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This paper focuses on the research questions that are emerging from the current reforms with consequences for Induction and Mentoring in various countries. The implementation focus is on the interplay between the new triad formed as a consequence of a Teacher Registration Reform in Sweden: head teacher/mentor/mentee as situated in a larger context of policy development and development in/of practice. The objective of this paper is twofold; (a) to elaborate and discuss a conceptual framework based on an interplay between the theoretical contributions of policy enactment (Ball, Maguire & Braun, 2012), task perception (Kelchtermans, 2009) and agency (Priestley and Biesta); (b) to discuss its possibilities for research within the field of induction and mentoring, and (c) provide an example of how it could be implemented in a study on induction and mentoring.
In many countries it is argued that the "quality of teachers" is the most important school-related factor in pupils' learning (Hattie, 2009; 2012). Teacher quality has become a key argument for teachers' professional development. When it comes to newly qualified teachers (NQTs), in many countries the call for "teacher quality" has either led to reforms that support NQTs or reforms requiring an evaluation of their competence. In some countries these approaches are combined, with induction systems and mentoring that support NQTs and an evaluation of their skills to ensure quality. However, some research suggests that if the same person performs both roles it is more difficult to create and maintain a relationship based on confidence, openness and mutual trust that promotes risk-free learning (Author 1, 201*, Jones 2009). In some countries or states mentors perform both these roles (cf. Yusko & Feiman Nemser, 2008), whereas in others these two roles are separated so that mentors support and principals evaluate.
The latter kind of system was introduced in Sweden in 2011, with mentors supporting NQTs and principals performing the evaluation (Government Bill, 2010/11). However, previous research shows that when the Swedish principals performed the assessment they also supported the NQTs (Author 1, Author 2, Author 3, 201*) in that they partly applied an instructional leadership (cf. REF) and gave post-observation feedback. However, being both an evaluator and supervisor can be challenging. For instance, Hinchey (2010) claims that teachers only improve their practice in relatively non-threatening contexts and that the assessment may challenge this (cf. Author 1, 201*; Range, Young & Hvidstone, 2013).
A review of the research literature reveals that there is an urgent need for theoretical development in order to understand how principals enact and balance their roles as evaluators of NQTs and pedagogical leaders. In responding to this call, the purpose of the paper is: (a) to elaborate and discuss a conceptual framework that captures how principals enact and balance their roles as evaluators and pedagogical leaders in the context of evaluating NQTs and (b) to exemplify how data can be related to the framework.
Theoretical framework
The emphasis on and combination of supportive and evaluative dimensions are contained in the framework of a four-way table that includes "formal and structured evaluation" vs. "informal evaluation" and "strong instructional leadership" vs. "weak instructional leadership".
The evaluation dimension is defined as the extent to which evaluations are scheduled, planned, directed by guiding formulae, how the different issues of the national standards are focused, time spent on the evaluation, the structure and focus of the follow-up discussions etc.
The instructional dimension is defined as how and how much guidance is given and how the NQTs professional development are facilitated. Here the focus is on guidance and feedback that contribute to developing the instructional skills or pedagogical thinking of the NQT. Positive feedback relates to the content included in the table. Positive feedback in a general sense, without connection to instruction, thinking or a situation, is not included. For instance, positive feedback heard in the corridor, such as: 'colleagues say you perform well', is not included in this dimension. Guidance can be absent or present, more or less extensive, or constructive and detailed.
The framework is developed by reviewing the research literature in the areas of teacher induction (cf. (Hobson, Ashby, Malderez, & Tomlinson, 2009), evaluation of NQTs (cf. Yusko & Feiman Nemser, 2008) and principals' instructional leadership (cf. Neumerski, 2013; LaPointe Terosky, 2016). Most of the literature relating to principals' instructional leadership focuses on teachers in general and not specifically NQTs (cf. Tuytens & Devos, 2017), but is nevertheless valuable.
Drawing on and combining supportive and evaluative dimensions result in a four-way table framework with the following axes: "formal and structured evaluation" vs. "informal evaluation" and "strong instructional leadership" vs. "weak instructional leadership".
This framework is then used in explorative analyses of data from a longitudinal research project in which five principals conducting a formal evaluation of NQTs are followed in the year of the evaluation. These five principals are regarded as cases. The NQTs being evaluated teach Years 4-6.
Each principal is interviewed at least twice during the year (in total between 73-158 minutes), which forms the main data for the analysis. The interviews and analysis explore principals' self-reported information regarding their strategies to enact and balance their role as evaluators and the support they provide. Using the software NVivo, codes are created based on content analysis (Miles, Huberman & Saldaña, 2014).
Self-reported data needs to be looked at critically (Podsakoff, MacKenzie, Lee, & Podsakoff, 2003). To validate this kind of data: (i) observations and recordings of post-observation conversations (tot. 72 minutes) are performed with two of the principals (A and C) and their NQTs, (ii) joint interviews are conducted with three principals (A, C and E) and their NQTs (in total 130 minutes) and (iii) observations of three of the principals' observations (B, C, D) are carried out. A coherent design of these validating strategies is not possible due to ethical and practical reasons. Three of the NQTs did not feel comfortable with the participation of an external researcher during the observations and/or post-observation conversations. Some of the planned observations were cancelled due to illness, the unavailability of the informant or were performed ad hoc and informally and were not observed or recorded.
Expected outcomes/results
Positioning the principals in the framework of the four-way table with the axes "formal and structured evaluation" vs. "informal evaluation" and "strong instructional leadership" vs. "weak instructional leadership" enables their actions to be positioned differently. Four out of the five teachers are positioned more towards "strong instructional leadership" and "formal and structured evaluation", albeit with different emphases on the two dimensions. The fifth principal (E) is positioned more towards "informal evaluation" and "weak instructional leadership". This principal describes his/her leadership as 'leadership on the run'.
The overall conclusion is that the theoretical framework enables principals to be positioned according to how their evaluative and supportive roles vary. Also, the quality of the data, for instance with regard to quantity, focus on relevant issues and different kinds of data (e.g. self-reported narratives, narratives from other actors such as NQTs, and first-hand information from the researchers' direct observations) gives a much more informed analysis of the positioning in the framework. However, in this small-scale study, the different kinds of data do not contradict each other, but strengthen the conclusions and the positioning.
Thus, the framework facilitates an understanding of how principals facilitate NQTs professional development in a context in which evaluative and supportive dimensions are applied. The framework could also be used to analyse how mentors balance the supportive and evaluative dimensions.
Author 1 (201*). [details removed for peer review]. Article published in international peer-reviewed journal.
Author 1, Author 2 & Author 3 (201*). [details removed for peer review]. Paper presented at an International Annual Conference.
Government bill 2010/11:20 Legitimation för lärare och förskollärare [Registration for Teachers and Pre-School Teachers]. The Swedish Government.
Hattie, J. 2009. Visible learning: a synthesis of over 800 meta-analyses relating to achievement. London: New York: Routledge.
Hattie, J. (2012). Visible learning for teachers: maximizing impact on learning. London: Routledge.
Hinchey, P.H. (2010). Getting teacher assessment right: What policymakers can learn from research. Boulder, CO: National Education Policy Center.
Hobson, A. J., Ashby, P., Malderez, A., & Tomlinson, P. D. (2009). Mentoring beginning teachers: what we know and what we don't. Teaching and Teacher Education, 25(1), 207-216.
Jones, M. (2009). Supporting the supporters of novice teachers: An analysis of mentors' needs from twelve European countries presented from an English perspective. Research in Comparative and International Education 4, no. 1: 4–21.
LaPointe Terosky, A. (2016): Enacting instructional leadership: perspectives and actions of public K-12 principals, School Leadership & Management,
Miles, M.B., Huberman, A.M. & Saldaña, J. (2014). Qualitative data analysis: a methods sourcebook. (3. ed.) Los Angeles: Sage.
Neumerski, C. M. (2013). Rethinking Instructional Leadership: A Review of What Do We Know About Principal, Teacher, and Coach Instructional Leadership, and Where Should We Go from Here? Educational Administration Quarterly 49 (2): 310–347.
Podsakoff, P. M., MacKenzie, S. B., Lee, J.-Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology, 88, 879–903.
Range, B. G., Young, S. & Hvidston, D. (2013) Teacher perceptions about observation conferences: what do teachers think about their formative supervision in one US school district?, School Leadership & Management, 33:1, 61-77.
Tuytens, M. & Devos, G. (2017) The role of feedback from the school
leader during teacher evaluation for teacher and school improvement, Teachers and Teaching, 23:1, 6-24,
Yusko, B., & Feiman Nemser. S. (2008). Embracing contraries: Combining assistance and assessment in new teacher induction. Teacher College Record 110, no. 5: 923–53.
Den 2 mars 2011 beslutade riksdagen att införa en legitimation för lärare och förskollärare samt att nyexaminerade lärare och förskollärare skulle genomgå en introduktionsperiod. Under denna introduktionsperiod skulle de få stöd av en mentor samtidigt som rektor eller förskolechef skulle bedöma deras lämplighet för yrket.
