any doctor because I was too shy about it. I remember applying some oilment on it for some weeks and I kept trying to squeeze it out everyday for a very long while. Then one day, I must have used enough might and it just popped out! It was painful alright but I was so glad I got rid of it. In fact, I have forgotten all about it until now.
* Okay, I know I'm using a rather irrelevant picture here but no way am I'm going to put up a picture of sebaceous cysts. You can do a search on it online but let me warn you, some of those pictures are awfully gruesome!


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South African Journal of Education
On-line version ISSN 2076-3433
Print version ISSN 0256-0100
S. Afr. j. educ. vol.34 n.2 Pretoria Jun. 2014
Relational aggression: the voices of primary school learners
Johan Botha
Faculty of Education Sciences, North-West University, Potchefstroom, South Africa firstname.lastname@example.com
The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted with a purposeful sample of learners from two primary schools in the Dr Kenneth Kaunda District, North-West Province. Data analysis was done using Tesch's systematic open coding process. Social Learning Theory underscored the theoretical foundation that emphasises relational aggression as a socially learned phenomenon through observation. Although existing theory supports the findings, the reality, however, is that the effects of relational aggression impede negatively on learners' social and academic development and well-being. This jeopardises schools' endeavours to effectively socialise learners in order to establish and maintain effective personal and social relationships. Curtailing relational aggression has the possibility of reducing other forms of aggression in schools and will enhance the creation of effective teaching-learning environments that are conducive to teaching and learning that will support the task of schooling, which is the socialisation of learners to optimally achieve their potential in schools. The article provides some suggestions to assist teachers in endeavours to effectively curtail relational aggression.
Keywords: aggression; experience; internal locus of control; life skills; learners; primary school; relational aggression; socialisation; well-being
A global concern is that schools as social and academic environments have a significant role to play in the development of learners' socialisation and well-being. Kourkoutas (2012) posits that educational environments such as schools are to become social and academic environments that allow the optimal development of learners' social-emotional and academic skills. School environments are multifaceted environments in which various individuals such as learners, teachers and parents engage in interactions at a social, cognitive and emotional level, and where children not only develop and reinforce their behaviour, but also where children's behaviour can be changed (Kourkoutas, 2012).
This article aims at providing an overview of the current situation in South African schools with regard to aggressive behaviour, and the need for the investigation of relational aggression (RA) in primary school contexts. A brief conceptual and theoretical underpinning of RA is provided. It also describes the research design and methods that were used to explore primary school learners' experience of RA at school. The second part discusses the findings and proposes the way forward in order to curtail the threat that RA poses to primary school learners' during the middle-childhood developmental phase with regard to their social well-being.
Background and rationale
Presently, research in South African schools into aggression and violence arises from a national and international concern that these phenomena have gradually increased and are so pervasive that it makes it difficult for schools to create safe and nurturing teaching-learning environments - a prerequisite for the effective socialisation of learners (Botha, 2012; Botha, Myburgh & Poggenpoel, 2012; South African Council of Educators [SACE], 2011; Westraad, 2011). Extensive research into learners' and teachers' experiences has shown that aggressive and violent social contexts breed aggression and violence (Myburgh & Poggenpoel, 2009; SACE, 2011). Concerns are raised that aggressive behaviour in school contexts have far-reaching effects on individuals' social interaction in terms of social exclusion, peer status and manipulation evident of poor social standing and self-concept, which cause poor relationships and ineffective friendships (Breet, Myburgh & Poggenpoel, 2010; Steyn, Myburgh & Poggenpoel, 2011). The literature refers to aggressive behaviour as an intent to hurt or harm other individuals, and is therefore viewed as destructive, disruptive or anti-social behaviour that negatively affects individuals in various ways (Fiske, 2010; Kourkoutas, 2012).
This destructive behaviour occurs in families and society, spilling over to schools and giving rise to the incidence of learners' destructive behaviours at school (Bester & Du Plessis, 2010; Bushman & Huesmann, 2010; Muthukrishna, 2011). These behaviours have a negative impact on various levels across the divides of age, gender, religious and ethnic groups. Empirical studies have shown that learners and teachers are affected in a number of ways that hamper effective teaching-and-learning, exacerbate disciplinary problems, threaten learners' and teachers' safety, violate human rights, as well as having a negative impact on their mental and social well-being (Botha et al., 2012; SACE, 2011).
