Make your own eBooks

Use our Remix App to mix & match content. In minutes make your own course packs, training bundles, custom travel guides, you name it. Even add your own title & cover.


Slices & Articles Get by the slice or add to your own ebook

Medium 9781475816464

Burnout in Turkish Computer Teachers: Problems and Predictors

International Journal of Educational Ref Rowman & Littlefield Publishers ePub

Deniz Deryakulu

Because computing has been considered to be one of the survival skills of the knowledge age (Trilling & Hood, 1999), many recent educational reform initiatives in developing countries include a computer literacy stage for students and teachers and, later, an information and communication technology diffusion stage to improve access to education, increase the quality of education, and implement educational reform (Arias & Clark, 2004; Perraton, 2000). In 1998, the Turkish Ministry of National Education (MNE) received a loan from the World Bank for the Basic Education Program, which is one of the key elements of the centralized comprehensive national education reform. The primary aims of the Basic Education Program are to expand the scope of basic education and to improve the quality of education. To achieve the latter, the MNE set additional aims, such as that to ensure that each student and teacher become computer literate, to integrate information technologies into school curriculum, and to establish information technology classrooms and computer laboratories in schools (Ministry of National Education, 2004b). At the same time, the MNE revised the curricula of several compulsory courses and designed some new elective courses to contribute to the improvement of the quality of education. In this context, computer as an elective subject was added to the elementary school curriculum in 1998 as 1 or 2 hours per week for Grades 4–8 and was later added to the academic high school curriculum in 2000 for Grades 9–10. The primary aim of this subject is to increase the number of computer-literate students (Ministry of National Education, 1998, 2000).

See All Chapters
Medium 9789381159620


Dr. Aminul Islam Laskar Laxmi Publications PDF


V M Malhotra, N J Carino (Ed). Nondestructive Testing of Concrete, CRC Press, ASTM

International, USA, 2000.

V S Ramachandran, J J Beaudoin (Ed). Handbook of Analytical Techniques in Concrete

Science and Technology (Indian Edition), Standard Publishers Distributors, New Delhi,


E G Nawy. Fundamentals of High Performance Concrete, John Willey and Sons, Inc., New

York, 2001.

P C Aïtcin. High Performance Concrete, E & FN Spon, London, 1998.

P K Mehta, P J M Monteiro. Concrete: Microstructure, Properties and Materials, Mc Graw

Hill Inc., New York, 2006.

A M Neville, J J Brooks. Concrete Technology, Pearson Education (Singapore) Pte Ltd, Delhi,


A M Neville. Properties of Concrete, ELBS Singapore Edition, 2003.

M S Shetty. Concrete Technology, S Chand & Company Ltd, New Delhi, 2008.

M L Gambhir. Concrete Technology, Tata Mc Graw Hill Compamy, New Delhi, 2004.

H F W Taylor. Cement Chemistry, Thomas Telford Publishing, London, 1998.

S Tangstermsirikul. Durability and Mix Design of Concrete, Thammasat University, Thailand,

See All Chapters
Medium 9781855750579

15. Linking triggers to themes

Robert Langs Karnac Books ePub

The entire self-processing exercise culminates in the transposing or Unking process, in which a trigger is selected, its implications identified, and the themes of the narrative pool are extracted from their manifest context and allowed to connect to or cascade over the trigger and its ramifications. The basic assumption is that these themes are constituted as valid encoded perceptions of the teacher in light of the meanings of the adaptation-evoking triggers that he or she has created. Those images that do not formulate sensibly as unconscious perceptions of the teacher are almost always encoded models of rectification or correctives and, secondarily, self-perceptions of the self-processing student himself or herself and, more rarely, of other members of the class.

The linked statement is made by transposing pertinent themes from their manifest context into their latent, trigger-related context. The statement that links triggers to themes is always narrative in nature and structured in terms of cause-and-effect; it is descriptive rather than technical. It begins with the teacher’s intervention, simply and descriptively stated, and moves across the relevant themes, formulating them as logical adaptive responses to the meanings of the activating trigger. The model interpretive statement from a teacher goes something like this: “I did this or that, and you experienced it in that and this way, and you then reacted to that experience in this and that manner and recommended that and this corrective to resolve the situation.” Indeed, we can propose a model of this kind because it captures the adaptive functioning of the second unconscious system which is consistent in ways uncommon for conscious coping.

See All Chapters
Medium 9781855757325


Jenny Stanton Karnac Books ePub

In my shed, I selected a piece of birch, set my lathe going—a foot-operated model I’d built myself—and let my chisel bite in, shaping the cylindrical chunk into a white pawn. I’d been manufacturing the chess set intermittently over many years, the most enduring of a series of projects to turn to for solace when I needed to rest my mind. With wood-shavings curling up and back across my hand, I mulled over my conversations with Alison James. Since I’d talked with her in the pub, the nightmares had become less frequent, The Dread easier to dispel. Knowing that Thomas Newbolt was on the historical record did not explain my waking dreams, but it appeared to reassure Alison, and now she seemed more disposed to help me.

I stopped my treadling, and the whirl of the spindle slowed to silence. Among all the details Healey and his crew had provided about the wrecking of The Blessing of Burntisland, there had been no information about the survivors. Their names, their identities, had not been recorded. I wanted to know more about that boy. The doctor I could do without. I hated the way I was pulled right inside his mind, aware of his fears, sweating with him on the scaffold, suffocating with him in the deep water. He was arrogant, I could tell that, and worse—a traitor: he’d said so himself. If he’d left the king’s service in 1635, it was likely he’d been on the other side in the Civil War. But I didn’t want to think about Newbolt. The lad was another matter; I felt powerfully drawn to him. I started to turn again.

See All Chapters
Medium 9781576751398

Chapter 9: Creating Momentum

Frederick A. Miller Berrett-Koehler Publishers ePub

Phase I of mobilizing for an inclusion breakthrough focuses on identifying, developing and aligning resources and positioning the effort for implementation. As the more action-oriented phase II gets under way (see Table 6), it is important to create momentum in the organization by emphasizing the mission critical nature of the process.

This is the time to make clear to everyone in the organization that life is going to change. Leaders of the effort must be prepared to be more visible. They must be ready to model the competencies and behaviors that they want to encourage in others and be prepared for the feedback, verbal and nonverbal, given to all pioneers of change. There will be new expectations, required competencies, and ways of behaving and working together.

In developing the initial 12-to-18-month plan for implementing organization-wide culture change, the inclusion breakthrough leadership team should focus on building and sustaining momentum to make it happen. The elements of phase II should be incorporated into the plan, including the strategies and actions that emerged from the data feedback process.

See All Chapters

See All Slices