För rektorerna innebär lämplighetsprövningen av nyexaminerade lärare nya arbetsuppgifter och ett formaliserat uppdrag att bedöma lärares skicklighet. Detta i samband med att rektorers arbetssituation har befunnits vara intensiv med en uppsplittrad vardag där många snabba beslut måste tas väcker frågor kring hur arbetets förutsättningar påverkar lämplighetsprövningen, och hur lämplighetsprövningen påverkar arbetsförhållanden och yrkesroller.
I juni månad 2014 inbjöds 646 rektorer att besvara en enkät rörande lämplighetsprövningen. 248 rektorer svarade vilket ger en svarsfrekvens på 39 % (n=248). 159 kvinnor (64 %) och 89 män (36 %) besvarade enkäten. Nästan 60 % av rektorerna hade varit rektor på sin nuvarande enhet i tre år eller mindre. 77 % av rektorerna var verksamma vid kommunala skolor medan 23 % var verksamma vid fristående skolor.
Resultaten visar att rektorernas upplevelse av lämplighetsprövningen är att den i huvudsak, om än i varierade grad, upplevts meningsfull och att rektorerna känt sig tillfreds med de lämplighetsprövningar de genomfört. Det förekommer mer spriddaåsikter om i vilken mån lämplighetsprövningen varit väl investerad tid och kraft. Lämplighetsprövningen har konkurrerat med många andra arbetsuppgifter men det finns ändå en tendens att rektorerna som grupp anser att den investerade tiden och kraften varit värt utfallet.
Det råder oenighet kring i vilken mån lämplighetsprövningen bidragit till mer positiva relationer mellan rektor och den nya läraren, men att det råder relativt stor enighet om att lämplighetsprövningen inte nämnvärt försämrat relationerna. En sammantagen tolkning av detta är att något mer positiva relationer med de nya lärarna etablerats och att båda parter lärt känna varandra såväl professionellt som privat. Endast 12 % av rektorerna anger att de har fått någon utbildning i att genomföra lämplighetsprövningen. Rektorerna har haft ett begränsat stöd av huvudman eller andra rektorer vilket skapat ett frirum att genomföra lämplighetsprövningen på sitt eget sätt. Samtalen med mentorn har varit viktiga för rektorns bedömning. Vidare framträder lärarkollegiets informella bedömning dels som en viktig komponent i rektors formella bedömning, dels som ett viktig komplement till i rektors formella bedömning. Av de 137 lämplighetsprövningar som genomförts rådde viss tveksamhet i 10 fall och i två fall uppgav rektorerna att det råddestor tveksamhet. Samtliga 137 lärare bedömdes dock efter introduktionsperiodens slutsom lämpliga.
Rektorers tilltro till politiker har påverkats negativt av alla turer kring lärarlegitimationen och att lämplighetsprövningen slutligen avvecklades. 73 % av rektorerna anser att deras förtroende för politiker minskat, medan 6 % anser att förtroendet ökat.
In July 2011 a teacher registration reform (TRR) and a probation year for newly qualified teachers (NQTs) came into effect in Sweden (Government Bill, 2010/11).
It required newly qualified teachers and pre-school teachers to do a "probationary year" under the guidance of a mentor. Between July 1 2011 and July 1 2014 principals or pre-school managers were responsible for assessing whether the NQT were to be registered or not. The principals were expected to perform this assessment by following the national standards (competence profiles) developed by the Swedish National Agency for Education, the issuing authority. The purpose of this paper is to analyse and discuss (1) sources of support for assessment and (2) to what extent these supported the principals in the assessment of the NQTs. Data is drawn from a questionnaire answered by 248 principals, completed in 2014 within the research project "Head teachers working conditions and the evaluation of newly qualified teachers (the RAOL-project)"
The TRR is another example of travelling policies in a globalized world, in this case with origin in Scotland and Canada. Some contextual policy learning adjustments (Lingard, 2010; Waldow, 2009) were made regarding the standards, but almost no adjustments regarding the structure and focus of the reform. As a consequence, parts of the reforms have been adjusted or withdrawn at several occasions. One major policy retreat was made in June 2013 when the Minister of Education, the Presidents of two teacher unions, representatives of The Swedish Association of Local Authorities and Regions and The Swedish Association of Independent Schools made a joint statement to withdraw the assessment of NQTs. Hence, the implementation of the Swedish TRR and the assessment of NQTs can be viewed as an example of policy borrowing and the challenges encountered when reforms are implemented prior to a completed policy learning processes. From July2014 the assessment ceased to be part of principals' task.
Thus, this paper offers unique data from a specific time period with particular tasks and working conditions for principals. Swedish research on how principals assess and evaluate teachers' skills is largely absent, but similar international research indicates the need to explore how such assessments are performed. For instance, Kimball & Milanowski (2009) found that head teachers vary their evaluations over time and in relation to subjective values, and that their evaluations seem to be based on intuition and instinct rather than carefully formulated and objective criteria.
Recent studies show that the working conditions for principals are intense with fragmented working days during which many quick decisions have to be made (Day, 2000; Nihlfors & Johansson, 2013). Research on school leaders' working conditions (e.g. Swedish Work Environment Authority, 2011; Ludvigsson, 2009; Schools Inspectorate, 2010) raise questions on how working conditions affect the assessment of NQTs, and how the assessment affects working conditions and the principal's role and self-image (Federici, 2013). Principals operate in the intersection of different interests, expectations, tasks and roles (Nihlfors & Johansson, 2013; Törnsén & Ärlestig, 2014), which affect the psychosocial work environment. Interestingly, changes in the professional role were being handled differently by the principals depending on their career stage (The Swedish Research Council, 2011).
Even though the main data reported here is Swedish, in times of policy travelling the results are of importance in a wider European perspective to help understand principals' working condition and roles.
Methods (max 400 ord)
In June 2014, 644 principals were invited to answer a questionnaire and 249 responded, yielding a response rate of 38,5%. This may be considered relatively low, however, at this time it was generally known that the assessment would be phased out which probably reduced responsiveness. It should be noted that a similar questionnaire of principals conducted in December 2013 in another Swedish research project had a response rate of 31% (n = 106), wherein our response rate at a later stage can be considered relatively good.
Three clusters of principals representing different municipals located in different regions in Sweden were invited, selected to ensure a diverse sample. The web questionnaire was sent to all primary, secondary and upper-secondary schools in three regions: a metropolitan area (1 municipality), major regional centre (8 municipalities) and rural locations (15 municipalities).
The survey focused the following areas: school context, working conditions, assessment of the NQTs, support available for the principal, cooperation, the principals' strategies in observation and assessment, issues regarding the reform and reform implementation. A typical type of response alternatives were 5-point likert scale. Some other appropriate scaling was also used as well as open questions.
The analysis of the quantitative data has been performed with the SPSS-software, in a first step through crosstab analysis. The questions analysed in this paper regard sources of support for assessment and principals' use of these sources.
The analysis focused firstly on internal resources for assessment such as degrees from the national school leadership programme, experience of evaluating work performance from other professions etc.
Secondly, outside support included interpersonal resources such as (a)school owner/administrative level, (b)fellow principals, (c)the NQTs appointed mentors, (d)teacher staff; and material resources such as (e)national/local competence profiles.
The analysis of support indicated, for instance, that 69% of the principals reported low or no support from owner/administrative level in the assessment of the NQTs, that is, the management of the public or private school. 71% of the principals did not cooperate with other principals regarding the design of the assessment, while 7% say that they did, to a high or very high degree.
A slightly higher proportion of support (10%) from fellow principals was reported regarding the actual assessment practice, a higher proportion of support (36%) from school staff and the highest (69%) from experienced mentors.
12% of the principals report some form of training in assessment, which can be related to the fact that 40% of principals report that they, to a very high degree, report sufficient knowledge of conducting lesson observations, which is mandated in the assessment.
No significant differences appear when data is related to principals' gender or type of school (private or public). In sum, principals receive most support from their employees, which makes them which makes their assessment practice largely free from external control, for good or bad. The issue will be analyzed further.
In terms of TRR, the centrally distributed competency profiles seem to be of relatively low use for assessment support in comparison to local collaboration with employees. This is an example of how policy becomes enacted rather than implemented, (cf. Ball et al, 2012) depending on principals' local work conditions and organization.
References (max 400 ord)
Ball, S. J., Maguire, M., & Braun, A. (2012). How Schools Do Policy: Policy Enactments in Secondary Schools London & New York: Routledge.
Day, C. (2000). Leading schools in times of change. Buckingham: Open Univ. Press.
Federici, R. A. (2013). Principals' self-efficacy: relations with job autonomy,
job satisfaction, and contextual constraints. European Journal of Psychology of Education, 28:73–86
Kimball, S.E. & Milanowski, A. (2009). Examining Teacher Evaluation Validity and Leadership Decision Making Within a Standards-Based Evaluation System. Educational Administration Quarterly. Vol. 45. No. 1. February 2009. 34–70.