Much research has been conducted into aggression in secondary school contexts, including the aggressive behaviour of both learners and teachers, and of the effect of aggression on the adolescent developmental phase of secondary school learners (Myburgh & Poggenpoel, 2009). This research was mostly concerned with overt aggression, which includes a wide range of verbal or physical acts of aggression directed toward other people and/or property in various school contexts. In many cases, overt forms of aggression, such as physical and verbal aggression in schools, are swiftly dealt with when identified. In many situations, overt aggressive behaviour such as physical aggression (harm through acts) and direct verbal aggression (harm through words) takes place in the presence of the victim. The perpetrator therefore is "known" and may get into trouble, since the behaviour of the aggressor can be reported and the issue can be addressed by adults (Kaukiainen, Salmivalli, Björkqvist, Österman, Lahtinen, Kostamo & Lagerspetz, 2001). Schools have a code of conduct that establishes clear boundaries aimed at "establishing order and discipline" in order to curb disruption of the learning process and acknowledging individuals' human rights (Oosthuizen, 2010:82-83). The code of conduct and the disciplinary system make provision for the punishment of overt aggression and violence such as hitting, stabbing, punching, swearing, name-calling and fighting, since it is viewed as misconduct and therefore punishable. Many schools, however, do not make the same provision for the punishment of covert forms of aggression, such as RA. It is evident that empirical research into covert aggression, specifically RA, has been neglected specifically in South African primary schools' contexts and in the middle childhood developmental phase of learners.
Relational aggression
RA is goal-orientated intentional behaviour by means of which individuals intend to punish, hurt, harm or damage another person's friendships or sense of belonging to a specific peer group through manoeuvring and destruction of relational status (Fiske, 2010; Kourkoutas, 2012). The emphasis is on an intention to harm, a focus on harming interpersonal and social relationships, friendships and a target (Steyn et al., 2011). When acts of indirect forms of RA take place, peer groups become an essential part, as peer groups act as the means of reaching the target (Garandeau & Cillessen, 2006). Relationally aggressive behaviours include withdrawal of friendships, peer rejection, exclusion, victimisation, ignoring a peer, gossiping and spreading malicious rumours. These behaviours are mostly covert, making it difficult for authorities such as teachers and parents to be aware of or to intervene (Murray-Close, Crick & Galotti, 2006).
Although gender dimensions of aggression offer a view that girls tend to be more relationally aggressive and boys more physically aggressive (Bushman & Huesmann, 2010; Fiske, 2010), yet both sexes are socialised in society to fulfil their gender roles, and adjust their behavioural patterns and attitudes according to what a particular society sanctions as appropriate gender roles, being either male or female (Louw & Louw, 2007). Irrespective of children's gender, as well as both boys' and girls' biological or social foundations, their aggressive behaviour displays a deliberate intent to damage, manipulate, hurt, harm or control other individuals (Botha et al., 2012; Fiske, 2010).
The literature confirms that continued RA impacts negatively on individuals ' emotional well-being and may lead to deterioration in children's school work, loneliness, anxiety, fear of social situations, negative emotions, depression, poor social skills, developing new friendships, their becoming suspicious of their peers, emotional development, continual absenteeism, hostility toward peers, emotional stress, low self-esteem, adjustment difficulties, poor relationship and friendship skills (DeVincentis, 2010; Hendry, 2012).
Against this backdrop, the next section explains the research design and method that were used in order to explore primary school learners' experiences of RA at school.
Research process
A qualitative design with a phenomenological approach (Howell, 2013) was used in order to gain an in-depth understanding of primary school learners' lived experiences of RA at school. During the sampling process informed consent was obtained from the Department of Education in the Dr Kenneth Kaunda District, North-West Province, the principals and the parents of intermediate phase learners in two primary schools. Although both schools have a diverse enrolment of learners in terms of ethnicity, gender, language, culture and religious background, the two primary schools differ demographically in that the one school is situated in a metropolitan area whilst the other school is situated in a rural area. Assent was first obtained from the above stakeholders before the commencement of the sampling process that was conducted in two phases. Bearing in mind the nature of relational aggression and the developmental phase of intermediate phase learners, a different approach was used in phase one that entailed a process of anonymous peer nomination by the intermediate phase learners from the respective two primary schools. Peer nomination is a strategy that can be used by individuals in order to identify relationally aggressive individuals (Field, Kolbert, Crothers & Hughes, 2009; Kistner, Counts-Allan, Dunkel, Drew, David-Ferdon & Lopez, 2010). During this phase, the intermediate phase learners identified relationally aggressive peers as either victims or perpetrators by means of a set of questions associated with relational aggressive behaviours (Young, Boye & Nelson, 2006). The realisation of the sample was by means of a list of identified names as nominated by the peers in phase one. The purposeful sample of participants included both genders from the ages of 10 to 12 years.
The data generation was done by using semi-structured, phenomenological individual interviews. The following question was posed at the beginning of each interview: "How would you get back at someone whom you have a problem with, without getting caught!" Twenty-five interviews were conducted and the interviews were audio-recorded and transcribed. Tesch's (1990) systematic open coding process was applied during the data analysis process, which allowed the segmentation of raw data into various themes and categories that were verified by independent coders during a consensus meeting (Creswell, 2009).
The criteria of Lincoln and Guba's trustworthiness model were used to determine the findings' congruency and particular constructed reality (Morse & Field, 1996). This involved using criteria and strategies such as truth value (credibility), applicability (transferability), consistency (dependability) and neutrality (confirmability). Credibility was established by transcribing the audio-recorded interviews verbatim, prolonged engagement in the field, as well as the use of reflective and observational notes. The credibility of the data was enhanced by checking the correctness of the transcripts with each participant after the interviews had been transcribed. Trans-ferability was demonstrated through the use of detailed, dense descriptions of the purposive sample and data generated in the context of the research. Dependability was increased by the high level of consistency of the data generation processes (interviews and field notes), the dense description of the research design and methods, as well as member checking and consensus discussions between the independent coders. Confirmability was achieved by providing clear descriptions of the data generation process and the interpretation of the data, as well as by presenting the findings in a clear coherent and logical manner.
