bluuebunny/crossref_metadata_2025 huggingface dataset:
Preventing Vision Loss Among Students Through Eye Safety and Early Detection
Authors: Mattey Beth , Zein Wadih M. , O’Malley Debbie , Naron Cecily
Published: July 2013

Childhood vision problems that are detected and treated early can, in many cases, see improved outcomes compared with those detected late. Untreated, these problems can diminish the learning potential of the student and have long-term health and vision implications. School nurses can play a critical role in improving student outcomes by bringing vision screenings and eye health education to their schools. NASN and the National Eye Institute are working together to elevate awareness in schools about the importance of early detection and eye health and safety. While vision screenings can catch potentially worsening issues early, eye health education can teach children to adopt safe practices at a younger age and recognize changes in their vision. There may be barriers, but nurses can find support from those in their schools and the surrounding communities.
Do we need to eradicate Helicobacter pylori in patients with GORD?
Authors: Masaoka Tatsuhiro , Suzuki Hidekazu
Published: July 2013

Eradication of Helicobacter pylori should not be avoided because of complicated reflux symptoms. Previously, although H. pylori eradication in patients with GORD was considered to induce unfavourable effects that worsen reflux symptoms, recent reports indicates that it can have favourable consequences by reducing symptoms and therefore improving quality of life, especially in GORD patients without severe corpus atrophy or severe hiatal herniation.
Clinical Outcomes of Distal Femoral Fractures in the Geriatric Population Using Locking Plates With a Minimally Invasive Approach
Authors: Doshi Hitendra K. , Wenxian Png , Burgula Maitra Vaarun , Murphy Diarmuid Paul
Published: July 2013

Background:

Fractures of the distal femur comprise 4% to 6% of all femoral fractures. Elderly patients are predisposed to low-energy fractures due to osteoporosis. Treatment of these fractures in the elderly group remains a challenge. Our hypothesis is that locking plates inserted with minimally invasive plate osteosynthesis (MIPO) techniques will produce better results compared to those inserted by open technique. The objective of this study is to evaluate the clinical outcomes of MIPO technique using locking plates in the elderly patients.

Materials and Methods:

A total of 24 elderly patients (mean age 73 years) with distal femur fractures treated using the MIPO technique (2007-2010) were reviewed retrospectively. Parameters analyzed included classification of fracture, time to fracture union, knee range of motion, functional knee score (Knee Society Score—Functional) at 6 months, and other significant complications. One patient was lost to follow-up.

Results:

In all, 88% of the fractures were extraarticular. The mean time to union was 13.48 (range: 8-28) weeks. Mean range of motion achieved at 6 months and beyond was 100° ranging from 0 to 30 (extension) to 90 to 140 (flexion). Functional knee scores at 6 months from fixation were satisfactory (mean score 88.8). There were no cases of implant failure, nonunion, and infection. In all, 6 (25%) patients developed deep vein thrombosis (DVT) in the early postoperative period, all of which were below the level of the knee joint.

Conclusion:

Locking plates inserted using MIPO techniques in elderly patients with distal femur fractures appear to be promising based on clinical outcome measurements. However, there was a high incidence of DVT noted.
Exome sequencing identifies recurring FLT3 N676K mutations in core-binding factor leukemia
Authors: Opatz Sabrina , Polzer Harald , Herold Tobias , Konstandin Nikola P. , Ksienzyk Bianka , Zellmeier Evelyn , Vosberg Sebastian , Graf Alexander , Krebs Stefan , Blum Helmut , Hopfner Karl-Peter , Kakadia Purvi M. , Schneider Stephanie , Dufour Annika , Braess Jan , Sauerland Maria Cristina , Berdel Wolfgang E. , Büchner Thomas , Woermann Bernhard J. , Hiddemann Wolfgang , Spiekermann Karsten , Bohlander Stefan K. , Greif Philipp A.
Published: July 2013

Key Points

FLT3 N676K mutations without concurrent internal tandem duplication (ITD) are associated with core-binding factor leukemia. N676K activates FLT3 and downstream signaling pathways.
Current pattern of Ponderal Indices of term small-for-gestational age in a population of Nigerian babies
Authors: Oluwafemi Olubanke R , Njokanma Fidelis O , Disu Elizabeth A , Ogunlesi Tinuade A
Published: July 2013

Background

Small-for-gestational age (SGA) newborns constitute a special group of neonates who may have suffered varying degrees of intrauterine insults and deprivation. Variations in birth weight, length and Ponderal Index (PI) depend on the type and degree of intrauterine insults the babies were exposed to. The objective of the study was to determine the current prevalence of term SGA births in a Nigerian Tertiary Hospital and the current pattern of Ponderal Indices among term SGA in a population of Nigerian babies.

Methods

Subjects comprised of consecutive term singleton mother-baby pairs in the first 24 hours of life. It was a cross sectional study. The anthropometric parameters of each baby were recorded and the PI was also determined.