Lingard, B. (2010). Policy Borrowing, Policy Learning: Testing Times in Australian Schooling, Critical Studies in Education, 51(2), 129-147
Nihlfors, E. & Johansson, O. (2013). Rektor - en stark länk i styrningen av skolan. [The Principal – a strong link in the Governance of School]. Stockholm: SNS förlag.
Swedish School Inspectorate (2010). Rektors ledarskap. En granskning av hur rektorer leder skolans arbete mot ökad måluppfyllelse. [The Principals Leadership. Inspection of how priciplas leads the schools towards increased goal-fullfilment]. Skolinspektionen: Stockholm.
SOU. 2008. Legitimation och skärpta behörighetsregler [Swedish Government Official
Report 2008:52. Registration and stricter qualifying rules]. Stockholm: Ministry of
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Swedish Work Environment Authority (2011). Rektorers arbetsmiljö. En tillsynsinsats genomförd av Arbetsmiljöverket (AV), distriktet i Göteborg under 2009 och 2010. [Principals working condition. An inspection by the Swedish Work Environment Authority, Gothenburg region 2009-2010] ISG 2011/100102. Göteborg: Arbetsmiljöverket.
Swedish Research Council (2011). Rektor – En forskningsöversikt 2000-2010. [Principals – a Research overview 2000-2010]. Vetenskapsrådets rapportserie. 2011:4. Stockholm: Vetenskapsrådet.
Törnsén, M. & Ärlestig, H. (red.) (2014). Ledarskap i centrum: om rektor och förskolechef. [Leadership in the center: about principals and pre-school managers]. Malmö: Gleerup.
Waldow, F. (2009). Undeclared imports: silent borrowing in educational policy-making and research in Sweden, Comparative Education Vol. 45, No. 4, November 2009, 477–494.
In this article, the concept of introducing and analytically using the concept of dilemmatic space in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers' everyday practise in work. Traditional ways of looking upon dilemmas is that they are related to specific situations where people react to conflicting values, obligations or commitments, ending up in situations where there often is no right way to act. However, the idea of a dilemmatic space, introduced by Honig (1996), offers a more complex understanding of dilemmas and their positioning and relations. Instead of being considered as specific events or situations, dilemmas are regarded as ever-present in peoples' living space, as in a dilemmatic space. As seen as a relational category wherein one object is related to another(s), the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognize, for instance in relations to changeable boundaries of the space or issues dealt with that conjure up the dilemmas both on an individual and social level. These changing conditions of values, decision, responsibility and authority change the rules for relations, negotiations, and positioning, and thus the boundaries for the dilemmatic space and the dilemmas. In this article, the theoretical base for the idea of dilemmatic space is elaborated and connected to conditions for teachers' work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense making processes. As such, the idea of dilemmatic space offers a broad theoretical framework to conceptualise dilemmas as well as the complexity of the educational contexts.
In this conceptual article, we argue that there is a need for a more elaborated theoretical perspective when discussing dilemmas in teachers' work. Thus, we introduce the conceptual frame of dilemmatic space in educational settings and argue that introducing and analytically using the conceptual frame in an educational context offers a potential to elucidate and deepen the understanding of the complexity of teachers' everyday work practices. Traditional ways of looking at dilemmas infer that they are related to specific situations in which people react to conflicting values, obligations or commitments and where there is often no right way to act. However, the idea of a dilemmatic space offers a more complex understanding of dilemmas and their positioning and relations. Instead of being regarded as specific events or situations, dilemmas are considered as ever-present in people's living space, as in a dilemmatic space. As space is seen as a relational category wherein one object is related to another or others, the spatial dimensions of dilemmatic space highlight the dynamics of dilemmas and dilemmatic spaces. These dynamics are important to recognise, for instance, in relation to the changeable boundaries of the space or issues that conjure up the dilemmas at an individual and social level. These changing conditions of values, decisions, responsibilities and authority change the rules for relations, negotiations and positioning, and thereby the boundaries of the dilemmatic space and the dilemmas themselves. In this article, the theoretical base for the idea of dilemmatic space is elaborated on and connected to conditions for teachers' work. Some conclusions are that new concepts force us to challenge pre-conceptions and involve us in new kinds of sense-making processes. As such, the conceptual frame of dilemmatic space offers a broad theoretical framework with which to conceptualise dilemmas and the complexity of educational contexts.
This paper contributes to theoretical renewal in mentoring research by using the conceptual framework of dilemmatic space to analyze and discuss how Swedish mentors' roles, positions and relations change as a result of the Swedish government's recent implementation of a teacher registration reform and a probation year for newly qualified teachers. The paper builds on an existing content analysis of the policy document concerning the teacher registration reform. The results of this study's relational analysis show that mentoring emerges as tensions between central and local governments as policies construct boundaries that lead to political acts that become part of everyday practices through roles, negotiations and positioning, which ultimately have an effect on mentors and mentorship.
This paper is based on a meta-analysis of earlier research relating to how the last decade's reforms in Sweden concerning national tests, earlier grading and an increased focus on criterion-referenced grading changes the prerequisites for teachers' work and their professional development, identity and relations, and, more specifically, how such reforms lead to dilemmas that affect their everyday work. Ironically, rather than solving a certain kind of problem or dilemma, inconsiderate political proposals and "easy-fix" whims at policy level that are not always applicable to teachers' work sometimes cause new dilemmas (cf. Biesta, 2007; Convery, 2009; Kubler LaBoskey, 2006; Norwich, 2010). The difference between a problem and a dilemma is that the former can be solved to satisfaction, whereas the latter cannot be satisfactorily solved but leaves some kind of reminder (Denicolo, 1996; Berlak & Berlak, 1981).
The theoretical framework draws on the concept of dilemmatic space and aims to offer a more complex understanding of dilemmas and their positioning and relations (cf. Honig, 1996). Approaching educational settings through the lens of dilemmatic space implies always considering teachers' work in relation to the dynamics of individual, social, political and contextual factors. Seen as a wider system, the concept of dilemmatic space analytically opens additional dimensions, such as possibilities to connect the dilemmas of teachers' everyday work with the influences, constraints and considerations of the local community and with reforms, intentions or statements at different policy levels.
We argue that dilemmas should not be regarded as specific events or situations, but as being ever present in people's living "spaces". That is, people do not just acknowledge dilemmas as specific situations to react to, but always "react" in relation to "dilemmatic spaces." As a consequence, dilemmas are not "out there" per se, but are social constructions resulting from political decisions that underlie contextual conditions. The concept of dilemmatic space makes it possible to approach what individuals construe as dilemmatic. Such an analytical move also makes it possible to visualise how dilemmas emerge in a space between individuals and a specific context (Fransson & Grannäs, submitted). For teachers, it means that in their work they sometimes find themselves in dilemmatic situations that are characterised by micro-political manoeuvres and where their judgment forms the basis for relational work expressed e.g. through negotiations and the positioning of others (cf. Frelin, 2010).
In this paper we analyse how the last decade's reforms of national tests and earlier grading and an increased focus on criterion-referenced grading in a goal-oriented approach have changed the prerequisites for teachers' work, professional development, identity and relations.
The findings showed that educational reforms change boundaries and positions, e.g. between teachers, pupils, head teachers and parents. Criterion-referenced grading increases the power of pupils to scrutinise the grading, which then causes dilemmas for teachers as to how to find an appropriate balance between learning activities and administrative issues related to assessment and grading (Vetenskapsrådet, 2010). Furthermore, the emergence of "extremely credit-focused pupils" leads to conflicts between teachers, pupils and head teachers over non-graded school tasks (Fransson & Grannäs, forthcoming).
National tests reveal some imbalance between the grading that teachers do and national test scores (Skolverket, 2009). This leads to teachers' professionalism being questioned and the establishment of groups of national experts to re-examine teachers' grading. Research indicates that politicians change the assessment system to demonstrate efficiency (Lundahl, 2006). Micro political negotiations also lead to aspects other than achievement influencing the grading process (Klapp Lekholm & Cliffordson, 2008) and external pressure like this can result in grade inflation (Wikström, 2006) – all of which results in a call for teachers' professional development.
Teachers and head teachers are thus expected to manoeuvre in dilemmatic space and deal with dilemmas like learning activities, assessment, grading, public reputation and professional autonomy.
När skolor drivs som företag, börjar de också göra riskanalyser enligt samma ekonomiska principer. Resultatet blir att vissa elever ses som ekonomiska risker och därmed blir oönskade eller i värsta fall bortvalda.
This paper draws on socio-material and spatial theories to open up new possibilities for understanding how school practices are in play: the interior of the school buildings, the outside playground and different artefacts being part of the school environment. The purpose of this case study is to enhance our understanding of different students' views of their educational environment, inside and outside of the classroom. The focus lies on their experiences of safe and unsafe places, along with spaces that supports and impede their learning. More specifically, we have used a spatial perspective for analyzing students' photo stories in a newly opened school.
1. Purpose This paper draws on socio-material and spatial theories to open up new possibilities for understanding how school practices are in play: the interior of the school buildings, the outside playground and different artefacts being part of the school environment. More specifically, we have used a spatial perspective for analyzing students' photo stories describing spaces that supports and impede their learning as well as safe and unsafe spaces in a newly opened school.
