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Dear Bobby Henderson and All,
Nice to almost meet you and thanks for your well-thought out defence of science (via FSM) to the situation in Kansas.
I am a writer in Ottawa, Canada and a recent convert to Pastafarianism. (Well, I loved pasta before but just didn't know you could make a religion out of it). While meditating recently on the metaphysical nature of the Flying Spaghetti Monster's noodly appendage - and that's all I'm going to say about that - I had a vision about FSM's Mother, the goddess Lunaconi. Heh - since FSM is the Creator, I figure he can have a Mother if he wants one. After all, just look at how screwed up the other so-called creators turned out to be without one….uh-huh, there ya go…
Anyway, just thought I'd share with you a recent poem written in Her honour. While I don't usually write in rhyme, such an exalted subject deserved the extra effort. So here goes & please let me what you think.
(The Flying Spaghetti Monster's Mother)
In this, all Pastafarians may delight
That a Noodly Goddess bore FSM, is right.
Lunaconi, a plump pasta (related to Atargatis?)
Took a walk, ate a fish and went from slim to fattest.
FSM learned many things at His/Her Mother's knee
Like "Eat well, play nice, study science & androgyny.â€
Delicious food for thought, follow it, you'll see…
That a Creator, once begot, need not be limited to "He†or "Sheâ€.
But should a hungry pilgrim contemplate theaphagy…
Caution convert! Consider first this theory:
Who's to say that that meatball is not an ovary?!
And witness all the people requesting intercession
Of She who happily concedes, T'was not Immaculate Conception!
Why just recently, a Little Person, from sunny Biarritz
Wished Her canonized 'Patron Saint of Internet Pirates'
So lift your hearts, your forks, and say a prayer too
To this Wondrous Female Ichthus, this Blessed Lillith,
This fertile lumaconi, this moon-like friend,
And as you sing Her praises, let your voices blend
Round these, Her choicest high-carb phrases:
© LM Rochefort
1. Lumaconi: large pieces of open pasta, about the size of a ping-pong ball that look like snail shells or fat crescent moons.
2. Atargatis: one of the oldest known goddesses, of fertility, regeneration, love, fate, originally Syrian, sometimes portrayed as a mermaid, whose worship spread to Greece and Rome. The antecedent of the Greek goddess Aphrodite. One ancient cult that followed her considered it taboo to eat fish except on certain religious holidays. She is considered the great civilizer: taught people social and religious procedures.
3. Theaphagy: the symbolic practice of eating of the body of a goddess (or in the case of a god, theophagy). A Christian equivalent would be transubstantiation, the eating of the Eucharist.
4. Androgyny: being both male and female; hermaphroditic.
5. Ichtus: that has to do with fish. Early Christina symbol.
6. Lillith: female mythological character. Adam's first wife.
FSM's Mother, the goddess Lunaconi.
Submit your scriptural writings for inclusion in the Loose Canon, and your tales of ancient FSM Lore, as well as any other FSM-related writing you may have.
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An ode of which would be proud. Thanks for sharing, twas smashin'!
The Noble Pirate Missionary
'It is the mark of an educated mind to be able to entertain a thought without accepting it.'
What's the point of natural selection if we're going to pay for the healthcare and wellbeing of philistines, reprobates and criminals...
'It is the mark of an educated mind to be able to entertain a thought without accepting it.'
What's the point of natural selection if we're going to pay for the healthcare and wellbeing of philistines, reprobates and criminals...
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Home Page » Education & Discovery » Outreach
You don't have to visit our railway to find out about what we do, we are equally delighted to come and talk to you in your own venue!
Whether its a short presentation about who we are and what we do, for your local interest group, a specialist talk to a group of enthusiasts or a more involved day visit with activities at your school, we can tailor a visit to your requirements.
Contact us, giving details of your requirements, and we will forward your enquiry to an appropriate department.
If you are looking for Outreach sessions for a school group please click here for more details.

subset: commoncrawl


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BAY AREA RAPPER CELLY CELL on "ETERNAL LIFE"
July 10th, 2012 | By QGODFEAR
Much respect to former Sick Wid It /JIVE Recording artist Celly Cell for using his "Fame Stage" to send a treal message about Jesus Christ to the masses. In his song "ETERNAL LIFE" off of his last Studio Album for Jive Records titled G-FILEZ he boldly states
"Now they gone off HOP(Heroin) in the Sea of Snapple, raised in the Church, Hit the Turf then switch, Mad at the world, now you down with the triple 6, and Satan got these youngstas facin the nation, before you talk triple 6 read Revelation, thats the Mark of the Beast, ain't no Peace, Burn in Eternal Flames the Pain don't cease, The Father, The Son, and the Holy Spirit, is the only way but you playas don't wanna hear it"
Bottom Line: In this Music Industry if ya ain't doin what The Beast, 666, Satan aka the First Known Liar wants, it will clearly take a Mighty Move Of God to place those light filled souls strategically inside the walls of Hollywood, to boldly speak, sing, and/or rap the Gospel of Jesus Christ.
Please listen to "ETERNAL LIFE" by Bay Area Rapper CELLY CELL below or on www.godfearmovement.com


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If you are interested in placing an order, receiving print samples or viewing online e-samples, visit our distributor, Krames. Registration is required to request samples and order online.


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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.28 n.2 Pretoria May. 2008
Job satisfaction among urban secondary-school teachers in Namibia
Evy GeorgeI; Daniël LouwII; Gerhard BadenhorstIII
IIs in private practice in Windhoek, Namibia. Her research focuses on education and psychology
IIProfessor in the Department of Psychology at the University of the Free State. He has published books on human development and psychology and his research focuses on community psychology and forensic psychology. E-mail: email@example.com
IIILecturer in the Department of Psychology of Education at the University of the Free State. He has 10 years lecturing experience and his research interests are psychotherapy and behaviour disorders
An exploratory study on the role of extrinsic and intrinsic factors in determining job satisfaction amongst urban secondary-school teachers in Namibia was undertaken. Biographical variables pertaining to the teachers' gender, age, marital status, school resources, teaching experience, academic qualifications, and rank were investigated to determine whether these had any significant relevance, or made any notable contribution, to the level of job satisfaction experienced. Also, the correlation between burnout and job satisfaction was investigated to determine the extent to which these two factors are related. A sample of 337 secondary-school teachers randomly selected from 17 government schools, in the Windhoek region of Namibia, voluntarily participated in the study. Results showed significant levels of dissatisfaction pertaining to intrinsic factors of work and, more especially, those factors relating to school area and rank. A significant correlation between levels of burnout and job satisfaction was found, particularly in respect of emotional exhaustion and depersonalization, which were shown to correlate with low levels of job satisfaction. Limitations and recommendations pertaining to the study are discussed.
Keywords: burnout; Namibia; job satisfaction; secondary school; teachers
The concept of job satisfaction has received much attention in the past 65 years. Maslow's (1954) hierarchy of needs theory forms the basis of many researchers' discussions and assessments of job satisfaction. Researchers have found a direct correlation between job satisfaction and a sense of self actualization and fulfilment. From this basis, a wide variety of dimensions are focused on, which are primarily related to physical, psycho-social, emotional, and economic factors that collectively link to the employee's overall experience of satisfaction within the work environment. Several points of departure in defining and explaining job satisfaction stem from the various research parameters, but can broadly be categorized into discussions centred around extrinsic and intrinsic motivational factors, expectancy theory, and value theory.
The concept of intrinsic and extrinsic motivational factors relating to the experience of job satisfaction was first documented by Herzberg, Mausner, Snyderman and Barbara (1967). These authors' motivation factor theory distinguished two sets of work factors that determined job satisfaction. One set, namely, motivators (intrinsic factors), related to the actual performing of the work. These factors referred to matters such as recognition, responsibility, advancement, achievement, and the nature of the work. The second set, namely, hygiene factors, comprised extrinsic factors relating to the work environment and included matters such as company policies, supervision, interpersonal relations and working conditions.
