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Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers. Qualitative research was conducted within the population of cooperating teachers and first-year teachers of agricultural education employed in the Commonwealth of Virginia. Two nominal groups were conducted on October 15, 1998, each having ten participants. One group was comprised of ten cooperating teachers and the other of ten first-year agricultural education teachers. The responses from these participants were used to create a prioritized list of the characteristics of cooperating centers that they felt were most important for a successful student teaching experience. / Master of Science

Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. A conceptual model guiding this study, based upon a thorough review of the literature, explains the role of constructivism, teaching efficacy, and communication theory. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared to those respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in their self-perceived teaching efficacy levels. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher – cooperating teacher relationships. Structured communication influences student teachers’ beliefs regarding their ability to teach and their perception of their relationship with the cooperating teacher. In order to better understand the perceptions of student teachers regarding their teaching efficacy levels, and the student teacher – cooperating teacher relationship, additional research should be conducted in these identified areas. In addition, further research should be conducted on these variables at other institutions of higher education with teacher preparation programs in agricultural education.

A challenge faced by agricultural educators across the country is a lack of qualified teachers entering the profession. The purpose of this study was to determine if there is a relationship between student teacher perceptions of the student teacher/cooperating teacher relationship and the decision to enter the teaching profession. Background/demographic characteristics were also examined to determine if relationships existed with the decision about entering teaching. These characteristics included gender, age, academic classification, race/ethnicity, previous agricultural work experience, and semesters of high school agricultural science courses completed. The target population of this study consisted of preservice agricultural education students at Texas A&M University. The sample consisted of 33 student teachers who completed their student teaching in the fall semester 2004. The instrument consisted of three parts. Part I of the instrument contained six background/demographic variables (gender, age, semesters of high school agricultural science courses completed, academic classification, race/ethnicity, and agricultural work experience). Part II of the instrument contained 14 items measuring student teacher perceptions of the student teacher/cooperating teacher relationship. For each item, participants were asked to indicate the importance of each characteristic and the current level of their cooperating teacher using a modified five point Likert-type scale. Part III of the instrument consisted of a single item, “Do you plan to teach agricultural science when you graduate?” accompanied by a seven point response scale ranging from definitely yes to definitely no. There was no relationship found between the student teacher/cooperating teacher relationship and the decision to teach. However, a relationship was found between previous agricultural work experience and the decision to teach, as well as a relationship between the semesters of high school agricultural science courses competed and the decision to teach. By knowing how many high school agricultural science courses a student had completed, one could better predict the decision to teach. As a result of the study, the researcher recommends that agricultural education programs recruit students who have completed high school agriculture courses. High school agricultural science teachers should encourage their students to pursue careers in agricultural education.

Teaching efficacy beliefs of agricultural science student teachers, and their relationship with their cooperating teachers during field experiences, are variables that may affect the number of student teachers entering the profession. The purpose of this study was to examine the effects implementing structured communication between student teachers and cooperating teachers would have on student teachers’ self-perceived teaching efficacy, and the relationship between the student teacher and cooperating teacher during the student teaching experience. The learning environment of these field experiences must be more fully understood to explain why some student teachers enter the profession of agriculture science teaching, and others do not. A conceptual model guiding this study, based upon a thorough review of the literature, explains the role of constructivism, teaching efficacy, and communication theory. This study employed a quasi-experimental design with a non-random sample in a multiple time-series design. The average respondent in this study was a 23 year old white undergraduate female placed at a multiple placement cooperating center. Respondents in an environment where the amount and type of communication between student teachers and cooperating teachers was structured were less efficacious when compared to those respondents who were not in a structured communication setting. In addition, student teachers in a structured communication environment declined in their teaching efficacy measurements overall, whereas student teachers who were not involved in structured communication increased in their self-perceived teaching efficacy levels. Through contrast analysis, the age and academic standing of student teachers significantly affected their perception of the value cooperating teachers placed upon student teacher – cooperating teacher relationships. Structured communication influences student teachers’ beliefs regarding their ability to teach and their perception of their relationship with the cooperating teacher. In order to better understand the perceptions of student teachers regarding their teaching efficacy levels, and the student teacher – cooperating teacher relationship, additional research should be conducted in these identified areas. In addition, further research should be conducted on these variables at other institutions of higher education with teacher preparation programs in agricultural education.

