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- Film Release Date : 2013-06-28
- Languages ??spoken : English
- Film Note : -movie_rating-
- Duration of movie : 131
- Movie Genre : Action, Drama, Thriller,
- Status : Released
- Original title : White House Down
- Vote Count : 681
- Societies of production : Iron Horse Entertainment (II)
- Tagline : It Will Start Like Any Other Day.
- Youtube Id : -youtube_id-
- Average rate : 6.5
- Channing Tatum Character (Cale)
- Jamie Foxx Character (President James Sawyer)
- Joey King Character (Emily)
- Maggie Gyllenhaal Character (Finnerty)
- Richard Jenkins Character (Raphelson)
- James Woods Character (Walker)
- Nicolas Wright Character (Donnie the Guide)
- Jimmi Simpson Character (Tyler)
- Michael Murphy Character (Vice President Hammond)
- Rachelle Lefevre Character (Melanie)
- Lance Reddick Character (General Caulfield)
- Matt Craven Character (Agent Kellerman)
- Jake Weber Character (Agent Hope)
- Peter Jacobson Character (Wallace)
- Jason Clarke Character (Stenz)
- Kevin Rankin Character (Killick)
- Garcelle Beauvais Character (Alison Sawyer)
- Falk Hentschel Character (Motts)
- Romano Orzari Character (Mulcahy)
- Jackie Geary Character (Jenna)
- Andrew Simms Character (Roger Skinner)
White House Down Synopsis:
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Roland Emmerich Job as : Director, Roland Emmerich Job as : Producer, Brad Fischer Job as : Producer, Larry J. Franco Job as : Producer, Laeta Kalogridis Job as : Producer, Harald Kloser Job as : Producer, James Vanderbilt Job as : Producer, Lisy Christl Job as : Costume Design, Devyn Dalton Job as : Stunts, James Vanderbilt Job as : Writer, Reid Carolin Job as : Executive Producer, Ute Emmerich Job as : Executive Producer, Channing Tatum Job as : Executive Producer, Harald Kloser Job as : Original Music Composer, Thomas Wanker Job as : Original Music Composer, Anna Foerster Job as : Director of Photography, Adam Wolfe Job as : Editor, John Papsidera Job as : Casting, Kirk M. Petruccelli Job as : Production Design, Paul Hotte Job as : Set Decoration, David Laramy Job as : Set Decoration,
Yes, now you can Watch White House Down Full Movie Streaming Online and get the link to White House Down Full Movie Online Streaming In HD Ici


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Children are now on the edge of a magical world. They find endless magic and wonder in books. Nurture, support and praise them, especially in the early days of learning.
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Tara Book Co, Kilcolgan, Co. Galway, Ireland.
Tara Book Co makes it easy for teachers and schools to order. Select books from our age graded website and add them to your basket. When you come to checkout you have two options to choose from

subset: commoncrawl


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Ethical Fashion: Ro & Co Vegan Purses
I've always been a shoe/sunglasses/purse lady. My collection of all these girlie items keeps growing (as my piggy bank is shrinking); I'll need to rent out my hubby's closet space soon! A recent addition to my handbag collection is my Ro & Co Kiera bag (from the Caiman collection). Before I get carried away with my bag's awesomeness, I'd like to point out that Ro & Co is a vegan, luxury, eco-friendly company, owned and operated by designer Ro Gogna—who has been vegan and committed to animals since the tender age of 16. He designs vegan handbags, clutches and wallets (for women and men) that transcend tree-huggin' fashion stereotypes, without any pretentiousness. His pieces are beautiful, functional and compassionate fashion statements. You will fall in love!
This purse makes me feel like a Rock Star Ninja, all badass and shiz (when for realsies, I'm just a geekmeister). 😉 It has a detachable strap for lazy days; otherwise, I like to rock this baby in all of its clutch-tastical wonder. There are a total of 5 compartments (a.k.a. places to stash your gum, iphone and bizzy cards)—this is a big deal—I like to know where all of my goodies are and not have them lumped into one giant abyss. I ♥ Ro & Co!
What's your favorite vegan handbag?
About Sunny (Sunny's Profile)Longtime vegan, hardcore compassionate beauty junkie, serious cake aficionado, and lover of all things floofy and sparkly! If there's something in particular you'd like me to review, drop me a line at email@example.com. You can also find me on Facebook, Instagram, Twitter, YouTube, and Google +.
Filed in: vegan fashion
Comments (3)
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Ro & Co Gaga is fab. I am buying NOW!!
Love the bags!
I may be a little retarded, but how do you purchase from the website. I seen nothing like, "add to cart" or anything. Haha.
Btw love your blog. Helps me find soooo much great vegan stuff!


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Archos 9 PCtablet Clavier / Keyboard Driver 25022010
What's New
Related Drivers 8
What's New:
- Attention, it is absolutely necessary to first uninstall the previous version of the program before installing this new one. To uninstall the previous one, go to Start/control panel/uninstall or modify a program > select TouchIt the keyboard program and uninstall.
- 8.9" touch screen
- 32GB Solid State Hard Drive
- Windows® 7 Starter Edition
- WiFi and Bluetooth
- Extremely light and thin, .67" and 29 ounces
- HD Video: Watch video in 1080p (H264HP 1080p)
- Internet: Experience the full internet on a 8.9" screen
- Edit and create documents with the QWERTY virtual keyboard
- Forward facing 1.3MP web cam for video conferencing
- Battery Life: 5hr (WiFi Bluetooth off, mini backlight)
- Package includes: power cord, power adapter, stylus, removable battery
The Next Evolution in PC Tablet Computers
The Archos 9 PC Tablet computer is the next evolution in personal computing. It merges the power of a desktop and the portability of a netbook with the precision of cutting edge portable multimedia — the trademark specialty of Archos.
The thin and sleek slate pc displays a 9" wide, matte—finish touch screen with High Definition video. With Windows 7 and a 32 GB solid state hard drive, you can install your favorite software. All of these features come in one 29 oz device. Slip your tablet pc in your purse or bag. The ergonomic shape is only .67 inches thick. The latest processor ensures fast performance with a 1.2GHz Intel Atom Z515 CPU.
Built—in Webcam
Your tablet computer comes loaded with features normally reserved for laptops. It comes with a built—in webcam, Wi—Fi, stereo speakers, and a microphone to use with your favorite video chat service from anywhere you have a wireless internet connection. It's a full office and entertainment center. The Archos 9 comes pre—loaded with Lotus Symphony to easily create and edit your documents, spreadsheets, and presentations. Multi—task and run multiple applications simultaneously in Windows 7.
This pc tablet also features Bluetooth connectivity. You can connect your Bluetooth keyboard to your ARCHOS 9 and be productive wherever you are. No other PC tablet computer combines so much computing and multimedia in such a small space.
Extreme Portability and Easy Navigation
The touch screen makes navigation on your slate pc effortless. For times when you need more precision, Archos provides a trackpoint optical finger navigation system with mouse buttons.
A built—in kickstand lets you prop the tablet pc for hands—free viewing of HD videos. Lower the angle of the kickstand for typing emails and surfing the web. A five hour rechargeable battery gives you enough time to watch multiple movies on your next flight. Need more power? Bring along a spare battery and swap it out when you start running low instead of trying to find a free outlet at the crowded coffee shop.
Easy Connections Anywhere
With a built—in Wi—Fi internet connection you can access email from your patio, coffee shops, libraries, anywhere with a wireless internet connection. Connect your tablet pc you're your smart phone via Bluetooth and browse the web without a Wi—Fi signal.
Just like with your home computer, you can connect to external hard drives, printers or your digital camera with the USB port.Add on the optional port replicator connect your pc tablet to your TV. With Flash 9 video support, you can stream 1080p high definition videos to your television from YouTube, Hulu and more.
- January 31, 2013
- Windows (all)
- 3,622 downloads
- January 17, 2013
- Windows XP/Vista
- 3,073 downloads
- January 17, 2013
- Windows 7
- 3,007 downloads
- January 17, 2013
- Windows XP/Vista
- 4,450 downloads
- January 17, 2013
- Windows Vista / 7
- 992 downloads
- January 17, 2013
- Windows Vista / 7
- 2,134 downloads
- January 17, 2013
- Windows Vista / 7
- 1,592 downloads
- January 17, 2013
- Windows Vista / 7
- 1,368 downloads


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Now that soccer schedules are done and college football keeps us around home a little more on Saturdays, I have high hopes for a productive day. On my list:
- get ready for an etsy shop update (think I-spy)
- finish proofing the pattern for this quilt
- tidy-up and organize my sewing space
- maybe even finally hang these hoops on the wall!
(Who am I kidding. Those hoops will probably still be waiting for me Monday morning.)
PS Thanks for the new red quilt love. The fabric line is mostly French General's Lumiere de Noel by Moda


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Nike Skateboarding has a new Star Wars themed suede/leather shoe — also called Dunks — called The Boba Fett. The style, which has Fett's signature black/gray/yellow/maroon with yellow accents and a maroon swoosh, will be available for $130.
Some of the comment-filled coverage already online is from the skate community: The Rockstar Society, SoleDiction, HypeBeast, and Vapors Magazine.