Although Tolman and Lewin (cf. Tolman, 1951)conducted most of the original work on expectancy theory as a means of indicating satisfaction, Vroom (1967) is usually credited with the application of the theory within the workplace. Expectancy theory explains how people choose, from various available options, that option which they perceive to be the means of obtaining their goals. It also refers to the perceived probability that effort will lead to good performance and the attainment of desired outcomes. Findings from research by Mosley, Meggins, and Pietri (1993) and Greenberg and Baron (1993) support the expectancy theory. Mosley et al. (1993) maintain that job satisfaction is strongly influenced by the rewards that the individual receives from his or her work. Greenberg and Baron claim that job satisfaction is determined by the degree to which job outcomes, like rewards, match those desired by the individual.
Locke's value theory offers another important perspective on job satisfaction (Locke, 1969), since it links a belief/value system to the experience of, and commitment to, attaining job satisfaction. When people perceive and experience what they are doing as fulfilling, their commitment and productivity increase. This, according to Locke, constitutes job satisfaction.
With these factors in mind, insight can be gained into what constitutes job satisfaction, particularly amongst individuals, as well as amongst groupings of people within certain professions. By understanding the unique individual's motivations and the factors that contribute towards his or her satisfaction, a certain insight is gained in respect of potential needs and lacunae within professional groupings of people.
Research specifically pertaining to job satisfaction amongst teachers has recently begun to receive much attention owing to the decrease in popularity and status of the teaching profession as a whole (Gendin & Sergeev, 2002), as well as to the high teacher turnovers recorded in many countries over the past few decades (Buckley, Schneider & Shang, 2005; Kotterman, 2000). Changes in education policies, the children's rights movement and legislation changes have not only seen teachers increasingly becoming the targets of criticism, but have also led to high incidences of burnout and general dissatisfaction among teachers world-wide (Ingersoll, 2001; Tye & O-Brien, 2002). Because of the impact of the constant demands that are made on teachers to produce better results and aim for higher educational objectives, investigations as to the experience of teachers in respect of their work situation have become increasingly necessary.
Although no research has been done on job satisfaction amongst teachers in the Namibian context, trends similar to those recorded in other countries were evident from conversations with teachers in schools in Windhoek. In addition to the common denominators found in most countries regarding job satisfaction, it is widely accepted that the many changes that have taken place in the Namibian educational system, since the country gained independence in 1990, have additionally impacted on these teachers' experience of job satisfaction. Several teachers verbally reported that they experienced these changes as stressful, owing to the rapidity of the changes and the fact that they had not been prepared for the immense impact of these changes, which in turn affected their ability to cope with the new demands. In order to determine whether unique variables, such as the political changes mentioned, geographical isolation, mixing of first and third-world cultures, and the specific needs and expectations of the teachers, played a role, this exploratory study was done, to provide a background against which potentially more detailed research could be conducted.
Factors influencing job satisfaction amongst teachers in African and other countries
The ensuing discussion will be based on research findings from some African and other countries, which illustrate how intrinsic and extrinsic factors influence the job satisfaction of teachers in a diversity of contexts.
(a) African countries
Since in the present study we focused on job satisfaction among teachers in Namibia, more emphasis will be given to literature referring to previous studies conducted in other African countries, so as to provide an African context to the discussion.
In South Africa, the teaching context is somewhat different from that found in most other African countries, because of the inequality that had existed between the educational systems provided for the white and the black sectors of the population, respectively, during the apartheid era. Up until 1990, Namibia was a South African protectorate, subject to South African government rules, and hence fundamentally part of the apartheid system. In this respect, research that was conducted with South African teachers may also shed light on aspects of Namibian teachers' experiences.
In research conducted by, amongst others, Esterhuizen (1989), Hillebrand (1989), Steinberg (1993), and Steyn (1992) on the factors influencing job satisfaction among white teachers in South Africa, the variables that emerged from these studies were aspects pertaining to working conditions; interpersonal relations with managers, colleagues and learners; professional development; management style; and community involvement. Factors influencing job satisfaction among white teachers covered a broad spectrum, and included intrinsic as well as extrinsic factors.
Research conducted by Van der Westhuizen and Du Toit (1994) on the factors influencing job satisfaction among black female teachers in South Africa indicated that all the job satisfaction factors revolved around the teacher's learners, her teaching, and her own security. It was apparent that she sought her job satisfaction within her classroom. Factors concerning her personal life and her relationships with colleagues were also accorded high priority, indicating that intrinsic factors played an important role in determining job satisfaction.
Significant indicators of job satisfaction which emerged from a study done by Mwamwenda (1995) in the Transkei included positive relationships between teachers and principals, colleagues, learners, and parents; holidays; learners' results and achievements; and the fact that teaching is culturally considered to be a fine and challenging profession. This study therefore also seems to highlight the importance of intrinsic factors in determining job satisfaction among the teachers in the sample.
A report issued by the National Professional Teachers' Organisation of South Africa (2002) highlighted the following aspects regarding teacher morale:
One in every four educators has a sense of low morale towards the profession.
There was a perception that a further 33.7% of colleagues had an indifferent level of morale towards the profession.
38.2% had a negative morale towards job satisfaction.
Factors highlighted in this report, which had a negative effect on teacher morale, included the following: poor leadership style of the provincial departments (65.5%); lack of quality of support received from Department officers (63.2%); continuous change in educational methodology and policy (60.0%); poor salary package (58.1%); poor quality of communication by the Department with its schools (53.4%); lack of promotion prospects (50.8%); amount of paperwork (49.3%); lack of educational resources in the classroom (43.7%); amount of authority given by the Department of Education to take own initiative (41.1%); low educator learner ratio (37.4%); teaching learners who have a low morale (37.4%).
Nhundu (1994) found in his research that self-appraisals and role-clarity factors emerged as the major predictors of overall job satisfaction among teachers in Zimbabwe. An important finding was that self-appraisals were a better predictor of overall job satisfaction than the appraisals by the teachers' supervisors. This could indicate that supervisors are not as well informed about the inner feelings, experiences and perceptions of an employee as they assume. Background variables such as gender, school level, and school size did not seem to be stable predictors of job satisfaction among Zimbabwean teachers. It also appears from this study that intrinsic, rather than extrinsic factors played an important role as precursors to perceived job satisfaction among this population of teachers.
In Botswana, Chimbganda (1999) conducted research that focused mainly on teachers of English as a second language. Although the study did not measure the teachers' job satisfaction per se, findings indicated that factors such as workload (including extra-curricular activities), class size and working conditions played an important role in determining whether the teachers in the sample found their job satisfying or not. In this study, the focus on job satisfaction precursors appeared to be more extrinsic in nature. A study done by Pii (2003) in Lesotho found that factors such as compensation, recognition, institutional policies and practices, working conditions, supervision and human relations were significantly associated with job dissatisfaction.
The Southern Africa Consortium for Monitoring Education Quality (SACMEQ,1998) conducted a survey of Namibian Schools. In this survey teachers considered the following factors as the "most important" for their work satisfaction: the provision of study opportunities, seeing their learners learn, quality of school management and administration, level of teacher salary, and the quality of classroom supplies. Based on these findings a policy suggestion was made to introduce financially sustainable measures to improve job satisfaction with particular emphasis on the factors mentioned previously.
(b) Countries abroad
Wisniewski (1990) found that there were mainly three related factors that influenced the job satisfaction experienced by Polish teachers. These were good pay, good organization of the school, and the atmosphere in the school an environment congenial to the teachers' needs, as well as good conditions for experimenting in teaching and education.
According to Tuettemann (1991), the vast majority of secondary-school teachers in Western Australia considered classroom success, acknowledgement and recognition to be important factors associated with job satisfaction. In another Australian study by Rice and Schneider (1994), participation in decision-making and autonomy were identified as contributing to job satisfaction. Both studies therefore ascertained that among Australian teachers, intrinsic factors seemed to play the primary role in job satisfaction.
