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How Symbols and Rituals Affect School Culture and Management
By Mehmet Ali Özdilekler, Anna Günsel, Gökmen Dağlı and Ergen Gürbüzer
Submitted: April 18th 2017Reviewed: September 29th 2017Published: December 20th 2017
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The aim of the study is to evaluate the directors, teachers, and servants in the pre, primary, and secondary schools of the Near East University on their views about the functions of symbols, values, and rituals in developing school culture. This study was carried out in fall 2016–2017 academic year with 15 directors, 170 teachers, and 15 servants from the pre, primary, and secondary schools of the Near East University. In this research, a qualitative study was conducted, in which a case study design with a semi-structured interview technique was used to collect data through sampling, one of the objective sampling methods. A qualitative analysis technique based on the research questions for content analysis of the collected data was used. The majority of the participants emphasized that the common values of the individuals at school, symbols, rituals, and traditions formed the bases of school culture. Although, in general, perceptions and views related to school culture are positive, there are arguments that school culture should be integrated deeper into education. It is commonly believed that, if worked in collaboration, symbols, values, and ritual functions will contribute a great deal to social—organizational—and individual development.
Mehmet Ali Özdilekler*
Department of Educational Administration, Supervision, Planning and Economics, Faculty of Education, Educational Sciences Institute Near East University, Nicosia, Cyprus
Anna Günsel
Gökmen Dağlı
Ergen Gürbüzer
*Address all correspondence to: malioz89@gmail.com
Open and Equal Access for Learning in School ManagementEdited by Fahriye Altınay
Open and Equal Access for Learning in School Management
Edited by Fahriye Altınay
Rapid developments in every field in today's world, have been forcing both the individuals and the community organizations to adapt an on-going process of alteration, which influences education, as all other fields, and urges the system to adapt to the new process through the provided innovations. But, in due course, organizations responsible for education were negatively affected by the good-will efforts in renovation put them in a technical and mental position, and the educational institutions were perceived as successful companies, which ignored the needs of the individuals and the community, and were compared with manufacturing factories. It is clear that perceiving educational institutions as a company or a factory is closely related to classical, mental, and scientific approaches in administrative issues from the past to now. Relating schools to traditional approaches created a productive and effective mentality. However, such approaches were not effective in eradicating problems [1, 2, 3].
Several approaches in administrative and educational issues were effective in presenting some models related to organizations responsible for education. Researches in educational management in our country have recently speeded up and several theories and perceptions were referred to through scientific approaches [4, 5].
Symbolic interactions perceive organizational culture as an invisible power and investigate common sense created by the applicants of the so-called culture. This is because educational organizations are often inter-related with symbols. In the routine running, in the processes to do with determination, educational activities of the organization symbols have a significant role [5]. Although schools focus more on the symbols, the scientific data related to school culture reveal that there are a few researches done to analyze school culture in terms of symbols. In most of the researches done, quantitative studies occupy quite a big part in the analysis of school culture and the relation among the different parameters of culture structures. Even though researches in this field reveal crucial findings related to organizational existence, they are not sufficient to clearly show the fundamental meanings of the basic organizational behaviors. Researches assuming organizations as social structures and symbolic systems prefer qualitative approaches formed of ethnography, case studies, and sample cases in expressing organizational processes [5, 6].
Individual needs are of utmost importance in forming organizational culture. In this respect, some norms, ideas, and values, adapted by the group members, have to be specified when individuals are willing to join a group and being known as well. The history of the organization, membership, and sharing among members have a great say in forming organizational culture [2]. It is obvious that all the elements forming culture are of great importance. Researches show that in schools where certain norms of school culture are effective, there are on-going developments and renewals. Contrary to this, in the case of inefficient norms, renewals and achievements will be less and at random. Among the elements forming organizational culture, values are one of the most important because they are the basis of the culture of the organization. When the relation between organizational culture and interaction are examined, it can be seen that values are the triggering factors in the formation, sustainability, and transfer of organizational culture [7].
Values are essential factors in expressing cultural structures because individuals in an organization come together to share values, social ideals and beliefs. These values or beliefs are reflected through symbolic structures such as legends, myths, stories, and rituals. The shared values form the organizational value system and become the perspectives in perceiving organizational developments [2].
Rituals are radical formations of individuals experience in their social, political, societal, and cultural structures stemming from different necessities since the early days of human existence. Rituals, practiced by tribes and religious functionaries in old days, have taken their place and are applied in today's political and educational structures of states. The relation between ideology and culture has evolved from the efforts of many countries to shape their educational structure with many concepts from the very beginning [8]. Consequently, in order to adapt individuals to domain political value judgments of the past in educational institutions, some cultural issues are transferred to future generations through educational institutions. Cultural transfer in the field of education is possible through ritualistic activities. However, such ritual activities in educational institutions are formally experienced in educational programs, national days, commemorative, and flag-raising ceremonies. Even more, rituals are observed by students in different styles in in-class or outdoor activities. Individuals with various characteristics in social life and educational institutions come up with different views in regard to different paradigms as a result of the rituals among informally appointed individuals through financial and political reasons [9].
This research deals with the functions of symbols, values, and rituals as well as the importance of technology in the development of organizational culture in preschool, primary, and secondary education. When previous studies are overviewed, it can be noted that several studies have been done in organizational culture, but there have not been any studies dealing with the concept of symbols related to organizational culture, values, and rituals all together. Therefore, this study is expected to be different compared to other studies. The findings of this study, conducted among teachers, the key factors in our educational system, it is hoped that the symbols, values, and rituals will add to the improvement of organizational culture. Suggestions related to specifying perceptions to do with school culture, the functions of symbols, values, and rituals and their impact on school culture will be presented at the end of this study.
1.1. The aim of this study
The aim of this study was to reveal the views by directors, teachers, and servants employed in the pre, primary, and secondary schools at the Near East University about the functions of symbols, values, and rituals in the improvement of organizational culture.
The following questions were the main areas to be investigated in this study:
What are the school directors', teachers', and servants' perceptions and views about school culture?
How according to school directors, teachers, and servants should symbols, values, and rituals function in schools?
What tasks and responsibilities should the school directors, teachers, and servants have to raise the functions of symbols, values, and rituals?
What do school directors, teachers, and servants suggest to raise the standard in the process of improving school culture?
2. Methodology
2.1. Research design
A case study, one of the qualitative research designs, was conducted in this study. A case study is a method to investigate a routine fact in an entire way under real conditions [10]. An interview technique believed to be the most reliable data collection method was decided to be administered in this study.
The interview technique is categorized under three headings: nonstructured, structured, and semi-structured. The advantage of a semi-structured technique applied in this study was that its plan and program was prepared previously and it provided the participants with flexibility [11].
2.2. The participants
The participants, as shown in Table 1, were school directors, teachers, and servants from pre, primary, and secondary schools of the Near East University.
Secondary school Directors 5
Servants 5
Primary school Directors 5
Preschool Directors 5
The participants.
As it can be seen in Table 1, a total of 200 people, 50 participants, 5 directors, 40 teachers, and 5 servants in preschool education; 70 participants, 5 directors, 60 teachers, and 5 servants in primary education; and 80 participants, 5 directors, 70 teachers, and 5 servants in secondary education were interviewed for their views.
Objective sampling method was conducted in this study. It is a method to reveal multidiversity in case there are different findings [12]. This research was carried out in the spring semester of the 2016–2017 academic years in pre, primary, and secondary schools of the Near East University with a total of 15 directors, 170 teachers, and 15 servants. The reason for an objective sampling method was that it reflected ample views about the functions of symbols, values, and rituals as well as the importance of technology in the improvement of organizational culture.
A criterion sampling method, one of the objective sampling methods, was referred to in this research. It is a process that investigates previously specified criteria [13]. In this process, the criteria can be set by the person carrying out the study. The reason for the involvement of school directors and servants in the criteria is that they have known the teachers in the organization for a long time, and they are well informed about the symbols, values, and rituals and the impact of school culture on the school staff.
2.3. Data collection period and data collection tools
The data were collected through an interview technique, which expects detailed data from the participants on a specified research topic [14]. The interview question asked to the school directors, teachers, and servants in pre, primary, and secondary schools was "How do symbols, values, and rituals function, and what is the importance of technology in the development of organizational culture?" The interviews were conducted through semi-structured forms, in which the questions were flexible, unclear questions were rearranged, and when needed, supplementary questions, not on the interview form, were also asked for individual responses. To raise the validity of the research, the communication was spread to a long period of time with utmost attention to help participants shake off their timidness in responding at the presence of the interviewer at the beginning. Later in the interview process, the participants feel more confident and respond reasonably and effectively and reliable data were collected [13]. The length of the interview was tried to be spread as much as possible without losing productivity, and the validity was raised by summarizing the data and asking for the participants' approval.
The questions on the interview form were prepared with three experts in this field. Pilot studies were done prior to the interviews to confirm the validity. Conceptual structure of the interview forms was formed after related articles were examined in detail. Following this, participants were asked five open-ended questions for their views.
On receiving the consent of pre, primary, and secondary school administrations of the Near East University for administrating the interview, the participants were presented the forms. During the interviews, all the participants were briefed in detail about the content of the research. They were also assured that the data would be used for scientific aims, and their identification details would definitely not be revealed. In addition, it was stressed that they responded voluntarily. The participants were reminded that their responses would affect the validity and reliability of the study. Each interview lasted for 20 minutes and in order to provide a comfortable environment, their answers were not recorded. The data collection process lasted for 2 months, from October to November, 2016. After the interviews, the participants were asked to overview their responses to assure the reliability of the study.
The responses given by the participants were put in the most relevant categories according to their content coded, and certain themes were specified.
The codes for the participants are as follows:
D1, D2, D3,………, D15 (D1 refers to Director 1).
T1, T2, T3,…………, T170 (T1 refers to Teacher 1).
S1, S2, S3,……….., S15 (S1 refers to Servant 1).
The aim of such a coding is not to reveal identification, which facilitates data analysis.
A content analysis technique was referred to analyze and interpret the data provided by the participants. The aim in such an analysis is to reach the content and content relations of the grouped data [13]. Through a content analysis, it is possible to carry out an objective and systematic examination of written documents focusing on words. Content analysis is defined as a process of emphasizing contracted written informational content and messages [15]. Content analysis includes four steps. These are coding according to the data obtained from the documents, setting themes, forming themes and codes, and interpreting and explaining findings [13]. In this study, firstly, coding was fulfilled according to previously agreed research and scale criterion, which provided many themes. Then, the data were grouped according to themes and explained in numbers in the best possible way. As a last step, the existing findings were explained in detail.
2.5. Validity and reliability
The questions on the interview form were developed after related fields were referred to. Necessary arrangements with three experts were done twice on the interview forms before and after the interviews. After pilot studies prior to the interviews, the open-ended and semi-structured questions were given to the participants.
The data obtained from the participants were examined in detail while analyzing and comparative analysis was done. While analyzing, careful studies were done to assure the reality of the research and find out transferrable issues for variable platforms.
The data obtained were analyzed separately both by the researcher and an expert for any specifications. The two sides, the researcher and the expert, worked on their own to form the themes in the light of the specified views.
For the validity of the research, validity = agreement/(agreement + disagreement) formula was referred to [16]. An average over 70% indicates the validity of a study [16]. The average validity of this research was calculated as 92%.
3. Findings
3.1. Perceptions and views about school culture
The perceptions and views of school directors, teachers, and servants about school culture are as in Table 2.
Stating opinion
The society, individuals in school, common values, symbols, rituals, beliefs, and traditions form the basis of school culture 1 7 58 34 1 7
School culture should occupy more place in education with the help of parents and individuals in school 1 7 33 19 4 27
Effective management and education, school culture shapes individuals' behavior and unity 1 7 27 16 0 0
School culture helps collaboration and fighting problems 5 33 9 5 0 0
School culture creates a genuine, contemporary, multicultural, and respectful community 1 7 11 6 0 0
School culture adds to communal-organizational-individual development, performance, and academic success 6 40 32 19 10 67
Total 15 100 170 100 15 100
Perceptions of school culture.
A total of 200 participants presented views about the subject matter as in Table 2. In total, 1 director, 58 teachers, and 1 servant had a common argument that the community, individuals in schools, common values, symbols, rituals, beliefs, and traditions formed the basis of school culture. D3 expressed views as, "With its history, build up, quality, vision, mission, traditional behaviours, symbols, rituals, and the status of its population form its culture."
T64 emphasized the factors forming school culture saying, "In the broadest sense, school culture forms its identity and includes all materialistic and moral factors."
It is assumed that participants advocating this view are used to transferring school culture through in-class activities.
A total of 1 director, 33 teachers, and 4 servants point out that school culture should occupy more places in education with the help of school staff and parents. This view is the second important issue raised by teachers and servants. The participants strongly argue that school culture cannot be developed without the help of the school administration and parents.
D2 expressed that "The number of individuals appreciating, implementing, and teaching our values has gone down. Especially in recent years, there has been a decline in the quality of our life and culture to such an extent that many are dissatisfied with this. I should say that school culture should occupy more place in education."
This expression indicates that school staff and the community should be more serious about school culture.
D12 stressed that school culture needs to be taken more seriously, saying, "School directors, teachers, servants, and particularly parents should show more effort to develop school culture."
A total of 6 directors, 32 teachers, and 10 servants expressed views that school culture contributes to communal-organizational-individual development, performance, and academic success, which is the most frequently expressed view by directors and servants. For them, the reason is that the improvement of school culture should be parallel to academic and individual development with pragmatic outcomes.
"School culture reminds me of education and teaching. If educators do not avoid their responsibilities, school culture can possibly reflect to students' learning" argued S2. This view indicates a possible effect of school culture on students' academic success.
"School culture has a great effect on individual's societal and personal development. Therefore, school culture should not be academic-success, but personal and societal centered" remarked D11. This view emphasizes the contribution of school culture on personal and societal development. "For the sustainability of school culture, efforts should definitely focus on academic success" pointed out D5.
3.2. The functions of existing symbols, values, and rituals in educational institutions
The views by school directors, teachers, and servants on the functions of existing symbols, values, and rituals in schools are as in Table 3.
Various activities in school culture working in harmony add a great deal to societal, personal, and organizational development 9 60 131 77 14 93
Due to constrains in number of students, financial issues, and the educational system, applications are not at required level and need improvement 6 40 39 23 1 7
The state of symbols, values, and rituals existing in educational institutions.
Out of 200 participants, 9 directors, 131 teachers, and 14 servants expressed views and stressed that symbols, values, and rituals functioning together through existing various activities add a great deal to societal, organizational, and personal development of school culture. This view has been raised by the majority of the participants. They reasoned their views for the observable and satisfactory benefits of the presently existing school culture.
The participants also emphasized that school culture can be a factor to lead the society to better positions. "The functions of the symbols, values, and rituals should be well organized in terms of place and time. They should function within the arranged framework. They have the potential to lead the society to a better position" explained T65.
The participants also stressed the contribution of school culture to emotional development. "Several activities in our school aim at social and emotional development of our students. Bazars held intervally and donations add a lot to our students' emotional development" pointed out S9.
In total, 6 directors, 39 teachers, and 1 servant expressed worries that the functions of symbols, values, and rituals are not at the required level because of some constraints such as number of students, lack of financial support, and education system and they needed to be improved.
Some participants emphasized that due to the lack of financial and moral support to the teachers, symbols, values, and rituals cannot function as expected from time to time. "There are some deficiencies in the functions symbols, values, and rituals in our school. Our educators should be satisfied financially and morally, which leads to both the teachers and students to perform more effectively" said T68.
A small number of participants stated that the functions of symbols, values, and rituals were not at the required level. S4 expressed views saying, "There are deficiencies in the function of symbols, values, and rituals in our school. The rituals, which are binding factors in school culture, are declining day by day."
It has been expressed that the low level of the function of symbols, values, and rituals is because of the excess number of students for each teacher. "There are a huge number of students in each class and this is because of insufficient number of classrooms. This, naturally, decreases the function of symbols, values, and rituals" explained T27. This indicates that financial lack is the biggest handicap in developing school culture.
3.3. Tasks and responsibilities for increasing the functions of symbols, values, and rituals
Table 4 shows the tasks and responsibilities of directors, teachers, and servants for the development of the functions of symbols, values, and rituals.
Directors should assign and explain task effectively and do arrangements according to the teams 3 20 26 15 0 0
The staff should be aware of their duties and take responsibilities seriously 3 20 44 26 5 33
The staff should be open to development and support each other 0 0 23 14 0 0
Besides academic success, directors and teachers should organize student-centered activities for personal and societal development 0 0 12 7 1 7
School staff should work for common aims in organizational loyalty and collaboration 3 20 24 14 7 47
The staff should share ideas and have effective communication 2 13 18 11 2 13
Meetings, training sessions, seminars, excursions, and activities should be organized for directors, teachers, and students 4 27 14 8 0 0
All adults in the school should be role models for the students 0 0 9 5 0 0
The tasks and responsibilities of directors, teachers, and servants for the development of the functions of symbols, values, and rituals.
Table 4 presents views of 200 participants about the subject in question. In total, 3 directors, 44 teachers, and 5 servants emphasize that the school staff should be well aware of their tasks and responsibilities to raise the function of symbols, values, and rituals. This is the most frequently stressed view and the reason is that, as they point out, as in every phase of life, the feeling of responsibility should be in the issue of school culture, too. "School directors and teachers should act in accordance of the needs of students and servants. Every individual should have the responsibility for each other" explained T65. That is to say, all the involved participants should have the responsibility to raise the function of symbols, values, and rituals.
D61 points out to the importance of being aware of one's task to raise the function of symbols, values, and rituals. "First of all, everybody in this institution should carry out what has been described. If everybody fulfills his/her responsibility, does not interfere with others, and sticks to the allocated time, the functions improve." (D61).
A total of 23 teachers argue that the staff should be receptive to development and should support each other to raise the function of rituals, values, and symbols. Particularly, the directors and servants are not interested in this issue because the socioeconomic system and the law of this country do not support individual development. Only the teachers emphasized the importance of being receptive to development. This can be assumed that the number of teachers advocating life-long learning is higher compared to the other school staffs who do not advocate this view.
T66 expressed views as, "Directors, teachers, and servants in the school should be receptive and follow innovations." "In order to adapt to time, new ideas, and materials, every teacher and director should develop themselves and be receptive to new approaches" added T3.
In total, 3 directors, 24 teachers, and 7 servants agreed on the views that the school staff should set a common aim and provide organizational loyalty and collaboration to raise the function of systems, values, and rituals. This is the second most frequently stressed view by 34 participants with the fact that school organizations need to come together with common interests.
"For the development of symbols, values, and rituals, directors and teachers should leave exam-based and memorization system and adapt a constructive child-centered education. If done so, symbols, values, and rituals will develop and the school will benefit from it" stated T3. In this respect, the participants frequently emphasized the importance of student-centered education to raise the function of symbols, values, and rituals.
"If an education system is applied to respond more to the benefits of both the society and students themselves, rather than focusing more on academic success, the function of symbols, values, and rituals will improve" explained T17. The expectations, according to the participants' views, should be more on societal and individual development rather than on academic success.
3.4. Suggestions to improve quality during the process of the development of school culture
Table 5 presents suggestions for quality improvement during the process of the development of school culture.
There should be more supervision and performance evaluation of school culture 0 0 9 5 2 13
Effective communication, collaboration in common values, organizational loyalty, and task awareness should be raised 3 20 51 30 6 40
Teacher and student self-development should be encouraged and awarded 1 7 25 15 0 0
Parent involvement in education, meetings, and activities should be encouraged 1 7 16 9 1 7
Physical structure of schools and equipment should be developed 1 7 5 3 0 0
Cultural activities such as graduation ceremonies sports activities, meeting with old graduates, poetry, theater, exhibition, excursions, the meaning of the week should be organized 7 47 37 22 4 27
Training, seminars, and conferences that should be involving the staff and students should be organized 1 7 6 4 2 13
Formal arrangements should be done, programs should be prepared, and different teaching methods and technology should be put in use 1 7 21 12 0 0
Suggestions to improve quality during the process of the development of school culture.
As it can be noted in Table 5, 200 people presented their views. A total of 3 directors, 51 teachers, and 6 servants commonly agreed on the need of effective communication, collaboration in common values, view exchange, motivation, organizational loyalty, and job awareness. This view is mostly advocated by 60 participants. Besides, it was the most frequently emphasized view by the teachers and servants. The reason for such a common agreement, as the participants put forward, was the belief in the effective impact of participation in decisions and organizational responsibility.
"School directors should increase teacher motivation to raise the quality of school culture" stated S1.
"The working environment should be improved and the staff's motivation should be increased" said T62. There were ample views about the importance of encouraging teachers.
T53 added saying, "Parallel to school culture, there should be a very strong communication among directors, teachers, and other staff because successful and effective management helps shape culture." This view was shared by the participants, who emphasized that effective management would raise the quality of school culture.
A total of 1 director and 25 teachers argued that both teachers and students should always support and reward themselves. However, none of the servants agreed with this view. A total of 26 participants put this view forward.
T14 stressed saying, "We, the teachers have a great role in transferring school culture, providing and sustaining a good quality education in the best possible correct way. Therefore, teachers should be provided with a good environment they need, be supported and rewarded." The urgent support for teacher development was frequently brought up in views.
"In order to add to quality, an educational institution needs to employ qualified staff and intake good students. For better productivity, the staff should be well satisfied with the pay. On high performance, students should be rewarded by the teacher" remarked T19. Rewarding both teachers and students was a common expectation among the participants.
A total of 7 directors, 37 teachers, and 4 servants agreed that cultural activities such as graduation ceremonies, sports activities, meeting with old graduates, poetry, theater, excursion, and the meaning of the week are organized. This issue was frequently raised by both 48 participants and the directors. With this argument, they believe that interaction among individuals develops school culture.
"Before anything else, when on excursions, convenient and comfortable means of transport should be provided for carrying out activities without any constraints" explained T61. In this respect, the participants pointed at the importance of excursions in the quality of school culture.
"I suggest that collective activities are organized and school awareness is created and adapted by all individuals" said D5. It is believed that activities are effective means to create a unity among all the individuals in school organizations.
D2 raised views saying, "In order to increase the quality during the process of developing school culture, activities should be organized in advance, for example, activities leading students to develop themselves in a certain field, such as sports to increase interest through competitions."
It is advised that the quality of school culture should be raised to help the students' development. The reason for these views by the participants is that life-long learning has a positive impact on school culture, and individuals trying to develop themselves do not receive sufficient financial and moral support.
In total, 7% of the directors, 34% of the teachers, and 7% of the servants agree that the society, individuals in schools, common values, symbols, rituals, and beliefs and traditions form the basis of school culture. The reason for sharing this view by a great majority of teachers is that they are used to transferring school culture through activities. In their study, Özoğlu and Turan [17] defined school culture as a unity of meanings formed by the individuals in the organization and stated that in the light of research findings, symbols occupy an important place in school culture.
In total, 7% of the directors, 19% of the teachers, and 27% of the servants stressed that with the help of the directors, staff, individuals in schools, and parents, school culture should be spread more throughout education process. In their study, Karadağ and Özdemir [18] reached a different finding, which revealed that a majority of school directors demanded more applications to prioritize role and task culture when defining school culture.
In total, 40% of the directors, 19% of the teachers, and 67% of the servants believe that school culture contributes to social—organizational—individual development, performance, and academic success. Another finding by Karadağ and Özdemir [18] is that school culture has significant importance and is a must in the transfer of sociocultural inheritance as well as in students successfully achieving their socioeconomic roles. In a study by Doğan [19], it is stated that school culture has a positive impact on students' success.
In total, 60% of the directors, 77% of the teachers, and 93% of the servants stress that when symbols, values, and rituals function together interactively and in harmony, school culture contributes a great deal to social-organizational-individual development. Özdemir [20], on the other hand, argues that, when schools with weak school-culture are considered, it is noted that the relation among directors, teachers, students, and parents is far from being strong. In a study, Özoğlu and Turan [17] found out that as a result of differences, there emerged some sub-cultures, but there was a common organizational culture and power among all the individuals belonging to that organization.
In total, 40% of the directors, 23% of the teachers, and 7% of the servants admitted that due to the number of students, financial problems, and the education system, the functions of symbols, values, and rituals was not at the expected level and needed development. Aslan et al. [21], in their study, argued that ceremonies to bring about unity were not arranged because of lack of physical places and insufficient financial support. In another study by Silman et al. [22], it was argued that new generations did not appreciate the values reflecting their traditions as in the past and there was a possibility of losing rituals and values in due course.
In total, 20% of the directors and 15% of the teachers stress the need for an effective job distribution and description as well as arrangements with the characteristics of the team to raise the functions of symbols, values, and rituals. In their studies, the authors [20, 23], too, shared the similar idea and emphasized that the directors should do sound arrangements to meet the expectations of both teaches and students, who are the factors affecting the school culture. The authors [17, 18, 19, 20, 21, 22, 23, 24] state that the director in an institution is the leader in the process of school culture.
The need for job awareness and responsibility by the school staff to raise the functions of symbols, values, and rituals was commonly shared by 20% of the directors, 26% of the teachers, and 33% of the servants. In the study by Doğan [19], the teachers expressed views that school culture affects responsibility awareness. In similar studies by the authors [20, 25, 26], task culture occupies the highest position in relation to school culture dimensions.
Setting common aims through which organizational devotion and collaboration is provided to raise the functions of symbols, values, and rituals was another view put forward by 20% of the directors, 14% of the teachers, and 47% of the servants. According to studies by the authors of [27, 28], in organizations where there are strong organizational elements, tolerance, and mutual support, and collaboration at a high level, there is always a high motivation, devotion, and an increase in the staff's performance. It was noted in a recent study by Şahin [29] that strong organizational structures bring about organizational success.
In order to increase the function of symbols, values, and rituals, all adults in the school (directors, teachers, and servants) should be role models in the views of 5% of the teachers. In total, nine participants raised this view. On the other hand, none of the servants and directors expressed such a view. The reason for such a low rate of explanation is because the importance of being a "role model" has not been realized sufficiently. In a study by Özdilekler et al. [30], the significance of being the right role model to students has been stressed. It was found out in a study by Doğan [19] that, according to the teachers, students take their teacher as role models either consciously or unconsciously.
In total, 20% of the directors, 30% of the teachers, and 40% of the servants commonly agree that awareness of effective communication, collaboration in common values, view exchanges, motivation, organizational devotion, and tasks should be raised. Similar to these findings, harmony, collaboration, and solidarity among teachers have been stressed in previous studies by Alemdar and Köker and Fedai et al. [31, 32].
Teachers and students should always be encouraged and awarded for self-development, which was a view raised by 7% of the directors and 15% of the teachers. Silman et al. [22] found out in their study that teachers and students were awarded with certificates and verbal thankings, but there has not been a fully satisfactory awarding system. This can be interpreted as a need of promotion and pay rise.
Another finding in this research is that 47% of the directors, 22% of the teachers, and 27% of the servants agreed on their views about organizing activities such as graduation, poetry, theater, exhibition, excursion days, and the meaning of the week. In their research, Karadağ and Özdemir [18] noted that the participants stressed the need for policies to be adapted to widespread activities, traditions, customs, habits, and rituals, which are the basic elements of school culture. In a study by Özoğlu and Turan [17], it was found out that farewell dinner ceremonies for teachers, awarding ceremonies for students, competitions, semester festivals, and graduation ceremonies are strong functional symbols.
In conclusion, although perceptions and thoughts are to do with school culture, school culture should be dealt with more in education. Therefore, some participants expressed worries that the functions of symbols, values, and rituals with great roles in school culture are not at the expected level due to the number of students, financial issues, and education system that need to be improved. Many participants stress the fact that the society, individuals in schools, common values, symbols, rituals, beliefs, and traditions form the basics of school culture.
5. Suggestions
In order to increase the functions of rituals, symbols, and values, managers, teachers, and servants should be well aware of their duties. These qualifications should be considered when employing individuals. School managers can closely monitor the progress of symbols and rituals in influencing school cultures. Management can learn new information in this process and develop by self-improvement.
Particularly, managers, teachers, and servants can organize various ceremonies, seminars, training sessions, excursions, activities, and meetings to bring students and parents together to fight for common aims. While doing so, individual-cultural similarities and diversities should be borne in mind. Cultural activities such as graduation ceremonies, sports activities, graduation days, poetry, theater, exhibition, excursions, meaning of the week, etc. can be organized to raise the quality.
To raise the quality during the process of developing school culture, reasonable supervision and performance evaluation can be applied in school management.
Additional budget can be allocated for the development of the physical structure of schools and the necessary equipment and education to raise the quality during the process of the development of school culture.
New teaching methods, technology can be put in use, formal arrangements, and teaching programs can be prepared.
Studies can be done on the capability of creating organizational devotion and collaboration of school managers and supervisors in relation to developing the functions of rituals, symbols, and values. Investigations may be conducted that examine school managers' learning ability in school culture, organizational commitment, and cooperation.
Studies can be done in improving an effective, satisfactory, fair, and objective merit system for learning in school management.
2.Methodology
3.Findings
4.Discussion and conclusions
5.Suggestions
Mehmet Ali Özdilekler, Anna Günsel, Gökmen Dağlı and Ergen Gürbüzer (December 20th 2017). How Symbols and Rituals Affect School Culture and Management, Open and Equal Access for Learning in School Management, Fahriye Altınay, IntechOpen, DOI: 10.5772/intechopen.71363. Available from:
Developing Countries' Marketing Communication Role in School Culture
By Anıl Kemal Kaya and Umut Ayman
State of the Art Virtual Reality and Augmented Reality KnowhowEdited by Nawaz Mohamudally
State of the Art Virtual Reality and Augmented Reality Knowhow
Edited by Nawaz Mohamudally
Introductory Chapter: Enhancing Augmented Reality User Experience (AR-UX) with Design Thinking
By Nawaz Mohamudally


