bluuebunny/crossref_metadata_2025 huggingface dataset:
Transformational Leadership: Attractions of Women and Minority Recruits to the Principalship
Authors: Crow Gary M. , Glascock Catherine H.
Published: January 2019

Reform strategies for upgrading educational administration call for a revised conception of the role of principal as transformational leader and a different mechanism for recruiting and selecting principal candidates, especially women and minorities. This article reports an investigation of the attractions to the principalship perceived by women and minorities recruited into a preparation program that emphasizes a more transformational view of the principal's role. A cohort of 14 women and minorities received questionnaires upon entry to the preparation program and were interviewed at the end of the program to identify attractions, disincentives, and aspirations to a reformed view of the principalship. The findings suggest that perceptions of the critical nature of the plight of urban youngsters, the commitment to improving learning environments, and the desire to create change are attractors for women and minorities. The study also found that these recruits are not attracted to any school setting but look for contexts which support their commitment to urban education and the desire to make changes. The article identifies implications for recruitment and preparation programs.
Teacher Perceptions of a Consulting Teacher Model for Professional Development
Authors: Behrens E. Diane
Published: January 2019

Teachers’ perceptions of the Consulting Teacher Model in Albemarle County, Virginia were examined. Data collected from five consulting teachers and ten client teachers were utilized in a case study approach to describe five professional development clusters—each consisting of one consulting teacher and two client teachers. Five themes emerged from a cross-case analysis: receptivity to assistance, value of collegiality, viability of the role, consulting teacher as change agent, and teacher empowerment. Consulting teachers helped client teachers grow professionally and promoted different perspectives on teaching in the areas of mathematics, language arts, and special education. Of all the benefits of the Consulting Teacher Model, collaboration was viewed as the most rewarding.
Curriculum Revision in Educational Leadership: An Institutional Case Record and Retrospective Commentary
Authors: Van Meter Eddy J. , Scollay Susan J.
Published: January 2019

A great deal of attention has been focused recently on the issue of how best to restructure school leadership preparation in order to meet the educational challenges anticipated over the next decade. In response to this concern, a number of universities have within the past several years initiated school leadership preparation reforms at the Master's degree, professional certificate, and doctoral degree levels. Often a written record of these program reform initiatives has also been prepared and published so that others might learn from the experience. This article adds to this program restructuring literature by describing how a doctoral studies reform initiative was conducted at one higher education institution, the University of Kentucky. The initiative was supported by the involvement of the University of Kentucky as a participant in Cycle IV of the Danforth Program for Professors of School Administration. The case record as it is presented is enhanced by a concluding reflective commentary that describes additional program refinements developed after the curriculum revision was implemented over a two-year period.
The Micropolitics of RE: Learning
Authors: Hampel Robert L.
Published: January 2019

From Janice's journal: Our attempt at integrating curriculum? I taught outlining, and communicated what I was doing to my team. If they could do it too, what great reinforcement, I thought. I even gave out materials so they knew what I had done. All three thought the idea was great. So they said! Pam began to outline her material. Dave ignored it. Last week my kids told me that outlining is now used as a punishment in Steven's science class. “Be good or you outline two chapters!” HELP!

Not everyone took the chance to innovate and lead, as Janice did in her middle school. Quite a few were like Pam, watchful, cautious, waiting until they knew and saw more. Some were as indifferent and apathetic as Dave, and several scorned the innovations, as Steven did.

Each of those teachers represents one of the four different factions which arose within the member-schools of the Delaware RE: Learning initiative. This article explores the traits of those four perspectives, looks at how the groups ran “steering committees,” and considers the impact of factionalism on the changes the school made.
Administrative Interns as Legitimate Participants in the Community of Practice
Authors: Cordeiro Paula A. , Sloan Ellen Smith
Published: January 2019

In recent years, many programs in Educational Administration have added the requirement of an administrative internship. This paper explores how internship learning differs from classroom learning using a theoretical framework of legitimate peripheral participation. The paper also explores how the internship impacts both the intern and the mentor as well as how reflection opportunities can be built into the internship. The paper concludes with an Intern Transition Model.
Secondary Department Chair Roles: Ambiguity and Change in Systemic Reform
Authors: Bliss Traci , Fahrney Caroline , Steffy Betty
Published: January 2019

Systemic reform initiatives, while concerned with school leadership roles, have overlooked the potential role of secondary department chairpersons in the change process. This study examines department chair and teacher perceptions of department chair responsibilities in the context of state-mandated systemic reform. What emerges is a distinct lack of consensus about the appropriate department chair role among the chairs themselves as well as among teachers. Teachers have identified specific types of support they need from chairs which differ from the chairs’ view of their own responsibilities The chronic ambiguity of the department chair role, particularly in the midst of systemic reform, should be addressed to fully realize the potential for meaningful and facilitative leadership.
Creating a Learning Community in a Multicultural Setting: Issues of Leadership
Authors: Shields Carolyn M.
Published: January 2019