In the United Kingdom, job satisfaction amongst teachers was influenced by factors such as student learning and achievement, professional development, relationships with colleagues, and the status and image of teaching (Scott, Cox & Dinham, 1999). Overall, Scott et al. found that the sources of teachers' satisfaction in the UK lay within the domain of the intrinsic rewards of teaching and were centred around learner and teacher achievement.
A study among Turkish special-school teachers showed that the more experienced teachers have less job satisfaction than their less-experienced colleagues (Sari, 2004). This corroborated findings by the National Center for Educational Studies in the USA (1997), which also found that in public schools younger and less experienced teachers have higher levels of satisfaction than older and more experienced teachers. However, in private schools the relationship was found to be bipolar. The very youngest and very oldest teachers had the highest levels of satisfaction, as did the least and most experienced.
The greatest areas of dissatisfaction for Juvenile Justice teachers in Georgia, USA, were disruptive behaviour, work overload manageability and lack of parental support (Houchins, Shippen & Cattret, 2004). In a study done by Mottet, Beebe, Raffeld and Medlock (2004) at the Texas State University, over half of the total variance in teacher job satisfaction was attributed to student verbal and non-verbal responsiveness.
Effects of a lack of job satisfaction
Mwamwenda (1995) found that a lack of job satisfaction resulted in frequent teacher absenteeism from school, aggressive behaviour towards colleagues and learners, early exits from the teaching profession, and psychological withdrawal from the work. Mwamwenda also highlighted the cost implications that result from high absenteeism, not only for the employer, but also for society as a whole.
According to Steyn (1992), the manifestation of job satisfaction has implications for the teacher as well as for the educational system in which he or she is employed. The different attitudes of the teacher, his or her physical well-being and life expectancy, absenteeism and turnover, as well as success in the profession, are all dependent on the degree of job satisfaction experienced by the teacher. Steyn adds that even the effectiveness of an educational system depends largely on the job satisfaction of the teachers employed in the system.
Low job satisfaction has been cited as a possible cause of the current teaching crises in the UK (Crossman & Harris, 2006). Kotterman (2000) also mentions the support for practising teachers as one of the keys to long-term retention of teachers. From research findings on teacher burnout (see George, Louw & Esterhuyse (submitted) and job satisfaction, it has become clear that there appears to be a link between these two phenomena. A number of the factors causing both phenomena, as well as the effects of both on the teaching profession, appear to correspond. Researchers such as Borg and Riding (1991), Carr (1993), and Decker and Borgen (1993) have noted a correlation between burnout and job satisfaction.
Workers may be very satisfied with one aspect of their work, while being indifferent to another aspect, and even dissatisfied in respect of yet another aspect. Researchers such as Neuman, Reichel and Saad (1988) claim that this could be one of the reasons why teachers are willing and prepared to stay in their profession despite discomfort and a desire to stop teaching.
All the foregoing findings and discussions highlight the value of gaining insight into job satisfaction factors amongst teachers so as to begin to find ways to remedy the apparent situation that prevails within the teaching profession. In the present investigation we aimed to determine some of these factors amongst Namibian teachers.
Measuring instruments
The following measuring instruments were used to determine job satisfaction and burnout among the sample of Namibian secondary-school teachers.
Biographical questionnaire
A self-compiled questionnaire was used to collect data such as gender, age, marital status, school area, teaching experience, qualifications, and rank.
Minnesota Satisfaction Questionnaire (MSQ)
The MSQ (Weiss, Dawis, England & Lofquist, 1967) is used worldwide to measure the job satisfaction of employees, including teachers. The MSQ has been used successfully in several studies in South Africa (e.g. Bester & Boshoff, 1997; Boshoff & Hoole, 1998; Van der Vyver, 1998).
The Maslach Burnout Inventory (MBI)
Teacher burnout was measured by using the MBI (Maslach & Jackson, 1986; Maslach et al, 1996). The MBI has been shown to be fairly reliable and valid. For example, Cronbach alpha coefficients ranging from 0.71 to 0.90 have been reported for the three sub-scales (Maslach, Jackson & Leiter,1996). In South Africa, similar psychometric properties have been reported (Jeena, 1998; Kotze, 1996; Moodley, 1995; Padayachee, 1993; Pretorius, 1994, Rutsch, 1997; Van der Linde, Van der Westhuizen & Wissing, 1999).
For practical purposes it was decided to include only teachers from secondary schools in Windhoek, the capital of Namibia. Permission for this study was granted by the Director of the Windhoek Region, one of the educational regions in Namibia. Four-hundred and eighty teachers were randomly selected from the 17 government schools in Windhoek to participate in the study. Both teachers and management members were included in the sample. Each set of questionnaires, consisting of the biographical questionnaire, the MBI, and the MSQ, was accompanied by a covering letter explaining the purpose of the study to the participants. The principals of the schools were contacted concerning the study, and the sets of questionnaires were personally delivered to the participating schools, where they were distributed to the teachers and collected after completion. A total of 337 participants responded, giving an overall response rate of 70.0%.
Since the MBI and MSQ were standardized in the USA, and no psychometric information was available as far as Namibians were concerned, it was decided to determine the reliability of the instruments by investigating their internal consistency. This was done by calculating Cronbach's alpha coefficients using the SPSS computer program (SPSS Incorporated, 1983). The coefficients are indicated in Table 1.
The coefficients in Table 1 indicate that the subscales of the MSQ and MBI measuring instruments produced measures that had an acceptable to high level of internal consistency for the Namibian sample used.
With the exception of age, all the biographical variables considered in the study were measured on the nominal scale. For the further analyses that follow, it was decided to divide the teachers' ages in the following manner:(a) 30 years and younger; (b) 31-40 years; and (c) older than 40 years. The average age of the total research group was 37.62 years, with a standard deviation of 8.95. The youngest teacher in the research group was 23 years old, whilst the oldest was 60 years of age.
Information on the distribution of the 337 teachers concerning the seven biographical variables was calculated by means of the SAS computer program (SAS Institute, 1985) and is presented in Table 2. It should be noted that, for practical purposes, some of the original categories for a specific biographical variable were grouped together so that they could be used meaningfully in the analyses.
From Table 2, it is clear that approximately two-thirds of the participants comprised female teachers, of whom the majority were married. A slightly higher number of teachers, from the reasonably resourced schools, than the number, from the schools with above-average resources, were in the research group. As far as teaching experience was concerned, the group was relatively equally distributed amongst the different categories. The majority of participants were not in managerial positions, whilst approximately two-thirds of the group held either a Bachelor's degree or higher qualification.
Formulation of hypotheses
Research hypothesis 1
A significant difference exists in respect of the average job satisfaction scores (intrinsic, extrinsic, and general) for the population of Namibian secondary-school teachers concerning their gender, age, marital status, school area, teaching experience, academic qualifications, and rank.
Research hypothesis 2
A statistically significant correlation exists between burnout and job satisfaction scores for the population of Namibian teachers. A negative correlation is expected between burnout (emotional exhaustion and depersonalization) scores and job satisfaction (intrinsic, extrinsic, and general) scores. In contrast, a positive correlation is expected between a lack of personal accomplishment scores and job satisfaction scores.
Statistical procedures
Before proceeding with a discussion of the statistical procedures, it should be made clear that, according to research hypothesis 1, teachers would have to be compared with regard to all seven biographical variables concerning their levels of job satisfaction. As indicated in Table 2, some of the biographical variables (gender, marital status, school area, qualification, and rank) were divided into only two categories, whereas age and teaching experience were divided into three categories. Consequently, different statistical procedures were used to test this hypothesis. In cases where only two categories were present for a specific biographical variable, the Hotelling T-square test for independent groups was used (Tabachnick & Fidell, 1989). For the variables for which statistically significant T 2 values were obtained, the differences were followed up by means of post-hoc t tests.