Ethical measures included informed consent School Governing Bodies (SGB, principals, parents) and assent (learners) that was obtained before the commencement of the data generation processes. All participants were informed that they could withdraw from the research at any time without any penalty, since participation was entirely voluntary. The participants' confidentiality and anonymity were ensured using pseudonyms and omitting any information that could identify the participants or their schools when the interviews were transcribed and during the reporting of the findings.
Discussion of findings
The themes that emerged during data analysis were aggressive behaviour varies in form according to context; learners think that teachers are unaware of relational aggressive acts and that they have misconceptions about relationally aggressive learners; learners experience family members who are employed at school as contributing to the relationally aggressive behaviour of their children; and victims and perpetrators of relationally aggressive behaviour experience negative emotions. The discussion of the findings below includes verbatim quotations from the transcripts in which the participants voice their lived experiences.
Theme 1: Relational aggressive behaviour varies in form according to context The participants stated that learners engaged in relationally aggressive behaviours by means of spreading rumours, telling lies, making threats, giving dirty looks, gossiping, being insulting, subjecting learners to social isolation and humiliating them. They experienced RA when there was little or no supervision by teachers, specifically during their break times or when a teacher was not in the classroom. The following direct quotations indicate how learners experience RA: "They enjoy spreading lies" (participant 4).
"They (friends) run away from me and look at me strangely and say things to me" (participant 3).
"They (group of grade 6 learners) think they can tell everyone what to do...they like to spread stories about others...I think...(name)...she can gossip a lot so she is probably nice but one must be careful of her...I am scared of her...they (teachers) are not with during breaks...there are many children who spread rumours and gossip...the other girls (in our group) then made a list, a voter's roll to see who like me and my best friend... and then the children voted..." (participant 5).
The use of RA such as gossiping, spreading rumours behind other people's backs, spreading suspicious gossip and creating mistrust, forms a safe breeding ground for relationally aggressive perpetrators, as this kind of behaviour is covert and subsequently remains undetected, unidentified, unpunished or un-accused in many cases (Murray-Close et al., 2006). The opportune time for children to engage in such aggressive acts is when there is no supervision by adults (Fekkes, Pijpers & Verloove-Vanhorick, 2005).
According to the participants, learners used RA as a tool to manipulate peer relationships and to humiliate, hurt or control groups and cliques. They were aware of and acknowledged the power of RA. Some examples of this are quoted below:
"I ask my friend, 'why don't you (the group) talk to me'...then she say, 'no, you talk to that other girl...and you were laughing'...she (aggressor) always succeeds in being the boss" (participant 15).
"Mostly I fight with my friends because they don't want me to play with other children...they want me to stay with them (group)...we must share our secrets" (participant 24).
"... then I spoke to one of the girls there and then she said that I must not talk to her...she is too popular for me to talk to her...there are girls who are popular because they are nasty to others" (participant 9).
According to Paris (2006), the nature of RA is based on the desire of individuals to use peer relationships to gain popularity and to exert control over their peers. Members of a group who engage in RA experience a connectedness and those outside the group perceive the group members as popular (Rayle, Moorhead, Green, Griffen & Ozimek, 2007). The use of RA increases once the members of the group gained a certain status among their peers. These aggressors are often well liked by their peers, even though their behaviour is perceived as questionable by these same peers (Cillessen & Mayeux, 2004). Relationally aggressive children are generally not intimidated by peers and are positively associated with popularity and power in many situations (Hendry, 2012; Ripley & O'Neil, 2009). As Merritt-Gray (2007) explains, children often redirect their RA to peers in their groups to ensure the maintenance of their power over the group and popularity with outsiders. However, motivated by their need to belong, all group members may resort to acts of RA (Rayle et al., 2007).
The participants experienced group identity as more important than their own individual identity, as evidenced by the following quotes:
"They (the dominant members of the group) teach the others in the group to be just like that...everyone does exactly what they want them to do...they (the most popular group of learners in the grade) make more friends because no one will look for trouble by them" (participant 9).
"... we are strong because we are a group.mostly in the group we must all do the same thing." (participant 24).
Acts of RA are often performed by children who require social acceptance; their relational aggressive acts ensure their acceptance into a group (Yoon, Barton & Taiariol, 2004). Socially dominant peers may misuse the desire to be accepted as leverage to control a group of peers and their relationships with each other (Paris, 2006). Groups and cliques are thus often perceived by their peers as intimidating and powerful (Markham, 2010). Shared acts of RA provide aggressors with powerful weapons that can be used to humiliate victims in order to increase their own social status or to punish victims for perceived wrongs (Ludwig, 2007).