A plethora of literature on cooperating teachers exists, but it is written from university researchers’ perspectives, leaving cooperating teachers’ voices silenced. Most researchers discuss what cooperating teachers do rather than who cooperating teachers say they are, particularly when they speak of themselves as teacher educators. The focus of this study was specifically on music cooperating teachers, and its purpose was to investigate their identities as narrative constructions. I employed Connelly and Clandinin’s (1999) stories to live by, Bruner’s (1987; 1991; 2002) self-making, and Ricoeur’s ipse-identity and idem-identity to suggest that identity stories were multiple, mobile, and contingent. Still, human beings sought continuity in their identity stories over time, and such stories were shaped in social and institutional contexts. Using touchstones of narrative inquiry (see Clandinin & Caine, 2013), I held six planned conversations with two other music cooperating teachers, which first generated field texts, and then, led to many follow-up conversations. The participants and I engaged in an eight-month process of co-constructing interim research texts. Clandinin acknowledged that, because identity stories were works in progress, standard research texts often were ineffective vehicles used to convey narrative identity. Therefore, I implemented a novella, an emotional story relying on character development, to present the final research text, and I entitled it “Between the Hedges.” Within my interpretations and reflections on “Between the Hedges,” I discussed how, when considering ourselves as music teacher educators, we told public and private stories of family and school, further situated as children, students, and parents. Parents and music teachers were highly influential figures, and not always in positive ways. Although the situated identity stories were multiple, each cooperating teacher wove a thread of sameness between his or her stories as they were retold and relived. I concluded that the sameness in each story was key to understanding rationales for cooperating teachers’ practices of mentoring student teachers.

COOPERATING DEFENDANT Abstract The aim of the thesis is to present and analyse the current legislation of the cooperating defendant in the Czech Republic. The thesis is divided into 6 chapters. The first part is focused on defining the terms crown witness and cooperating defendant. In the second chapter, the author deals with organized crime, because the main purpose of the institute of a cooperating defendant is to combat this phenomenon. The third chapter describes the current legal regulation of the institute of a cooperating defendant. The changes made by Act No. 333/2020 Sb. with effect from 1st October 2020 are also mentioned. The last part of this chapter is devoted to the issue of protection of a cooperating defendant in the Czech legal system. In the fourth chapter, the problematic points of the current legislation are highlighted and are followed by the de lege ferenda considerations. The fifth chapter deals with available data regarding the use of the institute of cooperating defendant in practice, i.e. specifically the frequency of use of this institute, in which crimes it occurs the most and what punishments are imposed on cooperating defendants. In the last chapter, the author deals with the institute of a cooperating defendant in the Italian legal system. It describes the legislation of the...

Cyber-Physical Systems (CPS) are physical entities whose operations are monitored, coordinated, and controlled by a computing and communication core. These systems are highly heterogeneous and complex. Their numerous components and cross domain complexity make attacks easy to propagate and security difficult to implement. Consequently, to secure these systems, they need to be built in a systematic and holistic way, where security is an integral part of the development lifecycle and not just an activity after development. These systems present a multitude of implementation details in their component units, so it is fundamental to use abstraction in the analysis and construction of their architecture. In particular, we can apply abstraction through the use of patterns. Pattern-based architectural modeling is a powerful way to describe the system and analyze its security and the other non-functional aspects. Patterns also have the potential to unify the design of their computational, communication, and control aspects. Architectural modeling can be performed through UML diagrams to show the interactions and dependencies between different components and its stakeholders. Also, it can be used to analyze security threats and describe the possible countermeasures to mitigate these threats. An important type of CPS is a maritime container terminal, a facility where cargo containers are transported between ships and land vehicles; for example, trains or trucks, for onward transportation, and vice versa. Every cargo port performs four basic functions: receiving, storing, staging and loading for both, import and export containers. We present here a set of patterns that describe the elements and functions of a cargo port system, and a Reference Architecture (RA) built using these patterns. We analyze and systematically enumerate the possible security threats to a container terminal in a cargo port using activity diagrams derived from selected use cases of the system. We describe these threats using misuse patterns, and from them select security patterns as defenses. The RA provides a framework to determine where to add these security mechanisms to stop or mitigate these threats and build a Security Reference Architecture (SRA) for CPS. An SRA is an abstract architecture describing a conceptual model of security that provides a way to specify security requirements for a wide range of concrete architectures. The analysis and design are given using a cargo port as our example, but the approach can be used in other domains as well. This is the first work we know where patterns and RAs are used to represent cargo ports and analyze their security. / Includes bibliography. / Dissertation (PhD)--Florida Atlantic University, 2021. / FAU Electronic Theses and Dissertations Collection