Teacher opinions regarding the perception management levels of school administrators

The purpose of this research is to determine the levels and use of perception management by school administrators. The study group consists of teachers working in Private Primary School and Secondary Schools affiliated to the Ministry of National Education in Nicosia, the Turkish Republic of Northern Cyprus in the 2016–2017 academic year. The sample of the study is composed of 282 teachers representing the universe selected by the method of easy reachable case sampling. As a means of collecting data in the survey, “Personal Information Form” by Kline (An easy guide to factor analysis, Routledge, New York, 1994) and “Manager Perception Management ent Scale” developed by Uylas (Yönetici Alg? Yönetimi Ölçe?i, Türkiye Ölçme Araçlar? Dizini, 2017a, Okul Yöneticilerinin Sosyal-Duygusal E?itim Liderli?i ve Alg? Yönetimine ?li?kin Ö?retmen Görü?leri, T.C. Abant ?zzet Baysal Üniversitesi, E?itim Bilimleri Enstitüsü, Bolu, 2017b) was used. The obtained data were analyzed in an analysis program. In the research, the values of perception management use levels of managers according to teacher opinions were examined. According to the results and comments obtained from the research, some of the proposals developed for researchers and educators working in the field of education management are as follows. Towards practical; trainings can be given on how school administrators can use perception management for successful perception management practices in educational organizations. In interviews to select school administrators, choosing school administrator with high perception management skills can be prioritized. Towards newstudies; including multidimensional evaluation of all elements of educational organizations such as managers, parents and servants in new researches to be conducted and comparison of teachers ‘and administrators’ views. This study has brought out suggestions that can be implemented in other stages of education.     

Reference group influence on binary choices dynamics

The recent literature has analyzed binary choices dynamics providing interesting results. Most of these contributions consider interactions within a single group. Nevertheless, in some situations the interaction takes place not only within a single group but also between different groups. In this paper, we investigate the choice dynamics when considering two populations where one serves as a reference group. Considering this influence effect enriches the dynamics. Although the structurally stable resulting dynamics are attracting cycles only, with any positive integer period, the reference group makes the dynamics of the influenced population much more complex. We considered both the possibility that the reference group has the same or the opposite attitude toward the distribution over the choices. We show how the dynamics and the bifurcation structure are modified under the influence of the reference group. Our results illustrate how the propensity to switch choices in the reference groups may, indirectly, affect choices in the first group.     

Competition and cooperation in the exploitation of the groundwater resource

We study the exploitation of a common groundwater resource, first as a static and then as a differential game, in order to take into account the strategic and dynamic interactions among the users of the resource. We suppose that firms can form coalitions or can decide not to cooperate. The non-cooperation regime is characterized by pumping that lead to depletion of the aquifer; the cooperation preserves the resource. Open-loop and feedback equilibria have been computed and compared in order to characterize the existence of cooperators and defectors in water resources management.     

