Chapter One. Product Introduction 1 - 1
Chapter One. Section 1.1.1 7
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Chapter One. Introduction Professional development is important for novice teachers because it helps them to develop their teacher professionalism and identity and can influence teachers retention in the profession (Cook, 2012). Through constant professional development, novice teachers can also acquire effective teaching skills and get professional support that positively affects their well- being and increases motivation to work. There are many forms of professional development for novice teachers and one of those professional development forms that a school can offer is regarded as ‘mentoring’, when a recently employed teacher works in cooperation with a more experienced teacher (Xxxxxxx, et al., 2017). Effective mentoring relationships are crucial for the mentoring process because they can boost the efficiency of the whole process. In this study, the question under discussion is the relationship that can occur between a mentor and a mentee. In other words, the purpose of this study is to analyze the experience of novice teacher mentees to identify which types of mentoring relationships have been practiced, as well as some benefits and challenges. Novice teachers in one school in the South of Kazakhstan were interviewed in person on this subject matter and data was collected based on their responses. The data was then coded and analyzed to understand the factors that novice teachers believe make it difficult for mentoring to succeed. The findings were then interpreted, discussed and used to make recommendations aimed at informing mentors of the factors that may hinder their efforts to develop the skills of novice teachers. This study thus serves to provide important findings which will improve the effectiveness of mentoring in meeting the needs and requirements of novice teachers on mentoring matters. This chapter is organized into seven sections. In the first section, I provide information on my experience as a mentee and answer the question of why mentoring is an important process that each novice teacher should undergo. The second section dwells on mentoring relationships in the context of Kazakhstan. In the third section, the statement of the problem is highlighted, and in the fourth section the purpose of the research is outlined. In the fifth section, research questions are provided, finally finishing with the significance of the study in the sixth section.
Chapter One. Riot Grrrl History One of the most striking characteristics of the riot grrrl movement is the absence of either “a centralized ideology” or leaders.11 Instead, riot grrrl “made leaders out of anyone who chose to pick up the task of carving out a cultural place for herself where there wasn't one before.”12 While de facto role models emerged from within, the women who began the “task of carving” out a unique cultural space never established a supervisory hierarchy. Instead, through the self-publication of zines and the creation of a unique genre of girl music, riot grrrl embraced the notion of a decentralized creative space. The movement did, however, begin with a handful of women activists and artists who were inspired by a variety of cultural influences: namely, academic and activist feminism and the punk rock music scene. Although punk music has developed into several related genres, it remains one of the most recognizable forms of rock music. Established in the mid-1970s as a response to non-political rock music produced earlier in the decade, punk attempted to integrate political consciousness into rock 'n' roll and strip down rock music into a simpler, purer form. Bands like the Ramones, the Clash, and the Sex Pistols are quintessential punk bands and arguably the most notorious examples of the genre. These bands embodied a do-it-yourself, or DIY, ethic, inspired by an anti-establishment mentality. According to Xxxxxxx Xxxxxxx, the “equation was simple: If punk was rebellious and DIY was 11 Xxxxxx Xxxxx, Riot Grrrl: Revolution Girl Style Now! (London: Black Dog Publishing, 2007),
Chapter One. Background Any JOA has two types of parties: The Operator and Non-Operators.4 The Operator is the leader of the consortium,5 as this is the person responsible for conducting the daily operations in the name of the consortium.6 The majority of the duties of any JOA are placed on the Operator, including duties for dealing with the administration of the day-to-day activities of the JV. The Operator is usually the party with the highest level of participation and interest in the enterprise, and sometimes it will have the best financial and technical resources to deal with such duties. The Non-Operators tend to retain a smaller working interest in the JV (at least individually), and often they have fewer financial and technical resources than the Operator. The Non-Operators’ situation is similar to that of minority shareholders, as they too, have less say in the conduct of the company’s operations. However, they still have 4 The Operator is commonly a party of the JV, but there are existing cases in which the role of the Operator is given to a contracted Operator or even a company in which the JOA parties are the shareholders. For further information see: Xxxxx Xxxxxxx, Joint Operating Agreements: A Practical Guide (Globe Law Business, London 2010) 89-93, Xxxxx Xxxx, ´Joint Operating Agreements` in Xxxxxx X. Xxxxx, Upstream Oil and Gas Agreements (Sweet and Xxxxxxx, London 1996) 17. 5It is important to note that usually, the Operator is approved by the Host Government who issued the petroleum title, as the Host Government is keen to control the person who will conduct the operations of the consortium. In this context, any modification of the Operator shall also be approved by the Host Government. See: Model Clauses 40, 42 and 42 of the Petroleum Licensing (Production) (Seaward Areas) Regulations 2008. 6 See: Xxxxxx Xxxxxxx, ´Upstream joint ventures – bidding and operating agreements` in Xxxxxxxx Xxxxxx- Xxxxxxxxx (ed.), Oil and Gas: A practical handbook (Globe Law and Business, London 2009) 46, Xxxxxx Xxxxx and others, International Petroleum and Exploration Agreements: Legal, Economic & Policy Aspects (2ndedn Xxxxxxx, New York 2009) 289-291, Xxxxxxx Xxxxxxxx, Oil and Gas Exploration Contracts (2ndedn Sweet & Xxxxxxx, London 2008) 24, Xxxxxxx X. X. Xxxxxx, Xxxxx X. Tyne, Xxxxxx and Xxxxxx on Joint Operating Agreements (2ndedn Longman, London 1992) 1-5,Xxxxxxx Xxxxxxx, An introduction to the regulation of the petroleum industry: Law, Contracts and Conventions (X...
Chapter One. INTRODUCTION
Chapter One. Product Features 1 - 1
Chapter One. Administration/Governance This chapter deals with how the Housing Policy fits into the Band organization: how the Housing Policy is applied, what it applies to, and the roles and responsibilities of everyone involved. The Organizational Chart sets out the flow of communication: who answers to whom? It is important for staff to understand their position on the chart, and to make sure that they follow the reporting flow. Otherwise, critical information may be lost to the detriment of Band members. Chapter two: Subsidized and Band-owned Rental Housing Rental housing requires the most management, and therefore the most policies. Rental housing belongs to the Band, and the Band is responsible for all aspects of this type of housing. The Housing Department is responsible to act as landlord and to create and maintain a good relationship with the Band’s Clients. Rent must be paid for these houses and they must be well maintained. If the Band’s rental houses are not well managed, the Band bears the financial risk, which can be large. New policies for Old Programs