Results

Out of 1,052 live births during the study period (September to December, 2009), 825 were term, singleton babies. Five hundred and eight-one babies (70.4%) fall into the upper socio-economic classes 1 and II, 193 (23.4%) in the middle class and 51 (6.2%) were of the lower classes IV and V. None of the mothers indicated ingestion of alcohol or smoking of cigarette. Fifty-nine babies (7.2%) were small-for gestational age (SGA). Of the 59 SGA subjects, 26 (44.1%) were symmetrical SGA while 33 (55.9%) were asymmetrical SGA. There was no significant sex or socioeconomic predilection for either symmetrical or asymmetrical growth (p = 0.59, 0.73 respectively).

Conclusion

The findings showed that proportionality in SGA fetuses is a continuum, with the PI depending on the duration of intrauterine insult and the extent of its effects on weight and length before delivery.
A cross sectional survey of attitudes, awareness and uptake of the parental pertussis booster vaccine as part of a cocooning strategy, Victoria, Australia
Authors: Donnan Ellen J , Fielding James E , Rowe Stacey L , Franklin Lucinda J , Vally Hassan
Published: July 2013

Background

The Victorian Government Department of Health funded a diphtheria, tetanus and acellular pertussis vaccine for parents of infants from June 2009 to June 2012 as part of a cocooning strategy for the control of pertussis. The aim of this study was to assess parents’ attitudes and awareness of the vaccination program, and to estimate vaccine uptake.

Methods

A cross-sectional survey of 253 families with a child born in the first quarter of 2010 residing within five metropolitan and four rural local government areas in Victoria was conducted. Univariate analyses were performed to describe the relationship between demographic variables, knowledge and awareness of the disease, the vaccine program and vaccine uptake. Multivariate analyses examining predictors for awareness of the vaccine program and for the uptake of vaccination were also conducted.

Results

One hundred and five families were surveyed (response rate 43%). Of these, 93% indicated that they had heard of ‘pertussis’ or ‘whooping cough’ and 75% of mothers and 69% of fathers were aware the pertussis vaccine was available and funded for new parents. Overall, 70% of mothers and 53% of fathers were vaccinated following their child’s birth, with metropolitan fathers less likely to be vaccinated as rural fathers (RR = 0.6, p = 0.002). Being a younger mother (p = 0.02) or father (p = 0.047), and being an Australian-born father (RR = 1.9, p = 0.03) were found to predict uptake of the vaccine in parents.

Conclusion

Parents indicated a reasonable level of knowledge of pertussis and a willingness to be vaccinated to protect their child. However, vaccine uptake estimates indicated further opportunity for program improvement. Future cocooning strategies would benefit from specifically targeting fathers and metropolitan maternity hospitals to increase vaccine uptake. Wider promotion of the availability of vaccine providers may increase uptake to maximise the success of cocooning programs. Further investigation of the effectiveness of the cocooning strategy in decreasing infant morbidity and mortality is required.
Role of commensal and probiotic bacteria in human health: a focus on inflammatory bowel disease
Authors: Martín Rebeca , Miquel Sylvie , Ulmer Jonathan , Kechaou Noura , Langella Philippe , Bermúdez-Humarán Luis G
Published: July 2013

The human gut is one of the most complex ecosystems, composed of 1013-1014 microorganisms which play an important role in human health. In addition, some food products contain live bacteria which transit through our gastrointestinal tract and could exert beneficial effects on our health (known as probiotic effect). Among the numerous proposed health benefits attributed to commensal and probiotic bacteria, their capacity to interact with the host immune system is now well demonstrated. Currently, the use of recombinant lactic acid bacteria to deliver compounds of health interest is gaining importance as an extension of the probiotic concept. This review summarizes some of the recent findings and perspectives in the study of the crosstalk of both commensal and probiotic bacteria with the human host as well as the latest studies in recombinant commensal and probiotic bacteria. Our aim is to highlight the potential roles of recombinant bacteria in this ecosystem.
Eicosapentaenoic acid-enriched phospholipid ameliorates insulin resistance and lipid metabolism in diet-induced-obese mice
Authors: Liu Xiaofang , Xue Yong , Liu Chunhua , Lou Qiaoming , Wang Jingfeng , Yanagita Teruyoshi , Xue Changhu , Wang Yuming
Published: July 2013

Background

Over the past two decades, a striking increase in the number of people with metabolic syndrome (MS) has taken place worldwide. With the elevated risk of not only diabetes but also cardiovascular morbidity and mortality, there is urgent need for strategies to prevent this emerging global epidemic. The present study was undertaken to investigate the effects of dietary eicosapentaenoic acid-enriched phospholipid (EPA-PL) on metabolic disorders.