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In a last ditch effort to avert a strike that would cripple U.S. commerce, the International Longshoremen's Association and management will meet one more time before the expiration of their contract extension at midnight Saturday.
Both sides agreed to come back to the table at the request of the Federal Mediation and Conciliation Service, the federal agency charged with mediating private sector labor disputes.
No date or place for the meeting was announced, although the last round of talks was held at the Marriott Hotel at the airport in Newark, N.J.
Those talks broke off last week with no more meetings scheduled.
Although a number of issues remain unresolved, the major sticking point involves container royalties, annual payments to dockworkers based on the weight of container traffic coming through their port.
The ILA represents nearly 15,000 workers at ports from Boston to Houston. If an agreement is not reached, they will walk off the job this weekend, shutting down the movement of container cargo at all major ports on the Eastern and Gulf coasts, including Savannah.


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No variation of the Constitution by addition, omission or amendment shall be adopted without the approval of a Regular or Special General Meeting.
Notice of such meeting and the details of the proposed amendment shall be emailed to all organizations at least two weeks before the meeting. The amendment shall be carried by a two-thirds vote of those present and voting at the meeting.


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Wow, reading all these awesome ideas is just fabulous. I am having such a great time thinking about how I can implement these all in my classroom! I have a cute idea that I do in my classroom and I hope you can use it. It is our classroom Magic Spray. It is very simple to use and the kids love it. I have a spray bottle and I fill it with water. Sometimes I will use food coloring or glitter in the bottle to make it more fun. When I need the children to concentrate really hard or if we are having a hard time keeping quiet in the classroom, I will pull it out and tell my students that we need some magic to help us. I spray the bottle and instantly the children are on task. I tell them we can only spray it at most 2 times a day otherwise all the magic will be gone. It is a quick and easy way to redirect children and have a fun time doing it. I hope you liked my Bright Idea!
Next up on the Blog Hop is Jennifer Findley from Teaching to Inspire in 5th. Jennifer has some great ideas to actively engage students in learning. Just click on the button below to hop on over to her blog.
Alternatively, you can search by topic using the link-up below and move along to any other blog on the blog hop.


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Milwaukee officers likely won't face state charges in death
MILWAUKEE (AP) — The girlfriend of a man who died while in custody of Milwaukee police says a special prosecutor has told family members three officers involved in the incident will not face state criminal charges.
An inquest jury last month recommended a misdemeanor charge of failure to render aid against the officers. Derek Williams died after gasping for air in the back of a squad car in July 2011. The jury's decision was advisory.
Sharday Rose tells the Journal Sentinel prosecutor John Franke told the family Wednesday night that he could not prove a case against the officers involved with Williams' arrest. Rose says Franke plans to publicly announce his decision Thursday.
Two federal investigations into the death remain open.


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Reading Resources from Other Organizations
Standards for Middle and High School Literacy Coaches (2005)
A blueprint for literacy coaches, policymakers, school and district administrators, and teacher educators, in the hope that it will help support and develop coaching in ways that will most benefit adolescent learners. Literacy coaches help and support content area teachers "who may not be confident in their knowledge of effective reading instruction," according to the International Reading Association (IRA). Prepared by IRA with support from the Carnegie Corporation of New York and in collaboration with the National Council of Teachers of English, National Council of Teachers of Mathematics, National Science Teachers Association, and National Council for the Social Studies.
Reading to Achieve: A Governor's Guide to Adolescent Literacy (2005) ( PDF, 48pp)
This report from the National Governors Association Center for Best Practices (NGA Center) lays out the compelling case of why we should care about adolescent literacy, and it describes five strategies that governors and states should pursue to improve adolescent literacy. It also describes resources for adolescent literacy initiatives, gives examples of promising state and local adolescent literacy practices, lists contacts for more information on promising practices, and identifies potential funding sources for these kinds of programs.
¡Colorín Colorado!
The first major Web site created specifically for Spanish-speaking parents to help their children learn to read. It includes resources for teachers and librarians to reproduce and distribute to parents: information on how parents can use stories, discussions, songs, rhymes and games in either Spanish or English to increase literacy in children.
Read and Rise (2003)
A resource guide that offers research-based information and practical tips to help parents, family, and caregivers engage children from infancy to age nine in reading and literacy-building activities. For each age and grade, the guide includes:
- Introduction - Brief, research-based information on common literacy behaviors
- Milestones - Important literacy goals that your child should be able to achieve at each age and by the end of each grade.
- Try This! - Ideas and activities that can help you help your child gain the skills needed to become a successful reader.
Book Nook - Five basic features to look for when choosing books for your child.
Reading Rockets
Reading Rockets is a PBS series that promotes and encourages children's literacy. Site offers interviews with authors, issues for teachers, summer reading lists, and a wide-range of activities and information for the educator are posted and updated regularly. You may e-mail the reading rockets site with questions and suggestions and sign up for online newsletters and announcements.
National Geographic
This Web site, which focuses on geography, environment, social studies, and science, is chock full of useful items for motivating and encouraging readers of all ages. It features maps, photos, newsletters, books, magazines, and travel and excursion ideas. It has a wide range of instructional materials and resources for educators.
International Reading Association (IRA)
This non-profit professional association devoted exclusively to reading instruction offers professional journal articles, news about conferences, and research about reading. The Web site features the latest IRA books, journal articles, convention sessions, and more
Focus on Adolescent Literacy - IRA's online index of adolescent literacy resources
Review of Research - Reviews by Bill Brozo.
This Web site was designed "to provide educators and students with access to the highest quality practices and resources in reading and language arts instruction through free, Internet-based content." Created by a partnership between the International Reading Association (IRA), the National Council of Teachers of English (NCTE), and the MarcoPolo Education Foundation.
Reading is Fundamental (RIF)
This Web site offers visitors a chance to get involved with one of the nation's best-known reading initiatives. It includes practical assistance for RIF volunteers. Founded in 1966, RIF develops and delivers children's and family literacy programs that help prepare young children for reading and motivate school-age children to read regularly.
Family Education Network
This site offers ideas and activities to help both parents and teachers help students at all levels to become better readers. It also features reviews of children's books by parents.
Reading Online
This "journal of K-12 practice and research," published by the International Reading Association, is a leading online source of information for the worldwide literacy-education community. The site offers articles on current reading issues as well as online discussions of the articles. It also features research summaries, international perspectives, and discussion forums.
Center for the Improvement of Early Reading Achievement (CIERA)
This Website provides a number of publications as well as a rich collection of instructional resources and an archive of research work.
Clearinghouse on Reading, English, and Communication
This Web site, operated by the Indiana University School of Education, offers a rich variety of useful resources that include bibliographies, lesson plans for teachers, tips for parents, research summaries, the ERIC Digests and more. This site includes all of the public domain materials formerly housed on the ERIC/REC Web site that was closed down by the U.S. Department of Education in 2003.
Partnership for Reading
This Web site provides information about the effective teaching of reading for children, parents, teachers, administrators, and policy-makers based on the evidence from quality research. The Partnership for Reading is a collaborative effort by three federal agencies -- the National Institute for Literacy (NIFL), the National Institute of Child Health and Human Development (NICHD), and the U.S. Department of Education. First established in 2000, The Partnership is now authorized by the No Child Left Behind Act of 2001. On the Partnership for Reading site:
Links to the Report of the National Reading Panel - Publications about childhood (K-3) reading, and others.
National Research Center on English Learning and Achievement (CELA)
This Web site offers elementary, middle school, and high school educators a wealth of information and links that will expand understanding of the theoretical and practical knowledge related to English language arts, including reading.
Booklet Series and Research Briefs - Based on CELA research.
Literacy Corner - Useful information about helping young children (3-6 years) develop the skills they need to begin to read and write. For pre-K and K teachers, parents, and other caregivers.


