Warren Gatland hits back at New Zealand media before Wales v All Blacks

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first_img“People try to make a lot of stuff about Steve and me,” Gatland said. “From my point of view there are no issues between us. I have a huge amount of respect for what he has achieved in the game and the success he has had as an All Black coach. He has been absolutely outstanding. I look forward to catching up with him on Saturday and having a beer after the game. In recent years on a couple of occasions we have gone out as two management groups for meals during the week. The pressures we are under are not as a result of our relationship but about people trying to stoke the fires. He understands that; I understand that.“If there is [media] criticism of me this week I won’t be responding because you cannot win. At some stage I will be dressed up as a clown again; I will just take it on the chin and move on. That is the way it is and the way it has gone. It was tough [on the Lions tour] and I said so but Kiwis understand when you back someone into a corner they come out fighting. There was no way I was going to allow something to get the better of me and I got mentally tougher.“I felt like I was in a boxing match and was going to come out on top. No one was going to split the squad but there was some pretty underhand stuff going on. There are one or two people I would like to get into a corner of a room on their own with me but that might wait for another day.”Gatland was speaking after making an unscheduled appearance at Wales’s media briefing on Monday. He usually fronts up on the day of the team announcement but he wanted to clarify what happened towards the end of the match against Georgia on Saturday after the prop Tomas Francis was sent to the sin-bin in the last minute and, with the visitors awarded a penalty close to the Wales line, the match went to uncontested scrums because the other tighthead, Leon Brown, was suffering from cramp after being replaced by Francis. “It wasn’t us trying to pull a fast one or anything like that,” Gatland said. “We didn’t try and manipulate anything in terms of the laws. It was different to what France did against us at the end of this year’s Six Nations because they had a prop come off injured while another had been warming up. Leon’s calves were tight and there is video evidence to show he was injured. We were not trying to pull the wool over anyone’s eyes.”Wales’s laboured victory over a team who had never defeated a tier one opponent did nothing to suggest they will arrest a 64-match losing streak against New Zealand on Saturday but back in 2014, one week after they had hung on to beat Fiji 17-13 having failed to score in the second half, Wales led the All Blacks going into the final quarter before leaking three tries.New Zealand were holding on against Scotland last Saturday against opponents they had never lost to. “They will be disappointed with that game,” said Gatland. “Scotland took it to them but New Zealand still won and had that x-factor when they needed to turn it on. I have never seen an All Black team that is vulnerable. They will be disappointed they did not play better with the quality and depth they have but they coped with the pressure and won that game. That is what it is all about.“The All Blacks have made comments themselves [that] they have dominated the game for too long. People want to see the All Blacks come under pressure and teams pushing them close. We’ve had that in the last few weeks with Australia beating them and South Africa and Scotland pushing them close. It’s good for rugby that sides are able to push the number one team in the world really closely. We expect the All Blacks to front up against us, hurting a little but knowing they have not played to their potential, but we have got to put them under pressure and play some rugby.”Cane and ableSam Cane has vowed there will be no repeat of the attitude that nearly resulted in New Zealand losing against Scotland for the first time last weekend when they face Wales on Saturday in their final Test of the year. The match in Cardiff will be New Zealand’s 15th of 2017, including the victory against the Barbarians at Twickenham at the start of November, and the flanker Cane said the focus was on enjoying their final week together as a squad and making sure their attitude was right.