2. Theoretical framework In discussions about educational practices, cognitive, social and cultural concepts tend to dominate. These concepts are often based on notions about humans using various kinds of tools and that social interaction is played out in a context. Notions like this can easily obscure the significance of material objects (Fenwick, Edwards, & Sawchuk, 2011). A sociomaterial perspective entails viewing interactions in school as more than social processes, but materializing processes in and with material objects. This involves envisioning, enacting and experiencing education in relation to its material, social and discursive aspects (Mulcahy, Cleveland, & Aberton, 2015). Stables (2015) argues that there is a need to regard the school environment as "part of the life story of its users". School environments are appropriated by their users who respond to their environment in different ways.
3. Methods The case school, Maple Grove, is a newly opened secondary school. The fieldwork was conducted over the course of one school year (Yin, 2009). The main data used in this paper consists of students' photo stories. According to Banks (2007), visual research methods are appropriate for the study of youth and their contexts.
4. Data sources Digital stories (using the software Sway) was collected by means of classroom assignments. Combinations of images (photographs, screenshots etc.) and texts supported the socio-material analysis.
5. Results Preliminary results show variations in both the areas that students view as safe and unsafe, and the reasons for their choice of area. This means that one area may be depicted as safe by one student, but unsafe by another. They also pointed to various social and physical features that affected their learning environment. Students also point out vital places in school buildings that neither architects nor school staff could foresee in the original design.
6. Conclusion A conclusion that can be drawn is that the school administration and staff need to be sensitive to the views of the students in the transition from design to dynamic practice.
In this paper we set out to explore how the physical, social and conceived conditions in schools can facilitate or disrupt support work aimed at improving student learning and preventing social exclusion (cf. Frelin & Grannäs, 2013). This is accomplished by comparing student support practices in the common areas of two newly renovated secondary schools built in two different time periods. The focus is on teachers' and other school staff's enactment of curriculum and policy reforms in their endeavours to improve students' learning conditions and well-being (cf. Ball, Maguire, & Braun, 2012; Mulcahy, 2016). This enactment takes place in a designed school environment, where teachers and support staff appropriate spaces for educational purposes in different ways (cf. Stables, 2015). The interview and observational data come from two qualitative case studies, one complete (2012-14) and one ongoing (2015-16), using a spatial analysis perspective. Physical, social and conceived aspects of space are considered (Frelin & Grannäs, 2014, 2015). The case schools, located in two municipalities, were originally built in the 1910s (Lönnhaga) and the 1960s (Tallvik). Both schools serve mixed to low SES communities and have organized student support functions in the schools' corridors, cafeterias, recreation areas and other common spaces. These functions are for example school host, student coach and student welfare officer. The organization, function and physical layout of the schools differ and represent the pedagogical and architectural ideas of the periods in which they were built. Preliminary results show variations in the physical conditions for support work in terms of number of storeys, transparency (e.g. stone or glass walls) and layout (enclosed or open spaces), how the staff respond to these conditions (e.g. stationary in offices or mobile in corridors) and the kind of contact staff have with the management (e.g. whether or not they are used as substitute teachers). In contrast, the task perception among the support staff as a whole is similar in both schools. It is interesting to see how the staff respond creatively to the physical school environments, designed in different time periods and rebuilt in response to policy reform, in order to carry out their tasks (cf. Blackmore et al, 2011; Mulcahy, 2016; Stables, 2015).
This article presents results from a research project exploring the relational interplay between school staff and students, its functions and complexity in the secondary school context. School relationships (between students and different kinds of staff) are more or less indirectly related to educational content: subject matter as well as norms and values. In the teacher–student relationship, the teaching and learning of subject matter largely defines the relationship, whereas for school support staff, the relationship to such content is fairly distant. However, they all have in common that these assigned functions are created for the purpose of enabling the education of our youth. In this article, a case study from a secondary school is used to develop a typology for understanding the relevance that content may have in these different types of relationships. We also explore the sometimes unpredictable ways in which content can emerge as relevant. A year-long case study was conducted during the 2012–2013 school year at a secondary school that had recently been renovated and in which work had been done to improve the educational environment. Multiple data sources were used, including document analysis, mapping, contextual observations and interviews. Official statistics, newspaper articles and school quality reports were used to contextualize the case. In this article, interviews with different categories of school staff and students formed the main source of data. The different assigned functions of the staff were categorized as: educators, education professionals (e.g. counsellors) and education support professionals (e.g. caretakers). Although the latter were often indirectly connected to content, they could also have relevance through the relationships that they developed with students. Here, there is a point in separating the staff´s assigned function as officially described and their relation to students as played out in practice. Two examples illustrate how members of staff diverge somewhat from their assigned functions in informal places and spaces to facilitate the educational experience of the students. It is argued that in a school for all students, this flexibility in school relationships can improve students' relations to content and school success.
In this paper a spatial perspective is used to explore the support work of school hosts in the common areas of the school environment aimed at equalizing educational opportunities and preventing social exclusion. Recent investments in student support staff are aimed at improving student care and boosting students' academic performances. Interviews from two case schools, complemented by observations and documents, were compared in order to determine how the hosts relate to physical, conceived and social spaces in schools. Results show ways in which spatial aspects such as the physical layout of the school enable or limit their work. Their actions are the outcome of the relations between the school environment and their task perceptions. Moreover, they draw upon established relationships.
From an ecological whole-school perspective different parts of the educational environment are viewed as in constant relation to others. This means that everyone involved condition, and are conditioned by, each other's actions in multiple continuous processes. If one function fails the consequences affects others who share their environment. The purpose of this presentation is to use an ecological approach to understand ways in which staff who is only indirectly involved in education can contribute to the educational environment. In discussions of educational environments the teachers, students and content often take center stage. Hansen's examination of Dewey's educative environment focuses on the classroom, however, education is underpinned by indirect functions such as care takers, cleaners and canteen staff that facilitate students' educational experiences by attending to students' need of nutrition and a clean and safe school environment. Dewey argued that the environment consists of relevant features for the given situation, discriminating it from the surroundings that are irrelevant. Thus, the indirect functions cannot be viewed as surroundings, but constitute part of the educational environment albeit often overlooked or viewed as peripheral. As illustrated by a case study in a Swedish secondary school these staff members, by their presence alone as adults in the corridors and other places in the school, contributed to a safe environment. Moreover, at times they collaborated with other professions, as well as went beyond their intended functions, for the best of the students. For example, cleaners who witnessed bullying reported it to the teachers. The care takers took some students under their wings and asked them to help mend broken things around the school, thus providing them with meaningful relationships that strengthened the students' bond with the school. However, the municipal management cut back on costs for care takers, despite protests from the principal, and the care takers were replaced by a weekly service visit operated centrally. This can be framed as an atomistic logic of schooling, disregarding the actual function of support staff in the educational environment. We argue that an ecological perspective can provide fruitful insights that can be used for promoting safe educational environments.
En konfliktfri skola är ingen bra skola. Samhället är inte konfliktfritt, och eftersom skolan ska förbereda elever för samhället har den ett viktigt uppdrag att rusta elever att hantera konflikter på ett konstruktivt och fredligt sätt. Däremot är inte alla konflikter positiva för eleverna och för utbildningsmiljön. Det här kapitlet tar utgångspunkten i skolor som ekologiska system för att arbeta med konflikter i skolan på ett sätt som bidrar till utbildningens syften.
Positive teacher-student relationships are important for student learning. One factor that promotes such relationship is closeness. Yet, the teacher-student relationship is a professional one and there are limits to how close teachers and students can get without crossing this professional boundary. The purpose of this paper is to use spatial theories in order to explore how teachers and students in secondary education view and navigate border territories of positive and professional teacher-student relationships. Data is drawn from a combined case study where teachers and students were interviewed. Spatial theory aids the analysis, where we ask: Where, when and how are positive teacher-student relationships negotiated in schools, how do teachers and students reason regarding the borderlands of teacher-student relationships, and how do they navigate them? Preliminary results include instances when teachers intentionally work at attaining closeness, and when they back off to distance themselves in order to keep a professional distance. Students, although they appreciate closeness, are very sensitive to teachers trying to overstep the boundary. Both teachers and students point to informal situations and places in schools as significant for building positive relationships. The scientific significance includes the novel use of spatial theory that is fruitful for shedding new light on interpersonal processes in schools, and the results are of value for teachers as well as for future research on understanding and improving professional teacher-student relationships.
This paper argues against a view of curriculum as a means for moulding students into, and making teachers accountable for, something pre-determined and singularly governed by qualification demands of the labour market. It makes a case for the value of inter-subjective teacher–student relationships in education and addresses the significance of negotiations and their open-endedness. This paper draws its empirical material from case studies for which interviews were the main source for gathering data. The data analyses were made using the AtlasTi software designed for qualitative analysis. In the empirical material were found instances of negotiations in which inter-subjective relationships are established and maintained; negotiations that are rendered obscured or even invisible from a qualification purpose but that influence the educational processes. The results show that teachers and students creatively use potentials within contextual conditions to attain relationships which sometimes constitute a precondition for education.