For a four year period, the author has been studying the efforts of two principals to implement changes which would turn their schools into learning communities. The original purpose was to determine whether these approaches would lead to greater student empowerment and better learning environments. As I studied the issues related to cross-cultural leadership in two schools serving largely Native American populations, questions arose concerning the nature and utility of the community metaphor in such cross-cultural settings. I did not readily find evidence of the gemeinschaft notion of a community of kinship and shared values. How then might community be defined and/or achieved? The paper presents an empirically-based conceptualisation of community for cross-cultural settings, and identifies the implications of this concept for school leaders.
Context and Perception: Implications for Leadership
Authors: Berg Judith H.
Published: January 2019

This article focuses on the behaviors and activities of one superintendent as he tried to implement a change agenda in his district The superintendent's and administrators’ perceptions are presented on the critical issues Although his leadership style seemed based on theory, it created consternation and fear in many and acceptance and support in some. Specific phenomenon appear to have impacted these perceptions and the subsequent promotion or rejection of the superintendent's agenda.
Democracy, Power, and Authority: The Development of a Conceptual Basis for Shared Professionalism between Teachers and Administrators
Authors: Ericson David P. , Marlow Stacey E.
Published: January 2019

Overlooked in the recent literatures on the enhancement of teacher professionalism and the changing role of school administrators is the task of rooting such newer ideas in a conceptual framework that would underwrite and give much needed coherence to these ideas. Despite redirections of some existing administrator education preparation programs that move away from emphasising “managerial/supervisory” aspects of school administration, the notion of principal, etc., as authoritarian leader is still ubiquitous in educational practice. The literature on teacher “empowerment,” however, suggests that there should be major, if not radical, changes to the roles and relationships of teachers and school administrators. Some researchers of teacher empowerment issues and school administration have argued that increasing democratic relations between teachers and administrators require that school administrators “should lead from behind” in bottom-up structures of decision making, while the more daring question the need for school administrators at all.

This paper examines some of the issues involved. In arguing that both teachers and school administrators have role expectations grounded in a set of moral ideals and commitments external to their current and historic roles, we seek to advance the development of a framework that grounds and makes sense of the call for greater teacher autonomy and empowerment, while establishing the need for and authority of school administrators. In doing so, we attempt to show that educational authority is not an all or nothing, zero-sum, game, but that, because rooted in external ideals and commitments, it is something that requires shared professionalism between teachers and administrators. It is a shared professionalism that features different, but mutually supporting, realms of educational authority.
Building Capacity and Commitment for Leadership in Preservice Teacher Education
Authors: Grossman Pamela L. , Richert Anna E.
Published: January 2019

Current educational reform initiatives advocate changes in both teachers’ and administrators’ roles. Increasingly, teachers are being asked to work with colleagues, administrators, and parents to achieve school-wide reforms. The existing professional socialization of new teachers, however, does little to encourage teachers to gain the skills required to collaborate with other adults. In this article, we argue that preservice teachers education must help beginning teachers develop the commitments, skills, and knowledge required for teacher leadership, and explore the implications of this argument for the pedagogy and curriculum of preservice education.
History of Teacher Pay and Incentive Reforms
Authors: Protsik Jean
Published: January 2019

Teacher compensation is one aspect of school organization often overlooked in reform efforts aimed at improving student achievement. This paper describes how teacher compensation systems have been structured in the United States since the 1800s to meet the social and educational needs of the time. Current systemic reform efforts suggest the need for another shift in the structure of teacher pay. A well-designed pay system has the potential to act as a powerful incentive for teachers to develop the classroom skills and knowledge necessary to help students achieve at higher levels.
Preparing School Leaders: What Works?
Authors: Leithwood Kenneth , Jantzi Doris , Coffin George , Wilson Peter
Published: January 2019

Leadership preparation programs in eleven universities receiving grants from the Danforth Foundation were included in this study of preparation program effects and methods. Program graduates ( N = 136) in administrative roles provided data about the value they attributed to characteristics of the programs which they had experienced. A sample of their teacher colleagues ( N = 739) provided data about the nature and quality of leadership provided by the graduates in their schools. Results suggest that these programs made a significant contribution to leadership as actually practiced in schools, and that constructivist instructional strategies included in preparation programs accounted for much of this effect.
Mandatory Drug Testing of Student Athletes: A Policy Response to Vernonia School District, 47J v. Acton
Authors: Demitchell Todd A. , Carroll Thomas
Published: January 2019