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Part 2 - Jo Mange 31 3 2017 Dabwali Dhab - DhadrianWale
Diwan MP3 Audio by Bhai Ranjit Singh Ji Dhadrianwale
Explore more mp3 Dharna, Poem, Shabad and Full Diwan audio recordings by Bhai Ranjit Singh Ji Dhadrianwale
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Listen latest kirtan 24x7 by Bhai Ranjit Singh Ji Khalsa Dhadrianwale
Live Kirtan Radio
Useful Links
Sangats' Feedback
"You are carrying the light and message of our visionary Baba Nanak"
Guys - yes will call you guys - if Baba Nanak was around today he will call you Guys as he sees no difference in people who are one and equal to the creator. Guys, you are carrying the light and message of our visionary Baba Nanak which is forgotten and distorted by many generations. Thank you for doing what you are going and keep faith. There are many who may not be identified as Sikh but we share the same values of Baba Nanak and his message. Guys you all are doing a good work by keeping the message alive...bless you all....
_ Richard Lal, UK
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- 1 Feb 2020 - Monthy Diwan Gurdwara Parmeshar Dwar Sahib
- 28-30 Jan 2020 MehalKalan - Barnala Samagam - Dhadrianwale
- 8-10Feb2020 - Joga Mansa Samagam - Dhadrianwale
- 3-5Feb2020 Gidirani Lehragaga Samagam - Dhadrianwale
- 23-25Jan2020 Bhawanigarh Samagam - Dhadrianwale
- 18-20Jan2020 Bhadson Patiala Samagam - Dhadrianwale


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4 Traditional Sports You Can't Miss When You Travel To Hawaii
Many of the world's favorite sports have roots in ancient cultures, based on the skills early peoples needed to survive in their environments. Ancient Hawaiian sports are a great example.
Life in Hawaii's lush, volcanic, Pacific islands shaped a traditional Hawaiian sports culture and history that is still active – and even celebrated worldwide - today. Here are some ancient Hawaiian sports you'll want to make sure you experience - and maybe even try out - on your next trip to the Aloha State.
Remember what the Beach Boys said: 'If everybody had an ocean… then everybody'd be surfin'. The islands of Hawaii are the cradle of modern board surfing. And far from the mellow, nomadic lifestyle associated with modern surfing culture, the sport has aristocratic and even spiritual origins of bonding with the sea. Surfing used to be the domain of Hawaiian chiefs and nobles. They were required to demonstrate their surfing skills to maintain or earn their status. Then in the 1880's, three Hawaiian noble teens away at school in California took their boards to the waves at Santa Cruz… and the rest of Hawaii and West Coast modern surfing culture is history.
(Photo Credit);
Now there are famous surf destinations on coasts around the world. But nothing beats surfing – or learning to surf – on the waves where it all began. (Top Photo Credit)
Outrigger Canoe Paddling
Outrigger canoes are one of the strongest symbols of Polynesian culture Hawaiians share with Tahitian, Samoan, and even more distant Filipino and New Zealand's Maori societies. Their incredible seafaring heritage and feats of distance traveled in the vast Pacific waters to other islands are due in large part to outrigger canoes.
Early Polynesian and Hawaiian fishermen took single-hull canoes and added support floats alongside, attached to the main hull. Outriggers give canoes extra stability, and allowed the craft to be shaped longer and narrower than non-outrigger canoes, giving them tremendous speed even in rough waters. So effective were outrigger canoes that the early European explorers in the 1500's wrote of native craft that were faster and more maneuverable than European vessels.
(Photo Credit)
Outrigger canoeing has spread world wide, and when you visit Hawaii, there are many opportunities to learn paddling techniques and explore the islands' waters by outrigger canoe. It's also a competitive sport that draws enthusiastic crowds. Races overseen by the Hawaiian Canoe Racing Association and local clubs are often held on popular beaches. And the annual October Molika'i Hoe is a 41-mile, 8-hour open ocean race from the island of Molokai to Oahu island that draws a thousand competitors in teams from around the world.
Surfing and outrigger canoeing have been adopted and shaped coastal lifestyles worldwide. Other Hawaiian ancient sports can only be experienced locally.
Holua Sledding
Ancient Hawaiians didn't just surf the waves. They tried to translate similar methods to island terrain. But the technique they developed to surf the land didn't catch on quite so much in modern sports culture. Holua sledding involves a narrow – only 4-inch! – wooden sled to 'surf' down mountain slopes and lava flows. Without snow as a cushion and to reduce fiction, holua sledding is a lot tougher and less reliable a way to get around than the skiing and sledding developed in northern climes.
Holua sledding is said to honor the Hawaiian volcano goddess. You'd need some super-human skills to master bare-ground sledding; you can't pick it up easily in an afternoon on the lava version of bunny slopes. Holua sledding is best left to the experts who keep this cultural sporting tradition alive in the islands, but not to be missed if you have the opportunity to see a demonstration.
Ulu Maika
You'll recognize other traditional cultures in the elements of Ulu Maika, too. In a feat of strength and skill, ancient Hawaiians catapulted lava stone 'balls' between 'goal' posts in the ground only about a foot apart. Like other early societies' sports like the stone put or shot put, excellence in Ulu Maika was part of battlefield training. And like later sedate iterations of ball throwing in other cultures, like bowling or bocce ball or petanque, Hawaiian Ulu Maika made the transition from warrior to recreational practice. It's still played wherever supplies and space permit. When you visit Hawaiian cultural sites or a luau, you can often see it and sometimes even test your own skills.
Start your Trip!
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EVGA's new Global Warranty policy:
· Most EVGA products now carry a 3 Year Warranty, which can be extended to 5 or 10 years (upon registration, and a small fee starting from approx €8 dependent upon the price of the product)
· The product warranty covers the product, not the user. (So in short, this means an end user could sell the product on an online auction site, for example, and the product will still be covered within the 3 Year Warranty period.)
· Registration is no longer required for RMAs with our Guest RMA process.
· The Step-Up Program and Extended Warranties will be available for all original owners registered with the new global RMA system within 30 days of the purchase.
· If you move, you can send your product back to your local warranty centre no matter what region you purchased it in.
· A new Standard Cross-Shipping RMA service is available.
Assassin's Creed III
EVGA's GTX 650 Ti 1GB variants (for retail/etail/SI) are bundled (via a code) with the full PC version of Assassin's Creed III.


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Find the nearest Accommodation in Jerbourg
Welcome to our Jerbourg accommodation pages. Here we bring you a wide selection of places to stay in Jerbourg Saint Martin from campsites, holiday parks, B&B, Hotels to self-catering cottages.
Finding the right Jerbourg accommodation is easy – simply explore the links below, hit the jump to my location button or use the search at the top of the page to plan your next place to stay in Jerbourg.
No listings were found matching your selection. Something missing? Why not add a listing?.


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Enjoy a 25 minute beauty treatment, use of LivingWell facilities, afternoon tea, overnight stay and breakfast.
Set on the vibrant Brighton seafront, Hilton Brighton Metropole perfectly captures the character of this much-loved city while retaining Victorian elegance and charm. From our stylish dining venues to the modern health club facilities, we provide the perfect base from which to explore Brighton's culture and diversity. Even with contemporary touches throughout the hotel, the heritage and character of our 125 year history shines brightly through.
Guest rooms offer WiFi access and on-demand movies so you can relax during your stay. Double Family rooms are ideal for travelling with small children and are equipped with a double and single bed. Looking for a special treat? Our Sea View Rooms offer striking views of the seafront and British Airways i360.
Just an hour from London, our hotel is within walking distance of all that Brighton has to offer. Within minutes you could be strolling down the historic, winding alleyways of The Lanes, discovering a myriad of colorful boutiques, cafes or bars. The iconic Brighton Pavilion, famous pebbly beach, Brighton Pier, Sealife Centre and varied water sports are all close by, while the fabulous new British Airways i360 is right on our doorstep.
Afternoon tea in the Metropole Bar, with its unique view, is the perfect place to enjoy Brighton's seafront.
LivingWell Health Club is fully equipped with the latest generation cardio and strength training machines. Schmoo by the Sea features six relaxing treatment rooms and a range of rejuvenating treatments, including massages. The indoor pool is perfect for a soothing swim.
This stylish hotel provides a unique mix of dining and drinking experiences – just like Brighton itself. From local cuisine and our decadent Afternoon Tea, to breakfast with a view of Brighton Beach and our Sunday Lunch with live jazz, you'll discover fabulous dining options for all occasions.
We are a large South of England conference hotel with 33 meeting rooms, including four exhibition halls. The Oxford Suite can accommodate up to 1,000 seats, while the Exhibition Hall suite offers 5,000 sq. m. of meeting space. With prime access to the seafront and the city center, delegates can explore Brighton and the surrounding areas.