This article introduces a theoretical framework for studying school improvement processes such as making school environments safer. Using concepts from spatial theory, in which distinctions between mental, social and physical space are applied, makes for a multidimensional analysis of processes of change. In a multi-level case study, these were combined with task perception analysis, where all categories of personnel and management in the school were studied. The results indicated the significance of borderlands in the school for helping students, of organizational transgressions aimed at "making things work" and of social spaces created in the borderlands that contributed to the necessary social glue in the school. This theoretical framework offers alternative and fruitful lenses which can enrich studies of school improvement processes. The use of multiple data sources allows for triangulation, which in turn improves the validity and reliability of the results.
Drawing on the distinction between absent and present presences, this article contributes to our understanding of how new managerial and performative discourses are played out in a secondary school context in Sweden. The consequences of numerous educational reforms during the last 20 years include a surge of new independent schools and increased segregation between students due to individual school choice. Following international trends, a yearly national municipal school ranking is published, drawing much attention both in the media and on the policy level, intensifying pressure for results at the municipal level. A case study was conducted in one bottom-ranked Swedish secondary school over the 2012-13 school year, focusing on how relationships between students and staff were negotiated in informal spaces and places. The results illustrate how absent presences and present presences are produced in the practice of schooling. The present presences were publication of results, raising merit scores and grading pressure, and the absent presences were the role of the media in the self-image of schools, increased workload for teachers, the misuse of statistical data and demoralization and determination. The results contribute to the understanding of a) the challenges that teachers and schools are faced with as a consequence of the new managerial and performative discourses in educational settings, and b) the means they draw on to face and resist them in their everyday practices.
Globalized educational reforms include registration reforms for newly qualified teachers (NQTs). As policies travel, this paper examines the Swedish example of principals' policy enactments (Ball et al, 2012) when assessing NQTs. Questionnaire data was collected in three municipality clusters. 11 semi-structured interviews with principals were conducted in two municipalities. These were analyzed to determine whether and how the relations between principals and NTQs changed due to the teacher registration reform. The results showed some positive change in the relations and that contrary to the reform's intentions support and assessment practices were intermingled. As the complexity of the situation was underestimated, other countries may learn from the example of a reform that led to a policy retreat.
This thesis attempts to deepen our understanding of the democratic assignment for Swedish schools. The school is a public space that all children and youth are a part of which gives it a prominent opportunity for fostering democratic citizens of the future. The purpose of the study is to increase the knowledge of this assignment, based on the students' stories of how they experience it. The theoretical framework draws upon a spatial perspective and educational theory inspired by a radical view of democracy. A multiple case study was conducted based on three cases, chosen in order to achieve socioeconomic variation. A mixed method approach has been applied to the study: interviews, observations, documents and quantitative data have been analyzed using a thematic analysis framework. The results show that the democratic assignment of schools is complex and filled with legal, social, ideological, and ethical tensions. For the purpose of creating a school environment that meets the democratic assignment, systematic work and guidelines for school personnel, students, and parents appear to be necessary. The study has clearly shown that the conditions for the democratic assignment may differ markedly between schools and that peer socialization is of great importance for the outcome. The influence and potential of diversity on the democratic assignment of schools is clear. From a curriculum micro perspective, the study has brought attention to how the view of the (non-)competent student is relevant for the democratic assignment, as well as the bases on which this notion of (non-)competence rest. It is suggested that the view of the democratic assignment is extended, from a narrow focus on democratic decision-making processes to a wider focus that also takes into account the ongoing everyday negotiation processes between teachers and students that have impact on what is perceived as political action and democratic arenas.
Democracy is always related to a place. This location is bordered by boundaries, such as the nation state. The boundaries of democratic citizenship are mostly based on the idea of universality. Modern democracies claim to extend the civic franchise and citizenship rights to all, or to all members of the community. However, this universality is always, historically and in the present, conditional. The notion of universal refers to some particular universe with its own rationale and discursive boundaries - both including and excluding individuals from citizenship. Individuals and groups marked by categorical markers such as women, Jews, blacks, gypsies, criminals, having a status with limited or no citizenship rights. In this paper I'm addressing age and the notion of adolescence in particular, as a categorical marker, and how this has an effect on young people's democratic citizenship – in the present and in the future.
This paper focuses youths in peer groups who, during their leisure time, play music in a rock band. What I intend to explore in this paper is organizational aspects in relation to how the band came together and how the group manages their interaction and leadership issues, in order to study the relations, positions and the games of negotiations that takes place within the group. My empirical data is collected through observations and interviews with youth in the age of 16-20 year old. All interviews and observations are conducted in one location in the middle part of Sweden. I then use negotiation theories as analytical tools in order to translate young people's experiences of interaction and organizing of peer groups into an understanding of what meanings they hold for their learning of democracy. The purpose with this paper is to develop theoretical concepts based on empirical material. In turn, these theoretical concepts might contribute to a wider understanding of democratic fostering processes within schooling.
This paper argues that there is a need to bring in the concept of political judgment to the discussion oncitizenship education. There is also a need to enlarge the view on political judgment by recognizing emotionsas an important part of an individual's cognition and perception. Furthermore, results are presented from acontent analysis of the international ICCS report (IEA, 2009) in which the analysis starts from a distinctionbetween political knowledge and political judgment. In line with the distinction, this paper critiques an overrelianceon the notion of progression in education based on predetermined subject matter and outcomes,which is reflected in the ICCS report (IEA, 2009) as a knowledge-first hegemony. This refers to the skills for afuture democratic citizenship as purely cognitive phenomena, where "knowledge" is to be transferred throughschooling. Drawing on the work of Mouffe (1995) and Biesta (2006, 2007), teachers' and students' politicaljudgment – in a wider understanding by also taking into account emotions, beliefs, norms, and values (cf.Bauman, 1995; Marcus, 2000) – becomes a key concept in recognizing and understanding an extended viewof political skills and action in the everyday practices of schooling. In order to strengthen the argument onpolitical judgment, empirical example from multiple case studies conducted at a Swedish school arepresented. These show a recurrent situation in which students enact their political judgment in a settingwhere political action is not recognized as acceptable behaviour. The paper concludes with a discussion ofthe ICCS report in relation to the suggested enlarged view on political judgment.
Today, school fires, vandalism, graffiti and bullying in school environments are common occurrences in Sweden. As a result, schools are faced with significant tangible and intangible costs for different types of measures, of which surveillance technology is one.
This paper presents a study of newspaper articles mapping the occurrence and representation of surveillance cameras in Swedish schools and the stated arguments for and against such usage.
The results indicate that the use of Surveillance technology has not always been critically appraised or evaluated; discussions about the underlying causes of problems are rare, and the developments seem to be part of a risk discourse in which a wider range of behaviour is criminalized; that young people are represented as risk factors, particularly in socioeconomically segregated areas; and an increased use of surveillance technology is only a limited remedy in what is in actual fact a much more complex societal context.
This paper focuses on the Swedish school's democratic mission to foster active democratic citizens in relation to fundamental human rights, the National Education Act and the National Curriculum for the compulsory school system. This is done by showing the tension contained in policy documents and giving examples of how this is played out in the everyday practices of schooling. The overall democratic mission for the Swedish school system—to prepare the younger generation for Swedish citizenship—takes place within the nation state and therefore carries with it historical and cultural norms, values and laws that in certain ways become relevant to various minority groups in the country. In this paper, the notion of the abstract citizen is used to elaborate on the imaginary of the nation and its ideal citizens. The empirical material consists of two case studies, both of which are situated in the same Swedish town and have been chosen in order to achieve socioeconomic variation. A mixed method approach has been applied to the study. The results show the complexities that result from the tension that exists in the policy documents with regard to the school's responsibility to prepare the younger generation for an active, democratic citizenship characterised by virtues such as democratic, pluralistic and tolerant. An important feature is the school staff's professional judgement, i.e. an awareness of the grounds on which students are treated and which opportunities exist for individuals to differ from the majority of the population. Such situations of response and processes of socialising and disciplining create practices of inclusion and exclusion. In democratic terms, the notion of the abstract citizen must be constantly negotiated and renegotiated in the policy implementation and enactment in the everyday practice of schooling.
With respect to the relation between group ties and democracy, this paper focuses how different types of pedagogies and teaching contexts lead to different expressions of solidarity between students. In one public school with a music profile, the middle-class students experience a strong group connection ('tightness' is the word frequently used by the students), which fuels robust interpersonal relations and a strong degree of openness between the individuals in the group; however, this loyalty to group members does not lead to solidarity across group boundaries. Solidarity as expressed in the Swedish curriculum is a much broader social, democratic attitude. The results shows that learning through group work and thematic studies does not seem to provide the conditions for solidarity either; instead, it fosters weak relations in the group since often one or two persons in the group take entire responsibility for getting the work done. In relation to goals of the national curriculum to foster solidarity, this is an interesting and troublesome result pointing at the need for making the normative dimensions of curriculum explicit in pedagogical practice as opposed to being merely a regulatory ideal.