Theme 2: Learners think teachers are unaware of relational aggressive acts and that they have misconceptions about relationally aggressive learners
The participants expressed the view that the teachers had misconceptions of who were the relationally aggressive learners and indicated that teachers were also unaware of how they behaved in the absence of teachers, as indicated below:
"I think we (the learners in the class) know the children better than the teachers know us...the teacher does not actually know about them (learners known to be relationally aggressive towards others)" (participant 5).
"The teacher does not know what things they (the aggressive children) do between their friends" (participant 8).
"The teacher does not believe the other children (who are not as popular)" (participant 11).
Participants stated that although they were aware of relationally aggressive learners, these aggressors maintained their well-behaved reputation in the presence of the teachers. Their good behaviour and innocence in the presence of the teachers were used to avoid being caught or labelled by teachers as someone who is mean or nasty to other children. Without evidence, such incidents can simply be downplayed or seen as jealousy or tale bearing. The participants stated the following:
"... is a little star in the class and makes sure that he does not get into trouble (with the teacher)" (participant 1).
"... they (aggressors) are the well-behaved children in the class and people (teachers) do not think that they are like that (aggressive)" (participant 12). "The teacher just sees that the child (aggressor) is smart and when the teacher is there they (the aggressive learners) are dead quiet" (participant 6).
RA often remains undetected because it is committed "quietly beneath the radar of teachers, guidance counselors [sic], and parents" (Simmons, 2002:10). Many adults therefore remain unaware of the seriousness of the claims of RA since they do not witness these acts and tend to discount reports of RA. They usually show no interest in intervening in such situations. They regard RA as similar to bullying - simply an inconsequential part of growing up and essentially transient, or just a developmental phase children go through that will make them strong (Kruger, 2012). Denousis-Wallace and Shute (2009) highlight that the coercion encompasses some kind of a one-sidedness of dominance or power in support of the perpetrator.
Theme 3: Learners experience family members who are employed at school as contributing to the relationally aggressive behaviour of their children
Participants perceived learners whose family members were employed at the same school as having a form of protection that allowed them to commit more acts of RA. Victims were fearful of being reprimanded by the aggressor's family member if they reported them. Some participants made comments that the involvement of a family member results in the adult resolving the conflict in a one-sided way. In turn, participants who experienced such situations did not want to take issue with that specific learner, as they remained fearful of the peer and the peer's family member:
"...if you tell teacher...(name) she will not really do something because it is...(the aggressor's) aunt" (participant 13).
"She (the victim of aggression) is probably scared of me (aggressor) and my mother" (participant 5).
Although children are almost always keen to involve teachers when being relationally victimised, it seems that children experience adults as unresponsive when relationally aggressive acts are reported to them (Waasdorp & Bradshaw, 2009). Ripley and O'Neil (2009) confirm that relationally aggressive children are capable of keeping up appearances and maintaining a good reputation with adults. Although children's behaviour may become ruthless when interacting with their peers, these aggressors are unlikely to be uncooperative. Instead, they act in a compliant manner when interacting with any form of authority such as teachers and parents (Ripley & O'Neil, 2009). Relationally aggressive children are often very proficient academically, reinforcing their image of being diligent and well behaved in the eyes of the adults (Hendry, 2012).
Theme 4: Victims and perpetrators of relationally aggressive behaviour experience negative emotions
Participants described experiencing emotions such as sadness, guilt, hurt, anger, stress and anxiety:
"...I was also very heart sore..." (participant 6).
"I cannot sleep because I feel bad about it..." (participant 1).
"...I feel sad and hurt..." (participant 3).
"I am angry...I feel sick at heart and it makes me very angry...very anggry..." (participant 9).
"I feel sad in my heart when that (being the victim of relationally aggressive acts) happens" (participant 23).
It is clear that some learners cannot establish or maintain constructive relationships that reflect empathy, respect for others, trust and taking responsibility for own behaviour; thus they are not able to express and communicate their feelings, emotions and thoughts. Steyn et al. (2011) refer to virtues - such as fairness, friendliness and trust - that are distinctive means to establish and maintain constructive positive social relationships. Unfortunately, these virtues do not seem to characterise some learners' interpersonal and social relationships, which negatively affect their social well-being. Learners seem to lack the strong moral development necessary to make sense of constructive and deconstructive behaviour (Louw & Louw, 2007:8). This affects the way in which they develop social skills and values to establish and maintain positive relations with others (Kassin, Fein & Markus, 2011; Louw & Louw, 2007). Ryff (1989:1071) refers to "self-acceptance", "positive relations with others" and "autonomy" as some of the dimensions of the psychological well-being of individuals. Individuals with self-actualisation competency are able to show affection and empathy, and to identify with others; hence they are able to develop constructive relationships.