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Fibre Soundscape by verd de gris arts
FIBRE The word fibre has many different meanings and connotations: a natural or synthetic filament that may be spun into yarn, or used in fibre optics; it is the narrow elongated thick-walled cell used to create our muscle fibre; it has also come to represent notions of a moral adhesive, binding and uniting our social groups in times of crisis. During the Covid-19 lockdown verd de gris arts have been these exploring notions of connectivity: weaving together threads of creativity (both physically and virtually) with sound artist and composer Nina Perry, poet Katie Atkinson and cellist Helen Thatcher. The result, FIBRE, is an eloquent and moving soundpoem which captures something of the extraordinary times we have all been living through. Created over a period of 9 months of lockdown from recorded voice messages on their phones, it features the poetry, the musings, the voices of local women from a range of cultures and backgrounds in West Yorks as they move through the darkest of times under Covid, to the re-emergence of hope. At the heart of FIBRE is ONE VOICE, a group of local women representing the varied social, cultural and ethnic backgrounds of women in Calderdale. All of these women are passionate about the arts and self- expression. They are also passionate about what they can do together to increase opportunities for local women through creative engagement. FIBRE is about exploring and reflecting on how art can be responsive to, and representative of our 'over-looked' communities. Verd de gris' work is about using creativity to help shape group dynamic and mutual support, as well as offering opportunities for local people to engage the wider community in an open, creative conversation about issues that matter to them. In this piece we wanted to show how the arts can be applied to both support positive mental health, and use digital / online 'spaces' to offer up new possibilities and new forms of communication and conversation. Fibre is funded by emergency grants from Arts Council England and The National Lottery Community Fund
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redpajama_set_name: RedPajamaCommonCrawl