This paper analyzes and discusses the informal assessments of newly qualified teachers (NQTs) that are performed in relation to the mandatory formal assessment outlined in the recently introduced teacher registration reform in Sweden (TRR). Questionnaire data was collected in three municipality clusters. 11 semi-structured interviews with principals were conducted in two municipalities. These were analyzed to determine whether and how principals used informal and interpersonal sources of information about NQTs' competences. The school culture, together with the use of formal and informal assessment, influences a principal's final assessment of an NQT. The use of informal and interpersonal sources of information for assessment fit the school context in ways that a standardized reform cannot match.
One of the often neglected preconditions for a productive educational environment is that students feel positive about coming to school and that they have meaningful relationships in school. In this paper, attention is directed towards the common areas that lie within the school but outside of classrooms, e.g. corridors, school yards and dining halls. The concept of the "borderlands of the common areas" in everyday activities at schools is addressed. We explore common area spaces and practices, along with the intentions of the personnel that are responsible for them.
This paper presents data from a research project aiming at exploring the relational interplay between school personnel and students, its functions and complexity in the secondary school context. A year-long case study is being conducted during the 2012-13 school year at a secondary school that has recently been renovated and where the staff is working to improve the school environment. We make use of multiple data sources, including document analysis, mapping, observations and interviews. In the analyses, spatial theories are applied, a novel approach within the field. These are fruitful for understanding the factors that contribute to positive relational processes within the school context (cf Author 1 & Author 2; Ferrare & Apple, 2010).
The common areas in the school are easily neglected and can be described as "non-places" in the everyday activities. The results indicate that the common areas in the school are used for practices addressing student concerns, aimed at improving conditions for students so that they can concentrate on studying. These borderland practices are viewed as constructed social spaces, where students can feel safe and enjoy coming to school. These two predicaments are in turn preconditions for enhancing students' ability to study and to succeed.


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New XP-Pshiphon VPN Free Internet Trick In Airtel Sim Card
Airtel Free Unlimited Internet Trick By Using XP-Psiphon In today's post, I will tell you how you can run free internet on your Airtel SIM card using this XP-Psiphon app. With this help you can run Lifetime Free Internet and you will also get unlimited Free Downloading. You have to do smallRead More

subset: commoncrawl


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Rearrange the page into standard episode page format.
This article requires cleanup to meet the quality standards of Teletraan I: The Transformers Wiki.
Bumblebee questions his worthiness to his team after he is compromised.
Megatron arrives at a Vehicon dig site to oversee the uncovering of what was buried at one of the three locations on Earth that the Decepticons had Orion Pax decode. Optimus Prime and Ratchet observe this and attempt to prevent Megatron from taking the artifact, however Megatron threatens to take them all offline with the Spark extractor, a weapon created by the Decepticons on Cybertron and seized by the Autobots late in the war. As Megatron leaves the Vehicons to attack them, Bumblebee pursues Megatron through the Decepticon GroundBridge and snatches the Spark extractor from him before escaping with the others.
At the Autobot base, Bumblebee boasts of using his speed to outdo Megatron. Optimus and Ratchet explain that they located the Spark extractor due to a homing beacon implanted by Autobots before it, and several other artifacts, were sent off-world to keep them out of Decepticon hands during the invasion of Iacon. When Arcee asks if Optimus remembers the other locations he unintentionally gave the Decepticons, Optimus tells her he does not. Ratchet points out the possibility that Megatron had boasted of Orion giving them many such coordinates in order to play with Optimus's mind. Megatron, however, is furious at the loss of the Spark extractor and wishes he had done more than rip out Bumblebee's voice box on Cybertron, yet is comforted by Soundwave's reminder that they still have two other locations.
Later, Bumblebee and Bulkhead are searching for the source of an emergency beacon. Bumblebee arrives first, and is attacked by MECH. While Silas keeps an eye out for the approaching Bulkhead, a MECH surgeon works on removing something from Bumblebee. Starscream, having also followed the fake beacon, watches from above, and when MECH is done, proceeds to follow their helicopter. Bumblebee awakens just as Bulkhead arrives, and they agree to give chase. However, there is a problem; Bumblebee is unable to convert to vehicle mode.
When Ratchet scans to see what the problem is, he realizes that Bumblebee's T-cog is missing. As the Decepticons wouldn't do anything so petty as stealing a T-cog, the Autobots conclude that the culprits are MECH. Miko suggests that perhaps Ratchet could just replace it, only for Bumblebee to give out a defeated whine. Ratchet explains that a T-cog is a biomechanism, not a scrapyard find; if it was that easy he would've already replace Bumblebee's voicebox. Though Bumblebee is distressed and unable to help his friends, Optimus attempts to comfort the scout by reminding him that they will do everything they can to help him retrieve his missing part.
At their base, the MECH surgeon inserts the T-cog into their constructed robot. As Silas watches, the robot successfully scans one of their helicopters, however when they attempt to have it transform, it does not. Starscream enters the hanger and notes that their earlier work on Breakdown apparently taught them nothing, and as the soldiers take aim at him, he proposes an alliance; one in which he will provide them information. Silas decides to hear him, and Starscream explains that the T-cog solely requires Energon, and so in exchange for telling them how to locate Energon deposits, he must be allowed to share the spoils. Silas agrees, so long as there is enough to power MECH's planned army of transforming robots.
Bumblebee struggles to cope around the Autobot base, bugging Ratchet with demands of news. Raf and Miko attempt to occupy him, however the racing game they're playing only reminds Bumblebee of his speed, so Miko decides they should watch TV. Immediately a commercial for Bumblebee's alt-mode, along with the slogan "It won't just rock your world: it will transform it" makes Bumblebee's frustration worse, especially when Arcee and Jack come racing in. Bumblebee decides to go for a walk to cool off, however Ratchet refuses to allow it since he risks exposing himself to humans.
Subsequently, Ratchet is left to pick up Raf from school. While returning to base, Raf asks how Bumblebee lost his voice. Ratchet explains that at Tyger Pax, Bumblebee was captured and severely beat by Megatron when he refused to give information. When Bumblebee was later found, Ratchet had attempted to repair his voice box, but it was too damaged. What Ratchet omits to mention is that it was him, and blames himself for not doing better.
Meanwhile, Bulkhead picks up another Iacon homing beacon, and prepares to head out, though Bumblebee insists on going with him. Bulkhead relents, and as they close in on the source of the beacon, Knock Out drives out of a cave and Breakdown attacks Bulkhead, forcing Bumblebee to chase the smaller Decepticon. However his lack of a T-cog has left him unable to even deploy his blasters, so he attempts to pursue on foot. Knock Out is amused by Bumblebee's apparent refusal to transform, and coaxes him to do so. Bumblebee instead commandeers an old pickup truck, but even so is unable to match Knock Out's speed. As Knock Out tires of the games and speeds off to deliver the artifact he has collected, Bumblebee's pickup truck loses its back tires and promptly drives over the edge of a cliff, taking Bumblebee with it...
- The reason for Bumblebee's lack of voice is explained, which follows the same plot as the Exodus novel.
- Bumblebee's vehicle mode is revealed to be an Urbana 500, a fictional car
- It is revealed in this episode that the T-cog is also responsible for exposing hidden arm weapons


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Jul 12, 2016
As AMC's PREACHER approaches the end of the season, We can't help but wonder if there isn't enough time to bring it all together by episode 10. his week we dive head first into Episode 7, entitled He Gone. Compared to last week, this one paled in comparison but not without having some redeeming values. Ah, Hell..Just listen and you'll hear. Who reads this crap anyway, right?
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Am I eligible to apply for the AA Degree?
A: Applicants must be an active member (or dependent of a member) of the U.S. Military on Active Duty, Reserve, National Guard, or a U.S. Federal Government service employee upon completion of degree requirements, which includes having applied for and submitted the application, LES or military ID and transcripts. All documents must be submitted prior to leaving Federal service in order to be eligible and receive the AA Degree. (IRR and contractor status are not eligible.)
The AA Degree is based on the successful completion of studies in the foreign language major in residence at DLIFLC (Monterey, CA). Also required is the completion of specific general education requirements; which may be earned through testing or coursework at other accredited institutions.
Students who graduated from a resident DLIFLC Basic language program with a class start date after 1 October 1991 may apply. Students who graduated from a resident DLIFLC Intermediate language program with a class start date after 1 February 1998 may apply. Advanced and DTRA programs are not eligible.
Basic program students must achieve a minimum DLPT score of L2/R2/S1+ at graduation or later. Intermediate program students must achieve a minimum DLPT score of L2+/R2+/S2. A cumulative grade point average of a "C" (2.0) or higher is required for DLIFLC coursework. Final cumulative DLIFLC semester grades below a D are not acceptable.