Turning to theory, Crick, Grotpeter and Bigbee (2002:1139) posit that, "the utility of social information-processing models" provide "for increasing the understanding" of children who are relationally aggressive. Social Learning Theory (SLT) provides evidence that RA is behaviour learned through observations of social models at home, school, in the community and society, and/or even through media portrayal (Kassin et. al., 2011; Fiske, 2010). According to Hart and Kritsonis (2006) SLT is underpinned by three assumptions which provide an understanding of the findings of this research. Firstly, SLT assumes that aggression is a learned behaviour and acquired through observation (Fiske, 2010). This implies that individuals learn how to behave in various social situations by observing the behaviour of models in their environment. During the middle-childhood developmental phase the 'peer group' is one of the primary social environments in which learners function. The participants pointed out that they are aware of RA and experience it on an ongoing basis in their peer groups. The participants indicated that RA can be utilized in peer groups which may also be employed to permit the aggressor to uphold control or to manipulate peer groups. It therefore seems that RA may be learned by peers.
Secondly, social behaviour, such as RA, is learned by means of symbolic modelling that portrays ideas, values and behaviours (Kassin et. al., 2011). The findings indicate the perception that learners who are relationally aggressive are popular with the teachers and their peer groups as the aggressors ensure that their reputation remain untarnished in the eyes of the teachers and parents. This result in other individuals also resorting the use of RA as it is difficult for teachers and parents to detect this behaviour.
Thirdly, the element of reward serves as reinforcement for social behaviours (Fiske, 2010; Hart & Kritsonis, 2006). This may possibly clarify the findings that RA is not easily observed by teachers and that they are generally unaware of relational aggressive acts taking place, even more so, by whom the acts are carried out. When acts of RA are carried out in the absence of teacher supervision, relationally aggressive learners may maintain their reputations which serve to reinforce their behaviour as there seems to be no consequences for their behaviour. Involving parents and or teachers who take sides with RA individuals, provides the aggressors with some protection in conflict situations and may substantiate the element of reward, which on the other hand creates fear in the victims when having to speak up. Teachers and parents then become a form of reinforcement for the perpetrators' acts as there are little or no consequences for the perpetrator.
SLT takes several factors into account when determining if certain social behaviour is learnt (Duman & Margolin, 2007). The observer needs to identify with the model and the higher the level of identification, the more effectively the observer will learn the behaviour. Since the participants were determined to be accepted by the popular and well-liked peers, although they are relationally aggressive, they learn RA as a 'safe' means to retaliate, as the behaviour is portrayed by the peers with which they can easily identify (Coyne & Whitehead, 2008; Du Plessis, 2012). The findings indicate that RA can be committed without reproach or punishment, thus the issue of no consequences emanating from RA behaviour may result in other individuals evaluating how effective and acceptable such behaviour may be (Duman & Margolin, 2007). The aggressors are perceived as to be popular, having power and status amongst their peers as well as their teachers. The aggressors' behaviour is perceived in some situations as acceptable in the sense that the aggressors get what they want and do not get into trouble and so others might resort to such anti-social behaviour.
Viewing the findings of this research is it clear that SLT partially indicates why some learners are prone to imitate, copy, or reproduce relational aggressive behaviour and others not, even if relational aggressive learners are in some cases perceived as powerful and popular.
The way forward in efforts to eradicate the challenge that relational aggression poses in primary schools
Based on the findings, the following suggestions are proposed to teachers to transform the current situation in schools in order to curb RA among learners, which in return will specifically enhance learners' social and overall well-being:
Teachers need to be sensitised to the nature, causes and effects of RA in schools. The staff member at school, who is responsible for the discipline at school, or psychologists, can talk to the teachers about RA aggression in order to give them an understanding of the phenomenon and how it manifests, as well as how the teachers can address reports of RA at school.
Teaching and learning activities need to emphasise the value of taking care of one's effective communication and social relationships. This entails that teachers pay particular attention to developing learners' self-image, self-concept, self-acceptance and self-actualisation skills not only during curricular activities but also during extra-curricular activities at school.
Teachers are to view and use the school curricula, such as the Life Skills curriculum, as an integrated curriculum in which social and emotional skills development can take place integrating contextual issues such as RA. Since learners display poor self-esteem and self-actualisation skills, using the Life Skills curriculum provides an opportune means to enhance learners' internal locus of control. The Life Skills curricula provide a means for Life Skills teachers to address peer pressure, response decision-making skills, and conflict resolution skills such as discussion, negotiation, reaching a compromise, as well as forgiveness, which all add to transforming RA. It is therefore important that the education of Life Skills teachers includes explicit instruction on how to integrate the curriculum and contextual issues such as destructive behaviours.
Teachers can strengthen learners' internal locus of control by means of dialogical learning opportunities in which learners can share their feelings and develop their own personal and social skills for establishing and maintaining constructive relationships. Dialogical learning opportunities are characterised by respect, trust, fairness, honesty, empathy, listening to others and taking responsibility for their own behaviour, thus being accountable for their behaviour.
Teachers are to be made aware that RA is a learned behaviour that cannot be viewed as a middle-childhood developmental phase that will eventually diminish (peter out); therefore structural support systems to respond to learners' reports of RA as significant misconduct need to be in place in order to rectify the failure of the current socialisation processes in schools. Schools therefore need to review their current disciplinary systems to ensure that acts of RA are included as actions of misconduct, as other forms of verbal and physical aggressive behaviour.