Where more than two categories were present for a biographical variable, a multi-variate analysis of variance (MANOVA) was performed. In cases where a significant result (F value) was obtained with the MANOVA analyses, the results were followed up with one-way analyses of variance. Since more than two categories (subgroups) per biographical variable were taken into account in this case, the Scheffé procedure was used to determine which of the average scores on the dependent variables of the subgroups showed a statistically significant difference. With MANOVA analyses, statistical inferences are based on the following assumptions (Du Toit & Stumpf, 1982):
The dataset will have to originate from a multi-variate normal population,
with equal subgroup covariance matrices, and
the subgroups are a collection of the various independent datasets.
With regard to the first assumption, it could be accepted with relative certainty that the dataset came from a multi-variate normal population. The lowest number of observations per level in respect of the three independent variables was 51 and, according to the central-limit theorem (Huysamen, 1983), it could therefore be assumed that the means of the sub-population had approximate multivariate normal distribution.
To determine whether the datasets satisfied the conditions for the second assumption, namely, equal subgroup covariance matrices, a section of the SAS-DISCRIM procedure was used (SAS Institute, 1985). When a significant 2 value is obtained by means of this procedure, it indicates uneven subgroup covariance matrices. This assumption was investigated for both biographical variables (age and experience) regarding the sub-scales of the MBI. Not one of the 2 values was significant on at least the 0.01 level and therefore it could be accepted that equal subgroup covariances existed for these two biographical variables. The 0.01 level was used in this study.
As far as the third assumption is concerned, it appeared from the research design that the subgroups were mutually independent.
Results and discussion
Before proceeding with the discussion of the results pertaining to the formulated research hypotheses, the descriptive statistics (means and standard deviations) of the relevant dependent variables for the research group as a whole are indicated and discussed briefly. The job satisfaction profiles are then investigated.
Descriptive statistics
Concerning job satisfaction, the findings from the MSQ (Table 3) indicate that the Namibian teachers experienced a lower level of job satisfaction compared to an American norm group, in terms of findings by Maslach and Jackson (1986). However, the present results compared favourably with the results of similar studies done in South Africa (Alexander, 2000; Julius, 1999; Nkonka, 1999; Tuffour, 2000).
Job satisfaction profiles
To determine the levels of job satisfaction (on the three subscales of the MSQ) experienced by the Namibian teachers, their scores on the three subscales were divided into the categories "satisfied", "neutral" and "dissatisfied". The results appear in Table 4.
Table 4 shows that approximately two-thirds of the teachers experienced high levels of dissatisfaction with intrinsic factors, while nearly 90% experienced an attitude towards extrinsic factors that varied from neutral to satisfied. However, in another Namibian study teachers reported a shortage of about 40% writing place (such as a desk) in different areas in Namibia (SACMEQ, 1998). They also noted some other extrinsic factors they considered as important for their work satisfaction: quality of school management and administration, level of teacher salary, and quality of classroom supplies.
Regarding general satisfaction, approximately half of the teachers in the present study showed a neutral attitude while about 40.0% indicated dissatisfaction. From these results it is evident that Namibian secondary school teachers did experience dissatisfaction with their work set-up, and especially with the intrinsic factors of their work. As previously mentioned, intrinsic factors included achievement, recognition, responsibility, and the work itself. Findings concerning Namibian teachers' level of job satisfaction with intrinsic factors are supported by findings from studies in South Africa (Van der Westhuizen & Du Toit, 1994), Transkei (Mwamwenda, 1995), Zimbabwe (Nhundu, 1994), the United Kingdom (Scott et al., 1999) and Australia (Tuettemann, 1991; Rice & Schneider, 1994). Another Namibian study showed that a combination of intrinsic and extrinsic factors was important for the teachers' work satisfaction (SACMEQ, 1998).
In order to further elucidate the analyses, it was decided to focus on only those teachers (N = 219) who experienced dissatisfaction with the intrinsic factors of their work with regard to the seven biographical (independent) variables. The relevant results appear in Table 5.
Firstly, the results in Table 5 indicate that the majority of teachers, regardless of which category of the biographical variables they represented, reported a high level of dissatisfaction with the intrinsic factors of their job. These findings are supported by results from a study by Frase (1989) in which it was determined that intrinsic factors were more powerful motivators than extrinsic factors. Furthermore, it was clear that teachers who were dissatisfied with the intrinsic factors of their work were distributed relatively equally among the different categories of a specific biographical variable. However, in the case of school area, proportionately more teachers in the schools with above-average resources were dissatisfied with intrinsic factors, compared to teachers in schools with average resources. The same tendency was observed regarding rank. In comparison to teachers in non-managerial positions, proportionately more teachers in managerial positions indicated dissatisfaction with the intrinsic factors of their job. A further discussion of the variables school area and rank will follow under discussion of the job satisfaction profile.
Testing of hypotheses
Research hypothesis 1
The teachers' mean scores on the job satisfaction sub-scales regarding the seven biographical variables were compared. The Hotelling T-square was used for the five biographical variables for which there were only two categories, to compare the means of the three job satisfaction sub-scales (Tables 6 and 7). The remaining two biographical variables (age and experience), which each consisted of three categories, were dealt with afterwards by making use of the MANOVA analyses (Table 8).
The mean job satisfaction sub-scale scores for the biographical variables, gender, marital status, school area, highest qualifications, and rank, were compared by means of the Hotelling T-square. The results are indicated in Table 6.
From Table 6 it is clear that the biographical variable, school area, was found to be significant on the 0.01 level. No significant results were found for the other four variables. For the variable, school area, the difference was further analysed by means of Student's t tests for independent groups. The analysis of multiple comparisons was done by means of separate t tests for the three dependent variables. The results appear in Table 7.
Table 7 indicates that the t values for all three MSQ sub-scales produced a p value lower than 0.01, so that it could be accepted that the results were significant on the 0.01 level. The mean scores on all three scales of the MSQ for the teachers from schools with above-average resources were consistently higher than those of teachers from schools with average resources. This meant that, in comparison to the latter group, the teachers in schools with above-average resources were more dissatisfied with all three of the components (intrinsic, extrinsic, and general) of job satisfaction. In this regard, it needs to be mentioned that before the independence of Namibia in 1990, the schools with above-average resources were mainly attended by a white learner population. The situation changed after independence, in that a learner was given the opportunity to attend any school of his or her choice. As a result, the degree of learner integration subsequently became quite high. In fact, in most of the schools with above-average resources, white teachers were dominant with black learners in the majority. These teachers' dissatisfaction with aspects of their work could, to some extent, be attributed to the demands of dealing with different cultures. This assumption is supported by findings of a study on the effects of group racial composition on the job satisfaction of teachers, conducted by Mueller, Finley, Iverson and Price (1999) in the USA. These researchers found reduced levels of job satisfaction among a predominantly white teaching staff and a predominantly black learner population. Mueller and his co-workers postulated that a possible explanation for this could be found in the lack of understanding of the influence of environmental disadvantages on learner performance. Vandenberghe and Huberman (1999) confirm that teachers' high performance expectations and their emphasis on learner achievement could comprise factors that contribute to their job dissatisfaction.
The analyses were then followed up by using the two biographical variables that each consisted of three categories. For this purpose, the MANOVA procedures were performed, by means of the SAS computer program (SAS Institute, 1985). The results for the MSQ sub-scales appear in Table 8.
From Table 8 it appears that no significant differences existed in respect of the mean MSQ sub-scale scores for teachers from the different age and experience groups. No further statistical analyses were therefore performed.
Hypothesis 1 was therefore rejected as a significant difference could only be found in one of the seven tested variables.
Research hypothesis 2
Findings made in a previous study by George, Louw and Esterhuyse (submitted) on teacher burnout among the same Namibian population of secondary-school teachers were analysed in conjunction with findings in this study, in order to determine the possible link, if any, between teacher burnout and the experience of job satisfaction on the part of teachers. For this purpose, the second hypothesis was investigated by calculating Pearson's product moment correlation. The SAS computer program (SAS Institute, 1985) was used to conduct this investigation. The results are given in Table 9.