Colorado Springs Home w/ Big Patio in the Bluffs!
Charming Colorado Springs Home w/Yard in Downtown!
Colorado Springs Home - Near The Broadmoor & Zoo!
NEW! Cozy House 1 Mile From DT Colorado Springs!
Updated Home w/ Yard - Walk to Old Colorado City!
Lights, Camera, Action!!! Perfect Location!!!
Colorful Colorado! Beautiful New Listing!
"Trip" Great place very cozy an central to a lot of stuff. Nice area minutes from downtown I will definitely rent here again.
Nestled in the shadow of Pike's Peak, Colorado Springs is a beautiful tourist destination and an excellent gateway to the rugged wilderness of Rocky Mountain National Park. Colorado Springs offers the vacation of a lifetime, whether you are planning an adventure in the mountain wilderness or a relaxing escape. While you are here, go on a back country skiing expedition, stroll through the museums and low-key shopping districts, take in a breath of refreshing mountain air while riding up the steep slopes in a historic train, and relax in the mineral waters of a luxury spa.
Old Colorado City: Back in 1859, this western outpost saw its share of troublemakers, adventurers, and outlaws. Take a stroll through history and find out what life was like in this historic town.
Garden of the Gods: Visit this beautiful nature center and preserved area with breathtaking red rock formations and natural monuments.
Manitou Springs: Come here to ride the Pike's Peak Cog Railway to the summit of Pikes Peak. Once at the top, take in the same view that inspired Katherine Lee Bates to write "America the Beautiful" in 1893.
The Pike's Peak Toll Road: This famous old road is a lovely and secluded place near the summit of Pike's Peak to enjoy back country powder skiing and snowboarding.
The Colorado Wolf and Wildlife Center: See and photograph real mountain wolves, one of the most majestic and threatened animals of the west.
Historic Cripple Creek: A century ago, gold miners settled in this historic town on the southwest slope of Pike's Peak.
No matter what season you arrive here, you'll have no trouble finding a vacation rental in Colorado Springs. Rent a cabin in the wilderness for a mountain adventure or a condo downtown for easy access to great shopping and a buzzing nightlife.