Methods

Male C57BL/6J mice (n = 7) were fed one of the following 4 diets for a period of 4 weeks: 1) a modified AIN-96G diet with 5% corn oil (control diet); 2) a high fat (20%, wt/wt) and high fructose (20%, wt/wt) diet (HF diet); 3) the HF diet containing 1% SOY-PL (SOY-PL diet); 4) the HF diet containing 1% EPA-PL (EPA-PL diet). The oral glucose tolerance test was performed. Plasma TG, TC, glucose, NEFA, insulin, leptin, adiponectin, TNF-α and IL-6 levels were assessed. In addition, hepatic lipid levels, lipogenic, and lipidolytic enzyme activities and gene expressions were evaluated.

Results

Both EPA-PL and SOY-PL significantly inhibited body weight gain and white adipose tissue accumulation, alleviated glucose intolerance, and lowered both serum fasting glucose and NEFA levels substantially. Only EPA-PL significantly reduced serum TNF-α and IL-6 levels, and increased serum adiponectin level. EPA-PL was more effective in reducing hepatic and serum TG and TC levels than SOY-PL. Both EPA-PL and SOY-PL reduced the activities of hepatic lipogenic enzymes, such as FAS and G6PDH, but only EPA-PL significantly increased CPT, peroxisomal β-oxidation enzymes activities and CPT-1a mRNA level. Alterations of hepatic lipogenic gene expressions, such as FAS, G6PDH, ACC, SCD-1 and SREBP-1c were consistent with changes in related enzyme activities.

Conclusions

According to our study, EPA-PL supplementation was efficacious in suppressing body fat accumulation, and alleviating insulin resistance and hepatic steatosis by modulating the secretion of adipocytokines and inflammatory cytokines, suppression of SREBP-1c mediated lipogenesis and enhancement of fatty acid β-oxidation. These results demonstrate that EPA-PL is a novel beneficial food component for the prevention and improvement of metabolic disorders.
The use of the head louse as a remedy for jaundice in Spanish folk medicine: an overview
Authors: Vallejo José Ramón , González José Antonio
Published: July 2013

Background

In Spain, head lice are considered a therapeutic resource for the treatment of jaundice. All folk remedies based on the ingestion of these insects meet in the present document, previously dispersed among a large number of references.

Methods

An overview of the Spanish literature has been carried out. The most important databases have been consulted. All related works have been examined.

Results

Although the method of preparation is diverse and the dose varies, the primary recommendation is a transference ritual consisting of taking nine live lice for nine days on an empty stomach without the patient’s knowledge. This traditional knowledge survives in Spanish society, and constitutes an example of the interrelation between Spanish and Latin American folk medicines.

Conclusions

The survival of this therapy in the worldview of certain rural communities suggests the need to take into account the beliefs, ideas and behaviour patterns of popular culture in relation to health and disease.
Blood RNA biomarker panel detects both left- and right-sided colorectal neoplasms: a case-control study
Authors: Chao Samuel , Ying Jay , Liew Gailina , Marshall Wayne , Liew Choong-Chin , Burakoff Robert
Published: July 2013

Background

Colonoscopy is widely regarded to be the gold standard for colorectal cancer (CRC) detection. Recent studies, however, suggest that the effectiveness of colonoscopy is mostly confined to tumors on the left side of the colon (descending, sigmoid, rectum), and that the technology has poor tumor detection for right-sided (cecum, ascending, transverse) lesions. A minimally invasive test that can detect both left-sided and right-sided lesions could increase the effectiveness of screening colonoscopy by revealing the potential presence of neoplasms in the right-sided “blind spot”.

Methods

We previously reported on a seven-gene, blood-based biomarker panel that effectively stratifies a patient’s risk of having CRC. For the current study, we assessed the effectiveness of the seven-gene panel for the detection of left- and right-sided CRC lesions. Results were evaluated for 314 patients with CRC (left-sided: TNM I, 65; TNM II, 57; TNM III, 60; TNM IV, 17; unknown, 9. right-sided: TNM I, 28; TNM II, 29; TNM III, 38; TNM IV, 12; unknown, 1 and including two samples with both left and right lesions) and 328 control samples. Blood samples were obtained prior to clinical staging and therapy. Most CRC subjects had localized disease (stages I and II, 58%); regional (stage III) and systemic (stage IV) disease represented 32% and 9%, respectively, of the study population.

Results

The panel detected left-sided (74%, 154/208) and right-sided (85%, 92/108) lesions with an overall sensitivity of 78% (215/316) at a specificity of 66% (215/328). Treatable cancer (stages I to III) was detected with left-sided lesion sensitivity of 76% (138/182) and right-sided sensitivity of 84% (80/95).

