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Abstrak: The mentoring relationships between preservice teachers and their cooperating teachers have been established as critical to the reten tion or attrition of novice teachers (Clarke, Triggs, & Nielsen, 2014), yet little research has been conducted to examine what factors around mentor teacher selection and support are most salient to creating strong mentoring structures. In this study, we investigated how four U.S. states (one in the Southwest, one in the Northeast, one in the Midwest, and one in the South) recruit mentor teachers for secondary science preservice teachers, what requirements the men tor teachers must possess, how mentor teachers are incentivized to serve in this role, and whether the use of science standards influences decisions related to preservice teacher placement. Our results show that (a) mentor placements are often found through word-of-mouth versus more formalized systems, (b) there is a wide variety of incen tives offered to mentor teachers, (c) there is a common minimum standard for teachers to qualify as mentor teachers, and (d) that science standards, including individual state standards or the Next Generation Science Standards, are central to preservice teacher edu cation programs but are not frequently considered by these same programs when they place a preservice teacher with a mentor tea cher. Our findings indicate the need for further research to identify what factors are most salient in strong mentoring relationships and what steps can be taken to support and strengthen the mentoring between preservice teachers and their mentor teachers.

Abstrak: Insomnia is prevalent, causing severe distress and impairment. This review focuses on illuminating the puzzling finding that many insomnia patients misperceive their sleep. They overestimate their sleep onset latency (SOL) and underestimate their total sleep time (TST), relative to objective measures. This tendency is ubiquitous (although not universal). Resolving this puzzle has clinical, theoretical, and public health importance. There are implications for assessment, definition, and treatment. Moreover, solving the puzzle creates an opportunity for real-world applications of theories from clinical, perceptual, and social psychology as well as neuroscience. Herein we evaluate 13 possible resolutions to the puzzle. Specifically, we consider the possible contribution, to misperception, of (1) features inherent to the context of sleep (e.g., darkness); (2) the definition of sleep onset, which may lack sensitivity for insomnia patients; (3) insomnia being an exaggerated sleep complaint; (4) psychological distress causing magnification; (5) a deficit in time estimation ability; (6) sleep being misperceived as wake; (7) worry and selective attention toward sleep-related threats; (8) a memory bias influenced by current symptoms and emotions, a confirmation bias/belief bias, or a recall bias linked to the intensity/recency of symptoms; (9) heightened physiological arousal; (10) elevated cortical arousal; (11) the presence of brief awakenings; (12) a fault in neuronal circuitry; and (13) there being 2 insomnia subtypes (one with and one without misperception). The best supported resolutions were misperception of sleep as wake, worry, and brief awakenings. A deficit in time estimation ability was not supported. We conclude by proposing several integrative solutions.

Abstrak: Insomnia is prevalent, causing severe distress and impairment. This review focuses on illuminating the puzzling finding that many insomnia patients misperceive their sleep. They overestimate their sleep onset latency (SOL) and underestimate their total sleep time (TST), relative to objective measures. This tendency is ubiquitous (although not universal). Resolving this puzzle has clinical, theoretical, and public health importance. There are implications for assessment, definition, and treatment. Moreover, solving the puzzle creates an opportunity for real-world applications of theories from clinical, perceptual, and social psychology as well as neuroscience. Herein we evaluate 13 possible resolutions to the puzzle. Specifically, we consider the possible contribution, to misperception, of (1) features inherent to the context of sleep (e.g., darkness); (2) the definition of sleep onset, which may lack sensitivity for insomnia patients; (3) insomnia being an exaggerated sleep complaint; (4) psychological distress causing magnification; (5) a deficit in time estimation ability; (6) sleep being misperceived as wake; (7) worry and selective attention toward sleep-related threats; (8) a memory bias influenced by current symptoms and emotions, a confirmation bias/belief bias, or a recall bias linked to the intensity/recency of symptoms; (9) heightened physiological arousal; (10) elevated cortical arousal; (11) the presence of brief awakenings; (12) a fault in neuronal circuitry; and (13) there being 2 insomnia subtypes (one with and one without misperception). The best supported resolutions were misperception of sleep as wake, worry, and brief awakenings. A deficit in time estimation ability was not supported. We conclude by proposing several integrative solutions.