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Many observers believe that the violent northern Nigerian sect Boko Haram draws some of its recruits from the region's large population of itinerant Qur'anic students or almajirai (Hausa; singular: almajiri). Observers often argue that such populations are vulnerable to recruitment by radical groups because the students grow from children who support themselves by alms into adult men who have few prospects for stable employment. Potential "radicalizing" agents include not only Boko Haram, but also youth networks linked to political violence.
Many state and federal authorities in Nigeria agree with the basic outlines of this argument, and various levels of government have initiated policies to provide alternative schools for the almajirai (for my overview of the system of Qur'anic education in northern Nigeria, see here).
In March 2012, the BBC reported on a counter-radicalization educational project in Sokoto:
The Nigerian city of Sokoto, where two foreign hostages were killed this month in a botched rescue attempt, hopes that a model state-funded school can help stop poor children from becoming possible recruits for Islamist militants.
There are plans to build hundreds of these schools across the north to deal with the increasing security threat.
Sokoto's Almajiri Integrated Model, however, offers a different approach.
Started in 2008 with the blessing of the state's governor, Aliyu Wamakko, it has grown in size from 30 students to 700.
The article is worth reading in full, as it goes on to detail both the alternative model the state is pursuing and various criticisms of it. The model is essentially to build more "Islamiyya" or "Nizamiyya" (from the Arabic nitham, "system") schools, where religious subjects are taught alongside subjects like English, mathematics, etc. Worth noting also is that these efforts in Sokoto pre-date the mass uprising by Boko Haram in 2009; indeed, efforts to bring Qur'anic schools under state authority reach back to at least the first decade of the British colonial occupation of northern Nigeria (c. 1900-1910).
Niger State, in the Middle Belt, is also attempting to create alternatives to the traditional Qur'anic education system:
The Niger Universal Basic Education Board said on Tuesday that it spent N1.22 billion [around $7.8 million] to construct seven Almajiri Schools across the state.
This article, too, is worth reading in full. The Board's chairman suggests that the purpose of the schools is to prevent radicalization of almajirai ("ensure that Almajirai were kept off the streets," in the article's words) and educate the children to at least the primary level. State authorities also plan to train and certify thousands of teachers. The article says, "The board set 2014 as deadline for all teachers to attain [a Nigeria Certificate in Education] or be flushed out of the system, because it would no longer tolerate unqualified teachers."
For my part, I think it will be extremely difficult to bring the massive number of Qur'anic schools in the region under close state supervision, or to create enough alternative schools to serve the majority of the almajirai. Yet it will be important to watch how these state-level initiatives perform.


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The Asia Pacific Regional Winners of the International Water Association's Project Innovation Awards (PIA) were announced at an awards ceremony during the Singapore International Water Week 2010. The winners by award category are list below.
Applied ResearchWinner: PUB, Singapore's National Water Agency, for Variable Salinity Plant, SingaporeHonor Award: Center for Technologies in Water and Wastewater, University of Technology, for BioFilter – An Environmentally Friendly Pre-Treatment for Reverse Osmosis in Seawater Desalination Center for Technologies in Water and Wastewater, Sydney, Australia
Design Winner: CDM and PUB, Marina Barrage, Singapore Honor Award: WaterSecure for Western Corridor Recycled Water Project, Australia
Operations/Management Winner: Goulburn-Murray Water's FutureFlow Alliance for FutureFlow Irrigation Modernization Project, Shepparton, AustraliaHonor Award: Manila Water Co. Inc. for The Manila Water Experience – Reducing Manila's Water Losses through a Multi-Pronged Approach, Metro Manila, The Philippines
PlanningWinner: CVC, CHCC, NSW Public Works and Leighton Contractors for Clarence Valley Coffs Harbor Regional Water Supply, Grafton, AustraliaHonor Awards: Gold Coast Water for Gold Coast Water's Four R's Project – From Vision to Reality, Gold Coast, AustraliaSA Water, Optimatics, United Water and University of Adelaide for A Combined Optimization and Multi-Criteria Analysis Process for Pipe Network Interconnectivity Planning, Adelaide, Australia
Small ProjectsWinner: 'us' – Utility Services and South East Water for Flinders/Shoreham Pressure Sewer Project, Flinders and Shoreham, AustraliaHonor Awards: Orange City Council and Geolyse Pty Ltd for Blackmans Swamp Creek Stormwater Harvesting Project, Orange, NSW, AustraliaManila Water Co. Inc. for Olandes Sewage Treatment Plant, Metro Manila, The Philippines
Detailed descriptions of the Asia Pacific winning projects are available on the PIA Website.
The PIA Program was established by the International Water Association in 2006 to recognize excellence and innovation in water engineering projects throughout the world. The program supports IWA's goal to "connect water professionals worldwide to lead the development of effective and sustainable approaches to water management." Amongst other criteria, project evaluation has been based on social, economic and sustainable design and the future value to the water engineering profession.
All Asia Pacific winners and honor awardees will be advanced together with the winners and honor awardees of the East Asia, Europe and North America Regional Awards competition to compete for the PIA Global Grand Prize, which will be presented at the IWA World Water Congress in Montreal, Canada on September 22.


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Cornyn: 'Long way to go' on immigration reform
WASHINGTON — Divisions between Democrats and Republicans over citizenship were exposed Wednesday when the Senate Judiciary Committee opened its first hearing on the emotionally charged issue.
Homeland Security Secretary Janet Napolitano told the panel the U.S. border is more secure than at any time in history, and that common-sense reform rests not with deportation but with citizenship for the 11 million undocumented immigrants in this country.
"Our borders, in fact, have never been stronger," Napolitano said.
Despite bipartisan agreement on a framework to reform immigration laws, Democrats and Republicans still are working out details of how and when to provide citizenship to undocumented workers.
Also at issue is when legal mechanisms would be triggered to provide a path to citizenship, something Republican lawmakers insist be part of any legislation.
Chairman Patrick Leahy, D-Vt., said he expected immigration reform legislation to be written by the committee within the next two months and must include citizenship for the "families who have made the United States their home."
"I want the pathway to be clear and the goal of citizenship attainable," Leahy said.
And Leahy said he was concerned that "enforcement first" goals favored by Republicans means "enforcement only."
But Sen. Chuck Grassley, R-Iowa, the ranking Republican on the committee, said "an overnight legalization program for millions of lawbreakers is a short-term band-aid, not a long-term solution."
And in a rebuttal to the chairman, Sen. Jeff Sessions, R-Ala., said he worried that citizenship proposals favored by Democrats "really means amnesty only."
Republicans also accused the Obama administration of failing to enforce immigration laws.
Sen. John Cornyn, R-Texas, cited a 2010 study by the Government Accountability Office, the investigative arm of Congress, which showed federal agencies have a less than stellar 61 percent apprehension rate of undocumented border crossers.
"I believe we have a long, long way to go," Cornyn said.
Other criticism included low morale among Immigration and Customs Enforcement agents.
Napolitano acknowledged the low morale, but noted ICE agents have deported more undocumented immigrants than at any other time in history and still face criticism for not deporting all undocumented immigrants.
The hearing was interrupted several times by protestors who shouted "Stop the Deportation" during the proceedings and were removed from the room.
A House hearing on immigration was held earlier this month.
San Antonio Mayor Julián Castro told Republicans on the panel that a compromise would be granting eventual citizenship to immigrants who earn the right by paying taxes, fines and learning English.