Taylor Engley are delighted to offer to the market this DECEPTIVELY SPACIOUS FOUR BEDROOMED SEMI-DETACHED HOUSE situated in a sought after road in the Willingdon area of Eastbourne. Offered to the market Chain Free this attractive property has accommodation comprising 25'9 double aspect living/dining room, separate kitchen and a ground floor wc whilst upstairs four bedrooms can be found along with the bathroom. The property is double glazed but would benefit from modernisation and currently has warm air central heating. A secluded garden is situated to the rear of the property whilst ample off road parking can be found to the front along with an attached garage. The position of the property within the close is also considered to be a particular feature with this home.
Local shopping facilities are available in Freshwater square or at Lindfield Road whilst Eastbourne town centre with its comprehensive shopping facilities and mainline railway station is situated approximately three and a half miles distant.
Telephone point, window to side.
Having Parquet flooring, patio doors to rear garden and door opening to kitchen.
Also accessible via the entrance hall. Having a selection of eye and base level units with work surface, one and a half bowl sink unit with mixer tap, integrated oven with gas hob, space for washing machine and fridge freezer, warm air heating boiler, door to rear garden.
Having cupboard housing hot water tank, window to side and hatch to loft.
Having a built-in wardrobe and a selection of fitted wardrobes with matching dressing table, wash hand basin in vanity unit, window to front.
Built-in wardrobe, wash hand basin in vanity unit, window to rear.
window to rear and doors to balcony.
A white suite comprising walk-in bath (with a door) with integrated electric hoist and shower over, low level wc, wash hand basin, tiled walls, electric Dimplex heater, tiled floor, window to rear.
Having up and over door to front with double opening doors and personal door to rear, gas and electric meters and fuse board.
Three off road parking spaces situated to the front of the property, the third of which being located behind an iron gate with an opening measuring 7' (2.13m).