“Last Saturday was a reminder that every team we are up against go out there to play the game of their lives,” he said. “We need to play to a really high standard. We turned up in Edinburgh and maybe our attitude was just a fraction off. It does not take much and this week we have to make sure we are exactly where we need to be.“Sometimes you can gauge if the attitude is not quite there, but even if you say something as part of the leadership group to get it back on track, it is often too late. The prep and the build-up to go out there and win little battles takes all week. It is pretty tough to just turn up and flick a switch. It was yes and no whether we did that last week as it is different for individuals. There were a couple of guys who thought ‘not sure’.”Cane said that the review of the 22-17 victory, which was secured when Beauden Barrett made a try-saving tackle on Stuart Hogg in the final minute, was not a video nasty. “We did not look at much footage,” he said. “There was a lot of discussion around different players’ processes in terms of turning up at kick-off to rip into it at a 10/10 level. Sometimes in the final week of the year less is more in terms of the training load. The key is to turn up on Saturday with a full tank of energy, together with the mental stuff.”It will mark a return to Wales for the New Zealand head coach, Steve Hansen, who spent three years in Cardiff from 2001. “I have not had an inkling that he is treating it differently to any other Test,” Cane said. “Steve is one of the most competitive people I know. It does not matter who we are playing, he is keen to win.“We want to finish the season on the right note. We have learned a lot about ourselves this year, adversity teaches you a few things. We have been in pretty tough places in some games and guys had to step into roles they are not used to in this team. Next year we will have 40 or 50 quality players with experience of Test rugby and I think we are in a good place.” Paul Rees As Warren Gatland prepares Wales to face his native New Zealand for perhaps the final time he says the flurry of blows landed by the local media before the Lions met the All Blacks last summer made him mentally tougher, although there were “one or two people” he would not mind getting into the corner of a room with.Gatland, who was depicted as a clown by one New Zealand paper before the Lions rallied from 1-0 down to share the series, expects more demeaning caricatures this week but said anyone looking to turn Saturday’s encounter at the Principality Stadium into a feud between him and the All Blacks’ head coach, Steve Hansen, would be wasting time. New Zealand rugby union team Read more Share on LinkedIn Sign up to the Breakdown for the latest rugby union news news Topics … we have a small favour to ask. More people, like you, are reading and supporting the Guardian’s independent, investigative journalism than ever before. And unlike many news organisations, we made the choice to keep our reporting open for all, regardless of where they live or what they can afford to pay.The Guardian will engage with the most critical issues of our time – from the escalating climate catastrophe to widespread inequality to the influence of big tech on our lives. At a time when factual information is a necessity, we believe that each of us, around the world, deserves access to accurate reporting with integrity at its heart.Our editorial independence means we set our own agenda and voice our own opinions. Guardian journalism is free from commercial and political bias and not influenced by billionaire owners or shareholders. This means we can give a voice to those less heard, explore where others turn away, and rigorously challenge those in power.We hope you will consider supporting us today. We need your support to keep delivering quality journalism that’s open and independent. Every reader contribution, however big or small, is so valuable. Support The Guardian from as little as $1 – and it only takes a minute. Thank you. Warren Gatland brushes off clown cartoon but backs replacements call Read more Share on Messengercenter_img Reuse this content Rugby union Warren Gatland Share on WhatsApp Support The Guardian Share on Facebook Share via Email Share on Pinterest Since you’re here… Wales rugby union team Share on Twitterlast_img