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It seems there is no quicker way to strike terror in the heart of an IT professional (or aspiring IT pro) than to speak those ominous words:
"First, you'll need to pass a technical interview."
I've had students who were at the top of their network training classes call or write to me in a panic, asking what to expect. As if a job interview weren't nerve-wracking enough by itself, when you add the word "technical," it becomes a whole different - and even scarier - prospect. This article will, I hope, help you to overcome your fears and doubts about the process and tame the tech interview beast.
Before I get into the how-to's, though, I have a confession to make. Even though I've sat on the other side of the interview desk on many occasions as the hiring authority, even though I enjoy the chess-like game of strategy of the job interview situation, even though I am - after building a highly successful IT business along with my husband, teaching hundreds of students in computer-related courses, and with eleven IT books published - pretty confident of my skills and knowledge, I still dread the "technical" interview.
Technical Interview Facts of Life
But it's a fact of life in this industry, so it's important to learn our ways around the tech interview, anticipate some likely questions (or types of questions) that we'll encounter, and understand what the technical interviewer is really looking for (contrary to what you may feel during the interview, most are not sadists who stay up nights thinking of new ways to torture job applicants with obscure and convoluted interrogatories).
Revised, Dec. 20, 2010


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first aid
first aid, immediate and temporary treatment of a victim of sudden illness or injury while awaiting the arrival of medical aid. Proper early measures may be instrumental in saving life and ensuring a better and more rapid recovery. The avoidance of unnecessary movement and over-excitation of the victim often prevents further injury. Conditions that require immediate attention to avert death include cessation of breathing ( asphyxia), severe bleeding, poisoning, strokes, and heart attack. The essentials of first aid treatment also include the correct bandaging of a wound; the application of splints for fractures and dislocations; the effective methods of cardiopulmonary resuscitation (CPR) and artificial respiration; and treatment of shock, frostbite, fainting, bites and stings, burns, and heat exhaustion.
Sections in this article:
- Introduction
- Shock
- Frostbite
- Fractures and Joint Injuries
- Foreign Body in the Eye
- Heatstroke
- Asphyxia and Obstruction of Air Passages
- Drowning and Near-Drowning
- Wound
- Severe Bleeding
- Fainting
- Heat Exhaustion
- Poisoning
- Burns
- Bites and Stings
- Bibliography
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
See more Encyclopedia articles on: Medicine


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Before Alabama fans go having a heart attack, there may no reason to overreact to the sight of Alabama quarterback walking around with a walking boot on his right foot. Upon arriving in Atlanta and stepping in to the Georgia Dome, site of this weekend's Chick-fil-A Kickoff, AJ McCarron was caught on camera with a walking boot on his leg.
Alabama QB AJ McCarron in a walking boot upon arrival in Atlanta to face Virginia Tech. #Bama #VT #SEC pic.twitter.com/BwaLwQkmBH
— Cole Cubelic (@colecubelic) August 30, 2013
There has been no talk this week about McCarron being significantly injured and at this time there is no word that playing time could be in jeopardy. Not that Nick Saban would be above that level of gamesmanship in any game, let alone the season opener, but if there was a chance McCarron would not play Saturday then it is pretty likely we would have heard about it by now.
McCarron did suffer a bruised foot during practice earlier in the month, so this could very well be the drawn out impact of the injury. If for any reason McCarron is not available at the start or at any point during the game, the Crimson Tide would likely put the offense in the hands of junior Blake Sims. Sims, a Georgia native, is listed second on the depth chart behind McCarron. If needed, Alabama should have enough of an advantage in other positions to get by without McCarron and a junior quarterback at the helm.
Regardless of McCarron's status, Alabama still figures to be well ahead in the health department compared to Virginia Tech. Yesterday we learned the Hokies had lost starting tight end Ryan Malleck for the year, the latest in a number of injuries for the Hokies leading up to the first kickoff of the season.