Abstrak: This writing is about the ideology underlying the performance improvement and consolidation of Indonesian banking industry. Whether an ideology is robust or not highly depends on the taste and characteristic of internal institution and supporting factors. In addition, the effectiveness of a policy is seemlingly determined by implementation consistency and commitment, not ideological pretence. Deadful experience of Indonesian banking industry is rather the effect of policy inconsistency than ideological matters e.g. socialism, liberalism or neo-liberalism. Protracted and exhaused debate so far is about which one is better.

Abstrak: This article questions the status of two recurring concepts in teacher preparation: resistance and ignorance. Both of these terms have significant presence within the teacher education literature. Because both of these terms often occur in relation to a particular topic, that of race and multicultural education, we also utilize race as the discourse that frames our consideration of these two important issues. To reframe and reorient our attention to the processes of ignorance and resistance, we turn to psychoanalytic considerations of those terms and consider what such a turn can offer teacher educators as they engage teacher candidates with issues of race.

Abstrak: In the recent accounting case study literature, a story of the construction of the research field is missing. It makes the readers unable to gain an understanding of the local nuances of the field where the research takes place at the time of the presence of the researches. As such, the readers have been made unable to develop better their own understanding of the research reports being presented. The authors of this article maintain that if we believe that a researcher is not separated from her/his research, the story of access construction is needed to be accounted as an integral part of the tales of the field. This article provides process has been acauireda careful attentin by the researchers who are considering and planning to undertake such field research.

Abstrak: Since multiculturalism is not fully theorised it has created much confusion in counselling and psychotherapy. It has been critised for ignoring questions of power relations, and for emphassing the cultural differences of ethnic minority groups rather than focus on their similar predicaments of racism, sexism, misogyny, homophobia and economic opression. Furthermore, it has not provided clinically useful information within which therapists can conduct assessment and diagnosis, understand clients` subject distress and cure seeking expectations. This paper explores this issue by highlihting the magical (non) sense of multiculturalism and its racialised forms, and argues that multiculturalism is untenable if it restricts itself to a few marginalised ethno-cultural client groups, rejects gays and lesbians, patronises indigeneous forms of healing, and maintains a fixed racialised `black-white` paradigm of practice. It suggests that a point of departure for multiculturalism from an ethno-culturalism-centrd philosophy to one that is pluaralistic and reflexive of the needs of all clients (irrespective of ethnicised, racialised, gendered, and sexualised subjective identities) is critical if it is to be useful psychologically. To arrive at this critical juncture, multiculturalism would need to be (re)placed, not disavowed but re-centred in the practice of counselling and psychoterapy to embrace diversity and difference across and boyond te current categories that constitute itself. Replacing multiculturalism in a third space, an in-between space a critical multicultural space where dominant hegemonic cultural meanings could be reinscribed and where racism, sexism, misogyny, homophobia and other representations of patriachal terror could be critically interrogated to empower marginalised voices. the paper explores three strategies for creating a third space in multicultural counselling and psychoterapy: the inclusion of white people as clients, the converging of race, gender, sexual orientation, class and disability issues, and the integration of indigeneous and traditional healing practices. bringing it all together under the umbrella of diversity or critical multiculturalism will ensure an ethical and clinical practice commensurate with our current understanding of the complexity and sophistication within which clients construct their subjectivity.

Abstrak: Student engagement has been identified as an important precursor to student learning. Engagement, especially in the so-called problematic middle years, is now at the centre of mainstream education discussion and debate. Each discourse produces its own distinct understanding of what really defines student engagement. Three contesting epistemological constructions of student engagement are identified, seeking to answer three linked questions: whose conception of engagement is most worthwhile; what actually are the purposes of engagement and who benefits (and gets excluded) from these purposes; and finally how might we conceive of student engagement in order to achieve the twin goals of social justice and academic achievement?

Abstrak: Intelligent algorithms and learning are the basis for evolving smart cyber–physical production systems (CPPSs) and Industrie 4.0. A smart image detection algorithm shall be added to reduce downtime due to the extended operation of glass bottles in a yogurt producing plant. To support the engineers in doing so, a comprehensive domain-specific language (DSL), DSL4hDNCS, is introduced, enabling rapid analysis, addressing hardware/software architectures and network-related delays and uncertainties. DSL4hDNCS is defined by a metamodel to avoid ambiguity and enriched by aspects, such as safety, calculation power, and network transmission time. DSL4hDNCS is used to compare (re)deployment alternatives using different technologies, such as edge, fog, and cloud to implement the additional smart algorithm. The evaluation of DSL4hDNCS using an acknowledged Industrie 4.0 demonstrator plant as a case study confirmed the benefit for engineers during the redesign.

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