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Business 566193321
Parkway Theater owners are always up for something new
Classic movies, live music, podcasts and other new offerings are driving growth at the 88-year-old south Minneapolis venue.
By Todd Nelson Special to the Star Tribune
December 15, 2019 — 11:34pm
Eddie Landenberger and Ward Johnson are throwing a party nearly every night at the Parkway Theater, where classic movies, live music and podcasts and other new offerings are driving growth at the 88-year-old south Minneapolis venue.
Business is up 50% from a year ago, with more events attracting more people to the 360-seat Art Deco theater at 48th Street and S. Chicago Avenue, Johnson said.
"We're focusing on our customer experience and the experience of our performers, making sure that we're not only a place that people want to come to see shows but that artists want to come and perform at," Landenberger said.
Johnson and Landenberger were friends and experienced entrepreneurs but new to the theater business when they invested $3 million to buy and extensively renovate the Parkway, which they reopened in September 2018.
The building was for sale after former owner Joe Minjares, who also operated the adjoining Pepitos restaurant, fell ill. A new location of El Burrito Mercado, the Mexican eatery on St. Paul's West Side, leases the restaurant space from Johnson and Landenberger.
Their approach to programming events has evolved from presenting a movie or live performance on its own to adding pre-movie live sets, themed drink specials and other extras to round out the experience.
They also have taken risks, including scheduling a "zero proof" New Year's Eve event featuring live music from local artists Haley and Lydia Liza and nonalcoholic beverages.
"Our customers seem to enjoy our bar, but we want to do some different, interesting things," Johnson said.
Q: Why did you want to reopen the Parkway?
Landenberger: Ward lives several blocks away. I live in Kingfield. We love 48th and Chicago, so when we saw this opportunity we had this added reason to go into business here.
Johnson: We look at it as being a cultural hub trying to bring in different artists and trying to revitalize this corner of south Minneapolis. We saw it as being an important asset to the neighborhood.
Q: What are you planning in 2020?
Johnson: We'd like to continue having some big names. There's a demand for that, and this room can work for a [cult filmmaker] John Waters show, where people want to get up close and personal with a national celebrity.
Landenberg: That show sold out in one day, so we added another that's about to sell out as well.
Johnson: We're also trying to build audiences for our regular series and focusing on things we're good at: intimate concerts, interactive movies, live podcasts.
Q: Are you competing more with home streaming or with other venues?
Johnson: People can see these movies at home. What they can't do is see them on the big screen where you're going to share this movie with 300 other people that love this movie. So you get a little of that nostalgia but you also have this community element to it.
Landenberger: We still have a lot of fun going to public places and having common experiences with other people. So it was a personal love of live shows and especially movies that just made us want to do this.
Johnson: I don't think we're trying to compete with other venues as much as we're trying to create a unique experience that maybe didn't exist in this town before, at least at this seating capacity.
Todd Nelson is a freelance writer in Lake Elmo. His e-mail is todd_nelson@mac.com.
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London still offers a proper Jimi Hendrix experience
The road from homelessness to happiness brings British singer Yola to Minneapolis
Twin Cities concerts of the week: North Mississippi Allstars, Your Smith, Crystal Method, Dolly Parton tribute
More From Business
SpaceX completed the last big test of its crew capsule before launching astronauts in the next few months, mimicking an emergency escape shortly after liftoff Sunday.
Astronauts launched by SpaceX in coming months will ride to their rockets in high fashion. Instead of using a retro-style astrovan, SpaceX crews will travel to the launch pad in Tesla sports cars.
A small earthquake was reported in southern Kansas on Sunday.
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Q: MVC3 Application in Azure Cloud Service seems to be recyling too often with long initial waits I have a Windows Azure Cloud Service which is running:
MVC3, C#, EF4.1, Razor

on
Windows 2012 R2 with .NET4.5 in WACS(osFamily="4")

I am finding that if I leave the application for a little while, say 10-15 minutes, the initial duration of the process is very long, can be about 2 mins. I assume this is due to the assemblies dropping out of memory, and the IL code needing to be recompiled. I suspect this is also tied into the application pool recycling too often.
First off, is it possible to precompile my MVC3 application and then deploy to WACS so if the assembly is dropped/recycled then it will load again very quickly. If so, how? I may well have missed something very obvious.
I guess I can also alter the setting on the app pool within the WACS IIS manager?
Thanks in advance.
EDIT:
I have found : /p:PrecompileBeforePublish=true , but not sure how to use it in conjunction with the VS2012 Azure publish action.

A: Check http://blog.smarx.com/posts/controlling-application-pool-idle-timeouts-in-windows-azure for how to set the IIS idle timeout to never.
Essentially, you want to create a startup task that does:
%windir%\system32\inetsrv\appcmd set config -section:applicationPools -applicationPoolDefaults.processModel.idleTimeout:00:00:00

redpajama_set_name: RedPajamaStackExchange


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Q: Spark from_avro 2nd argument is a constant string, any way to obtain schema string from some column of each record? suppose we are developing an application that pulls Avro records from a source
stream (e.g. Kafka/Kinesis/etc), parses them into JSON, then further processes that
JSON with additional transformations. Further assume these records can have a
varying schema (which we can look up and fetch from a registry).
We would like to use Spark's built in from_avro function, But it is pretty clear that
Spark from_avro wants you to hard code a >Fixed< schema into your code. It doesn't seem
to allow the schema to  vary row by incoming row.
That sort of makes sense if you are parsing the Avro to Internal row format.. One would need
a consistent structure for the dataframe.  But what if we wanted something like
from_avro   which grabbed the bytes from some column in the row and also  grabbed the string
representation of the Avro schema from some other column in the row, and then parsed that Avro
into a JSON string.
Does such built-in method exist?  Or is such functionality available in a 3rd party library ?
Thanks !


text:
Home ▸ Farm Management ▸ Farmland
How to manage your 2021 farmland rent agreement
When it comes to negotiating rental agreements, your landlord should have no surprises.
Bill Spiegel
The September 1 deadline for notice of changes to farmland leases in some states is looming. For farmers, that means there is a good deal of number crunching going on, and in many cases the math isn't pretty.
Cash grain prices sitting well below 2019 levels are forcing farmers to rethink their 2021 rental agreements. Can Illinois, Iowa, and Indiana farmers afford cash rent of $222, $230, and $194 per acre, respectively, when the 2020 national market year average price for corn and soybeans is projected to be $3.35 per acre (down 25¢ from last year) and $8.50 (down 5¢ from last year)?
It's a tough situation, says Kyle Walker, farm manager for Peoples Company, a Clive, Iowa-based real estate and farm management company.
"Lease negotiations for the 2021 crop could be complicated. Every situation should be handled on a case-by-case basis," Walker says.
Since 2018, lower crop prices have been offset by ad hoc federal aid in the form of Market Facilitation Payments and the Coronavirus Food Assistance Program, according to the University of Illinois Department of Agriculture and Consumer Economics. These payments have been a lifeline for farmers, representing up to 60% of net farm income for these years. As of yet, there has been no announcement of forthcoming ad hoc payments for 2021.
An Illinois case study
To set the stage for cash rental rate decisions for 2021, take a look at the crop budget for Illinois, from the U of I's August 11 Farm Doc Daily:
For 2021, operator and land returns for a 50% corn 50% soybeans rotation is projected at $224 per acre based on several key assumptions:
2021 prices are $3.40 per bushel for corn and $8.50 for soybeans, representing an economic recovery that is V-shaped.
Commodity title payments total $30 per acre. This $30 per acre includes roughly $60 per acre of Price Loss Coverage (PLC) payments on base acres in corn. No payments are included on soybean base acres.
2021 yields are at trend levels of 217 bushels per acre for corn and 68 bushels per acre for soybeans.
2021 non-land costs are $568 per acre for corn and $360 per acre for soybeans.
There are no ad hoc Federal payments.
FarmDoc authors point out that one can argue with a number of those assumptions, particularly related to ad hoc federal payments. It seems premature to estimate 2021 levels for federal aid, particularly given that a national election is scheduled for this November.
Read More: Farmland Lease Dates for Midwest States
Those assumptions result in an operator and land return of $224 per acre. At our projections, a continuation of a $275 per acre cash rental rate in 2021 would result in a loss to the farmer of $51 per acre. Obviously, without reductions in cash rents or other costs, $51 per acre or more of ad hoc aid is needed to get farmers to break-even returns near $0 per acre.
The University's economists project that, over the next five years, corn prices will average close to $3.50 per bushel, and soybeans, $8.60 per bushel, giving operator and land return an average of $240 per acre in central Illinois.
"This would suggest that cash rents would have to average near $240 per acre for farmers to have a return near $0 per acre, or that cash rents would have to fall $35 per acre for farmers to operate at a break-even level. In percentage terms, this decline would be 12.5%," the economists write. The $35-per-acre reduction could come from non-land costs, but wherever they come from, it only gets farmers to break-even levels. Larger cuts will be needed to return to profitability.
The economists sum up the 2021 rental outlook this way:
Ad hoc federal aid is key to profits: Without ad hoc federal aid, farmer returns would have been negative in 2019 and 2020, and likely will be negative in 2021. One can speculate whether or not this aid will be forthcoming. Given this uncertainty, setting cash rents for 2020 will be difficult. Continuing setting cash rents at current levels will result in large losses if ad hoc federal payments do not occur.
Farmer returns have been low since 2014: Farmer returns in central Illinois on high-productivity farmland have averaged $17 per acre from 2013 to 2018 (see Figure 3). From a return standpoint, $17 per acre is a low return for engaging in the risk of farming a cash rent acre. A number of reasons can be given for largely stable cash rents in recent years including competitiveness within the farmland market, farmers' fears of loss of competitiveness if rental acres are lost, buildup of financial reserves during the high return years from 2006 to 2013, and optimism about prices in the future.
What to do for 2021
Farmers are not typically in the habit of turning away farmland, but if paying cash rent takes them out of profitability, 2021 may be the time to do just that.
Better yet, the landlord and tenant have developed a relationship based on trust and communication, says Mykel Taylor, ag economist at Kansas State University.
"Farmers who have good relationships share a lot of information with them, and have a much easier time talking to them explaining the situation. Without good information from the tenant, landowners are getting mixed information from the media: how government programs are paying farmers a check, that the weather is good and farmers are going to have a good crop," she says. "Most landowners will listen if you say you need to lower rent, if there is information explaining why. Whenever communications is one-sided, there is opportunity for misunderstanding."
Taylor says growers are well-served to provide concise data to their landowners, on the performance of the landowners' farms. Yield maps are good, because they indicate yield variability within a field. Many landowners may not understand that some areas of a farm field perform well, other areas may not.
"Sharing profit information may be uncomfortable," she admits. "But I recommend sharing a state's farm management data, which shows the performance of farmers across the state. You can tell the landowner you are above average, or below average. Also, share the farm management net farm income data, and that government payments were 60% of that total."
Taylor says survey data at KSU indicates that farmer reliability and reputation is one of the key determinants in how a landlord chooses a tenant. "At the bottom of our survey results was rental rate amount," she says. "Landowners do want to make money, but they know finding a good tenant is not easy. They want the land asset taken care of."
After all the deliberation and number crunching is finished and you decide to terminate the farmland lease, there are steps you should take to do so properly, says Erin Herbold-Swalwell, an attorney with Brick Gentry, PC in Mingo, Iowa.
"There are so many things farmers are thinking about, and the legal stuff is probably last. But this might be the year to make some changes," she says.
If you plan to terminate a lease, let the other party know in person, or by certified mail with a return receipt requested. If you are doing an oral lease, it's time to move to a written lease. Most state land-grant universities have a written lease template, or check the Iowa Bar Association for a template, Herbold-Swalwell says.
More Farmland
Bill Gates is about to change the way America farms
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All Farmland
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A first-generation farmer growing a niche farm business in a pandemic year
All Farm Management
Talk in Farm Business