The results in Table 9 show that there was a significant correlation between Namibian secondary-school teachers' levels of job satisfaction and burnout. The calculated correlation coefficients were all significant (p = 0.01). The negative correlation between emotional exhaustion (depletion or draining of emotional resources) and the three job satisfaction scores indicated that the higher the level of emotional exhaustion experienced by the teachers, the lower their level of job satisfaction (in respect of all three components). The same tendency appeared regarding depersonalization (feelings of emotional detachment or estrangement) and job satisfaction. On the other hand, the positive correlation between the personal achievement and job satisfaction scores indicated that teachers who experienced high levels of personal achievement were also inclined to experience a high level of job satisfaction (Decker & Borgen, 1993). This illustrated the reciprocal relationship between personal achievement and job satisfaction: the higher the job satisfaction, the higher the sense of personal achievement and psychological gain, which in turn act as a reinforcement to achieve job satisfaction.
Research hypothesis 2 was therefore accepted.
The following can be regarded as the main findings of this study:
The job satisfaction profile of the teachers indicated significantly high levels of dissatisfaction with the intrinsic factors of their work. In this regard, the variables of school resources and rank seemed to play an important role. More teachers in the schools with above-average resources and in managerial positions indicated dissatisfaction with the intrinsic factors of their work. The dissatisfaction of teachers in the amply resourced schools most probably had a bearing on the changes in the educational system in Namibia since the attainment of independence in 1990. An inability to understand the dynamics in a multicultural learner setting could be a contributing factor with regard to teacher dissatisfaction. The high performance levels that teachers tended to expect from previously environmentally disadvantaged learners, and teachers' emphasis on learner achievement, could further give rise to dissatisfaction on the part of teachers. The dissatisfaction expressed by people in managerial positions probably has the same explanation basis: managing all the changes in the new educational system and resulting frustrations creates a breeding ground for job dissatisfaction.
A significant correlation was found between the Namibian teachers' levels of burnout and job satisfaction. High levels of emotional exhaustion and depersonalization are indicative of a low level of job satisfaction. On the other hand, high levels of personal accomplishment correlated positively with high levels of job satisfaction.
The following recommendations can be made regarding the above findings:
The causes of job satisfaction indicated in this research should be further investigated in order to identify the specific aspects that could be rectified.
Investigations as to whether cultural diversities are causal factors for job dissatisfaction need to be conducted.
The precise factors causing the higher levels of job dissatisfaction among teachers in managerial positions could be investigated with the aim of structuring capacity-building and support programmes.
However, as in most if not all research, the present study also has certain limitations, which should be taken into account when interpreting the findings.
First, data collection was done by quantitative means only. This procedure does not seem to capture the complexity of teachers' perceptions of their workplace conditions. Therefore, a combination of quantitative and qualitative research would have been a better option. Focus-group interviews could have assisted in achieving a more behaviourally related assessment of the participants' lives at work and a better indication of the exact factors that contributed to their levels of burnout and job dissatisfaction.
Second, in this study the questionnaires were completed during the examination period in Namibia (April), which is usually a stressful time for teachers, and especially for those in managerial positions. This may have had an impact on the responses of the teachers. Since they were preoccupied with duties related to the examinations, the return rate of the questionnaires may also have been jeopardized (Rutsch, 1997).
In conclusion, it needs to be mentioned that continuing research on teachers' levels of burnout and job satisfaction could eventually lead to realistic and successful burnout intervention and prevention programmes. Such intervention and prevention may ultimately result in higher levels of job satisfaction. Teachers would then be more likely to stay in the teaching profession and to find fulfilment in what they do. The hope is expressed that this study will stimulate more research on variables such as those that have emerged in this study as being significant.
We thank Beverley Peens and Lyzette Hoffman for their editorial assistance.
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The Asus PadFone (September 2013) is a promising beast of a phone, with a stylish, sophisticated design, a pixel-dense screen, and gaming performance that puts even dedicated gaming devices to shame.
This new version is a followup to the PadFone Infinity, released just a few months ago. The upgrade retains the design of the older model, but swaps out the Snapdragon 600 for a Snapdragon 800 and adds a microSD slot to the phone's body.
To be sure, the PadFone is still a phone that plugs into a 10.1-inch screen to become what is essentially a full-size tablet. Only now it's faster and gives users an always-appreciated storage expansion option. If you're skeptical about the whole concept, we get it. So were we. It's just one of those things you probably have to try before you can completely understand how useful it can be.
We spent a few hours with the phone-tablet. What follows are our first impressions.
Getting the best of both with Asus PadFone (pictures)See all photos
What's different?
Externally, this PadFone duo looks almost entirely the same as the PadFone Infinity combo we saw earlier this year. The devices have the same dimensions and docking design -- in fact, the docking station is unchanged from the previous version, down to the part number. Inside the phone, however, a few important changes await.
Android 4.2.2 Jelly Bean makes its home on this new PadFone, compared with Android 4.1 on the previous model. Behind the scenes, Qualcomm's 2.2GHz Snapdragon 800 quad-core processor replaces the PadFone Infinity's still-impressive 1.7GHz Snapdragon 600 chip.
Digital pack rats and collectors of photos, videos, and games will be thrilled to know that Asus has added a microSD card slot that can hold up to 64GB in external storage (to go along with Asus' free two-year gift of 50GB in an online locker).
Let's talk about the phone in PadFone
The heart and soul of the entire operation, the PadFone smartphone is no mere gimmick or proof of concept. It's a sleek, carefully designed piece of high-end machinery that evokes style, sophistication, and raw force.
Much of that impression of strength is owed to the brushed-aluminum alloy unibody design, which comes in black and white, and which Asus boasts is made from aerospace-grade material. The tops are slightly more rounded than the squared-off sides.
Though the 5-inch 1080p HD screen takes up a lot of space, the slimmer, taller dimensions (5.6 inches tall by 2.9 inches wide by 0.35 inch deep) make it easier to operate one-handed. It probably goes without saying that the phone's comfort in your hands depends on your hands. One of us found the edges a little steep and sharp, whereas the other complained that the phone felt a bit too wide, even with his large hands.
At 5.1 ounces, it has solidity and weight to spare, a side effect of its aluminum construction. The new microSD card slot sits next to the nano-SIM card slot, which requires a tool (or paper clip) to poke out.
Besides the large, high-resolution LCD display (with in-plane switching, we might add), the PadFone's other specs keep pace with the elite smartphone pack, including HTC's One, Samsung's Galaxy S4, and LG's G2.
The Snapdragon 800 processor is really a highlight, and that's something we break down below, so read on for results from a battery of benchmarks and real-world tests.
Like at least a few of today's top smartphone cameras, the PadFone packs a 13-megapixel shooter equipped with autofocus and flash, plus a host of extra camera software features. A 2-megapixel front-facing camera joins the fun, along with a large 2,400mAh battery.
You'll get two storage options, 16GB and 32GB. There's also support for Bluetooth 4.0, an FM tuner, and NFC.
Asus' take on Android
Android looks a little different on the PadFone, so if you've never seen the two together, let this be a brief primer.
Asus has touched pretty much every screen, but Android more or less operates as you'd expect. The pull-down notification shade has extra toggles for reading mode and others, along with quick-access settings.
In the app tray, you can also view and sort programs using several filters, say, seeing your most frequent selections or apps that you've downloaded. There are some Asus-made widgets as well, like the one fixed to the home screen by default, which opens up your inbox.
If you expect to see Google Now when you press and hold the home button, you may get a jolt when you see what happens. A toggle pops up instead, which lets you open Google Now, yes, and also shortcuts to voice search, the calculator, browser, calendar, gallery, settings, and more.
You may wonder what happens when you take an Android app configured for the PadFone and open it up on the dock. Asus has customizable software for that, too. A checklist for what the company calls dynamic display switching helps govern which apps make the transition from the 5-inch to the 10-inch screen.
All about that docking station
Once plugged into the docking station the PadFone for all intents and purposes becomes a full-on 10.1-inch table,t and quite an ergonomically sound one at that. The brushed-aluminum feel of the phone is lost, replaced with a much softer, rubberized and comfortable one; however, the rear-side undulation -- the result having a 5-inch phone stuck in its back -- is a little off-putting and distracting when holding the tablet.