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H. Gülru Yüksel
Department of Foreign Languages Education, Yildiz Technical University, Turkey email@example.com
This longitudinal study aimed to trace changes in Turkish pre-service English as a foreign language teachers' self-efficacy over a year, and to detect possible sources of information influencing their efficacy. Utilizing concurrent mixed model design of Creswell (2003) both qualitative and quantitative data was collected. A total of 40 pre-service teachers participated in the study. Findings indicated that pre-service English language teachers' efficacy changed significantly over time. We also found that pre-service teachers seem to depend more on enactive mastery experience and social persuasion than on vicarious experience and affective state as sources of information. Based on our findings, measures are suggested on how to support pre-service teachers to improve their sense of efficacy. Implications for research on teaching and teacher education are discussed.
Keywords: pre-service teachers; school observation; sources of teacher efficacy; student teaching; teachers' sense of efficacy.
In the 21st century, knowledge has become the highest value commodity worldwide. Recognizing this reality, many countries have developed strategies to "carefully plan appropriate investments in human capital" (Kefela, 2010:68) to improve their competitiveness. Developing countries, such as Brazil, China, Poland, Turkey and South Africa, initiated certain education reforms in order to become active players and to sustain their economic growth. As part of these reforms, teacher quality and education has become a hotly debated issue since research has affirmed that teacher quality is the most important factor associated with student performance (Darling-Hammond, 2000; Rivkin, Hanushek & Kain, 2005). While literature refers a wide range of knowledge, skills, personal characteristics and dispositions as effective teacher qualities, Bandura (1997) asserts that teachers' beliefs in their abilities to instruct students and influence student performance are the most important indicators of instructional effectiveness. One such belief effective on student outcomes and instructional practices is teacher efficacy (Chacón, 2005).
Stemming from Bandura's social cognitive theory, teacher efficacy has been a global focus of interest to educational research for more than three decades now (for example Ashton & Webb, 1986; Gencer & Cakiroglu, 2007). Evidence in literature suggests that teachers' sense of efficacy (TSE) is a powerful construct affecting teacher motivation and classroom behavior as well as contributing to important student outcomes (Ashton & Webb, 1986; Coladarci, 1992; Ross, 1992).
Given the impact of TSE in teacher effectiveness and quality, the question of how it evolves takes on a new significance. Previous research on the development of TSE suggests that teacher efficacy is widely influenced by the experiences during student teaching and the induction year (Woolfolk-Hoy & Spero, 2005), which implies that early teaching experiences would be critical to long-term development of teacher efficacy. However, studies on the development of TSE throughout teacher education programs in different contexts have so far failed to reach consensus on how teachers' efficacy beliefs change over time. Since each teacher education program has unique features, examining the development of pre-service teachers' (henceforth PTs) TSE in different contexts might provide new insights to teacher education literature.
The purpose of the present longitudinal study was to investigate how TSE evolves in pre-service teachers of English as a foreign language (EFL) in Turkish context over time and to explore some possible sources.
Teachers' sense of efficacy
Consistent with the general formation of self-efficacy, TSE is defined as a teacher's belief to execute the course of action required to successfully accomplish specific tasks in a given context (Tschannen-Moran, Woolfolk-Hoy & Hoy, 1998). Research findings have shown a close relationship between the level of teacher efficacy and a number of important teacher behaviours and instructional variables. For example, teachers with a strong sense of efficacy are found to exhibit greater levels of planning, organization, and enthusiasm (Allinder, 1994), spend more time teaching in subject areas (Riggs & Enochs, 1990), and they tend to be more open to new ideas (Ross, 1992), and more committed to teaching (Coladarci, 1992). Teachers with a low sense of efficacy, on the other hand, were reported to display more authoritarian teaching style and hold more pessimistic views of student motivation (Woolfolk, Rosoff & Hoy, 1990). A low level of sense of efficacy was also reported to hinder teachers to efficiently perform the tasks normally expected from teachers (Rangraje, Van der Merwe, Urbani & Van der Walt, 2005).
The sources of teachers' sense of efficacy In social cognitive theory, there is a reciprocal relationship between the individual and environment. Individuals by interpreting the results of their performance attainments inform and alter their environments and their self-beliefs. Their beliefs, in turn, inform and alter their performances (Pajares, 1997). In this system, individuals evaluate and alter their own thinking and behavior by interpreting information from four main sources: enactive experience, vicarious experiences, social persuasion, and physiological/affective states (Bandura, 1997). Enactive experiences are "authentic successes at dealing with a particular situation" (Palmer, 2006:337), directly influencing the sense of efficacy either in an increasing or decreasing way (Bandura, 1997). Within the context of education, while the perception of success raises efficacy, the perception of failure lowers efficacy beliefs of the teacher which in return contributes to the expectation that teaching will be inept in the future (Bandura, 1982; Woolfolk-Hoy & Spero, 2005). In the case of pre-service teachers, Palmer (2006:339-340) argues that there could be some other forms of enactive experience and suggests two other possible forms: content mastery and cognitive pedagogical mastery. While the former is explained as "mastery in understandings of subject matter", the latter is described as "mastery in understanding of specialist pedagogical knowledge".]]> The second source of information is vicarious experiences in which the skill in question is modelled by someone else. Particularly in circumstances where people are inexperienced, modelling serves as an effective tool for promoting personal efficacy (Bandura, 1997; Gibbs, 2002). Bandura (1997) posits four possible modes of modelling: (1) effective actual modelling, (2) symbolic modelling, (3) self-modelling, and (4) cognitive self-modelling. In addition to these, Palmer (2006: 340) mentions a fifth possible modelling where the tutor and the students simulate the real conditions and refers it as "simulated modelling".
The third source of information is the social persuasion which includes specific performance feedback from a supervisor or a peer. Social persuasion can either be direct (verbal persuasion), or indirect (non-verbal) (Britner & Pajares, 2006; Mulholland & Wallace, 2001), and can create either a supportive or unsupportive social environment (Milner & Woolfolk-Hoy, 2003). The degree of persuasion depends on the credibility, trustworthiness, and expertise of the persuader (Bandura, 1977). The findings of Tschannen-Moran and Woolfolk-Hoy (2001) indicated that social persuasion is an important construct of self-efficacy for novice teachers.
The last source of information is the physiological and affective states. When faced with complex tasks or task failures, people may read their physiological state as indicators of physical inefficacy (Bandura, 1997), which in turn may interfere with their performance (O'Neill & Stephenson, 2012). Since individuals react differently to bodily and emotional signals, individuals' responses to such situations may vary.
Within the context of teaching and teacher education, previous studies provided empirical evidence for each of the abovementioned sources of efficacy, with enactive mastery experiences to be the most influential. For example, in a longitudinal case study examining transition from pre-service to in-service teaching of an elementary teacher, Mulholland and Wallace (2001) concluded that enactive mastery experiences in the form of successful lessons is an important source of teaching efficacy belief. In another study, Poulou (2007) reported that students' perceptions of teaching efficacy were strongly in- fluenced by enactive mastery experience and social persuasion. In a more recent study, O'Neill and Stephenson (2012) found that sources with the highest mean score for influence were enactive mastery experiences and social persuasion, while the lowest mean score for influence was physiological/affective states.
Pre-service teachers' sense of efficacy
As early as the 1990s, the recognition of TSE as a valuable construct to teacher education (Pintrich, 1990) generated a great deal of research interest on the development of teacher efficacy beliefs among pre-service teachers. The issue has been investigated in different contexts such as the United States, Australia, Greece, Korea and Turkey (e.g. Fives, Hamman & Olivarez, 2007; Woolfolk-Hoy, 2000; Mergler & Tangen, 2010; Charalambous, Philippou & Kyriakides, 2008; Gorrell & Hwang, 1995; Atay, 2007). However, studies have provided some contradictory findings. For instance, in one of the earlier studies in the U.S. context with 55 participants, Woolfolk-Hoy (2000) investigated changes in teacher efficacy beliefs of pre-service teachers using three different instruments and found that however assessed pre-service teachers' efficacy beliefs increased during teacher preparation. Similarly, Fives et al. (2007) collected data from 49 pre-service teachers twice during student-teaching and found significant increases in efficacy over time. In Greece, Charalambous et al. (2008) also found an increase in pre-service teachers' efficacy beliefs during field-work. In the Australian context, however, two contradictory results were reported. Mergler and Tangen (2010) examined Australian postgraduate education students' efficacy in relation to the utilization of microteaching as an assessment tool and reported significant increase over time. Yet, in another study Pendergast, Garvis and Keogh (2011) investigated the development of TSE of pre-service teachers from various undergraduate and postgraduate teacher education programs, and reported a decrease in the overall TSE.
Studies conducted in the Turkish context have presented a similar picture. In a study conducted to investigate the change in TSE of Turkish pre-service EFL teachers through the student teaching period, Atay (2007) found a slight, yet statistically insignificant, increase in the overall TSE scores. Similarly, Aydm, Demirdöğen and Tarkm (2012) explored changes in TSE of pre-service science teachers during practicum and found a slight increase by the end of the practicum. However, in another study by Aktag (2011) no significant differences were observed.
The abovementioned studies on the development of TSE have so far failed to reach consensus on how teachers' efficacy beliefs change over time. Longitudinal studies investigating the change are also few in number. Furthermore, studies of teaching efficacy have been largely dominated by quantitative methods (Labone, 2004) and as suggested by Tschannen-Moran et al. (1998) in order to expand and enrich conceptions of teacher efficacy, studies collecting both quantitative and qualitative data are needed.
The present study addresses the need for a deeper understanding of how pre-service teachers' efficacy evolve in Turkish context. The purpose of this study was to trace changes in teacher efficacy beliefs of pre-service EFL teachers over a year and to examine some possible factors that might influence the pre-service teachers' efficacy beliefs. With this aim in mind, the present study sought answers to the following questions: 1. How do pre-service teachers' sense of efficacy change over time?
2. What are some possible sources of information that might be related to pre-service teachers' sense of efficacy?]]>
The study was a longitudinal investigation tracing changes in pre-service EFL teachers' sense of efficacy (TSE) over an academic year. The study utilized concurrent mixed model design of Creswell (2003), in which qualitative and quantitative approaches are used to confirm and corroborate findings.
Participants and program