Implications for education and practice
Taking the above suggestion into account, it has positive implications for education and practice, as it will increase learners' level of socialisation at schools, which forms the core of their personal and social skills development. Socially competent learners are able to take responsibility for their own behaviour, show high levels of internal locus of control and have good self-esteem. This will further add to the overall improvement of learners' personal and social well-being in establishing and maintaining effective constructive relationships that have the prospect of reducing not only relational aggression but also other forms of aggression in schools. The overall benefit lies in creating teaching and learning environments that are characterised by respect and trust, which are prerequisites for effective teaching and learning conducive to learners to optimally achieve their potential in schooling.
Limitations and suggested future research
The sample size was too small and therefore the findings could not be generalized to other contexts. I therefore suggest that future research include more primary schools as well as the inclusion of the foundation and senior phases in primary schools since this research only focused on the intermediate phase learner in their middle childhood developmental phase.
Further research should explore the family and social backgrounds of learners involved as victims or perpetrators with regards to relational aggression in South African school contexts. An in depth research is necessary to explore the dynamics and associations between personal, family, and school characteristics and relational aggression that also highlights the subjective experience of learners involved in relational aggression should be undertaken.
Teachers' failure to realise and acknowledge that RA is not just a 'phase' of primary school learners' middle-childhood development has a serious impact on learners' social and academic development. If teachers do not intervene and acknowledge the seriousness of this destructive behaviour, then RA and other forms of aggression will escalate and likely persist during learners' adolescent developmental phase making them vulnerable in their socialisation and communication with other individuals and placing their overall well-being at risk.
I thank Annery du Plessis for doing the field work and the analysis of the data.
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Prose and Poetry: Sir Thomas North to Michael Drayton
The Literature of the Sea
> Richard Hakluyt
The Spirit of Travel in English Literature
The Cambridge History of English and American Literature in 18 Volumes
Volume IV. Prose and Poetry: Sir Thomas North to Michael Drayton.
The Literature of the Sea
§ 13. Richard Hakluyt.
It is to Richard Hakluyt that we are indebted for our knowledge of many matters that have been alluded to above. Shakespeare undoubtedly studied his pages. Scattered treatises and manuscript descriptions alone existed when Hakluyt set to work. He had long been amassing material, and his writings, as we have mentioned, began to appear in 1582, while the first edition of the
Principall Navigations
was published in 1589. The latter is the first great body of information we possess relating to the voyages of the sixteenth century. Purchas and others followed in his steps, and carried on the task, but the nation and its literature owe a debt to Hakluyt which is imperfectly recognised even now. His whole life was given up, with a singleness of purpose that has rarely been matched, to the literature of navigation and discovery. When he undertook his labours he set himself an arduous task. Proceeding to France as chaplain to Sir Edward Stafford, ambassador to the French court, in 1583, he learned much of foreign discoveries and enterprises at sea, but, in Paris, he found the English noted of all others for their sluggish security. Eden had been but an interpreter of what others had done; and it was because Hakluyt heard much obloquy of our nation, and because few or none were able to make reply, that, with the object of stopping the mouths of our reproachers, he determined forthwith to undertake the work, which others, he said, owing to the heavy labour involved, and the small profit that would result, had rejected. One cause of the state of things which Hakluyt deplored must not be overlooked. It was that English voyages and expeditions had been undertaken mainly with a commercial purpose, and with the object of gain, and that merchants who invested their capital in these enterprises were not always anxious that the results of their discoveries should be made known for the advantage of others. The guild of the merchant adventurers did much to extend the range of discovery, and gave a fresh impulse to seamanship and navigation, particularly in the east, but it did not promote the general knowledge of those operations which were its especial privilege, and nowhere can we discern any direct encouragement to the publication of the records of maritime discovery.
All honour, therefore, is due to Richard Hakluyt for his lifelong devotion to the subject he made his own. His writings are informed with the qualities of his enthusiasm, and he has brought together an immense mass of original material, without which our knowledge would have heen restricted and our understanding of the maritime events of his time uncertain. He has himself told us, in the dedication to Sir Francis Walsingham of the first edition of his
Principall Navigations,
how he was attracted to the subject which afterwards engrossed his attention until his death. He was born about the year 1553, in London, as is conjectured, but belonged to a family long seated at Yatton, in Herefordshire. He was one of the queens scholars at Westminster school, that fruitful nursery, as he describes it, and it was his fortune, he tells us, to visit the chamber of his cousin, Richard Hakluyt, a gentleman of the Middle Temple, who had greatly interested himself in maritime discovery and the science of navigation, in relation to the ventures and expeditions of the Muscovy and Levant merchants. The writings of Peter Martyr and Pigafetta, the translations of Eden and the works of the great cosmographers had, doubtless, been his study. The Westminster boy found lying open upon a board in his cousins room certain books of cosmography and a universal map. In these, he displayed some curiosity, whereupon his kinsman began to instruct his ignorance by explaining to him the divisions of the earth according to the old account and the new learning. With a wand, Richard Hakluyt pointed out to the youth all the known seas, gulfs, bays, straits, capes, rivers, empires, kingdoms, dukedoms and territories. He spoke also of their commodities and their particular wants, which, by the benefits of traffic and the intercourse of merchants, were plentifully supplied. Then he touched the boys imagination by taking down the Bible, and, turning to the 107th
directed him to read in the 23rd and 24th verses that they which go downe to the sea in ships and occupy the great waters, they see the works of the Lord, and his wonders in the deep. These words of the psalmist, together with his cousins discourse, were, says Hakluyt, things of high and rare delight to his young nature, and made upon him so deep an impression that he resolved that if ever he were preferred to the university, where he might have a more convenient place and better time for such studies, he would, by Gods assistance, prosecute the knowledge of this kind of literature, the doors whereof, he says, after a sort, were so happily opened before him.