And while the phone is pretty well locked into place under normal circumstances, a forceful enough jerk will send it flying from the station. A more secure locking mechanism could prove useful if you plan to share the tablet with others. The station's corners aren't as rounded as I'd like and burrowed into my palms.
Curiously, while the PadFone and PadFone Station can both be charged independently and the Station's battery will charge the PadFone's battery if it's plugged in, the Station can't be charged by the phone's battery and must have at least some charge -- or be plugged in to power -- in order to function.
Not funny
The Snapdragon 800 is no joke. At least, judging from its performance when running 3DMark. It scored a bit higher than the previous champion, the Nvidia Shield, but things really get interesting when looking at the details of each test.
(Longer bars indicate better performance)
(Longer bars indicate better performance)
(Longer bars indicate better performance)
(Longer bars indicate better performance)
3DMark's Graphics Test 1 throws a huge number of raw polygons -- with minimal effects added -- at the processors. Housing a 1.9GHz Tegra 4, the Shield easily takes this test, rendering the polygons at rate of 108 frames per second, compared with the PadFone's 91fps.
Graphics Test 2 on the other hand has each device render fewer polygons, but to keep things interesting, includes many more post-precessing effects like particles, blurring, and high dynamic range.
The PadFone comes out on top in this test, besting the Shield's 52.7fps with its own 67.2fps. In CPU computational speed, the devices were neck and neck, achieving about 52fps each.
So, what does this mean. Well, it actually doesn't mean much. However, the results definitely do indicate two things: one, the processors at the aforementioned clock speeds are pretty much equal in performance, and two, the Tegra 4 appears be better at pushing a high number of polygons with minimal effects, while the Snapdragon 800 brushes its shoulder when confronted with processing effects.
Availability and outlook
The Asus PadFone is an already impressive and promising device. Right now, it's only available in European and Asian markets with no planned US release. Which is a surprising shame given its high-quality design and powerful innards.
The concept of turning your phone into a 10.1-inch tablet is one of those features you don't necessarily think to pine for, but once experienced, it's like, "Yes, of course I want that!" And I can't believe it's taken so long for manufacturers to get this close to right.
If nothing else, the PadFone represents not only Qualcomm's ability to compete with Nvidia on equal footing, but also Asus' willingness to continue to try new and sometimes goofy, but usually interesting concepts that more often than not appear to pay off. We haven't spent enough time with the PadFone to give a buying recommendation, but Asus seems to have gotten the hardware right. If it's ever released in the US, the real questions will be, "When?" and, "How much?" Hopefully, Asus will have pleasing answers to both questions soon.


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I have successfully performed a frp bypass on this phone running 5.1.1. It was Accomplished as follows: Boot phone all the way to login screen for google account. Once there enter google keyboard settings. Hit the 3 dots select help and feedback...
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Fluid XP
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Non-Toxic: FDA has given all ingredients in this fluid the same classification given to common products used in such things as ice cream and perfumes. Recognized As Safe (GRAS).
- Conductivity (Electrical) 5.7 microSiemens/cm
- Conductivity (Thermal, Conductance (k), Calculated) Approx. 3.6 Btu-in./Hr-ft²-ºF
- Conductivity (Thermal, Specific Heat (C), Calculated) Approx. .94 Btu/lb/F.
- Vapor Pressure psia @(ºF) 17.5 (68), 31.05 (86), 13.15 (211)
- Freeze Point, (ASTM D1177-94 Standard) -12.5ºF (-24.5ºC)
- Boiling Point 211ºF (99.44ºC)
- Viscosity, (Canon Fiske Standard) @ 20ºC 4.37 centiStokes
- Viscosity, (Canon Fiske Standard) @ 40ºC 2.50 centiStokes
- Viscosity, (Lyondell Data Sheet) @ 85ºC 0.85 centiStokesEvaporation Rate (Weight Loss) 0.49 - mg/cm-min (DI Water 0.660 mg/cm-min)Evaporation Rate (Relative to DI Water) 0.74Specific Gravity @ 20/20C 1.027
- Density (@ 50 ºF) 1.029 Flash Point, None
- Fire Point, NonePH 7.0
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Watch Video For New Joan Jett Song "Fresh Start"
Track appears on 'Bad Reputation' soundtrack
November 6, 2018
Joan Jett has just released a video for her new song "Fresh Start." The lyrics focus on the struggles that come from making music at an older age, but the video highlights successful women and features empowering quotes.
Related: Joan Jett Is Open To More Shows With Surviving Nirvana Members
"Fresh Start" was recorded for the soundtrack to Bad Reputation, Jett's new documentary. It's described as a look at the life of the pioneering rocker, from her early years in the Runaways, to her highly-successful solo career that produced hits like "I Love Rock 'N Roll" and "I Hate Myself for Loving You."


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O Visa Services and Fees [1]
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The fee schedule for O classification (fees are payable by personal or corporate checks) is as follows:
|Legal fees (for our Office): $3200 payable at the commencement of the case
|Filing fees (to the USCIS, Form I-129): $460
|Federal Express Expenses: approx. $100
|Premium Processing Fee: $2,500
Note: We charge the same fees for new cases and extensions for O visas.
Nonimmigrant Visas:
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With sincere apologies to Rades
It makes me unbelieveably sad that the looterang is engineering only. Do you realize that just that one item would make engineers rich beyond their wildest dreams? Seriously… obscenely rich. I'm just saying.
Great comic as always 😀
Poor girl. Envying those privileged engineers and their fun gadgets.
I'm currently leveling engineering on my dwarf hunter, and so far it's really fun. Though a lot of work. 🙂
As always, a very nice comic! 😀
[…] Disciplinary Action #20. […]
Lol, this is why I decided to level eng on my Mage 😀 Well, there may have been a little prodding from Rades also.
Engineering ftw!
Bwahahaha. *adjusts sprockets on goggles, activates nitro boots & speeds off into the night*
Yeah what do tailors get that is fun? A flying carpet…whoodeedooo and good spellthread. Bah! Give us some goodies! Hilarious comic as always.


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I love pancakes in every form and shape and have tried a lot of gluten-free recipes. They have all been okay but have been a bit on the dry side. These are nice, moist (sorry, can't think of another word) and super fluffy. They are delicious on their own but for a treat I top it with jam, apple sauce or strawberry compote with fresh fruit. This recipe serves 2 regular people for breakfast if you add fruit and an egg on the side.
2 bananas, mashed (I mush mine while still inside the peel to save time)
2 eggs (or you could try to add another banana or "flax seed egg" to make it vegan)
1 tsp baking powder
1 tsp cinnamon (optional)
4 tbsp buckwheat flour
1 handful of blueberries (excellent too if you have blueberries which got a bit old and wrinkled, NOBODY will know)
TIP: Top it with raw boysenberry jam, apple-sauce (either shop both natural, no added sugar, or home-made), fresh fruit, a little glucose syrup or strawberry compote.
Heat up a pan to medium to high heat. Combine all the ingredients and spoon onto the pan. Turn when the mixture starts to bubble slightly, take off the pan 10 seconds later. Done!
This is what I served for my husband and baby today (Good Friday):
If you would like to see more gluten, dairy and sugar-free recipes like this you can follow me here (via email, see top right on this page), on Facebook or Twitter.


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How to Tightline Your Eyes | Video
The Eyeliner Trick to Make Your Lashes Look Longer
Tightlining is one of the best ways to create longer, fuller-looking lashes within seconds. Yes, mascara is key for achieving luscious lash fringe, but tightlining, a method of applying eyeliner at the base of the lashes, does wonders for your beauty look. Have we piqued your interest? Good. Now learn how to tightline for voluminous lashes in today's Beauty How-To. On Kirbie: Topshop top.


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NLXL TIM-07 Timber Strips Wallpaper by Piet Hein Eek
Delivery £5.95 | Delivered within 7-14 days
Need to KnowMeasurements, materials, fittings etc Tell me more Hide
DeliveryFast & Fair Tell me more Hide
These prices are for UK Mainland only.