The second reason for not signing up for a Healthcare FSA is confusion about how it works. Employees often perceive the benefit as too complicated and are concerned that it's hard to estimate medical expenses for the entire year.
3) Increase your company's FSA participation.
Our survey results showed that prior to offering Carryover, FSA enrollment remained static. However, when Carryover was introduced, 63% of respondents saw increased enrollment rates. And, the jump was significant, with employers seeing an average of 8% more employees signing up.
If you're ready to add the Carryover option to your WageWorks Healthcare FSA, click here to get started.
Or if you're still in research mode, check out our on-demand Webinar – "Everything you Need to Know about the Healthcare FSA with Carryover" – to learn more about what you can do to alleviate employees' concerns, drive FSA participation, and achieve greater corporate tax savings.


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False Teeth: What Are Some Types?
What are the different types of false teeth available today?
This option is becoming increasingly popular as more and more people look forward to getting a permanent solution for their missing teeth or loose-fitting false teeth. The process involves attaching a metal screw into the jaw bone, which can be used by the dentist for anchoring the new teeth in place. Dental implants are preferred by most patients because they don't tend to slip or move, which gives the patients a long lasting, more comfortable and convenient experience.
Partial Denture
Partial dentures are usually made of a combination of teeth that are held together by an acrylic band or metal. The dentures work by fastening to the natural teeth with the help of metal clasps. As the band adheres to the teeth's back, it isn't typically visible from the front.
Full Dentures
The option of full dentures offers a complete removable set of teeth. The teeth made from acrylic or resin work by fastening to a soft plate fitting against the mouth's roof. Suction tends to hold these dentures in place, but there are people who prefer using dental adhesives for reducing slipping.
Fixed Bridge
Patients may also opt for a fixed bridge that is composed of a single false tooth, which has a cap or crown attached to any one of its sides. The crowns work by fitting over the natural teeth's top.


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package vip.xuanhao.integration.views.Iviews;

import vip.xuanhao.integration.app.base.IBaseView;

/**
 * Created by Xuanhao on 2016/12/1.
 */

public interface IWelcomeViewView extends IBaseView {

    void updateCountDown(String countDown);
}

redpajama_set_name: RedPajamaGithub


text:
My Dr Foster
Quality and outcomes measurement
Excellence in information governance is at the heart of what we do.
INFORMATION GOVERNANCE AND DATA SECURITY
We have a legal and ethical responsibility to handle confidential and sensitive information carefully and securely, and we are fully committed to doing that in a way that maximises its utility while preventing unauthorised or inappropriate use or disclosure.
Excellence in information governance
Excellence in information governance is at the heart of what we do. We have a legal and ethical responsibility to handle confidential and sensitive information carefully and securely, and we are fully committed to doing that in a way that maximises its utility while preventing unauthorised or inappropriate use or disclosure.
Independent assurance
Our Information Security Management System (ISMS) is certified to ISO 27001:2013 by Certification Europe. Regular audits and independent assessment help us to maintain compliance with the standard and provide assurance that information security is always built in to our work.
Since 1999 Dr Foster has been handling confidential patient-level data and operating under a range of UK, European and international laws, associated codes of practice and international standards. Our experience contributes to the maturity of our ISMS and provides customers with confidence that their information is protected.
Wherever we work we comply. We make sure that we meet the data protection and other legal requirements of the countries we operate in. This includes the General Data Protection Regulation (GDPR) in Europe, the UK's Data Protection Act and the Health Insurance Portability and Accountability Act (HIPAA) in the US. We meet all of the requirements set out by the NHS Information Governance Toolkit and adhere to the Caldicott Principles. And our team remains up to date with compliance developments as they emerge.
Data protection by design and default
We are respectful of the nature of the data we work with, where it comes from and what it means for individuals and organisations.
We use a range of privacy enhancing technologies, physical security measures, data agreements, contracts of employment, impact assessments and audit measures. Taken together these provide us with a robust governance framework for information management.
Privacy is core to our designs and processes. We process anonymised and pseudonymised data about patients to preserve privacy and minimise risk. Our Privacy page provides more information.
Visit our careers page
info@drfoster.com
3 Dorset Rise
London, EC4Y 8EN, United Kingdom
® 2014 Dr Foster Limited,
trading as Dr Foster Intelligence.
Registered Company No. 3812015
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Home / Schools / Florida Technical College
Florida Technical College
About Florida Technical College
Florida Technical College was founded in 1982 to provide post-secondary training in specialized business fields. The main campus in Orland opened in 1982, followed by the Lakeland campus in 1990, and the DeLand campus in 1997. Classes began at the Kissimmee, Pembroke Pines, and Tampa campuses in 2011, and the South Miami campus opened in 2015.
After 40 years of serving Florida's educational needs, Florida-Technical College has merged with NUC University which until now had been a sister Institution. In addition, NUC University brought two other colleges under its umbrella, The Digital Animation & Visual Effects (DAVE) School in Florida and IBC Institute in Puerto Rico, for a combined total of 15 campuses and 20,000 students in both Puerto Rico and Florida.
Below are the programs offered at Florida Technical College's campuses (not all programs are offered at all locations):
Choose what is right for you. Enhance your learning experience by enrolling in one of our Hybrid/blended programs, which combine on-ground and online instruction. Complete your interactive assignments online and come to campus for your practice labs for a convenient and interactive learning experience! Here are just some of the benefits of the blended programs: Class Schedule Flexibility, Online Courses Available 24/7, Online Assignments, Hands-On Labs, Face-to-Face with the Instructor, On-Ground and Online Campus Experience in a Blended Environment. (Not offered for all programs).
FTC offers degrees and diplomas in many specialties. The best way to learn more about us is to schedule an appointment with an admissions representative and take a no-obligation tour of one of our campuses.
Culinary Arts - Diploma
Baking and Pastry - Diploma
The Culinary Arts Diploma Program offers students the opportunity to acquire the skills and knowledge needed to obtain an entry-level position in the field. Students will gain hands-on knowledge of sauces, meats, and baked products. In addition, they will learn about kitchen safety and sanitation techniques to ensure food safety. Finally, they will cover management and supervision in the food service industry.
A total of 1005 contact hours is required and divided into 460 lecture hours, 420 lab hours, and 125 externship hours. Employment opportunities Banquet Cook, Line Cook, and Catering Cook
3831 West Wine Street
Kissimmee,
South Miami, FL
20505 South Dixie Hwy
Cutler Bay, FL,
The Baking and Pastelería Diploma Program offers students the theoretical and practical knowledge required to work in the industry. Students will learn to create, prepare, and attractively present a variety of stand-alone desserts, bread-based products, and common or special baking recipes, pastries, and sweets. Students are eligible to sit for the certification exams: ServSafe Food Manager and ServSafe Allergens.
A total of 1005 contact hours is required and divided into 460 lecture hours, 420 lab hours, and 125 externship hours. Employment opportunities Bakers, Baked goods production prep technician, Bread Maker, Production Technician, Pastry Maker, Food Catering Service, and Bakery owner and operator.
Accreditation, Licenses, Affiliations and Approvals
NUC University (NUC) is accredited by the Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104. (267-284-5000) www.msche.org. NUC's Florida Technical College (FTC) and The Digital Animation & Visual Effects School (The DAVE School) are included in this accreditation. The MSCHE is an institutional accrediting agency recognized by the U.S. Secretary of Education and the Council for Higher Education Accreditation (CHEA)..
The Baking and Pastelería and Culinary Arts Diploma programs at the Kissimmee campus are programmatically accredited by the Accrediting Commission of the American Culinary Federation Education Foundation (ACFEF). ACFEF Accrediting Commission is located at 180 Center Place Way St. Augustine, Florida 32095. Tel: (800) 624-9458. Fax: (904) 825-4758, E-mail: acf@acfchefs.net.
Florida Technical College is licensed by the Commission for Independent Education, Florida Department of Education. Additional information regarding this institution may be obtained by contacting the Commission at 325 West Gaines Street, Suite 1414, Tallahassee, FL 32399-0400, toll-free (888) 224-6684.
Florida Technical College is a member of the Florida Association of Postsecondary Schools and Colleges.
NUC University has three additional academic units: NUC – IBC Institute (NUC-IBC), Florida Technical College (FTC), and The Digital Animation & Visual Effects School (The DAVE School). Information about NUC, NUC-IBC, FTC, and The DAVE School is available at http://www.nuc.edu/, http://www.ibanca.net/, http://www.ftccollege.edu/, and http://www.dave.nuc.edu.
Financial Aid is available for those who qualify.
Career School Now - Florida Technical College
Graduation year Select a Year2022202120202019201820172016201520142013201220112010200920082007200620052004200320022001200019991998199719961995199419931992199119901989198819871986198519841983198219811980197919781977197619751974197319721971197019691968196719661965196419631962 Program Select a Program Culinary Arts - Diploma Baking and Pastry - Diploma
Clicking the "Submit" button constitutes your express written consent for Florida Technical College to contact you by call, text, email, and mail using the provided contact information, including a wireless number and you understand that these efforts may be generated using automated technology. Your consent is not required to obtain further information.


