Suchergebnisse

It was hypothesized that in diving, danger-induced stress may contribute to performance decrement by narrowing perceptual scope. A study was conducted to examine the effect of task load and type of underwater exposure on response time to a signal light in the visual periphery. Novice divers monitored a peripheral light alone, or while simultaneously performing a central addition or dial-watching task. Each subject was tested on the surface, in a diving tank, and in the open ocean. It was found that the central tasks did not interfere with peripheral vigilance on the surface. During diving, a distinct subgroup of the dual-task subjects exhibited markedly increased response times to the peripheral light while maintaining near constant performance on the central tasks. Their behavior appeared more closely related to diving risk than to other environmental factors. The remaining dual-task subjects, and the light alone group, were almost uneffected by underwater exposure. The hypothesis was considered partially validated.

The aim of this study is to determine the problems faced by the novice school principals in Başakşehir district of Istanbul and to present the solution suggestions of them. The participants of this study, which were used as a qualitative research method, consisted of 60 novice school principals. The data collected by using semi-structured interview forms were analyzed with descriptive analysis method. The problems experienced by the novice school principals and the solutions of these problems were resolved by determining the dimensions of the school administration, other managers, the education process, teachers, students, ministries, provincial, district managers, and parents and by thematizing the answers given by the principals. As a result of this research, it was revealed that the problems such as low level of professional competence, slowness of bureaucratic works, negative attitudes towards school administrators, problems in rewarding system, problems in communication, inadequacy of legal regulations, problems in employee rights, problem of merit system, having to deal with unfounded complaints, paperwork increasing workload, other institutions and organizations avoiding taking responsibility, insufficiency of physical and material impossibilities, problems caused by parents, insufficient in-service training, problems with use of buildings, lack of belonging to teachers and lack of belonging, lack of sense of belonging and discipline had negative effects on school principals. It is determined that novice principals have expectations about extension of legal rights by new legislative arrangements, increasing in-service trainings before starting principal position, awards and performance system innovations, sanctions against unfounded complaints, increasing training for families, improvement in personal rights, and merit-based assignment in appointments.

Many therapists enter the profession with broad knowledge of several different family-treatment perspectives. Which perspective to use in which cases can cause confusion for the novice. An initial assessment format derived primarily from J. S. Weltner's work and based on presenting problem and type of family organization is discussed. This format allows novice workers to limit the number of perspectives and assessment and treatment techniques to those likely to be most useful for each case.

Learner drivers are readied for their participation in motorised transport within the framework of specific, internationally-diverse preparation systems. These systems are historically developed and are characterised by country-specific economic, infrastructural, legal and cultural circumstances. With the aid of functionally-distinguishable teaching and learning methods as well as testing methods, a conceptual framework was created whilst drawing upon research-methodological approaches of comparative political science as well as teaching and learning principles that facilitated a description and analysis of the systems for a comparative observation to be performed. The systems for the preparation of learner drivers in 44 countries are illustrated in the report. The descriptions are based upon surveys of experts from various institutions (ministries of transport, driving instructor associations, testing organisations) as well as upon literary and Internet research. Alongside European countries with a traditional formal driver training, \"Graduated Driver Licensing\" systems that are primarily encountered in English-speaking countries were also taken into account when selecting the countries. They are characterised by the guarantee of gaining comprehensive driving experience under reduced risk conditions in the form of supervised driving prior to the start of independent driving as well as protective special rules for learner drivers whilst gaining further driving experience during the initial phase of independent driving. The results enable a detailed insight into the country-specific structure of learner driver preparation with the components of the formal driver training in driving schools, informal teaching and learning methods such as supervised driving, the driving tests that must be successfully completed as well as legal frameworks and quality assurance measures. The functionality of system components and architectures shall be discussed against the backdrop of evaluation findings regarding the ...

Guided by New Structuralism theory, this work examines the context of novice teacher socialization as it relates to their attitudes regarding teacher unionism. Using survey data gathered from novice elementary and middle school teachers and their veteran colleagues across 10 districts, we identify differences between novice teachers and their veteran colleagues in their evaluation of union practices, and the extent to which novices' evaluation of union practices are shaped by their interactions with their colleagues. The findings from this study have implications for understanding how novice teachers evaluate teacher unionism and the extent to which they are socialized into their local teacher unions through their collegial relationships.

In this paper, I question how a researcher might fulfil the unique adequacy requirement when studying novices in a setting in which the researcher is already a member. Since novices by definition lack the expected competencies in a setting, having unique adequacy for novice methods may appear oxymoronic. However, this paper suggests that unique adequacy requires enacting specific ways of 'seeing' as part of accomplishing local order; once one is competent, it becomes difficult to enact incompetent action in a locally adequate way, suggesting one can actually lose unique adequacy. Furthermore, as any given situated involves a multifaceted set of competencies, exactly which or whose competencies are relevant is both an analysts' and members' issue to solve. With reference to examples, I discuss how analysts and members delimit the 'provinces of meaning' in the process of finding what is locally adequate.

This article illustrates a reflective exercise undertaken by a novice researcher who committed numerous "interview don'ts" during her first attempt at qualitative interviewing as part of a study. These mistakes occurred despite her attempts to learn qualitative interviewing best practices and develop her craft of interviewing beforehand. To identify and explore these mistakes, unstructured interviews were reflexively analyzed for emerging themes. The analysis found that communicative barriers were constructed between the novice researcher and her participants as a result of her (1) losing track, (2) steering and (3) lack of clarity. These barriers thwarted the researcher's efforts to capture her participants' voice because they were drowned out by her own. To minimize and overcome the inevitable mistakes novice researchers will make, this article recommends they are deliberately reflexive in order to further develop their qualitative interviewing skills.

Introduction to phenomenology -- Central tenets -- The language of phenomenology -- The conceptual framework -- Setting up the design -- Data collection and interviewing in the digital age : the art of interviewing in the digital age -- Phenomenological writing -- Data analysis, CAQDAS, and findings -- Critical thinking and reflevity : changing the mindset -- Becoming a phenomenology researcher : the shift from student to researcher.