Students must have completed 45 semester credits at DLIFLC plus 18 semester credits in general education. Intermediate program students who did not complete the Basic program must take an additional general education course in Critical Thinking in addition to transferring in elective credit. Students who completed a Basic program in one language and an Intermediate program in a different language, are still required to complete the additional Critical Thinking course for the Intermediate program. Intermediate students should contact the AA Degree Office Advisors for assistant with their degree plan and required credit review.
What forms do I submit to apply for the DLIFLC AA Degree?
A: Submit the two-page application, found on this website, and a copy of your Leave and Earnings Statement (LES) or military ID card (see the application for details). Qualified spouse applications must include a copy of their Dependent ID and sponsor's LES. Mail or email these documents BEFORE sending transcripts. Use the AMRDEC SAFE site to send documents electronically to firstname.lastname@example.com. These documents are required to be on file before transcripts are evaluated. For instructions on completing the AA Degree, please read the AA Degree Plan.
GE time limit requirements for the DLIFLC AA Degree?
A: There is no time limit on applying for and obtaining the AA Degree as long as you still hold an appropriate status (see Question 1 for eligibility). The Technology requirement must be completed within five years prior to the conferral of the AA Degree; however, other GE requirements do not have a time limit.
GE credit transfer to the DLIFLC AA Degree program?
A: If you are a graduate from a Basic program you will be need to transfer 18 semester credits in the required GE coursework.
If you are a graduate of the Intermediate program and did not take the Basic course in the same language, you will need 21 semester credits of General Education coursework. This includes a 3 semester credit Critical Thinking course.
Family members and Government civilians taking the Basic or Intermediate courses who have no prior military service, must transfer an additional three semester credits in Physical Education.
For more information on GE please see the AA Degree Plan.
My GE course work is more than 10 years old. Can I still use them to transfer credit to DLIFLC?
A: Yes; however, the technology is the only GE requirement with a time limitation. The Technology requirement must be completed within five years prior to the conferral of the AA Degree.
I already have a college degree. Can I use this to get the DLIFLC AA Degree?
A: Your previous coursework may be transferable; however, a previous degree does not mean you have automatically met all of the AA Degree requirements. Once you apply for the AA Degree, have your official transcripts, with the appropriate courses, sent to the AA Degree office for evaluation to see if they satisfy the AA Degree requirements. Only the AA Degree Office has the right to approve or disapprove transfer coursework. The transcript must be from the institution that awarded the course grade; transfer grades from third party transcripts are not accepted. We are happy to advise on unofficial transcripts before officials transcripts are paid for and sent to us; however, if you have not yet applied to the program, please include this unofficial copy with a completed application. The Technology requirement must be completed no earlier than five years prior to the conferral of the AA Degree.
How many quarter credits are needed to transfer to DLIFLC's semester program?
A: You will need 4.5 quarter credits to equal three (3) semester credits. Each General Education course requires 3 semester credits.
I graduated from a DLIFLC Washington Basic Language Program or another military location. Do I qualify?
A: The DLIFLC Washington is a contracted language program and therefore does not qualify for the DLIFLC Monterey AA Degree program. Only the resident Monterey language programs have been evaluated by the accrediting agency for this degree program.
Does the DTRA (formerly OSIA) program count for the degree?
A: The DTRA program coursework is not eligible for the DLIFLC AA Degree.
In my military career, I have experience with computers. Do I still have to satisfy the Technology requirement?
A: Military experience will be considered for the Technology requirement if: it has been evaluated by American College on Education (ACE), is three (3) semester college credits (Freshman level or higher) or is listed on your Joint Services Transcript (JST) or CCAF transcript and is still within the five year requirement. CLEP, DANTES, AP, and/or IB examinations will also be considered to satisfy this requirement.
Do Contiuing Education Units (CEU) transfer for credit?
A: No. CEU credits are not transferable.
Will my AA Degree in Technology from CCAF satisfy the DLIFLC Technology requirement?
A: The degree itself will not satisfy the Technology requirement. The CCAF transcript must show a minimum of three (3) semester credits for an acceptable computer course at the lower division level within five years of your AA Degree conferral date. In most cases, credit from CCAF is not transferable due to the number of credits or nature of the coursework.
Can my high school AP or IB scores be used to satisfy any of the GE requirements?
A: AP test scores of three (3) or higher and Higher Level IB test scores of five (5) or higher will be evaluated in the required subjects. See the AA Degree Plan for additional information. When ordering AP Scores the DLIFLC institution code is 1963.
What are the DLIFLC codes for CLEP and DANTES tests?
A: The DLIFLC code for CLEP test is 8431 and DANTES is 8744. You must input these codes at the time of testing in order to have results of your CLEP or DANTES tests sent to the DLIFLC AA Degree Program Office.
Where can I find a list of qualifying CLEP and DANTES tests?
Does a grade below a D in DLIFLC cumulative semester grade makes me ineligible to apply for the AA Degree?
My DLPT scores have improved since graduation. Am I qualified to complete my degree now?
Can I send my DA 330 to provide new DLPT scores?
A: Scores are required through official channels and cannot be accepted directly from students. If you have retested, contact the AA Degree Office.
I did not attend DLIFLC, but have satisfied all the GE requirements. Can I get the degree if I pass the DLPT?
A: In order to be eligible to apply for the AA Degree you must have attended a Basic or Intermediate resident course program at the Monterey campus of the DLIFLC. See also the first FAQ question on eligibility.
Can I receive a second AA Degree from DLIFLC in my second language?
A: Yes, you may receive more than one AA Degree from DLIFLC. You must submit a separate application for each language. Only one set of official transcripts is required. Your technology requirement must still meet the five year deadline. See Question #1 for eligibility.
How may I obtain copies of my official DLIFLC transcripts or DLPT ACE Credit Recommended report?
A: You will find these request forms under Registrar Forms on this website. There are no fees for this service.
What organization accredited the language programs and when?
A: DLIFLC's efforts to achieve academic excellence were formally recognized in 1979 when the Accrediting Commission for Community and Junior Colleges and Western Association of Schools and Colleges (AACJC/WASC) granted accreditation. The accrediting dates for the AA Degree coursework are 1 October 1991 for the Basic Program and 1 February 1998 for the Intermediate Program.
I applied a long time ago and have left DLIFLC, do you still have my documents on file?
A: Most likely we have retained applications or transcripts you sent us previously. After one year, you will be required to update your file by sending a current mailing address and military ID or LES.


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Oculus is working hard on the motion controls and having used the Oculus Touch last year at E3 and CES, I found it to be a very elegant solution.
Hopefully, Touch will be out this year and while there's no hard date on when it's coming out, we can safely assume that it will be before 2017. That said, Oculus announced that over 30 titles will be Touch capable at the end of this year.
Titles include Edge of Nowhere, The Climb, and Superhot. There's a large plethora of games that will let you ditch the controller and use motion when playing.
Pricing has not been announced, but for those wanting a full VR experience, it will be worth to pick them up if you own an Oculus Rift.


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June 2, 2020 - Latest: What has happened to markets this year? by Darius McDermott
14th November 2014
US ratings agency Standard & Poor's has given social media site Twitter's debt a 'junk' rating
Twitter issued $1.8 billion (£1.1 billion) of bonds in September – the bonds are effectively IOU's from a company to an investor. When issued the bonds have a 'coupon' or interest rate that the company says it will pay the investor, usually twice a year, and a 'maturity date', the date at which the company aims to pay back the original loan to the investor.
The more secure a company is the higher the rating they receive but where a rating agency is concerned about a company's ability to pay the coupon and the original loan the rating is reduced to 'junk'.
The higher the investment grading the lower the interest received on the loan because the risk is lower.
S&P has now downgraded the Twitter debt to a 'speculative' BB-, which is three notches below investment grade bonds. Shares in Twitter fell nearly 6% on the news taking the total loss this year to 37%.
In a note, S&P said the social network's 'aggressive' growth and slow earnings were behind the rating.
'The company is investing very aggressively in growth. Depending on the level of business reinvestment, Twitter may not generate positive discretionary cash flow until 2016,' said S&P.
Last month the company reported a 7% drop in timeline views per user, a measure of engagement with the site, despite users growing 23%.
It has also warned Q4 revenue may be below market expectations of $448.8 million (£283 million).
S&P said that its junk rating would be raised if the company launched new products to broaden its revenue sources and maintained market share, as well as improving profitability and cash flow. However, it could be downgraded even more, warned S&P.
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REVIEW: Olight I1R EOS Key Ring Torch
A small keyring LED torch with USB charging – a great backup light?
Cheap, stupidly-bright Chinese LED torches have been around for several years now and there are many to choose from. I've used several over the years with varying degrees of success – and to be perfectly honest my hopes weren't THAT high for this tiny keyring torch from Olight when it was offered as a review item. But it turns out to not be that bad – in fact, to be quite good. With a few important caveats that I will come to later…
First, a run down on the specifications:
Torch Specifications and features
Like many of these torches it promises a lot on the website and on the box itself – high-performance Philips LUXEON TX LED and a TIR optic lens, rechargeable via micro-USB and two power modes. It's also very light at just 0.42 oz/12g. It's waterproof (IPX8) and is house in a tube 41mm long and 14mm in diameter.
