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This study aims to assess the effectiveness of online e-resource marketing tools used by university libraries to market e-resources. The specific objectives of this study were to uncover the e-resources that are showcased by university libraries, find out instructions posted by libraries to facilitate access and utilization of e-resources, examine marketing tools used, examine how current and relevant marketing messages and test the functionality of the marketing tools used.

An exploratory research design was used to assess the effectiveness of e-resources marketing tools. The study population included all public university libraries in Tanzania. The sample was purposively selected to include all publicly funded libraries as they work under similar management environments. Data collection involved the evaluation of online marketing tools using a matrix checklist.

It was revealed that most university libraries use websites for showcasing e-resources. The commonly used social media for marketing e-resources is Facebook followed by Instagram while Twitter and Ask a Librarian are the least used. The results further show that only a few universities provide instructions on how to access and use e-resources. The findings indicate that universities had active communication platforms for marketing e-resources. Furthermore, less than 50% of marketing messages are active and current. It is recommended that marketing e-resources should be integrated into the library’s plans and strategies and this should be informed by library policies.

Given that, this study involved Tanzanian public university libraries, it is possible that the findings do not represent the same situation in all academic university libraries in the nation.

This study assesses the effectiveness of online tools used to market e-resources in university libraries in Tanzania. It reveals the e-resources that are showcased online, the instructions provided on how to access the e-resources and the functionality of the marketing tools. Unlike the previous research, which primarily focused on evaluating the Web-based tools in university and college libraries, this study focused on public libraries in the country. The results will not only contribute to the theoretical and practical understanding of the functionality of the marketing tools but also provide actionable insights to decision-makers in libraries in marketing their e-resources.

This Clause outlines the procedures for adding or omitting work, as well as other situations where the price to be paid by the Employer is to be adjusted. Variations may be initiated either directly by instructions from the Engineer or by a Request for Proposal where the Contractor is to prepare and submit a proposal which then forms basis for the Variation procedure. See Sub-Clause 13.3 [Variation Procedure]. Variations may have an impact on the Contract Price as well as on the Time for Completion and other elements of the Contract, see Sub-Clause 13.3 [Variation Procedure].

Clause 3 [The Engineer] contains the speci?c provisions for the Engineer, including the general requirements for the Engineer and their representative(s) and assistants, the replacement of the Engineer, the duties and authority of the Engineer and - importantly - the Engineer's role when managing the project, e.g. through instructions. In the 2017 edition, the Engineer's role as a ?rst venue for resolution of differences or disagreements between the Contractor and the Employer has been vastly expanded and the Sub-Clause covering this issue now runs to more than three pages rather than the two short paragraphs in the 1999 edition.

Teacher agency plays a crucial role in teachers’ professionalism and makes them capable of acting powerfully in their teaching context. The purpose of this study was to explore the role of case-based instruction (CBI) on the agency development of EFL (English as a foreign language) student-teachers.

The study followed a descriptive narrative design and involved ten student-teachers in five CBI sessions. The data collected through different data sources, such as narratives, interviews, recorded sessions and focused groups, were analyzed using a deductive-inductive thematic analysis.

The results showed that CBI has a constructive role in developing the agency of EFL student-teachers. Active participation in CBI sessions helps teachers consider their future desires. The exploration of cases in CBI sessions helps them recall past experiences that led to the development of their agency. Brainstorming ideas in CBI sessions helps teachers consider their beliefs in decision-making and analyze their past experiences. In conclusion, CBI can help develop teacher professionalism and acknowledgment of the importance of teacher agency.

The research has addressed student-teachers’ agency development through an ecological perspective and CBI.

Clause 8 is about time; the time period for the performance of the Works (the beginning and the end), management of the Programme, the Contractor’s right to Extension of Time and the Employer’s right to suspend progress of the Works. Once the Works have been completed, Clause 9 [Tests on Completion] deals with the testing at completion and Clause 10 [Employer’s Taking Over] deals with the mechanics for the Employer’s Taking Over of the Works. Clause 11 [Defects after Taking Over] deals with defects after the Employer’s Taking Over. See also Figure 8.

This manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.

The paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.

The paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.

This paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

Clause 1 [General Provisions] contains the provisions that in many contracts are bundled together under the ‘miscellaneous’ or ‘other provisions’ heading and includes a list of definitions, some interpretation principles, rules on communication between the Parties, documents forming the Contract, assignment, confidentiality etc. But Clause 1 also contains other provisions, like the Employer's right to use documentation and other deliverables provided by the Contractor (in other contracts usually referred to as a license to use), and a substantive Sub-Clause on limitation of liability.

Clause 4 [The Contractor] outlines the main provisions applying to the Contractor and their obligations in the execution of the Works. Clause 4 is one of the most important Clauses in the GC as it outlines the majority of the Contractor's core obligations.

This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.

This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.

In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.

In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.

This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

Appendix B includes general guidelines for the preparation of Special Provisions, notes on drafting style and also an introduction of the FIDIC Golden Principles for drafting Special Provisions. Included is also a ‘Dos and Don'ts’ of drafting FIDIC based contracts. Finally, Appendix B includes suggestions for Special Provisions to consider when preparing a FIDIC Yellow Book based contract.