A total of 40 pre-service teachers participated in the study. All participants were undergraduate students enrolled in an English Language Teaching (ELT) department at a state university in Turkey. The participants were 67.5% female and 32.5% male with a mean age of 20.05 years. At the time of the initiation of the study, the participants were 3rd year students which means that they successfully completed the first three years in the ELT program. In the first three years, the students are required to take 51 credits of teaching methodology and pedagogy courses (27 and 24 credits, respectively). The fourth year of the program is mainly dedicated to teaching practice in real classroom settings. The research was initiated in the 2011-2012 academic year and completed in the 2012-2013 academic year.
In Turkish context, in ELT licensure programs the teaching practice is offered as two different 14-week consecutive courses: school observation (4 hours per week) and student teaching (6h/week). The school observation course involves two components: 1h seminar held by the faculty instructor once a week in order to discuss the observation task and 4h school observation under the supervision of a mentor. The student teaching also involves two components: 2h seminar held by the faculty instructor once a week in order to discuss the teaching task and 6h teaching practice under the supervision of a mentor. While in the school observation pre-service teachers are given opportunities to observe practicing teachers, during student teaching they are required to carry out some classroom tasks and teach under the supervision of a mentor.
The teaching practice can be carried out in a primary, secondary or high school. The pre-service teachers are assigned to schools in groups of 10-12. Each instructor is responsible for a group, whereas each mentor works with 1-2 pre-service teachers. At the time of the study, the PTs were assigned to four primary state schools. They were placed to these schools upon the decision of the department. The mentors in the schools were appointed by the school principal upon the request of the instructor.
Instruments and procedures
Data were collected by means of both quantitative and qualitative methods to triangulate the findings. The quantitative data was gathered using the Turkish version of Teachers' Sense of Self-Efficacy Scale (TSES) which was originally developed by Tschannen-Moran and Woolfolk-Hoy (2001) and adapted into Turkish by Capa, Cakiroglu and Sarikaya (2005). The TSES is a 24-item likert type scale. The participants responded to each item on a 9-point scale ranging from strongly disagree (1) to strongly agree (9). Scores for each item were summed to obtain a composite score. The reliability for the Turkish version was found 0.93 (Capa et al., 2005). Sample items are: "How much can you do to get through to the most difficult students?" (item 1) and "How well can you respond to difficult questions from your students?" (item 7).
The TSES questionnaire was administered to the PTs three times (T1 to T3) as shown in Table 1. The first measurement was done at the end of the 6th semester after successfully fulfilling theoretical courses prior to any experience in schools. This measurement, which was conducted before any school placement experience, was used as the baseline measurement. The second measurement was done at the end of the 7th semester after the final report delivery for school observation. The last measurement was done at the end of the 8th semester after the final report delivery for student teaching. The timing for the second and third questionnaire administrations was chosen so that the factor most influencing their beliefs would be the impact of the experience they had just had in the schools. As the questionnaire was to be administered three times, an identification (ID) code was developed for each participant consisting of each student's initials.]]>
As recommended by Tschannen-Moran and Woolfolk-Hoy (2001) and by Duffin, French and Patrick (2012), for the present study the questionnaire was accepted to be unidimensional and the total score was used for data analysis. In the present study, the reliability of the whole scale measured was as 0.93 at T1, 0.97 at T2 and 0.92 at T3. Before administering the questionnaire for the first time, all participants were informed regarding the research and its aims.
In order to investigate some possible sources of information that contributed to PTs' sense of teaching efficacy, we collected qualitative data as well. Since we wanted to capture the points that the participants would mention under free expression conditions, instead of utilizing a readymade tool, qualitative data were collected through reflection papers. In the last week of student teaching, the PTs were requested to reflect over their student teaching experiences including the aspects they were content with, their perceived level of achievement, the problems they encountered and the way they resolved those problems, the feedback they received from their mentors and peers and their feelings.
Data analysis
Data from the TSES questionnaire, closed question responses from all responding students were entered into Statistical Package for the Social Sciences (SPSS) 16.0 for quantitative analysis. Descriptive statistics on the demographics of gender, age and responses to TSE of the 40 participants were analysed using SPSS. To trace changes in TSE beliefs of the PTs over time, the responses given to TSES questionnaire were analysed and compared using one-way analysis of variance (ANOVA) with repeated measures over the period T1 to T3.
The qualitative data were analysed by means of pattern coding (Miles & Huberman, 1994). After a thorough reading of the document, the researcher coded the data and a list of sources of self-efficacy was created. The descriptive codes were assigned into four main categories as described by Bandura (1997), and each category was further divided into some sub-categories as proposed by Palmer (2006). The sub-categories of symbolic modelling and self-modelling were not included as no such cases were detected in the reports. Instead a simulated modelling sub-category was included. Each source and its meaning were outlined in Table 2.
In order to ensure the reliability, an expert from the same department was consulted to independently cross-check the coding of responses and the categorizations. The set of codes were refined in the light of insights generated from reading and coding the data. Consensus was achieved upon discussions on differences in coding and categorizing the themes. The reliability of the data analysis was enhanced through this crosschecking process (Cohen, Manion & Morrison, 2000).
Changes in PTs' sense of efficacy over time
The means and standard deviations (SD) for sense of efficacy measured across the three stages are given in Table 3.
A one-way repeated measures analysis of variance (ANOVA) was conducted to compare the effect of time on the PTs' sense of efficacy. Mauchly's Test of Sphericity indicated that the assumption of sphericity had been violated, χ2 = 7.88, p < .019, and, therefore, a Greenhouse-Geisser correction was used. A repeated measures ANOVA with a Greenhouse-Geisser correction indicated that there was a significant effect for time (F(1.684, 65.687) = 10.521, p < 0.000)), that is, TSE changed significantly across the three stages.
Further pairwise comparisons using Bonferroni correction were conducted to compare the means between T1-T2; T2-T3 and T1-T3 to ascertain information about the changes in PTs' sense of efficacy. The analysis revealed that there were significant differences between T1 and T2 (SD = 0.88 vs. SD = 1.44 p < 0.004), and between T2 and T3 (SD = 1.44 vs. SD = 0.73, p < 0.002). Although the mean TSES score in T3 was slightly higher than that of T2 (mean = 7.07 and 7.21, respectively) the difference was not significant (p < 1.0). The results of the pairwise comparisons given in Table 4 showed that the mean scores of TSES decreased significantly from T1 to T2, and increased significantly from T2 to T3.
Possible sources of teaching efficacy
The frequencies and percentages of source occurrences based on reflection paper codings were reported in Table 5. The percentages were calculated within each category. The results indicated that for the PTs of English, mastery experience and social persuasion were the most frequently referred sources of TSE.]]>
Enactive experience
The high frequency of occurrences presented in Table 5 indicated that 92.5% of the PTs had been influenced from their teaching experience in real classroom conditions and reported gains. Out of 37 statements, 32 were related to pedagogical gains, such as learning how to instruct lessons and activities, how to give explanations or operate procedures while teaching. These statements were included under the subcategory of cognitive pedagogical mastery. All of these were statements of improvement in either knowledge or confidence in instructional strategies, for example:
It was a great experience to be in the class as a real teacher. I learned how to manage my time, how to create a democratic atmosphere in my class. More importantly, I learned how to engage both willing and unwilling students (AK).
Before I thought I had problems with my instructions, but during student teaching, I saw that I can actually give clear and simple instructions (YB).
Only a few PTs (f = 5) mentioned improvement in their understanding of language concepts or their ability to answer questions about language and language skills. These statements were considered under the subcategory of cognitive content mastery. Out of the 3 cases mentioning content mastery, only one of them expressed improvement. The other two, however, mentioned their worries about content knowledge. The following quotes are from the reflections that mention cognitive content mastery:]]>
What made me happy the most was seeing that I could speak English fluently in the class (YS). I experienced some problems while explaining grammar rules, like once I was asked to teach modal verbs and I realized that I really do not know and need to revise my knowledge on modal verbs (AG).
Vicarious experience
Among the five modes of modelling proposed by Palmer (2006), three modes were specifically reported in the reflection papers. The statements referring to seeing a mentor during school observation were coded as actual modelling (f = 2); the statements referring to PTs' rehearsing the task in a different context were coded as simulated self-modelling (f = 8); and the ones referring to PTs' visualizing him/herself performing successfully at the task were coded as cognitive self-modelling (f = 11). With the exception of 2 PTs, none of the participants mentioned either positive or negative effects of actual modelling during their school observation. However, cognitive self-modelling (AK) and simulated self-modelling (EEK) were relatively more frequent. The following were given as examples:
I was really excited the day before my final student teaching. I worked hard in order not to make mistakes during my teaching. I rehearsed my lesson plan many times at home (AK).
For each student teaching, I prepared my lesson plan carefully and then rehearsed my teaching with my neighbor's children. After this rehearsal, I made some changes in my plans (EEK).
Social persuasion
In the study, social persuasion appeared in two different forms: verbal and non-verbal. PTs reported verbal mentor feedback (f = 22), peer feedback (f=3) and student feedback (f=5). Mentors seemed to affect PTs' perceived ability through verbal feedback. Out of 22 PTs mentioning verbal mentor feedback, 38% was in the form of positive verbal feedback and the remaining 62% was a mixture of corrective verbal feedback and verbal support from the mentor:
]]> Generally, my mentor trusted me and behaved indulgently towards me at all times. With her advice I learnt how to deal with disruptive student behaviors. ... My peers' feedback and support was invaluable for me as well. They gave me ideas about how to improve my lesson plans and helped me develop different management strategies (FZH). He [my mentor] was actually encouraging; always focused on my strengths (GI).
From their reflections it is understood that unless the corrective feedback follows supportive feedback, this is considered as a criticism by the PTs, and in such cases they tend to avoid the feedback as in the following extract:
My mentor said that my performance was better than he had expected, which was quite discouraging. He constantly insisted that I should follow his method. I disagree that I must teach the way he did. From time to time he harshly criticized me about my classroom management (PE).
Since throughout the year PTs were encouraged to work collaboratively with their peers, we expected to find peer feedback in their reflections, however, there were only three such instances. One of the PTs for example noted: After my teaching my group member congratulated me, but did not make any further comment. I think she liked my teaching as she didn't make any negative comments (SK).
The other two also reported peer verbal persuasion in a similar manner, indicating that they barely made comments on each other's teaching.