The prevalence of drugs on the campuses of our nation's schools is of great concern to parents, educators, and society in general. To combat the rising tide of drug use a school district in Vernonia, Oregon passed a mandatory random drug testing policy which was later upheld by the United States Supreme Court. This research studied the response to this court case by surveying randomly selected superintendents in five geographic regions of the nation. The data sought to ascertain if any policy actions would be taken in response to the United States Supreme Court decision and whether superintendents believe that suspicionless, random drug testing of student athletes is effective in combating drug use in our schools.
Moves to Restructure the Work of Principals, of Teaching, and Human Resource Management
Authors: Singh Michael Garbutcheon , Bartlett Leo , Rowan Leonie , Gale Trevor , Roylance Philippa
Published: January 2019

This paper argues that efforts to reform and to restructure education systems in Australia, and indeed many school systems throughout the Western world, are not only changing the nature of principals’ work, but in turn are changing the nature of teaching. In particular, the changes require principals to have a sound knowledge-base in the area of human resource management (HRM). Based on research into system expectations concerning principals’ work, the paper examines the implications this has for principals and the knowledge they now need to be successful human resource managers. The paper provides an account of current Department of Education policies intended to change public schools throughout Queensland (Australia). These policies are then linked to micro-reform and restructuring at local and regional levels through the idea of competence related to functions of HRM. Specific reference is made to restructuring strategies for changing the configuration of school staffing, job redesign for teacher aides, and the creation of cluster schools. Resistances to these initiatives are noted. The key political features of delegation, managerialism, reduced public sector expenditure, and school-industry links are discussed in the context of these initiatives. The practical implications for the work of principals are raised briefly in the conclusion. In addition, attention is given to the need for educators to investigate further the knowledge and skills that professional development programs might offer principals concerning human resource management so as to give them some power to respond effectively to these changing circumstances.
Leadership in Decentralized Schools
Authors: Madsen Jean
Published: January 2019

This article reports on the findings of a study that examined the principals’ leadership in three private schools and its implications for decentralized public schools. With the increase of charter and privatized managed schools, principals will need to redefine their leadership styles. Since private schools are decentralized, these principals offer another perspective in how to establish a collective vision, create an environment for risk taking, facilitate participants to participate in long-range planning, and build a consensus among school members.
Ethical Administration: An Oxymoron?
Authors: Mckerrow Kelly
Published: January 2019

This article argues that education is a fundamentally moral enterprise and that educational administration needs to change in order to reflect ethics at its core, not at its periphery. It suggests that traditional educational administration is informed by the constructs of power and leadership and that it has developed a generalized knowledge-base on modest theoretical grounds. Together these elements preclude development of educational administration as an ethical enterprise by dominating the discourse and inhibiting the dialogue necessary for ethical decision making. The question of whether or not ethical decision making can take place within an organization is explored. Recommendations for curricular changes in educational administration programs are advanced with regard to putting ethics at the core of the curriculum instead of training in idiosyncratic particulars.
Restructuring Schools for Democracy: Principals’ Perspectives
Authors: O'Hair Mary John , Reitzug Ulrich C.
Published: January 2019

Currently there is renewed emphasis among theorists and practitioners on democratic schooling. Although frequently equated with school governance, democratic schooling extends beyond governance structures into all aspects of school and classroom practice. What democratic schooling means for the practices of principals, however, is unclear. In democratic schools principals not only no longer sit at the apex of the governance hierarchy but they must also discover what it means to be a democratic school in the various arenas of school policy and practice. What are appropriate practices for principals in democratic schools? This study addressed this question via a qualitative study of principals in schools striving to become more democratic. Three themes were identified that characterized the practices of principals in these schools: expanding involvement in school decision making and discourse, focusing attention on connections, and promoting inquiry around core beliefs.
Holmes versus Traditional Teacher Candidates: Labor Market Receptivity
Authors: Young I. Phillip , Jury James L. , Reis Susan Bon
Published: January 2019

Paper credentials similar to those found in most college placement files were used to create 12 hypothetical teacher candidates. Contents of these credentials were varied systematically to reflect all combinations of college preparatory institutions (Holmes vs. Traditional), type of educational degree (BA vs. MA), and chronological age of teacher candidate (29 yrs, 49 yrs, or control). For each experimental condition senior high school principals ( n = 360) were selected at random from all public school districts in the United States, assigned at random to a specific experimental condition, and requested to evaluate a hypothetical teacher candidate as if screening for a vacant position in their building. Fixed effect analyses of variance revealed a statistically significant interaction involving type of educational degree × chronological age. Holmes prepared candidates were perceived to be similar to traditional candidates and equally likely to be extended an offer to interview.
High-Stakes Testing: Worth the Price?
Authors: Gordon Stephen P. , Reese Marianne
Published: January 2019