Kommunikationstheorien auf dem Prüfstand

In 2016, German corporations invested 33.5 billion euros in on-the-job-trainings. Communication trainings, especially those for executives, play an important part in on-the-job-trainings and adult education. This study examines how basics of communication and media studies are used in the praxis of communication trainings. We ask which theories of interpersonal communication are being used in communication trainings for executives and for what reasons trainers choose specific theories. The answer can help us understand how executives view communication processes and which criteria make a theory praticable in the eyes of practitioners.First, we define communication trainings as part of on-the-job training and give an overview of research regarding the use of theories in trainings. Research shows that theories play an important role in communication trainings, but that the trainings lack theoretical depths and complexity. The existing research stems mostly from linguistics; the perspective of communication and media studies is missing. In addition, none of the existing studies considers criteria for a practicable theory.In a second step, the canon of theories of interpersonal communication in communication and media studies is identified via a content analysis of seven textbooks and encyclopedias. Overall, these books present 38 theories of interpersonal communication, but only eight theories are presented in three or more books. These eight theories, among them Symbolic Interactionism (Mead), the Theory of Social Systems (Luhmann) and the Four-Ears-Model (Schulz von Thun), build the canon of theories of interpersonal communication in this study.This canon is the basis for the main part of our study. Sixteen communication trainers were interviewed, using the method of qualitative expert interview. The trainers answered questions regarding their professional background, typical courses of training, their goals in trainings, the role of theories in trainings, requirements of the executives being trained and the exchange between colleagues in the occupational field.Results show that trainers use about 15 to 20% of the training time to convey theoretical basics. The Four-Ears-Model by Schulz von Thun dominates the examined trainings. Scientists regard this communication-psychological model as being rather popular scientific. Still, every interviewed trainer uses it. This finding shows that most trainers regard communicational misunderstandings as a result of the four-dimensional character of a message (Who is the sender? Why is he talking to me like that? What are the facts about? What shall I do, think, feel based on the message?). The Communication Axioms by Watzlawick are used as the second most common approach.Apart from theories of interpersonal communication, the trainers mentioned several psychological methods and approaches with therapeutic traits, like Transaction Analysis (Berne) or Active Listening (Rogers).The explorative findings suggest that the trainers chose the theories they use—especially the Four-Ears-Model and Communication Axioms—because it is easy to interlock these theories and the praxis of communication trainings, because they are comprehensible and easy to use in examples, and because they show the relativity of communication processes. Moreover, trainers use theories to explain human behavior and the sources for misunderstandings.These criteria alone do not explain the trainers’ theory choices, though. It became clear in the interviews that factors of socialization, like advanced training for the trainers, play a major role in influencing their training content. Trainers teach the theories which they themselves learned in further education programs becoming a trainer, and they barely look out for new and/or alternative theories.We recommend that communication trainers look for other theories in communication and media studies, like the Symbolic Interactionism. This theory complies with the trainers’ criteria for good theories. Communication and media scholars on the other hand should work together with educational institutions and advanced training to improve the transfer of their theories into the praxis of communication trainings.     

Renters,landlords, and farmland stewardship

Are farmers better stewards of the land they own than the land they rent from others? We answer this question using a data set that identifies Ontario farmers’ conservation practices on their own land as well as the land they rent. Using a fixed‐effects regression approach, we find that the role of tenure varies for different types of conservation practices. Farmers were found to be just as likely to adopt a machinery‐related practice such as conservation tillage on their rented land as that land which they own. On the other hand, farmers were found to be less likely to adopt site‐specific conservation practices such as planting cover crops on rented land. However, this effect diminishes as the expected length of the rental relationship increases when the landlord has a farming background.     

Analyse der Marktaussichten von Biogasanlagen

Without guaranteed compensation, granted by the German Renewable Energy Sources Act (Erneuerbare Energien Gesetz/EEG), biogas plants compete with all other plant types on the market for electrical energy. However, exchange-based electricity products do not currently permit an economically viable operation of biogas plants owing to their cost situation.     

Navigating worlds of information: STEM literacy practices of experienced makers

Making as a design-centered learning activity has recently received significant attention in education. We use literacies—how individuals use representations to learn—to explore the STEM literacy practices of experienced designers and makers. Describing makers’ representational practices in STEM contexts can inform the design of literacy supports for young makers that can encourage their use of representations to connect STEM disciplines and design practices. We interviewed experienced makers to describe one literacy practice central to design: identifying, organizing, and integrating information. Makers enacted this practice within specific making processes—e.g., designing—with the purpose of sourcing and navigating information related to their chosen problems. The research supports efforts to bridge learning while making with learning in schools by positioning STEM literacies as central practices involved in the processes of designing and making.     

Cost Analysis of Calcium in Store Brand versus National Brand Grocery Products

Objective: This study was to determine if calcium fortification yields a higher price per serving in grocery store products. Researchers compared store brand to national brand grocery products in relation to cost in order to examine if calcium values were similar between store brand and national brand products. Methods: A total of 112 store brand and 211 national brand grocery products were collected from three low (national chain store), middle and high priced (Virginia and North Carolina regional store) grocery venues. Products were compared using price and calcium percentage per serving. ANOVA was used to determine between store brand and national brand for price per serving and calcium content, and between grocery venues. Results: National brand fortified products had a significantly lower mean price per serving when compared to national brand non-fortified products (p = 0.0002). There was no statistical difference between store brand fortified and non-fortified products (p = 0.9256). Low priced store brand products had the lowest mean price per serving ($0.34 ±0.24). Conclusions: This study found store brand products have similar calcium content as national brand products. Product cost was lower at low priced store compared to middle and high priced stores.