FAIR DELIVERY means that we do not hide our delivery costs by hiking up the prices. We offer a fair price for both smaller items and fragile larger items. No funny business here!
Sadly we are unable to offer a delivery service to the Highlands, Isles or outside the UK for this item. We are happy for you to arrange your own collection from our Sussex Warehouse. Please contact us if you wish to discuss this further.
For further information on our delivery services including Non-UK Mainland and International delivery, please see our Delivery Information Page.
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Simply return the item to us in one piece within 30 days to receive a refund. (Our extended Christmas Returns Policy is below.)
Our most frequently asked returns questions are answered here:
What's your Christmas Returns Policy?
If you aren't totally satisfied with your purchase, you can return it in its original condition within 14 days for a full refund (excluding original delivery fees).
Purchases made from 1st November 2020 are eligible to be returned by 31st January 2021.
How do I organise the return of an item?
Simply let us know that you wish to return an item within 14 days of purchase. Then return the item to us with 30 days of receipt. We will then process your refund within 3 days of arrival with us.
Do I need a returns form?
Yes, you should have a returns form in your order, if not you can download a returns form or complete our online returns form and print a copy to include in your parcel here.
Where do I return my item to?
Rockett St George Returns, Unit 12 Old Kiln Works, Ditchling Common Industrial Estate, Hassocks, BN6 8SG
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Yes, you are responsible for covering the cost of returning items to us.
Can you organise a collection for my return?
Yes, we are happy to arrange a collection for you, this is charged at £5.95 for standard items and £35 for specialist courier items and can be arranged by contacting our Customer Service Team.
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Yes, you can create a returns label & take your item to a DPD Dropoff Shop. This is charged at £4.50 per box for a standard delivery order. Specialist Courier items will need to have a collection arrange via our Customer Service Team.
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Normally you can yes, you can return your item for free by dropping it off at our Mid Sussex Warehouse. However, due to Covid-19 our warehouse is currently closed to the public. Please contact our Customer Service team on 01444 253391 and they'll advise. We're open Monday to Friday 9am to 5pm (excluding bank holidays).
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Timber Strips is an aesthetically strong collection of faux wood wallpapers from NLXL in collaboration with Piet Hein Eek. Inspired by travels to Japan where timber is used in many different ways, like the Scrapwood wallpaper collection, Timber Strips looks so real that you want to touch it.
TIM-07 is a heavy-duty wallpaper with paper top-layer and non-woven backing with a design of white ash coloured wood panels. Colourfast and washable with a soft cloth, this wallpaper is low maintenance and easy to apply where no wallpapering table necessary as the wallpaper paste is applied to wall.
We think the Timber Strips range will look fabulous in your living room, dining room or hallway in your home or is great for your office.


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Computer stores Gabon3 objects
Are you constantly using computers throughout your daily life? Is there a part, accessory or rare chip that you need right now? Do you want to buy the latest generation of branded gadgets? In all these cases, you will want to be able to browse the widest selection of computer stores in in Gabon so that you can pick out the ones that meet your requirements. We have created a custom database of stores that include addresses, websites, phone numbers, and business hours in each listing.
The catalog considers both major (location, price, and range of products) and more minor (parking, home delivery, and discounts) features of the shopping experience. The database contains information about all stores ranging from well-known chains to small businesses that specialize in certain types of computer software.
By using our service, you will always have an up-to-date list of stores that sell the products you need. Try it right now!


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Contact: Ilene Greenfield
Director of Media Relations
973-278-5400, ext. 1-5122
See caption below.
Graduates of the Berkeley College School of Health Studies Bachelor of Science in Nursing (BSN) and Practical Nurse (PN) programs were honored during a pinning ceremony held on May 4, 2018 in Woodland Park, NJ.
The following graduates from Union County, NJ, were recognized and received nursing pins:
- Gina Senatus of Roselle, BSN
- Latoya Spears of Kenilworth, BSN
- Nicole Sullivan of Union, PN
Josiane Hickson, EdD, RN-BC, NE-BC, Chair, Nursing and Patient Care Technician programs, Berkeley College School of Health Studies, gave the welcome address and congratulated the graduates. "You've been armed with the power and knowledge of nursing," Dr. Hickson said. "Go out and provide excellent clinical care and advocate for healthcare as a human right, regardless of where your patients were born, their ability to pay, the color of their skin or their gender. Treat your patients with dignity, respect and compassion. These are the basic human rights that we at Berkeley College have impressed upon you."
Eva Skuka, MD, PhD, Dean, Berkeley College School of Health Studies, also addressed the graduates. "Now you get to realize your dreams of becoming a nurse, to put into practice all that you have learned and to conquer new challenges," she said. "We hope that you are inspired to become the best nurses for your patients, and wish you long careers with fond memories of your days at Berkeley College."
In addition to the PN program, Berkeley College offers the first and only Licensed Practical Nurse (LPN) to Bachelor of Science in Nursing (BSN) degree program in New Jersey. The College's expanded Health Studies offerings provide a premier pathway to career growth in nursing and other health and medical-related fields.
After receiving their honors, the 34 graduates recited the Florence Nightingale Pledge, promising to uphold the integrity of the nursing profession.
In this profession, those with a BSN are Registered Nurses who carry out an expanded role in their assignments. They collaborate and coordinate with members of the interdisciplinary healthcare team to create, provide and evaluate customized care plans for their patients. They engage in wellness promotion, disease prevention and health maintenance with a focus on patient-centered education, and they are prepared to conduct to improve nursing practices and healthcare outcomes.
Practical Nurses provide care to their patients in a variety of healthcare environments, including physicians' offices, clinics, nursing homes, assisted living facilities, rehabilitation centers and home healthcare settings.
The Berkeley College School of Health Studies was created to provide career-focused education in some of today's most in-demand healthcare professions – in clinical specializations, as well as healthcare administration and management. Degree and certificate programs have been carefully developed to meet the needs of this important field.
Photo Caption: At the pinning ceremony of the Berkeley College School of Health Studies held on May 4, 2018, in Woodland Park, NJ, nurses graduating from New Jersey's first and only Licensed Practical Nurse to Bachelor of Science in Nursing degree program receive recognition and nursing pins, along with their fellow Practical Nurse program graduates, before taking the Florence Nightingale pledge. Left to right are: Djenane Bartholomew, DNP, Professor, Practical Nurse and Patient Technician program, Berkeley College School of Health Studies; Kevin Trellis of Parlin, NJ; Latoya Spears of Kenilworth, NJ; Gina Senatus of Roselle, NJ; Francisca Konwai of Fords, NJ; Paulette Johnson of Somerset, NJ; Deverton Gilphilin of Glen Gardner, NJ; and Josiane Hickson, EdD, RN-BC, NE-BC, Chair, Nursing and Patient Care Technician programs, Berkeley College School of Health Studies.
A leader in providing career-focused education since 1931, Berkeley College is accredited by the Middle States Commission on Higher Education and enrolls more than 7,100 students – including more than 440 international students – in its Master's, Bachelor's and Associate's degree and Certificate programs. Students can study in more than 20 career fields. Berkeley College is comprised of the Larry L. Luing School of Business®, the School of Professional Studies, the School of Health Studies, and the School of Liberal Arts. The School of Graduate Studies offers an MBA in Management online and in Woodland Park, NJ.
Berkeley College has four New Jersey campuses – Newark, Paramus, Woodbridge and Woodland Park. In New York there are three campuses – Midtown Manhattan, Brooklyn and White Plains. Berkeley College Online® serves a global population. For four consecutive years, U.S. News & World Report has named Berkeley College among the Best Colleges for Online Bachelor's Programs and among the Best Online Bachelor's Programs for Veterans. The website address is www.BerkeleyCollege.edu.
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Temple Run sequel hits the App Store
- %27Temple Run 2%27 is a leap forward for small studio.
- Players will zip and drive way through new mazes.
- First on iOS%2C but coming to Android next week.
Players will have to do more than just run to succeed in the sequel to popular free mobile game Temple Run.