Conclusion

This seven-gene biomarker panel detected right-sided CRC lesions across all cancer stages with a sensitivity that is at least equal to that for left-sided lesions. This study supports the use of this panel as the basis for a patient-friendly, blood-based test that can be easily incorporated into a routine physical examination in advance of colonoscopy to provide a convenient companion diagnostic and a pre-screening alert, ultimately leading to enhanced CRC screening effectiveness.
Executive Coaching: In Search of a Model
Authors: Mark L. , Andrew A.
Published: July 2013

Executive coaching is an emerging field with broad demand and subsequent growth in service providers. The International Coach Federation (ICF) reports a membership of over 5500 coaches, and there is likely a large but indeterminate number of practicing coaches that do not belong to that organization. Enterprises around the globe are utilizing the services of these executive coaches. The topic is receiving increasing coverage in a number of professional, technical, and popular periodicals and numerous books on the topic. Unfortunately, there is little agreement on what executive coaching is or who is qualified to provide it. Consequently, the skills and qualifications of self-proclaimed coaches remain indeterminate. In this paper, we provide a brief overview of these issues. We suggest an operational definition of coaching, including its goals and objectives, and identify suggested competencies and qualifications. We conclude with implications for Leadership Educators.
Improving the Evaluation of Leadership Programs: Control Response Shift
Authors: Rohs Frederick R.
Published: July 2013

The Cooperative Extension Service has been a key partner in the design, implementation and evaluation of leadership development programs. To evaluate the effectiveness of their training and the effects of response shift bias on outcomes using a self-report measure, one hundred forty-seven County Extension Agents participated in this leadership study. Participants were randomly assigned to one of two treatment groups or to a control group. Two different evaluation designs (pre-posttest and then-post) were used. The then-post design asks participants to first report their behavior or understanding as a result of the training (post) and then to retrospectively report this behavior before the training. The then-post evaluation design provided more significant change data than did the traditional pre-posttest design indicating a response shift occurred. Such differences in evaluation findings suggest that the educational benefit of such trainings may be underestimated when using the traditional pre-post evaluation design.
Voices of Leadership
Authors: DiPaolo Donald G.
Published: July 2013

This study examines the impact of a leadership education retreat through the eyes of six undergraduate college men who participated in The Institute for Men of Principle at a midwestern college. What influences shape their definition and experience of leadership? Entry and exit interviews were conducted along with field notes from observations during the five-day curriculum. The study finds that early socialization experiences are paramount. In addition, participants uniformly struggle with acquiring and keeping the role of leader. Being a leader also plays a crucial role in the self-esteem of the participants. Analysis of the curriculum reveals that the application of leadership theory during hands-on activities was effective in shaping their views Framing leadership as a team endeavor and the need for personal congruence as a leader were the strongest consistent changes in participants' perceptions. The case is made for qualitative and longitudinal investigation for assessing leadership education programs.
Extending Self-Efficacy Theory to Leadership: A Review and Empirical Test
Authors: McCormick Michael J. , Tanguma Jesús , López-Forment Anita Sohn
Published: July 2013

In this study Bandura’s (1986) self-efficacy concept was extended to the leadership studies domain. The literature was reviewed to support the proposition that high leadership self-efficacy was a necessary, though not sufficient, factor contributing to leadership performance. Also, antecedents of leadership self-efficacy were identified based upon self-efficacy theory. Leadership self-efficacy was found to predict leadership behavior and distinguish leaders from non-leaders. Further, prior leadership experiences predicted leadership self-efficacy judgments. Finally, women reported significantly lower leadership self-efficacy than men. Implications for leadership education practices and future research are discussed.
Power-Filled Lessons for Leadership Educators from Paulo Freire
Authors: Kaak Paul A.
Published: July 2013

This paper is designed to introduce readers to teacher-philosopher-practitioner, Paulo Freire and to illustrate the power of his educational ideals for the task of teaching leadership. Readers will encounter Freire, understand how one’s definition of leadership needs to match one’s approach to teaching leadership, review a proposed Freirean leadership pedagogy, and consider ways this pedagogy has been used in practice. Finally, I will offer a series of recommendations for getting started with these ideas.
Perception is Reality: Your Strengths Matter
Authors: Jackson Donna V.
Published: July 2013

Perception is reality. While you perceive yourself to be an effective leader even under stress, do your colleagues share this perception of you? Your perception of effective leadership may be shared by others who work with you. People in leadership may see a relationship between “leaders in title” and “leaders in action” from their own experiences, but this is not guaranteed. Understanding yourself is imperative. Embracing your strengths and appreciating others’ perceptions of you help you to be a better leader. Possessing a keen sense of self will help you to be an authentic leader and provide insights about what makes you stand out to others. While not all leaders possess distinguishable leadership traits or skill sets, certain commonalities are expected from all leaders. Take the time to know yourself by investing in assessments and candid discussions designed to embrace the leader that you are in your heart and mind.
Leadership for Dummies: A Capstone Project for Leadership Students
Authors: Moore Lori L. , Odom Summer F. , Wied Lexi M.
Published: July 2013