In the box you get the torch itself, a short micro-USB charging cable and some instructions. It ships with a small insulating ring that needs to be removed before use – and that's about it. As expected it arrived part-charged, and charging takes just over an hour from a 'normal' 1A USB. The USB port on the torch is found by unscrewing the cap, and a red light glows under the white plastic whilst charging (green when charged)
The two power modes are activated by turning the base (which has a small nubbin to secure a tiny steel keyring) clockwise. The first mode is a low-power 5 lumen output (7h run time) and the second a much higher power 130 lumen mode (20 minutes). There is no strobe/SOS mode.
Field Testing
I've had this torch for just over two weeks so I can't say that much about long-term use (although I have suspicions – see below). I've used it 'for real' on three separate occasions – on a (after sunset) wildlife survey, on a mountain wild camping trip and on a tracking course for a private client.
The first impression is that of dimunitive size and weight – it's tiny. I have a habit of holding a torch between my lips or teeth when I need to use both hands for a task (e.g. getting something from a rucksack or tightening a guyline) and I nearly swallowed this damned thing a couple of times. It's about the same length as a AAA battery and a little wider (nearly the same diameter as a AA) but it somehow feels smaller. It's also very light (12g) and definitely small enough to be included with your kit as a backup (I used it as my backup light for the mountain trip).
The two power modes are both usable – the 5 lumen output is perfect for small and fiddly tasks or for casting some light on a track/print to provide some contrast and the 130 lumen mode is probably bright enough to use for mountain biking! The run time of 20 minutes at the high power mode means it is probably best left for short bursts and emergencies though.
It charges well enough, although I am always wary of LiPo batteries from manufacturers previously unknown to me so it was charged in the dedicated charging box I have bolted to the wall OUTSIDE the office. As other reviewers have pointed out – there is no low-voltage protection on this torch and the battery cannot be replaced. This isn't necessarily a problem on its own, but you will need to take care to ensure that the battery is not fully discharged at any point as there may be difficulties with recharging potentially damaged cells.
I haven't had much of an opportunity to try it out in wet conditions, but it functioned well in a test-dunk in a bucket of water – I probably won't use it for snorkeling but would be happy to keep it exposed to the Welsh and Scottish mountain weather without being concerned about it drowning.
I have been making a slow move towards rechargeable batteries in my electronic kit wherever possible. It's less expensive, especially in winter when I will be using an LED head torch almost every evening, and it's better for the environment. I also have a dozen or so micro-USB cables lying around and anything that can be recharged using one of those is definitely going to attract my attention. The Olight I1r EOS key ring torch nearly fulfils my criteria as a backup/EDC torch – it's small and light enough to not be noticed but powerful and rugged enough to actually be of some use in the outdoors.
There are certainly some drawbacks – unsophisticated charging/battery protection and limited run time at 130 lumens – but I can live with those drawbacks for a backup torch, and at this price it isn't too much to worry about. This is probably going to end up living on a micro-carabiner and be clipped to zip-pulls on rucksacks or on my keys and – for now – I have confidence in it performing well as an EDC torch.


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In a comfortable stretch fit that offers great movement during physical activities, the Run, Jump & Play Fuschia Leggings are ideal for any athlete or active little girl. Detailed with an elastic waistband and a printed reflective logo, these knee length training leggings feature a colorful space dye pattern that adds a fun, playful touch.
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Harlandale ISD middle school students unlocked a fun mystery during this year's second Math Problem Solving Tournament at Leal Middle School on Dec. 2.
Hosted by HISD's C&I Math Department, the tournament featured six teams made up of four to six students. Together, each team had to unlock a series of math problems to solve "The Lake House Mystery."
"Each problem provided clues that allowed the students to figure out the combination of four different locks, and they also had to successfully solve a Sudoku puzzle," HISD K-12 Mathematics Coordinator Gaby McMillian said. "Once all five locks were removed from the Breakout Box, students solved the mystery!"
Students had a great time learning about team cooperation and persistence as they solved each problem, which included calculating combinations, solving inequalities, calculating probability and percentages.
"Many students said they had fun, and they really enjoyed the event," McMillian added.
The Kingsborough MS teams took first and second place with the help of their coaches Caroline Macias and Keli Hall. Third place went to a team from Harlandale MS, who was coached by Jessie Mendez and Patricia Keller.
"Teachers and students really did a wonderful job," McMillian concluded.


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As a business owner, you will have many responsibilities within the office including checking your books, checking on the monies that need to be invested and also, analyzing the monies that you invest in comparison with the returns of investment. In addition to this, you will need to work on bring in new ideas, new business opportunities and finding new ways to earn money. Your staff might work hard but it is important for you to keep in mind that they are only workers in your office who work for a salary and they do not have any passion in your company and their own reason for wanting your company to succeed is that they want to keep their own jobs. Therefore, you and only you are responsible for seeing to the upkeep of your company and delegating work to people to further the success of your company.
Keeping your workforce together
You will find that, if your staff is not close and does not work together well, the return of investment will be very low. Therefore, you will need to find ways of making your staff work better together. The secret to this is to get your staff to get to know each other outside of the workplace. The principle related to the fact that friends work together better than strangers do because there is better communication between friends than there would be with strangers. You need to work on this principle by organizing cooking team building workshops and other fun but effective activities for your staff to engage in after work on a certain day of the week or month.
If you have specifically identified certain problems within your workforce, a quick search on the internet will show you ways in which you can rectify these problems with targeted team building venue in Singapore designed to fix those very problems.
If you have a problem in your office in terms of your team, you will soon realize that you are not alone in this because every office will have the same set of problems over and over again stemming from the fact that a working team is essentially a group of strangers that have been thrown together and forced to work together for the majority of their day at the cost of their time with their families and their children. Spending a majority of your time with someone every day, every week and every month for years on end is indeed a difficult task. You as the business owner will need to make it easier on them.


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Wind Turbine Technicians are called upon for a wide range of tasks related to the installation, repair, and maintenance of wind turbines. Tasks typically assigned to wind turbine technicians include:
The Wind Turbine Technician training program at Northwest Renewable Energy Institute focuses on preparing students to accomplish these types of tasks using state of the art safety and technical practices.
Helping our graduates secure wind turbine jobs.
NWREI has a Career Services Manager who sole purpose is to help our graduates find employment. The Career Services Manager helps students write a resume, teaches interview skills, and builds connections with employers to ensure our graduates have access to a full range of wind turbine job opportunities.
Learn more about our Career Center


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Opening on November 5th, 1938, the BC Cancer Agency (previously known as the British Columbia Cancer Institute) and its many counterparts oversee the treatment of Canadian patients diagnosed with cancer through various methods of care and ongoing cancer research.
Operating six centres across the province – the Abbotsford Centre, Centre for the North, Centre for the Southern Interior, Fraser Valley Centre, Vancouver Island Centre, and Vancouver Centre – each of these clinics have the ability to provide patients with a vast array of treatment and screening technologies, with quality of life being a significant factor.
Along with chemotherapy and radiation therapy, the BC Cancer Agency also provides its patients and their families with other therapeutic measures and support services such as interpreters, pain and symptom management, home-care planning, follow-up appointments, education sessions, workshops and nutritionists. As a cancer diagnosis can oftentimes result in anxiety and feelings of loss of control, patient and family counsellors are also made readily available to provide guidance.
Having extensive experience working with largely geriatric populations across Canada, Dr. Ali Ghahary, a general practitioner at Brentwood Medical Clinic, knows the value of providing the most chronically ill patients and their families with access to this type of first-class care, and it is both the goal of Dr. Ghahary and the BC Cancer Agency to provide those patients with as much compassion and structured support as necessary during their time of need.


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2010 Speakers
Kirsten Black
Julie Briody
Rory Clifton-Bligh
Michael Hooper
Mary McQuade
Dr Craig Munns MBBS, PhD, FRACP
Markus J Seibel, MD PhD FRACP FGABJS
Sonia Stanton
|Duncan Topliss
Duncan Topliss is Director of the Department of Endocrinology and Diabetes at the Alfred Hospital, Melbourne, and Professor of Medicine in the Department of Medicine, Monash University. He is a past-President and Life Member of the Endocrine Society of Australia.He has been a frequent presenter at meetings of the Endocrine Society of Australia. He is a past winner and organizer of endocrine trivial pursuit contests for the ESA.He has a long-standing interest in the management of thyroid disease and thyroid cancer, and in the prevention and management of acute and chronic complications of diabetes. He has been an investigator on several major international diabetes trials. He has a wide interest in clinical endocrinology including osteoporosis, pituitary and adrenal disease, and endocrine hypertension. He is a member of the editorial board of Clinical Endocrinology and a frequent reviewer for Clinical Endocrinology, Thyroid, and other endocrine journals.
His other interest is drug regulation and safety: he is a member of the Australian Advisory Committees on the Safety of Medicine (ACSOM) and Prescription Medicines (ACPM) of the TGA