Temple Run 2, out today in the iOS app store, pits players in the familiar role of the Indiana Jones-esque explorer in a new adventure. But this time, players have to swing on zip lines and steer a mine cart to elude capture rather than just run and jump.
"We set out to make a bigger, better, more awesome and beautiful version," says Keith Shepherd of Imangi Studios, developer of the game that has been downloaded 170 million times since its August 2011 release. "You'll feel at home with the controls and immediately understand how to play if you've played the original, but there's going to be all sorts of things to do."
As in the first game, players direct the Temple Run protagonist — the main character is named Guy Dangerous — to jump, duck and turn with finger swipes up, down or side-to-side through a maze-like environment. Go too slow, and a mob of monkeys will catch you.
The new game sports a more realized three-dimensional space. "It has some gentle curves and hills," Shepherd says. "It just doesn't feel as rigid as it did with all the right-angle turns in the first one."
When work began on the sequel in March 2012, the project was ambitious enough that outside help was needed. The three-person studio included Shepherd and his wife and co-founder Natalia Luckyanova, and artist Kiril Tchangov, who joined them in creating Temple Run.
Two fellow independent developers, programmer Jeff Ruediger and artist Pete Parisi, both of Fuzzy Cube Software, assisted on the new game. "Despite the success of Temple Run, we have kind of chosen to keep our studio small," Shepherd says. "We like actually being involved in the details of working on the game as opposed to managing a team."
The end result has a download size of 45 megabytes, more than twice the size of the original. "We try to keep it under 50 megabytes so you can download it without connecting to your computer," Shepherd says.
The sequel, which will hit the Google Play and Amazon Marketplace next week, will be free to play. Temple Run initially cost 99 cents, but Imangi made the game a free download after about a month.
You collect coins as you navigate the game, but you can also buy additional coins in the game to more quickly obtain upgrades. Shepherd wouldn't offer specifics on revenue generated by the in-game purchases, but said the game has brought in millions of dollars.
There are also Temple Run comic books and T-shirts. Movie offers have come, too, but Imangi remains focused on the game, for now. "For us, it's just been an amazing year," Shepherd says. "We're blown away with how many people are playing it."
Temple Run could make a run at becoming a top-shelf mobile game brand. "The market for casual, short-session games such as Temple Run has changed in the past year in that there is significantly more competition, but a significantly larger install base of devices, too," says analyst P.J. McNealy of Digital World Research. "This bodes well for Temple Run, since it's a game that is easy to play and is cross-generational, so kids to grandmothers will be playing it."
By way of comparison, Angry Birds titles have been downloaded more than a billion times.
Mobile and tablet game revenues are expected to hit $3 billion in North America in 2013, up from $2 billion last year, according to research firm Electronic Entertainment Design and Research (EEDAR). Temple Run was hugely successful in establishing a new subgenre of mobile games, and developers will be watching to see how the sequel performs.
"It's very rare for games like these to get sequels," says EEDAR analyst Jesse Divnich. "Typically, these subgenres are so fad-driven that once consumers get their fill of, let's say. the endless-runner category, they move on to different styles of games. So this will actually be a good test to see how sequels operate in the mobile and tablet market."


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Here's a pasta dish so simple yet so elegant and so nutritious, you'll want to make it every night. '
The beauty of this dish is that it requires just a handful of ingredients you likely already have in your pantry. If not, it's surely worth a run to the grocery store to pick them up.
The cauliflower here -- it's one of my favorite vegetables and this turned out to be one of my favorite ways to eat it-- can be substituted easily with broccoli. Try not to overcook the cauliflower or the broccoli because it wouldn't taste so good without a bit of a snap and a crunch.
One tip on the pasta: I always specify cooking it al dente and what that means is you don't let it turn mushy on you. Instead, it should have a slight bite. Besides the fact that mushy pasta doesn't taste so great, there's a good nutritional reason for not overcooking pasta. Most of you are likely aware of the term glycemic index, which is a measure of the amount of sugar released into your blood when you eat a particular food. As is obvious from that description, a healthy diet should include foods lower on the glycemic scale because, honestly, you didn't think all that sugar in your blood was actually a sweet thing, did you?
Pasta tends to be a fairly low G.I. food because of the way it is made-- the starch granules in the wheat create a sponge-like network of protein molecules that breaks down slowly when you digest it. But when you overcook pasta, this structure dissolves, exposing the starch molecules and sending more glucose coursing through your arteries.
If that explanation didn't help, just remember this:
Overcooked pasta = Bad
Al dente pasta = Sophia Loren.
And now the recipe. Enjoy, all!
Looking for more vegan pasta recipes?
Garlicky Pasta with Snow Peas and Potatoes
Vegan Instant Pot Spaghetti with "Meaty" Marinara
Pasta with Roasted Cauliflower Cashew Sauce
Pasta With Cauliflower And Chickpeas
Pasta With Cauliflower And Chickpeas
- 2 cups of any uncooked small pasta like orechiette , farfalle or ziti. I used the piccolini version of penne, which are these cute, tiny versions of regular pasta shapes.
- ¼ cup of olive oil
- 2 tsp red pepper flakes (use less if you must, but this is a very lightly flavored dish so you won't really find this hot)
- 2 cups cooked chickpeas
- 1 small head of cauliflower , cut into florets and steamed until just tender. I did this by putting it into the microwave with a couple of tablespoons of water for 10 minutes. Make sure that the pasta is as close to done as you'd like to eat it before taking it out because it won't cook too long on the stove.
- 12 cloves garlic , minced (yes, again, you need them)
- Salt to taste
- 1 cup parsley or coriander leaves (I like the more assertive flavor of coriander, but use parsley if you prefer a milder flavor)
- Set the pasta to cook according to package directions.
- Meanwhile, heat the oil in a skillet.
- Add the garlic and saute for a minute or two over medium heat until it just starts to change color.
- Add the red pepper flakes, mix in, and add the cauliflower and chickpeas.
- Mix everything together and now add the cooked pasta and parsley/coriander.
- Stir everything well and check for salt. I always drizzle a tiny amount of extra-virgin olive oil on my plate for a delicious flavor finish.
- Serve hot.
(C) All recipes and photographs copyright of Holy Cow! Vegan Recipes.


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While the senior men's national team sinks to unprecedented depths, the Canadian Under-17 squad is looking to make history of its own … but of a much better sort.
Canada open group-stage play at the FIFA Under-17 World Cup against Austria on Saturday (9 am ET, on Sportsnet World on delay at 7 pm ET) in search of the country's first-ever win in the competition. Based on Canada's recent performances, head coach Sean Fleming may just have the mix of players capable of pulling it off.
Toronto FC Academy striker Jordan Hamilton (above) led the way at the CONCACAF Under-17 Championship in April with three goals in five games, while striker Andrew Gordon and midfielder Hanson Boakai added two goals apiece. Canada finished third in the 12-team tournament to book their place in the World Cup for the second straight time, and sixth overall.
The Canadians also managed a 1-1 draw with Russia, the reigning European champion at the U-17 level, earlier this month in a pre-World Cup friendly.
Austria, meanwhile, finished third in its four-team group in the final round of UEFA qualifying to reach the U-17 World Cup for the second time. The team received balanced goal scoring from the likes of Nikola Zivotic, Adrian Grbic and Tobias Pellegrini throughout the three-stage qualifying process, though their journey did include a hiccup in the form of a 0-0 draw with Cyprus.
Austria will also be gunning for their first-ever win in the tournament, after their previous appearance in 1997 ended with three lopsided losses. Canada's history in the tournament has also been far from stellar – two draws, 13 losses and a minus-42 goal differential spread over five appearances.
Those two draws, however, both came in the 2011 World Cup, a tournament that included a once-in-a-lifetime equalizer against England from Toronto FC goalkeeper Quillan Roberts.
That recent momentum, and the fact that most members of Canada's roster are part of professional clubs (including all three Canadian MLS teams) is providing hope that a breakthrough may be in store at this year's 2013 U-17 World Cup.