He was elected, in 1570, to Christ Church, Oxford, where he did not forget the resolution he had made, and fell to the course he had intended; so that by degrees he read whatever he could find of printed voyages in all languages. He lectured, but where is not definitely known, upon subjects relating to navigation, and became familiar, by reading, with the personalities of sea captains, and the enterprises of great merchants. He was incessantly employed in the examination of collections, and transcription of accounts of voyages and travels, and of all things bearing on the subject, and, in his later years, he was engrossed in this work, and in correspondence with all who could impart information.
His first published work was
Divers Voyages touching the Discoverie of America & the Islands adjacent unto the same,
issued in 1582, and dedicated to Sir Philip Sidney. This book, which is of extreme rarity, but has been republished by the Hakluyt society, 1850, had the direct and practical object of increasing the knowledge of navigation, and spreading abroad the fast growing impulse towards the colonising of newly discovered lands. In Paris, as chaplain to the ambassador, Hakluyt discovered a manuscript account of Florida, which was published at his expense in a French edition at Paris, in 1586, dedicated to Sir Walter Ralegh as the discoverer of Virginia. This volume was afterwards published in an English version in London, in 1587, under the title
A Notable Historie containing foure voyages made by certayne French Captains unto Florida,
the object being to promote the colonisation of Virginia. In 1587, Hakluyt published in Paris a revised edition of Peter Martyr of Anghieras
De Orbe Novo,
which, also, was dedicated to Ralegh, and was intended further to extend the knowledge of discovery, seamanship and nautical astronomy among English mariners. With the age of Columbus and his successors the necessity of astronomical study had been realised, and improved methods of navigation grew with the thirst for maritime enterprise. This knowledge came originally from the continent, in its scientific form, and Johann Müller of Königsberg, known as Regiomontanus, compiled the
from 1475 to 1506, which were used by Columbus and da Gama, while Martin Behaim, of Nürnberg, invented an improved application of the astrolabe to navigation, and constructed the earliest globe now extant. Spanish students continued to work upon the exposition of these teachers for the next two hundred years. The best English work upon the subject was William Bournes
Regiment of the Sea,
1573. Hakluyts edition of Peter Martyr, subsequently translated into English at his suggestion by Michael Lok, was an important addition to scientific knowledge, and was followed, in 1594, by
The Seamans Secrets
of John Davys, to which reference has already been made. Hakluyt had been profoundly interested in the scientific aspect of navigation, and in the means of bringing up skilful seamen and mariners in this realm, and had laid before Charles Howard, earl of Effingham, lord high admiral, in the dedication of the second edition of the
Principall Navigations,
the importance of establishing a lectureship in navigation for seamen in London, having in view the many noble ships that had been lost, the many worthy persons drenched in the sea, and how the realm had been impoverished by loss of great ordnance and other rich commodities through the ignorance of seamen.
We have been led to speak of this aspect of Hakluyts literary work and his practical purposes by his publication of the revised edition of Peter Martyrs book at Paris in 1587. During many years previous to this date, he had been amassing materials for his great work,
The Principall Navigations, Voiages and Discoveries of the English Nation, made by sea or over land to the most remote and farthest distant quarters of the earth at any time within the compasse of these
of which the first edition appeared in one volume folio published by George Bishop and Ralph Newbery in 1589. It was dedicated to Sir Francis Walsingham, while the second edition, containing the navigations
within the compasse of these
in three volumes, dated 1598, 1599 and 1600, was dedicated, the first volume to Charles Howard, earl of Nottingham, and the others to Sir Robert Cecil, whose earnest desires to do him [Hakluyt] good, lately broke out into most bountiful and acceptable effects.
It has already been shown that Hakluyt was a pioneer in the literature of English maritime discovery. He remarks, in an epistle dedicatory to an English translation of Galvanos
Discoveries of the World,
that, if any man should marvel that, in these discoveries, for the space of almost 4000 years, the British nation was scarcely four times mentioned, he was to understand that when Galvano completed his task about the year 1556, there was little extant of mens travailes, and that, for aught he, Hakluyt, could see, no great matter would have come to light if he had not undertaken the heavy burden. In the dedication of the first edition of his great book, he speaks of it as a burden, because these works lay so dispersed, scattered and hidden in several hucksters hands that he wondered at himself to see how he was able to endure the delays, the curiosity and the backwardness of many from whom he was to receive his originals. Again, in the dedication of the first volume of the second edition to the lord high admiral, he says that after great charges and infinite care, after many watchings, toils and travels and wearying out of my weake bodie, he had at length collected the materials for his volumes, and had
brought to light many rare and worthy monuments which long have lien miserably scattered in mustie corners, and retchlessly hidden in mistie darknesse, and were very like for the greatest part to have been buried in perpetuall oblivion.