Capstone courses in leadership provide students opportunities to synthesize prior knowledge about various aspects of leadership. This article describes the Leadership for Dummies project, which could be used as a capstone experience for leadership majors. Based on his experiences as a psychological researcher, Gardner (2008) identified five minds individuals should develop: the disciplined mind (being an expert in one area), the synthesizing mind (gathering information from multiple sources and combining the information in a meaningful way), the creating mind (building new boxes and thinking outside the old ones), the respectful mind (valuing the differences of others), and the ethical mind (doing what is right). The Leadership for Dummies assignment requires students to use their disciplined, synthesizing, and creating minds to develop new ways of thinking needed by tomorrow’s leaders. Anecdotal evidence suggests the assignment is helping students make meaning out of their undergraduate experience while taking ownership of their own learning.
The Intersection Between Soft Skill Development and Leadership Education
Authors: Brungardt Christie
Published: July 2013

This study examined the relationship of soft skills gained to the amount of leadership education completed by graduates from the Department of Leadership studies at a Midwestern regional university. Those who received no leadership education were compared with those who received a leadership certificate and those who received a bachelor’s degree in Organizational Leadership. The study provided insight into whether academic leadership education enhances graduate’s soft skill development and assessed the impact this had on their perception of teamwork proficiency. Results indicate that a bachelor’s degree in leadership does make limited significant changes in graduates’ soft skill proficiency as compared with graduates who received a leadership certificate. Multiple significant changes were found in graduates with bachelor’s degrees as compared with graduates who received no leadership coursework.
You Are What You Read: Inside Leadership Texts
Authors: Harris Justin , Bruce Jacklyn , Jones David
Published: July 2013

The purpose of this study was to understand the types of texts currently being used and recommended within the field of leadership education. Data triangulation methods were used to identify academic and popular texts for a content analysis. Themes emerged relating to context, writing style, method, and content.
Bridging Brown County: Captivating Social Capital as a Means to Community Change
Authors: Rasmussen Catherine M. , Armstrong Jessica , Chazdon Scott A.
Published: July 2013

As our communities strive to support community change efforts for survival and vitality, the importance of social capital has become evident in leadership development. Many researchers and practitioners realize that tapping into the inherent power of relationships and social networks is crucial. This paper provides an overview of the design and evaluation of Bridging Brown County, a countywide community leadership development program that was explicitly designed to build social capital as well as human capital. By integrating social and human capital constructs into the program design, impacts have been measured in domains of other community capitals. The results of the impact study provide insight into developing and measuring the success of community leadership programs.
The Overlap Between Emotional Intelligence and Post-Industrial Leadership Capacity: A Construct Validity Analysis
Authors: Rosch David M. , Joseph Dana L. , Newman Daniel A.
Published: July 2013

A sample of 276 students enrolled in campus leadership programs completed the Emotional Competence Inventory-University Edition (ECI-U) and the Socially Responsible Leadership Scale (SRLS) as a means to determine the relatedness in college students of emotional intelligence (EI) to the practice of post-industrial leadership skills. Confirmatory factor analysis (CFA) supported current use of subscales within the SRLS and showed that EI and post-industrial leadership skills represent distinct, yet related, constructs. Results also suggest the ECI-U may better represent one overall concept of Emotional Competence rather than four distinct areas of EI. Implications and directions for future research are discussed.
A (Super) Heroic Vision of Leader Self
Authors: Linn Genie Bingham
Published: July 2013

This study leads the reader on a learning journey with the heroic metaphors derived from heroic myths of today’s pop culture to the views shared by aspiring administrators. Viewing the students’ leadership vision of self as hero provided insight to guiding students in their personal leadership journey. By naming and describing self as hero, future administrators examined and then revised their own mental models for leadership by translating pop culture characters from Spiderman to McGyver to their own heroic metaphor and vision of school leaders.
The Social Change Model as Pedagogy: Examining Undergraduate Leadership Growth
Authors: Buschlen Eric , Dvorak Robert
Published: July 2013

Understanding whether leadership can be learned is important as many colleges and universities attempt to develop future leaders through a variety of programmatic efforts. Historic leadership research argues leadership is an innate skill. While contemporary leadership research tends to argue that leadership can be learned. The purpose of this paper is to examine student leadership skill development during a leadership course at a regional, mid-western university. This project explored the effects on undergraduate students after a 16-week, for-credit academic course based on the Social Change Model of Leadership (SCM). This project was completed using a quasi-experimental design between two non-equivalent groups. Participants completed the Socially Responsible Leadership Scale as a pre/post-test. The findings suggested that student SCM skill-based knowledge did improve compared to students who did not receive the intervention and subsequently that post-industrial leadership skills associated with the SCM can be learned in a structured, academic course.
Using Cluster Analysis to Segment Students Based on Self-Reported Emotionally Intelligent Leadership Behaviors
Authors: Facca Tina M. , Allen Scott J.
Published: July 2013