The Texas Assessment of Academic Skills (TAAS) is a classic case of the high-stakes test, accompanied by rewards for high performing schools and sanctions for lower performing schools. In this study, over 100 teachers from Texas school districts completed open-ended surveys on how they prepare students for TAAS and the effects of the test on students, teachers, and schools. Twenty of the survey respondents engaged in interviews to gather in-depth data on their perceptions of TAAS. Results provide preliminary indications that, for many schools, high-stakes testing has become the object rather than the measure of teaching and learning, with negative side effects on curriculum, teacher decision making, instruction, student learning, school climate, and teacher and student self-concept and motivation.
Superintendents’ Multicultural Competencies
Authors: Ovano Martha N. , Troxell Dan
Published: January 2019

This study examined the competencies required by superintendents to lead schools in diverse cultural settings. Based on the perceptions of experts in the field of multicultural education and experienced school executives, an attempt was made to discover the multicultural knowledge (Banks, 1994b; Pearson, 1984), attitudes (Smolicz, 1979; Znaniecki, 1968), and skills (Haugland, 1987; AASA, 1987; Harris and Wan, 1991) needed by superintendents to better respond to the dramatic demographic changes and complexities of today's diverse student population. Data were gathered and analyzed following a combined research design. It included three stages: 1) interviews with twelve experts in the field of multicultural education; 2) participation of fourteen expert superintendents using a modified version of the Delphi technique; and 3) written responses, of four superintendency practitioners, to a case report. Findings revealed agreement between experts and superintendents on what constitutes the multicultural competencies of superintendents to some extent. Specifically, seven categories of multicultural knowledge, four categories of multicultural attitudes, and two categories of multicultural skills emerged from the data. Further, each of these categories were stated in terms of tasks and subtasks to better reflect the specific attributes of each competency (Harris and Wan, 1991). While this study supports the importance of multicultural competencies for superintendents to be able to successfully lead schools in diverse settings, it also implies the need to develop diagnostic assessments and development endeavors so that school leaders enhance their capacity to achieve equity and excellence for all children.
Does Restructuring Make a Difference for the Principal: Role Conceptions of Principals in Restructuring Schools
Authors: Talbot Danny L. , Crow Gary M.
Published: January 2019

School restructuring involves changes in the principal's role in general and in the role conception in particular. The study reported here examines differences and similarities in role conception between principals participating in a state sponsored restructuring program and principals of schools not participating in this program. Findings are based on a statewide survey of administrators. Principals in the restructuring schools generally report practices and attitudes that are congruent with elements of the program. However, there is little difference between these principals and their counterparts in regard to involving parents in core technology activities of the school.
Looking at the Big Picture: School Administrators and Violence Reduction
Authors: Petersen George J.
Published: January 2019

This study investigated district and site administrators’ perceptions of school violence and violence prevention programs in fifteen school districts of various sizes in twelve states located across the United States. The study focused upon: (1) school administrators’ fears about violence, (2) frequency of administrators as victims of violent actions over the past two years, (3) areas in the school environment which pose the greatest risk for violence for students or school personnel, (4) profiles of typical victims and perpetrators of violence, (5) strategies implemented by schools/districts to reduce violence, (6) perceptions regarding which strategies were considered to be the most and least effective in reducing violence, and (7) the cost to school districts for violence prevention. The study concluded by providing a suggested plan of action to remediate and reduce violence in schools.
Reconsidering the Educational Restructuring Process: An Exercise in Retrospective Sense-Making
Authors: Johnson Bob L.
Published: January 2019

The restructuring movement in American public education has been underway for several years. No longer is it enough, reformers argue, to improve schools as we know them; the very organizations in which teaching and learning are imbedded must be restructured. Yet like so many words associated with reform, restructuring has come to mean everything and nothing. The full significance of the word is often overlooked, its richness lost, as educators and policymakers alike equate any and all change efforts with restructuring. A cursory review of the literature attests to this ambiguity and to the scarcity of conceptual work on the topic. While works on specific restructuring initiatives are prevalent, few focus on the meaning and organizational implications inherent in restructuring efforts. Motivated by this scarcity of conceptual literature, the purpose of this endeavor is to provide both researchers and practitioners a framework for thinking about the restructuring process in educational settings. While not an attempt to offer a comprehensive explanation, a conscious effort is made to move toward an incipient theory of restructuring using the language and logic of the organizational structure literature.
Problem-Based Leadership Development: Preparing Educational Leaders for Changing Times
Authors: Hallinger Philip , Bridges Edwin
Published: January 2019

