The Royal Military Academy Sandhurst (RMAS or RMA Sandhurst), commonly known simply as Sandhurst, is one of several military academies of the United Kingdom and is the British Army's initial officer training centre. It is located in the town of Sandhurst, Berkshire, though its ceremonial entrance is in Camberley, southwest of London. The academy's stated aim is to be "the national centre of excellence for leadership". All British Army officers, including late-entry officers who were previously Warrant Officers, as well as other men and women from overseas, are trained at the academy. Sandhurst is the British Army equivalent of the Britannia Royal Naval College and the Royal Air Force College Cranwell.
Abstract The idea of being working class never really animated me much when I was growing up in Rathcoole and Carnmoney, two predominantly Protestant working-class areas on the outskirts of North Belfast in the 1980s and 1990s. Everyone around me looked the same, sounded the same and worked similar jobs, or didn’t work at all. Much was made of how skilled trades in the Harland and Wolff shipyard, the Shorts aircraft manufacturers or the British armed forces were to be prized above all others. The idea of ‘going up’ to the University of Ulster or Queen’s University Belfast was an alien concept to be treated with scepticism, not only by people around me but also by those in positions of authority. As McManus argues, the idea of working-class people accessing tertiary education was always greeted by a ‘fear that it could contribute to the lower orders challenging the political establishment’, which helped create a cultural outlook ‘based around the principle that education was for some and not for others’. This chapter explores my life experience as a case study in how cultural norms disrupted by agency are ultimately limited by a profound lack of will in the political structures. By applying an autoethnographic methodology, it also considers the inherent tensions between class and other cross-cutting factors, such as ethnicity, religion and nationalism, in Northern Ireland.
The study sought to explore the levels of stress management among teachers in public schools within a district of a second-class municipality in Southern Negros during the school year 2022–2023. Stress management was examined in three areas: self-care and well-being, supportive relationships, and professional development. It also aimed to determine differences in teachers’ stress management when grouped according to age, sex, civil status, plantilla position, and average monthly family income. Employing a descriptive-comparative design, the study used survey questionnaires and applied the Mann-Whitney U test for statistical analysis. Findings revealed that teachers effectively counterbalance the effects of stress, exhibiting strong coping abilities and a positive outlook in sustaining health and well-being across all domains. The highest ratings were observed in maintaining supportive relationships, while the lowest were in engaging in personal hobbies outside of work—suggesting that teachers have limited time for recreation. When compared across demographic variables, significant differences were found only in civil status under professional development, where married teachers reported higher levels of stress management than their single counterparts. The study concludes that teachers successfully manage stress through mindfulness, social support, and professional growth. However, more emphasis should be placed on work-life balance, individualized professional development, and structured team-building activities. It is recommended that schools implement comprehensive wellness and professional development programs that holistically address teachers’ physical, emotional, and professional needs to enhance both teacher well-being and instructional effectiveness.