Using emotionally intelligent leadership (EIL) as the model, the authors identify behaviors that three levels of leaders engage in based on a self-report inventory (Emotionally Intelligent Leadership for Students-Inventory). Three clusters of students are identified: those that are “Less-involved, Less Others-oriented,” “Self-Improvers,” and “Involved Leaders for Others.” EIL behaviors that most differentiate the highest self-ranking group of involved leaders are the extent to which cluster members work to resolve conflicts in a group situation, work to build a sense of team, and consider the needs of others. The underlying constructs of consciousness of context, self, and others are investigated and discussed. Discriminant analysis is used to validate the cluster solution. Cluster analysis is found to be useful tool for helping leadership educators categorize students and by doing so, program architects have an opportunity to design and develop interventions tailored to better meet the needs of individual students.
The Unique Leadership Needs of Minority Student Populations: Crafting a Leadership Identity
Authors: Baughman Kristen N. , Bruce Jacklyn
Published: July 2013

The purpose of this qualitative study was to determine how college-level minority student leaders make meaning of those leadership experiences. Semi-structured interviews were conducted with 12 students. Major findings noted a strong personal motivation to participate in student leadership positions. Further research on the impact of familial relationships on leadership development is recommended.
The Relationship of Hope and Strength’s Self-Efficacy to the Social Change Model of Leadership
Authors: Lane Forrest C. , Chapman Natasha H.
Published: July 2013

The social change model of leadership (SCM) is a widely used leadership model in higher education. StrengthsQuest is conceptually similar to the individual values of the SCM in its aim to identify and grow individual talents. This model is based on the idea that individuals perform at higher levels when they build upon their identified talents (Clifton & Harter, 2003). Prior studies have not examined the relationship of hope or one’s belief in their identified StrengthsQuest talents to the individual values of the SCM. This study examines that relationship using the adult-trait hope and strengths self-efficacy scales. The relationship between these constructs along and other predictors of social change capacity were explored using canonical correlation analysis. Strengths self-efficacy, hope, and student engagement were statistically significant (73% of the variability among the individual values of the SCM). Gender, race, and community service were not statistically significant in this study.
Shaping Influences on the Leadership of Genghis Khan, George Washington, and Nelson Mandela: Applications for Educators
Authors: Bongila Jean-Pierre
Published: July 2013

Using a prosopographical methodology this study examines common leadership influences that might have existed among Genghis Khan, George Washington, and Nelson Mandela. Shoup (2005) suggests that the following seven influences have contributed to nurturing the leadership of 12 renowned individuals: involved parents, happy childhood, formal, informal education, prodigious patrons, critics and adversaries, apprenticeship/sequences of success, and favorable fate. This analysis suggests that the seven influences in his model had an affect the lives of the three individuals in this study, making them competent or exemplary leaders. The study additionally proposes three application stages that educators can utilize to instill leadership values and abilities in young minds.
A Summer Leadership Development Program for Chemical Engineering Students
Authors: Simpson Annie E. , Evans Greg J. , Reeve Doug
Published: July 2013

The Engineering Leaders of Tomorrow Program (LOT) is a comprehensive curricular, co-curricular, extra-curricular leadership development initiative for engineering students. LOT envisions: “an engineering education that is a life-long foundation for transformational leaders and outstanding citizens.” Academic courses, co-curricular certificate programs, departmental programs, and stand alone workshops emphasize four domains of leadership: Self, Relational, Organizational, and Societal Leadership. This article introduces the 14 week summer leadership initiative for research students in the Department of Chemical Engineering and Applied Chemistry. Students gather on Friday afternoons from early May to late August to learn and practice leadership. Based on student assessment data, the program is having positive impact.
Enhancing Leadership Skills in Volunteers
Authors: Lockett Landry L. , Boyd Barry
Published: July 2013

This article describes how professionals leading volunteers can purposefully work toward developing the “leadership identity” of individual volunteers. These concepts and the application of them are presented in the context of Cooperative Extension volunteer groups. Specific methods of developing the leadership identity and capacity of individual volunteers and for developing shared leadership within volunteer groups are offered. This article contains many implications and applications for all types of volunteers, including those outside an Extension context.
Personal, Professional Coaching: Transforming Professional Development for Teacher and Administrative Leaders
Authors: Patti Janet , Holzer Allison A. , Stern Robin , Brackett Marc A.
Published: July 2013

This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two case studies support the benefits perceived by teachers and administrative leaders who participated in coaching to enhance their leadership potential and performance. A description of the content and process of coaching is provided.
Exploring Signature Pedagogies in Undergraduate Leadership Education
Authors: Jenkins Daniel M.
Published: July 2013