There is surely a note of disappointment where he says, in another place in the dedication of the first volume of the second edition to the lord high admiral:
For the bringing of which into this homely and rough-hewen shape which here thou seest; what restlesse nights, what painefull dayes, what heat, what cold I have endured; how many long, and chargeable journeys I have travailed; how many famous libraries have I searched into; what varietie of ancient and moderne writers I have perused; what a number of old records, patents, privileges, letters, etc., I have redeemed from obscuritie and perishing; into how many manifold acquaintance I have entered, what expences I have not spared; and yet what faire opportunities of private gaine, preferment, and ease I have neglected, albeit thyself canst hardly imagine, yet I by daily experience do finde and feele and some of my entire friends can sufficiently testifie.
The gratitude he expresses to Cecil in the later introductions encourages the belief that his plaint did not go unheard. Though Hakluyt had to deplore the scarcity of his materials, and to labour under the multitude of his enquiries and the magnitude of his task, he was sustained until the end and spurred to boundless enthusiasm by the subject which he had made his own. He was full of pride in the deeds of Englishmen in former ages, but declared that in Elizabeths time, they had excelled all the nations and people of the earth. Their half-concealed achievements were at last embodied in his own pages. Which of English kings, he said, before her Majesty, had seen their banners in the Caspian sea? which of them had ever dealt with the emperor of Persia, obtaining large privileges for merchants? whoever saw, before this regiment, an English Ligier in the stately porch of the Grand Signor at Constantinople? Who, he asks, had ever found English consuls and agents before at Tripolis in Syria, at Aleppo, at Babylon and at Balsara, and, what was more, who had ever heard of Englishmen at Goa before that time?
What English shippes did heretofore ever anker in the mighty river of Plate? passe and repasse the impassable (in former opinion) straight of Magellan, range along the coast of Chili, Peru, and all the backside of Nova Hispania, further than any Christian ever passed, traverse the mighty bredth of the South Seas, land upon the Luzones in despight of the enemy, enter into alliance, amity, and traffike with the princes of the Molluccas and the Isle of Java, double the famous Cape of Bona Speranza, arrive at the Isle of Santa Helena, and last of al returne home most richly laden with the commodities of China, as the subjects of this now flourishing monarchy have done?
Hakluyt ransacked chroniclers for such records of voyages as he could find. He investigated the papers of the merchant companies and, as he tells us, he travelled far in order to interview travellers and examine records of exploration. He gives the state of the ships of the Cinque Ports from Lambardes
Perambulation of Kent.
He also included that remarkable essay
The Libel of English Policy.
The voyages to the north-east are mostly taken from the documents of the Muscovy company and include the navigations of Willoughby, Chancellor, Stephen Burrough and others. The volumes also include some records of the naval fighting of the time, including
The Miraculous Victory atchieved by the English flete under the discreet and happy conduct of the right honourable, right prudent and valiant Lord, the lord Charles Howard, lord high admiral of England.
The voyages to the south and south-east are taken largely from records of the Levant traders, and include the explorations of Challoner and Lok, Jenkinson, John Foxe and others. Some papers relating to these voyages appear to have been taken from the records of Hakluyts uncle, Richard Hakluyt, who was interested in these ventures. There are James Lancasters expedition to the Cape of Good Hope, Zanzibar and Malacca, and Drakes expedition to Cadiz. In relation to the voyages to the north-west there are scanty accounts of the expeditions of the Cabots, and fine descriptive narratives of the voyages of Hawkins. These, and the expeditions of Gilbert and Frobisher, have already been alluded to. The expeditions of Philip Amada and Arthur Barlow, and various accounts of the enterprises of Drake, Ralegh and others also hold a notable place in the volumes.
There is no purpose in cataloguing the contents of Hakluyts volumes here, nor in offering more than a general comment upon them. The object has been to indicate their place and significance in national literature and to describe their origin and character. Hakluyt was no doubt the editor as well as the collector of these records. Amid all their variety and diversity of qualities and merits, it is possible to discern a certain unity and the influence of an individuality. Much excellent prose, strong and vigorous in character, often dignified and persuasive, is to be found in the book. Lucid and careful description, often lighted up by imagination and literary power, distinguishes many of these relations of voyages. They constitute a body of narrative literature which is of the highest value for an understanding of the spirit and tendency of the time, and, together with the later collection of Purchas, who brought together some things which had escaped the vigilance of Hakluyt, they are the basis of our knowledge of the part which Englishmen played in enlarging the boundaries of the known world in the great age of exploration and discovery.
Note 2
. See Vol. II of the present work, p. 480 ff.
The Spirit of Travel in English Literature
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