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Q: tikz foreach used for number in filename for addplot I have quite a few tables generated which I want to plot in the same TikZ figure (using pgfplots). I am currently trying to use a foreach loop to plot them all, but it is only plotting the last figure.
\begin{figure}
\begin{tikzpicture}
\begin{axis}[axis lines=middle,legend pos=north west,
    xlabel=$x$,
    ylabel=$y$,
    legend style={draw=none}]
    \def \N {14}
    \foreach \i in {1,...,\N} {
        \addplot[smooth,magenta] plot[]file{tablerev/airyratio\N.dat};
    }
\end{axis}
\end{tikzpicture}
\end{figure}

I'm not sure what is causing this behavior. Apparently using the \N works as part of a filename, and if I plot them separately they will plot, so why is it not showing all 14 plots?


This 2,500 square foot single family home on a corner lot has 5 bedrooms and 3 full bathrooms. There is a large master bedrooms with 2 walk-in closets on the 2nd level. Hardwood floors throughout, built-ins and central air. The kitchen is fully updated as is the upper level bathroom. There are hardwood floors on the upper level, a gas fireplace and a new addition in the front (opened up what used to be the porch). Fabulous location on a quiet street. Walk to Rose Garden, Lake Harriet, shopping and cafes.
Directions: 35W to 46th Street. Go West of 46th Street to Colfax. Go north 2 blocks and the house is on the left.
I was searching for a Property and found this listing (MLS #5204280). I would like to schedule a showing for 4400 Colfax Avenue S Minneapolis, MN 55419. Thank you!
I was searching for a Property and found this listing (MLS #5204280). Please send me more information regarding 4400 Colfax Avenue S Minneapolis, MN 55419. Thank you!
Listing provided courtesy of Re/Max Prodigy.
MLS® 5204280: This property at 4400 Colfax Avenue S, Minneapolis, MN 55419 is located in the East Harriet subdivision and is listed for $577,000. MLS® 5204280 has been on the market for 13 days.


text:
Salomón Kalmanovitz Krauter (Barranquilla, 12 de noviembre de 1943) es un economista y filósofo colombiano. Kalmanovitz ha sido codirector del Banco de la República de Colombia, profesor e investigador de universidades colombianas e internacionales. Es conocido en la prensa como analista económico, desde 2007 escribe una columna de opinión semanal en el diario colombiano El Espectador. Ha publicado 14 libros además de diversos ensayos y artículos de investigación. Desde 2008 es miembro fundador de la revista Razón Pública.

Biografía
Estudió filosofía y economía (Bachelor of Arts) en la Universidad de New Hampshire (1963-1967), e hizo estudios de postgrado en el New School for Social Research, Nueva York (1967-1970), con un título de Master of Arts y candidato al doctorado en Economía.

Fue investigador visitante en el Institute for Development Studies de la University of Sussex, Inglaterra, donde trabajó sobre teoría del desarrollo económico (1979-1980) y en el David Rockefeller Center for Latin American Studies de la Universidad de Harvard (2005-2006), en historia económica de Colombia.

Se desempeñó como profesor de Economía en la Universidad Nacional de Colombia (1970-1998) y decano de la Facultad de Ciencias Económicas (1990-1993). Ha colaborado como investigador con el CINEP, el Departamento Administrativo Nacional de Estadística y la Contraloría General. Fue también profesor de cátedra de la Universidad de los Andes (1973-1975) y dictó allí de nuevo un curso en 2001 y 2002. Mantuvo una cátedra en la Universidad Nacional de Colombia (2005-2006).

De 1993 a 2005 fue codirector del Banco de la República de Colombia. Se desempeñó hasta el 2013 como decano de Ciencias Económico-Administrativas de la Universidad Jorge Tadeo Lozano; siendo allí editor de la revista Tiempo y Economía. Es secretario permanente de la Asociación Colombiana de Historia Económica y miembro de la Academia de Ciencias Económicas.

Publicaciones
 2022: Ejercicios de memoria, Debate
 2017: Obra Selecta, Penguin Random House Grupo Editorial Colombia & Universidad de Bogotá Jorge Tadeo Lozano
 2010 Nueva Historia Económica de Colombia 2004: Economía Y Nación, Grupo Editorial Norma ISBN 9786894222612
 2003: Economía Y Nación: Una Breve Historia De Colombia, Grupo Editorial Norma ISBN 9789580471530
 2003: Ensayos Sobre Banca Central En Colombia: Comportamiento, Independencia E Historia, Grupo Editorial Norma ISBN 9789580473930
 2001: La Paz y Sus Principios, coautores: Diego Pizano Salazar y Eduardo Lora. Alfaomega Grupo Editor ISBN 9789586821926
 1995: Economía Para Todos, coautores: Jorge Pulecio, Beethoven Herrera, Enrique López, Marla Patricia Ripoll, Ricardo Bonilla González, Álvaro Zerda, Ignacio Jiménez. Editora Fundación Friedrich Ebert de Colombia (FESCOL). ISBN 9589272487
 1989: La encrucijada de la sinrazón y otros ensayos (Sociología y política), Tercer Mundo Editores ISBN 9789586012416
 1982: El desarrollo de la agricultura en Colombia'', C. Valencia Editores ISBN 9788482770932

Enlaces externos
 salomonkalmanovitz.com
 Salomón Kalmanovitz, economista: su aporte al pensamiento económico colombiano, trabajo de Oscar Hernan Muñoz G., Universidad de Nariño, 1994.

Referencias

Economistas de Colombia
Barranquilleros
Alumnado de la Universidad Nacional de Colombia
Judíos de Colombia
Escritores de Colombia
Académicos de Colombia

redpajama_set_name: RedPajamaWikipedia


Toowoomba Podiatry Clinic has both HICAPS and EFTPOS facilities.
HICAPS is an electronic health claiming and payments system that lets you process your claims automatically after your treatment and before you leave the surgery.
With HICAPS you no longer have to make a separate trip to your private health fund to lodge your claim or send your claim via the post. The claim is finalised on the spot immediately after your consultation.
So there's no need to pay the full consultation fee up-front then wait for the reimbursement of your benefit.
It's so convenient and easy! All you need is your health fund membership card.
After the consultation, your health fund card id simply swiped through the HICAPS terminal by our office staff. Your claim details are entered and in seconds the whole transaction is processed.
Once your claim is authorised by the health fund, you simply pay the balance amount – the difference between the full fee for the treatment and the amount claimed from your health fund.
As we have also installed EFTPOS and HICAPS, then you pay the balance with your credit card or debit card.
And the whole process is quick and easy! No more queuing or claim forms to fill in.


RSD Group operates in the field of automotive spare part sales, real estate and investment.
RSD Group owns three successfully working companies that operate in the fields of new cars sales, cars technical maintenance and automotive spare parts sales.
Companies of the group are collaborating with more than 15 direct suppliers of automotive spare parts that supply the parts for engines, steering and suspension and electrical parts from different countries of the world. The range of the offered spare parts and accessories is constantly and steadily increasing.
In order to strengthen its position in the market, RSD Group motivates the expansion of the network of its companies in strategical places of regions. The aim is to sell the automotive spare parts closer to the car workshops, garages and to ensure convenience for mechanics and car owners to repair cars.
RSD Group is dynamically and fast growing group of companies with common ideas and goals. There are more than 120 competent employees who can provide with all necessary information.
RSD Group means quality, responsibility, proficiency in cooperation with customers and partners and fair and open business development.
© RSD GROUP, 2018. All rights reserved.