The PTs also reported non-verbal mentor feedback (5) and student feedback (f = 27). Almost all the PTs mentioned nonverbal persuasion in the form of student engagement (f = 27). Their reflections indicated that PTs considered student engagement and participation as an indication of their success. Particularly during student teaching in class, with an impulse to inspire confidence and hope, PTs would readily refer to pupils' participation as in the following example: I can say with confidence that I realized all my objectives because; I managed to engage all the students during my lessons. Furthermore, the students participated in my lesson willingly (RDT).
Mentors seemed to influence our PTs not only with their verbal feedback, but also with non-verbal feedback. The attentive behavior of the mentor was understood and interpreted as support. The following is an example: My mentor was quite young, and maybe for this reason she seldom gave me verbal feedback. Most of the times she showed her support with her actions. She was quite attentive in behavior (NT).
Physiological/Affective state
Most of the PTs reported their affective states in the form of fear, anxiety and stress (85% in all cases). However, they also mentioned that these feelings temporarily affected their perceptions of their teaching abilities. They also added that they could control their fear once they started teaching. Most of them noted that they securely reached their pre-determined aims and felt themselves successful: I was too excited before my first teaching. I didn't know why I felt that way. I was sure I was ready for student teaching. I began teaching and after a short while my excitement decreased (EEK).]]>
The present study aimed at tracing changes in PTs' teaching sense of efficacy over an academic year, and examining some possible sources of information. The results from the quantitative data indicated that the pre-service EFL teachers' TSE changed significantly across the three stages of before school observation (T1), after school observation (T2) and at the end of student teaching (T3). While the level decreased significantly from time 1 to 2, it increased significantly from time 2 to 3. The decrease from time 1 to 2 seemed to have resulted from the first real contact with the complexities of the teaching profession and school context. The PTs' beliefs in their teaching abilities which were established from the indirect experiences of theoretical coursework weakened while observing classes taught by experienced teachers. This first encounter with reality might have caused the PTs to have second thoughts about their own teaching abilities. A similar decrease was reported by Tschannen- Moran et al. (1998) as a result of initial encounter with the real school environment. As has been posited by Bandura (1997) with the help of real experiences, individuals will regain their trust in themselves. The increase measured with this sample of PTs in TSE from Time 2 to 3 confirmed that real teaching activities they performed during student teaching gave them a first-hand experience, which as a result, helped them restore their teaching efficacy levels. Although the change from Time 1 to 3 was not statistically significant, the mean TSES score at Time 3 indicated that their efficacy was not only restored, but was also slightly higher than their initial efficacy levels.
Regarding the change during student teaching, there is a discrepancy among the findings of previous research. While some studies reported increases in the sense of teacher efficacy during student teaching (Charalambous et al., 2008; Fives et al., 2007; Mergler & Tangen, 2010; Woolfolk-Hoy, 2000), others have found a decrease or no change (Aktag, 2011; Atay, 2007; Aydin et al., 2012; Pendergast et al., 2011). This discrepancy in findings can be attributed to the methodological differences observed in these studies. One of the major differences lies in the cohorts. Although all the aforementioned studies were conducted with PTs, the cohorts were different in nature. For example, the cohorts in the studies of Woolfolk-Hoy (2000), Mergler and Tangen (2010) and Pendergast et al. (2011) were students of a postgraduate teacher education program. Although the participants of the studies in the Turkish context were all undergraduate students (Aktag, 2011; Atay, 2007; Aydin et al., 2012), there are still differences in cohorts, for example, in the study of Aktag (2011) the participants were from eight different majors. The second major difference is the data collection tool. While some of the researchers used the long form of TSES (e.g. Fives et al., 2007), some used the short form of it (e.g. Mergler & Tangen, 2010). Still some others used an adapted version (e.g. Charalambous et al., 2008; Atay, 2007). This discrepancy might also be resulting from some contextual factors, such as the type of the school. For example, in Atay's study (2007), which is comparable to this study in many respects, the PTs were assigned to two different types of schools - primary and secondary schools. Since the PTs were assigned to two different types of schools in her study, the context might have influenced the PTs' efficacy levels differently. In this study, the PTs were assigned only to primary schools. Pendergast et al. (2011) argue that context may influence interpretations of efficacy sources and may cause oscillations in the level of efficacy.
The qualitative data indicated that information from different sources seemed to influence the PTs' TSE in varying degrees. In this study, the most frequently mentioned sources were enactive experience and social persuasion. This finding is in line with previous research. O'Neill and Stephenson (2012), for example, using the Teaching Efficacy Sources Inventory (TESI) found that the component source with the highest mean score for influence were enactive experience and verbal persuasion. In this study, social persuasion from mentors was mentioned less frequently than social persuasion in the form of student engagement. This might be due to the low credibility and/or misinterpretations of the suggestions made by the mentors. Particularly, in the cases where mentors gave negative verbal feedback, PTs' self-perceptions might have been as in the example of PE. Echoing this result, Kiggundu and Nayimuli (2009) reported that while some mentors fulfill their role of guiding, some others caused dissatisfaction in student teachers. In the cases of dissatisfaction, resulting from the affective need to be approved, PTs might refer to student engagement as an indication of success. Evidence exists in literature supporting this finding. Ross, Cousins and Gadalla (1996), investigating the influence of within-teacher factors on TSE, found that pupils' enthusiasm during student teaching influenced perceptions of teaching, and that teachers' perceptions of student engagement was a significant predictor of teacher efficacy. In line with previous research, for the PTs in this study feedback from students in the form of enthusiasm and engagement were the most frequently reported source of information.
In respect of vicarious experience, cognitive self-modelling was reported more frequently than either actual modelling or simulated self-modelling. Similarly, Aydin et al. (2012) reported that none of the participants mentioned observing their mentors as a positive experience. Again, in Poulou's (2007) study vicarious experiences did not receive high ratings as a potential source, thus she suggested self-modelling rather than actual modelling as an alternative source for PTs.
As for the affective state, most of our PTs reported stress and anxiety during student teaching. Involvement in a wide range of activities during student teaching has been reported to cause the PTs to perceive teaching as a complex task, which in turn results in high levels of physical and psychological fatigue (Schoeman & Mabunda, 2012). In our study this affective state seemed to be eliminated by enactive experiences. The control over their psychological state and reduction in the levels of fear and stress had a great impact on their level of TSE. As argued by Pintrich and Schunk (1996), if success is attributed to internal and controllable causes, then self-efficacy is enhanced. In our sample PTs seemed to attribute their success either to their ability or self-effort, and hence they managed to overcome their anxiety or excitement. The elimination of the affective obstacles allowed them to approach their teaching experience positively and subsequently, had a minor influence on the level of efficacy they attained at the end of the year.
Several limitations of this study must be acknowledged. From a methodological standpoint, this study was conducted with a limited number of PTs enrolled in a single program. Although the sample size was adequate for the statistical analyses, the size of the study warrants a tentative interpretation of the results. The findings reported here may be very different for different contexts. Second the results presented here depend on self-reported data. As always with self-reports of behaviour, social desirability might have biased the data and our participants may have over-estimated their TSE levels. For future research, researchers can observe PTs' students teaching and interview with their mentors as well. Furthermore, research is needed if the findings of this study generalize to other samples and populations.
]]> Conclusion
This study demonstrated that during their final year, certain changes are observed in pre-service EFL teachers' sense of efficacy. These changes support the assertion that efficacy beliefs are in a state of flux, and are likely open to development as new experiences are encountered (Fives, 2003). Following Fives (2003), we conclude that TSE beliefs of pre-service teachers are not stable and change at certain stages of teacher education. New experiences and new challenges disrupt their pre-existing beliefs and force them to reassess their capabilities. The decrease measured in efficacy level during school observation, supports the claim by Bandura (1997) that self-efficacy is sensitive to vicarious experience where people are inexperienced. From the perspective of teacher training, this finding could be interpreted as a call for restructuring student teaching experience. We suggest that during teacher training, well before student teaching, opportunities for vicarious experience in different modes should be provided. This could be done through embedding symbolic modelling and self-modelling within the structure of all methods courses. The PTs can further be supported through alternative simulated modelling opportunities that can be created in virtual environments. With symbolic modelling by watching effective models, they might have a better chance of understanding the nature of teaching task and its context, and with self-modelling by seeing the favorable aspects of their own performances they might have an opportunity to reflect on their capacities. This, in turn, would help them develop their efficacy through several channels and strengthen their teaching sense of efficacy beliefs.
Of the four sources of information, the findings of this study indicate that PTs depend more on enactive experience and social persuasion than on vicarious experience and affective state as sources of information. The rise in the efficacy level after student teaching proves that experienced mastery is in fact the most important source of efficacy. The social persuasion appeared to make an important contribution as a source of information as well. In this respect, as suggested by Atay (2007), attention should be paid while selecting the mentors. Supervisors in the universities should act as agents, helping mentors see the importance of building rapport with the PTs. This can be possible with greater communication and effective collaboration which can be achieved by more formal and structured arrangements (Quick & Siebörger, 2005). As recommended by Kiggundu and Nayimuli (2009), to improve the collaboration with schools, universities can organize workshops to support mentors.
Previous research has focused on the development of the teaching efficacy beliefs of pre-service teachers (e.g. Atay, 2007; Aydin et al., 2012; Woolfolk-Hoy & Spero, 2005). However, all of these studies vary in methodology. Replication studies in different contexts can add valuable information to literature. Furthermore, for a more in-depth understanding of PTs' sense of efficacy, studies tracing changes throughout teacher training are also needed. Such studies would allow researchers to observe how efficacy beliefs evolve at different stages of teacher education. In addition, studies examining the sources of information that the PTS use are needed in order to have more in-depth insights about the underlying factors influencing the development of teacher efficacy.
I thank my colleague Assistant Prof. Dr. Suzan Kavanoz for her time and effort to cross-check the qualitative data and the anonymous reviewers for their constructive comments.
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