This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class discussion—whether in the form of true class discussion or a hybrid of interactive lecture and discussion—is the signature pedagogy for undergraduate leadership education. While group and individual projects and presentations, self-assessments and instruments, and reflective journaling were also used frequently, overall, discussion-based pedagogies were used most frequently. These findings offer attributes that a variety of leadership educators have shared as effective for teaching and learning within the discipline and may facilitate the development of new leadership programming policies, provide direction for future research, and contribute to the existing body of literature.
The Durable Effects of Short-Term Programs on Student Leadership Development
Authors: Rosch David M. , Caza Arran
Published: July 2013

Research involving students(N=612) at a large, research-extensive university who participated in voluntary short-term leadership programs showed an increase in leadership capacity, even when measured three months later. A popular assessment tool, the Socially Responsible Leadership Scale (SRLS), was used. Not all leadership competency scores showed significant increase after training, which may indicate that some leadership capacities may be more amenable than others to development through short-term programs. However, most competency scores displayed stronger relationships with each other after training, suggesting that training fostered a more integrated understanding of leadership. In addition, the analysis suggested the need for further study of the SRLS.
Impact of Personal Growth Projects on Leadership Identity Development
Authors: Odom Summer F. , Boyd Barry L. , Williams Jennifer
Published: July 2013

Within personal leadership education courses, leadership educators should include experiences which help students develop themselves as leaders. In this article, the authors discuss results from a qualitative research study involving the analysis of Personal Growth Project (PGP) assignments in a personal leadership education collegiate course. The authors analyzed PGP assignments using the lens of the Leadership Identity Development model (Komives et al., 2005). All aspects of the developing self component of the model including deepening self-awareness, building self-confidence, establishing interpersonal efficacy, applying new skills, and expanding motivations were evident in student reflections about their PGP. The PGP assignment seems to be very effective in promoting the development of students’ leadership identity, especially in the “developing self” category of the Leadership Identity Model (Komives et al., 2005).
Insights from Six Women on Their Personal Journeys to Becoming Deans of Agriculture: A Qualitative Study
Authors: Kleihauer Sarah , Stephens Carrie Ann , Hart William E.
Published: July 2013

Understanding one’s personal journey provides for effective learning, growth, and development (Madsen, 2010). Reflection on the influences and experiences of successful women leaders is essential to understanding the factors that have enabled them to obtain and sustain leadership positions in nontraditional career fields. The purpose of this qualitative study was to conceptualize and describe the personal journeys of women who became deans of agriculture. The central research question was, “Describe your personal journey to becoming a dean of agriculture?” Six women deans of agriculture were interviewed and observed in an attempt to recognize the impact their personal journeys have had in developing their leadership styles and sustaining their leadership role. Conclusions were (a) they were first born children, (b) influenced by parental qualities and spousal support, and (c) mentors recognized their gifts and talents and encouraged them to pursue advanced degrees and leadership positions.
Adolescent Involvement in Extracurricular Activities: Influences on Leadership Skills
Authors: Hancock Donna , Dyk Patricia Hyjer , Jones Kenneth
Published: July 2013

Study examined adolescents’ participation in sports, school, and community extracurricular activities to assess the influence of different involvement roles and adult support on leadership skills. The study found that males and females who perceived their adult support more positively had more positive perceptions of their leadership skills. Findings suggest adolescents’ perceptions towards their leadership skills are influenced by extracurricular activity involvement roles and the support of their parents and other adults. The findings contribute to future school and community based prevention and intervention programs, suggesting the importance of adolescent leadership involvement at all grade levels and the influence of adult support on adolescents’ perception toward their leadership skills. Educators should consider facilitating youth leadership through extracurricular activities involving younger high school students. This affords the opportunity for youth to develop critical skills early and put into practice what they learned. We strongly encourage adult involvement in extracurricular activities.
What Managerial Leadership Behaviors do Student Managerial Leaders Need? An Empirical Study of Student Organizational Members
Authors: Peterson Tim O. , Peterson Claudette M.
Published: July 2013

Student leadership is a buzzword on most university campuses. However, recent research indicates that the leadership learning assumed to be taking place may not have happened at the depth currently believed. One explanation is that, as management education and development scholars, we are not clear on what leadership skills these student leaders require. This manuscript identifies the critical managerial leadership behaviors these student leaders need to successfully move their student organizations forward. It is based on empirical data from student members of the very organizations the student leader is trying to influence.
What’s Context Got To Do With It? An Exploration of Leadership Development Programs for the Agricultural Community
Authors: Kaufman Eric K. , Rateau Richard J. , Carter Hannah S. , Strickland L. Rochelle
Published: July 2013