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Humanities Lecturer Pool – Liberal Studies Teacher Preparation

first_imgInterest in and record of scholarly activity desirable. CVCover LetterStatement of Teaching Philosophy (optional)Statement of Expertise, including professional experience, andlist of courses you are qualified to teachList of References MA OR ABD OR Ph.D. OR Ed.D. in social and cultural foundationsof education or related education fields.Strong college level teaching skills and experience required,and experience related to K-8 classrooms preferred.Awareness of and sensitivity to educational goals of serving amulticultural and diverse student population, which may have beengained through lived and embodied experience, cross-cultural study,training, teaching, and/or other comparable experience.Applicants should demonstrate an awareness of and sensitivityto the educational goals of a multicultural population as mighthave been gained in cross-cultural study, training, teaching andother comparable experience. Conditional AppointmentPlease be advised that an appointment is contingent upon budget andenrollment considerations and subject to order of assignmentprovisions in the collective bargaining agreement betweenCalifornia State University and California Faculty Association.These provisions state the “Order of Work,” or the order in whichavailable courses must be assigned to faculty, starting with tenureline faculty and ending with new lecturer appointees.Salary Range – To commensurate with experience.Application ProcedureClick Apply Now to complete the SJSU Online Employment Applicationand attach the following documents: Preferred Qualifications The position advertised will remain open until filled.Interviews will follow. Qualified applicants not hired at this timewill remain in this pool for future consideration.The UniversitySan José StateUniversity enrolls over 35,700 students, a significantpercentage of whom are members of minority groups. The universityis currently ranked third nationally in increasing student upwardmobility. The University is committed to increasing the diversityof its faculty so our disciplines, students, and the community canbenefit from multiple ethnic and gender perspectives.San José State University is California’s oldest institution ofpublic higher learning. Located in downtown San José (Pop.1,000,000) in the heart of Silicon Valley, SJSU is part of one ofthe most innovative regions in the world. As Silicon Valley’spublic university, SJSU combines dynamic teaching, research, anduniversity-industry experiences to prepare students to address thebiggest problems facing society. SJSU is a member of the 23-campusCalifornia State University (CSU) system.Equal Employment StatementSan José State University is an Affirmative Action/EqualOpportunity Employer. We consider qualified applicants foremployment without regard to race, color, religion, nationalorigin, age, gender, gender identity/expression, sexualorientation, genetic information, medical condition, maritalstatus, veteran status, or disability. This policy applies to allSan José State University students, faculty, and staff as well asUniversity programs and activities. Reasonable accommodations aremade for applicants with disabilities who self-disclose. Note thatall San José State University employees are considered mandatedreporters under the California Child Abuse and Neglect ReportingAct and are required to comply with the requirements set forth inCSU Executive Order 1083 as a condition of employment.Additional InformationA background check (including a criminal records check) must becompleted satisfactorily before any candidate can be offered aposition with the CSU. Failure to satisfactorily complete thebackground check may affect the application status of applicants orcontinued employment of current CSU employees who apply for theposition.Advertised: December 02, 2020 (9:00 AM) Pacific StandardTimeApplications close: Department SummaryThe Humanities Department at SJSU is a prominent center forcreative, interdisciplinary study and research. It offers threeundergraduate degree programs: the Liberal Studies TeacherPreparation B.A.; the Creative Arts B.A.; and the Humanities B.A.,in which students pursue a concentration in American Studies,Liberal Arts, or Comparative Religious Studies. The Department isalso home to two team-taught, multiple-semester General EducationPrograms: the lower-division American Cultures GE sequence and theHumanities Honors Program, which has both lower and upper-divisionHumanities Honors GE course sequences.San José State University is a teaching-centered institution thatis a national leader in graduating historically underservedstudents. SJSU has achieved both HSI (Hispanic Serving Institution)and AANAPISI (Asian American and Native American PacificIslander-Serving Institution) status. Moreover, 40% of our studentpopulation are first-generation college students and 38% arePell-qualified. As a result, we are ranked #1—as the mosttransformational university in the country.Learn more about our department at https://www.sjsu.edu/hum/Brief Description of DutiesTeach lower-division undergraduate General Education course,“Chronicles of Education,” and/or in the series of “Field study inHumanities” courses designed to introduce prospective K-8 teachersto California’s public multiple subject classrooms. In addition,you will hold regular office hours for students, work cooperativelywith other department faculty, staff, and department chair, as wellas participate in required course grading and assessmentactivities, etc.“Chronicles of Education” uses narratives of education to teachabout the forces that shape individuals and societies. The coursefeatures histories and narratives of education that representglobal, multi-linguistic, gendered and multi-cultural perspectivesabout educational practice and philosophy. The study of poetry,fiction, creative non-fiction, and educational autobiography, aswell as visual art and documentary film, expand traditional viewsabout the sites where education takes place. Topics covered includethe history of US education; philosophy of education; globalinfluences on US educational practice; education as colonization;language and the role of embodiment in learning; and education forsocial resistance.Fieldwork Courses: Each course in this fieldwork series requiresthat student volunteer in public-school classrooms withcredentialed teachers. The courses include topics such as funds ofknowledge, culturally responsive pedagogy, the physical andprocedural classroom, home-school partnerships, and so on. Thecourses are designed to meet the fieldwork requirement to enter acredential program. It is strongly preferred that instructors ofthese courses have experience as the teacher of record in amultiple subject classroom.Candidate must demonstrate awareness and experience understandingthe needs of a student population of great diversity – in age,cultural background, ethnicity, primary language and academicpreparation – through inclusive course materials, teachingstrategies and advisement.All Faculty should be organizing their classes within the CanvasLearning Management System (LMS), the official LMS provided forthe SJSU community. All classes at SJSU, whether online or not,must be anchored in the Canvas platform to ensure faculty-studentconnection in a common space as all students are directed to log into Canvas for online access to their classes. You will have accessto this system prior to the semester start date.Required Qualificationslast_img