Business marketing represents a number one aid which each business enterprise must take benefit of for you to attain the sales they preference. Whilst considering the possibilities which exist with advertising, there are often several ability resources an person would be capable of faucet into in relation to enhancing their very own efforts. In case you discover yourself searching for the possibility to enhance your advertising, use the following 5 simple steps to useful resource inside the fulfillment of this goal.
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You're Invited: CEO Evolution - Monday 11/2/15 8:30 - 10:30 a.m.
Listen to the stories. Ask questions. Learn from the best.
Citrin Cooperman, one of the leading accounting, tax, and business consulting firms in Philadelphia, is proud to present the 2nd annual CEO Evolution.
Join us as we celebrate three of the most dynamic CEOs in today's business culture. With co-moderators, Mark S. Carrow, Citrin Cooperman's Philadelphia managing partner and noted management author, and Dr. Erwann O. Michel-Kerjan, Risk Management and Decision Processes Center at the Wharton School of the University of Pennsylvania's executive director and renowned risk management expert, discover how these CEOs have achieved their iconic success.
Hear how Jami Wintz McKeon rose to the top and shattered stereotypes to lead one of the world's largest law firms in its expansion across the U.S. and international market.
Discover how Robert Schimek's financial background and worldwide experience helped position him as a top leader within a multi-billion dollar insurance corporation.
Learn how Jay Shah went from working as an adolescent at his parents' motel to leading a NYSE listed hotel REIT with 53 hotels and an enterprise value of $2.5 billion.
Due to limited space, please reserve your spot no later than October 27, 2015.


text:
Patrick Rissmiller scores, adds assist as Sharks beat Coyotes 4-2
Hannan was happy to get a rare offensive highlight - yet he knows the Sharks wouldn't survive such a sloppy, exhausting performance in the playoffs.
Patrick Rissmiller had a goal and an assist, Jonathan Cheechoo added a goal and the Sharks kept pace in the tight Pacific Division race with a 4-2 victory over the Phoenix Coyotes.
Christian Ehrhoff also scored as San Jose earned its 100th point of the season with its eighth victory in 10 games despite committing nine minor penalties - a rarity for one of the NHL's least-penalized clubs.
Hannan scored just his third goal of the season to break open the game early in the third period. He preferred to see the outing positively - as a chance to fine-tune the penalty-killing unit for the playoff struggles ahead.
"We did a good job, but you don't want to be killing that many penalties," said Hannan, whose previous two goals this season both went into empty nets. "There's mistakes that we need to take out of our game."
Evgeni Nabokov made 25 saves, and Joe Thornton set up Cheechoo's seventh goal in five games with his NHL-leading 84th assist in the Sharks' fifth straight home victory.
Fredrik Sjostrom and Steven Reinprecht scored for the Coyotes, who have the Western Conference's worst record after losing for the 13th time in 15 games despite spending much of the night on power plays against the surprisingly sloppy Sharks. Curtis Joseph stopped 21 shots, but lost for the eighth time in 10 starts.
"We seem to always find a way not to get it done," Joseph said. "They just kept coming and charging."
Phoenix played the last 63 seconds with a 6-on-3 advantage after pulling Joseph, but still couldn't get the puck past Nabokov. The San Jose goalie stopped four scoring chances in the final moments, earning a standing ovation after the buzzer.
"We're not very good," Coyotes coach Wayne Gretzky said. "We don't shoot the puck enough at opportune times. We don't crash the nets. We don't simplify the game, and you're not going to score."
San Jose bettered last season's 99-point total in front of another sellout crowd, ensuring just the second triple-digit finish in franchise history. With four games left - including three at home - the Sharks have a good chance to surpass their club-record 104 points in 2003-04.
But winning a division title or getting home-ice advantage in the playoffs seems less likely. The Sharks are tied with Dallas for fifth place in the conference standings, but the Stars have a game in hand - and Anaheim leads both of its division rivals with 104 points.
The Sharks visit the Ducks on Wednesday night.
Rissmiller, a solid checking forward completing his first full NHL season, capitalized on his linemates' persistence for the game's first goal early in the second period. Curtis Brown forced a turnover at the Phoenix blue line, and Mike Grier got the puck to Rissmiller for a breakaway score, his sixth of the season.
The trio's line was broken up last week on the road, but rebounded with an impressive game.
"We've played better as of late," Rissmiller said. "We can get the job done."
Sjostrom broke up Nabokov's shutout bid late in the second period with a long shot from the boards, but the Sharks' checking line produced another goal early in the third period when Grier found Hannan.
"We need scoring from more than one line a night," Sharks coach Ron Wilson said. "Tonight, it was spread around a little bit, and that's a positive for us. ... We got to work on our penalty-killing, too. Not by choice, that's just the way it went. We shouldn't be killing nine penalties, especially with some calls out of nowhere."
Cheechoo got his 32nd goal just 68 seconds later, chasing down Thornton's pass and beating Joseph in the top corner of the net. Reinprecht added his ninth goal during a two-man advantage midway through the period.
Notes: Sharks D Craig Rivet, who has six points and a plus-5 rating in 13 games since joining the club in a trade with Montreal, sat out with a minor groin injury. ... Rissmiller's goal was his first since Feb. 21. ... Marc-Edouard Vlasic, the Sharks' impressive rookie defenceman, celebrated his 20th birthday with an assist on Ehrhoff's goal.


The church was almost completely destroyed by fire in 1992. While this was a tragic loss, the building was entirely rebuilt and parishioners found themselves in new premises which are up-to-date and convenient for all users.
Immediately adjacent to the Main Hall, there is a well-equipped kitchen. Besides the utility spaces, the basement consists of three large rooms, well-lit by windows, in one case, and by skylights throughout. There is direct access to the outside.


Alternative Medicine: Is It Covered?
Aromatherapy: More Than Just a Pleasant Scent?
Has Your Healthcare Been 'Doctored'?
Can Chelation Therapy Help Heart Disease?
Can Phytoestrogens Improve Bone Health?
Alternative Breast Cancer Treatments: Do They Work?
Do Magnets Offer Pain Relief?


Facebook is the most popular social media in the world. This social media is helpful to communicate with people. But these day social media are the fastest way to advertise your business. Here i will give you all idea how to use Facebook for your business as well as how to work on Facebook for your client or company. First you need to create a Facebook page your your websites or company.
First question is why we create a page for our websites ? Using your fan page directly post your contents on Facebook page, this post is visible for all people who already liked your page. Social media is helpful to fetch more traffics on websites so we create a page on Facebook for our website. If you post any things on this fan page then people directly redirect on your website.
Login on Facebook with your Facebook account (Create an account if not) .
Go to Right corner and select Create page.
Choose any one Categories according to your websites.
Fill Your websites detail, like site name, Website description.
Upload your Website Logo and Cover page.
Note: Share this page with your friends and reach upto 25 likes after that you can create url for your facebook page.


Do you need a Toilet or Bathtub Installed or Replaced? Or need to repair clogged toilet? Call Draincom, our experienced plumber will take care of this for your!
If you ask anyone they will tell you that installing a toilet is not rocket science and for the most part they are correct. For a new installation, there is not very much that can go wrong provided the rough-in for the fixture was done to the proper specifications, however, an installation of a new toilet for a replacement is a different story.
First of all, when the old toilet is removed you need to have a close inspection of the wood underneath to determine whether or not there has been a slow leak from the previous fixture. This would show up as a dark stained colour around the old flange which could possibly soften the wood to the point that a secure installation for the new one could be a problem. In this case, it would be recommended to change a small section of the floor with new wood… such a procedure could be achieved with very little damage.
The next inspection should be the actual toilet flange itself… an older plumbing system will have a cast iron flange with lead caulking around it. An older flange has only two small slits in the side to accept the bolts and they aren't very forgiving. One should lock the bolts in place on the flange with a set of washers and nuts before setting the new toilet.
There is also the possibility that over the years, renovations have been done in the bathroom where a new layer of plywood and ceramic tiles have been installed, which would make the actual toilet flange sit lower on the floor than normal.
The first problem now is whether or not the closet bolts will be long enough to properly secure the fixture. These bolts now have to extend from the old flange up through the new floor and tile and then through the porcelain of the bowl with enough thread to successfully install the flat washer, the cap washer, and the nut. Even if you purchase long bolts, in some cases it isn't quite enough. Contact our Toronto Plumbers Now.
In a case like this there are repair flanges you can purchase which are around 3/8" thick , made of plastic which can be screwed down on top of the original flange (provided the original is plastic) and raise the height of the lockdown slots thereby bringing the toilet bowl closer to the level of the floor allowing the installer to use only one seal or gasket, be it sponge rubber (come in a variation of thickness) or a wax seal.
Our preference on a wood floor is sponge rubber since the wood floor may still have some minor movement with the house and a wax seal once set is not going to change. On a concrete floor, they are great! In a two-story house, you want to be certain that this toilet is not going to be slowly leaking when you leave.
When you tighten down the bowl it should not be so loose that it will move when sat upon, however, on the other hand, it making it too tight could eventually crack the porcelain bowl due to stress.
Over time you can learn a nice snug torque that falls somewhere in between and will stay in position forever.
We also fix all plumbing issues with Toliet or Bathtub; no matter it is toilet plug, toliet overflowing, clogged and blocked, we can fix it for you. You need a professional on those issues as they often related to Drain issues, specially when the toliet is completely clogged, as it could be clogged toilet drain or pipe, may need professional drain snake to locate and fix the issue, problem with drain can can get a lot worse if the issue was not dealt with promptly.
While all the above is possible on your own, there are many areas that can cause you issues and trouble in the future. We at DrainCom have 20+ years experience and no matter your home we have encountered before, plus your toilet installation will always be guaranteed.