One method to develop leaders is through leadership development programs designed specifically for an intended context. The International Leadership Association (ILA) provides questions for designing programs such programs. This article reflects data collected during the process of developing a leadership program serving the broader agricultural community in Virginia. The International Association of Programs for Agricultural Leadership (IAPAL) reports that programs for leadership development in agricultural contexts typically include 12 seminars over two years, with less than one-third of the seminars agriculturally related. The profile includes sources of financial support and allocation of administrative duties. A survey of agricultural leaders reveals a strong desire for such programming. The stakeholders sought a program including emerging and experienced leaders with travel for on-site experiential learning. The findings have implications for the state and broad leadership development. Those who develop leadership programs for other contexts may benefit from the guiding questions and data.
Professor as Facilitator: Shaping an Emerging, Living System of Shared Leadership in the Classroom
Authors: Bright David S. , Turesky Elizabeth Fisher , Putzel Roger , Stang Thomas
Published: July 2013

From the perspective of emergence, professors can facilitate and shape a class as a complex, adaptive, and living system. A case study illustrates phases of emergence in the classroom by tracing how a professor may use this perspective to empower students to share in the leadership of the classroom. Instead of presenting lessons, the professor facilitates emergent activity, creating a classroom structure where students practice leadership behaviors. In this classroom structure, the professor assumes the leadership roles of coach and facilitator. As a result students building the classroom culture together they connect with each other: they develop strong relationships, take initiative, and learn important lessons about leadership. This article concludes with design principles for establishing a classroom of shared leadership in any teaching environment in any subject.
Evaluating Innovative Leadership Preparation: How What You Want Drives What (and How) You Evaluate
Authors: Buskey Frederick C. , Karvonen Meagan
Published: July 2013

Educational leadership preparation programs are expected to train graduates who change their practice and produce outcomes for teachers and students. However, programs are challenged to produce evidence of their impact while also evaluating for formative purposes. This paper describes collaboration between an educational leadership program director and a program evaluator to construct an evaluation system that incorporated program theory, processes, and outcomes. The leadership preparation program, grounded in ethical leadership practices, had a unique design with core tenets that informed choices about the evaluation design. Decisions about data sources were informed by evaluation foci, the availability of existing data sources, and resource constraints. The complexity of the evaluation design paralleled the complexity of the program itself. Leadership content expertise, evaluation design expertise, and genuine collaboration were all essential to the successful design of this evaluation plan. Several recommendations are offered for others collaborating to design evaluations of their programs.
Using Aha! Moments to Understand Leadership Theory
Authors: Moore Lori L. , Lewis Lauren J.
Published: July 2013

As Huber (2002) noted, striving to understand how leadership is taught and learned is both a challenge and an opportunity facing leadership educators. This article describes the Leadership Aha! Moment assignment used in a leadership theory course to help students recognize the intersection of leadership theories and their daily lives while practicing their written communication skills. The assignment requires a paper in which students describe when they experienced something outside of class during the semester that made them understand something from the course on a deeper level. Anecdotal evidence suggests that the assignment is helping students connect with course content on a more personal level.
Leadership and Civil Civic Dialogue Across “Enemy” Lines: Promoting the Will for Dialogue
Authors: Perreault Geraldine (Gerri)
Published: July 2013

Leaders often display the all-too-human characteristic of talking only or mostly to people with whom they agree. Yet, to be effective as a leader in many circumstances requires reaching out and engaging in dialogue with those who one may fundamentally disagree and may even view as an enemy. To do so requires a particular conception of leadership, one that values dialogue. Effective dialogue, however, requires both skill and will. This article describes the concepts and strategies of a university program developed to encourage the will to engage in dialogue.
A Winning Strategy: Using Glory Road to Illustrate the Stages of Group Development
Authors: Porter Haley , Wimmer Gaea
Published: July 2013

Leadership educators work to engage and teach their students in new and innovative ways. The film Glory Road was shown in an agricultural leadership class to reiterate a lesson taught on Tuckman and Jensen’s (1977) Stages of Group Development. Students wrote a paper to communicate their ability to identify and evaluate the stages of group development illustrated in the movie.
Critical Thinking Skills Evidenced in Graduate Students Blogs
Authors: Cain Holly Reed , Giraud Vivana , Stedman Nicole L. P. , Adams Brittany L.
Published: July 2013

The objective of this research was to identify Facione’s six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference,(e) Explanation, and (f) Self-Regulation (Facione, 1990). It was evident that providing students with guidelines for the purpose of blogging in the classroom was more thought evoking over the duration of the course compared to students following an open reflection. Self-Regulation and explanation were the skills used most consistently among participants. With this knowledge, how do educators encourage students to use the other four skills just as often?
The Development of the Leader and the Spirit: Integrating the Concepts toward Meaning-Making
Authors: Stonecipher Paul
Published: July 2013

Using data from the Multi-Institutional Study of Leadership, this study examines the relationship between the eight values of the Social Change Model of Leadership Development with a student’s spiritual quest. Finding consistent positive relationship between the two constructs, the article discusses the intentional use of reflection in student leadership development programs to facilitate student growth in both leadership development and spiritual quest. Suggestions for implementing reflection are provided as well as discussion of further research.