Investigation: Prelims Favour Private School Students

first_imgDespite the stark attainment gap at prelims, by finals ex-state school students got a higher proportion of firsts in 8 of the 15 subjects. While these were predominately STEM subjects, the eight also included geography and modern languages. Having acknowledged the attainment gap at the end of the first year of studies, it would seem odd that the University is happy to maintain a system which rewards that gap via the scholar’s gown and monetary prizes. The University has a long way to go in addressing this issue, which has shown no sign of improving in the past five years. Along with monetary prizes, a distinction in prelims enables you to wear a coveted Scholar’s Gown. The psychological implications of such a tradition has been called into question many times before, but the student body voted to retain it in an OUSU vote in 2017. However, in light of the above analysis, it seems strange that a student body who voted to retain subfusc in 2015 because of it being a mark of equality, would be happy to also keep Scholar’s Gowns which are demonstrated here to be a mark of inequality. A spokesperson from the Student Union said: “If students want to bring the issue to the student council this year, we’d be more than happy to have another vote on the issue.” The history faculty did not comment on whether they are doing anything to address the fact that the proportion of state school students receiving distinctions at prelims has been consistently lower than the proportion of independent school students for every year of the past five years. The 93% Club, a recentlyestablished society which aims to make state-educated students feel more at homewithin Oxford, takes a different approach to scholars’ gowns, saying: “We are not looking to tear down our traditions,but instead build up from them. A future in which state educated studentsflaunt the Scholar’s gown in higher proportions is entirely possible, as longas we continue to make the effort to include them and help reveal the talentthey have, in full.” This investigation calls into question the awarding of monetary prizes for performance in prelims. Whilst prizes are meant to solely reward students based on academic ability, it is clear that they are more likely to be awarded to those who come from more affluent backgrounds. These prizes are far from insignificant, with some colleges awarding over £300 per year. There are also colleges which give further financial benefits to their Scholars, such as St. Hugh’s, whose Scholars, alongside a £200 scholarship per year, also get several nights free vacation residence annually. Keble gives its Scholars “two free meals a week in Hall during term” alongside £200 off their battels per year. Whilst it is good news that the distributionof firsts between ex-state and ex-independent school students is equivalent atfinals, the importance of prelims both psychologically and materially meansthat the disadvantage state school students face cannot be ignored. Prelim examination results do not just haveshort term impacts but can influence the course of a student’s post-universitycareer, with many applying to jobs and graduate schemes before they havereceived their final degree result. Therefore, for many subjects the onlyofficial University examination which will be seen by the prospective employerwhen they apply will be their preliminary examination result. This makes it allthe more important for the University to make a conscious effort to combat theinequality. “Thereis still some evidence of disparities by the end of their first year of study.However, attainment gaps reduce as students get closer to graduation, whichindicates that the University’s approach to levelling out prior educationaldisparities is working over time.  Wecontinue to focus on this area to ensure that all students can thrivethroughout their time at Oxford.” The only exception is physics, in which anaverage of 16.8% of ex-independent school students received distinction gradesper year compared to 23.1% of ex-state school students. Sofia Henderson says: “Oxford must work harderto ensure that these students are not left behind, and that they are given theencouragement, resources and flexibility that they need to settle into theacademic environment at Oxford and achieve the grades they deserve.” The93% Club suggests that a greater attempt by some tutors to acknowledge “the ‘cultural capital’ that a classical educationprovides” would be a “step in the right direction”. “Programs such as the recently launched Opportunity Oxford are specifically designed to ease theburden of transition to Oxford for students from the most disadvantaged backgrounds, from the very start oftheir time at university.” TuckerDrew, the Access and Academic Affairs representative for the Oxford StudentUnion said: “We’re supporting the Centre for Teaching and Learning intheir development of new study skill platforms for incoming students. I alsoplan to lobby this year for the implementation of a clearer set of academicexpectations for new students. Students should not have to rely on their olderpeers to tell them what’s expected in Oxford work or how to write a tutorialessay, that information should come from the tutors and departmentsthemselves.” Sofia Henderson, the co-chair of Class Act, aStudent Union campaign which supports and represents students fromunderrepresented socio-economic backgrounds at Oxford, says: “The fact that students from state school backgrounds findit difficult to attain the same marks as their more privileged peers at the endof first year means that all the awarding of monetary prizes, room ballotprivileges and scholar’s gowns does is entrench class divisions in Oxfordfurther”. An investigation into the attainment of ex-state school students, which includes both state comprehensive and state grammar, and ex-independent school students at Oxford has shown that between the academic years 2014-15 and 2018-19, independent school students got a higher proportion of distinction grades in 14 of the 15 largest subjects at preliminary examinations.[1] Aspokesperson from the University of Oxford said: “The University is committedto ensuring all students can succeed at Oxford regardless of their backgrounds,and we have set out ambitious plans for reducing attainment gaps betweendifferent groups of students in our Access and Participation Plan.” In contrast, history and chemistry are the subjects with the biggest divide between state and independent school attainment, with an average of 37.4% of independent school students receiving a distinction in history prelims compared to 26.4% of state school students across the past 5 years, whilst the figures for chemistry are 38.8% and 28.6% respectively. [1] For Classics this is based on an average of 4years, between 2014-15 and 2017-18, since I did not have access to the resultsfor the 2019 preliminary examinations. Theyalso express concern about the potential for coronavirus to worsen the dividebetween state and independently educated students for future cohorts ofstudents arriving in Oxford. They say: “We would expect that those who havemissed teaching are given sufficient pre-reading, resources, and study skillsadvice upon entering the University. Otherwise, we fear that the gap betweenthe best and worst educated diverges further.” “Examination Schools” by netNicholls is licensed under CC BY-NC 2.0last_img

CHANNEL 44 NEWS: Opening Day At Ellis Park

first_imgFacebookTwitterCopy LinkEmailShare Opening Day at Ellis ParkEllis Park live thoroughbred season kicks off this weekend. The season stretches from July 1ST to September 4TH. Ellis Park staff say this is the first day in a long stretch of races. Racing Secretary Dan Bork says, “Where for our first…last_img

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