This article presents a scenario for the future of school leadership and the role of problem-based leadership development. This scenario fosters several assumptions concerning the capacities that will be needed by future school leaders: a) ability to adapt to a rapidly changing environment, b) attitudes and skills in life-long learning, c) more varied leadership roles, d) higher levels of collaboration with professionals and parents. We define and describe problem-based leadership development and compare it with traditional forms of instruction. We do not advocate PBL as a replacement for administrative preparation; rather, we offer the rationale for using PBL as a complementary approach to leadership development.
Principals’ Perceptions of Their Approaches to Organizational Leadership: Revisiting Bolman and Deal
Authors: Bista Min B. , Glasman Nafaly S.
Published: January 2019

The purpose of this article is to report on a study which examined perceptions of a stratified random sample of California school administrators with regard to their use of behavior strategies. The examination utilizes a four-approach framework developed by Bolman and Deal (1984), and nine specific managerial functions to extract a total of 36 possible sets of behavior strategies. Of all the nine functions the administrators perceived the human resource approach as most extensively used and the political approach as least extensive. Some individual functions showed rankings which were different from the overall approach ranking. The paper provides interpretations for the findings including comparisons to findings of other related studies. Implications for research and practice are derived at the end of the paper.
Administrative Internships: Quality or Quantity?
Authors: McKerrow Kelly
Published: January 2019

This article reports the findings of a study that examined the activities of forty-five interns. Content analysis was used to examine the interns’ daily logs. Time spent on activities was calculated and differences in the time spent on dependent and independent work were tested. Results indicate that two-thirds of interns’ time was spent going to meetings, doing office work, or supervising students. Interns spent little or no time in the actual role of the administrator. Data suggest that internships do not expose students to the actual work of the administrator. Implications for practice are discussed and recommendations are made.
Examining District Norms from a Rural School's Site-Based Improvement Perspective: Complementary or Obstructive?
Authors: Keedy John L. , Allen Jan M.
Published: January 2019

Schools with at-risk students can improve when district norms support school-based improvement efforts. The authors (a) studied a district's norms from a rural school leader's perspective and (b) examined the impact of these norms upon the school's revitalization goals. Data were collected through interview, observation, mining of documents, and the Group Development Assessment instrument. The five district norms (lack of district vision/focus, board and central office control orientation and lack of trust, blaming others/defensiveness, constant personnel turnover, and poor communication) were obstructive to achieving school goals. Despite progress made by school leaders in improving both the parent-teacher relationships and teacher work climate, the prognosis for achieving the crucial goal, redesigning instruction as more meaningful and engaging for high-risk students, seemed doubtful. Improving schools for at-risk students needs a normative environment engineered by a change-and-empowerment model binding the district to school improvement efforts.
School Board Chairmen and School Superintendents: An Analysis of Perceptions concerning Special Interest Groups and Educational Governance
Authors: Feuerstein Abe , Opfer V. Darleen
Published: January 2019

This study focuses on the perceptions of Virginia school board chairmen and superintendents as they relate to local governance issues. These perceptions provide great insight into the problems faced by Virginia school boards—both elected and appointed—in the aftermath of a 1992 law allowing communities to shift from appointed to elected school boards. All superintendents and school board chairmen in the state were surveyed on the following topics: their perceptions concerning school board members’ orientations toward their role as representatives (trustee vs. delegate), their personal attitudes concerning the electoral process, their assessment of interest group involvement in district decision making, their feelings concerning the public's support of school district policies, and their evaluation of the level of tension between the superintendent and the school board.
Fighting the Fog: A Criticism of Postmodernism
Authors: Willower Donald J.
Published: January 2019

This article counters the supportive treatment of postmodernism by Fenwick English in this issue. Key concepts of postmodern-poststructural thought are presented and criticized. They are the rejection of the metaphysics of presence and metanarratives, conjoined with an emphasis on textualism and deconstruction. Such a view is seen as opaque and seriously flawed with little to offer either philosophy or educational administration. An alternative perspective based on a version of naturalistic-pragmatist philosophy is then briefly sketched with special attention to issues of epistemology and ethics. This perspective is shown to have genuine relevance to educational administration.
Exploring the Use of Problem-Based Learning for Developing Collaborative Leadership Skills
Authors: Martin Kathleen J. , Chrispeels Janet H. , D'Emidio-Caston Marianne
Published: January 2019

This paper examines the implementation of two Problem-Based Learning (PBL) seminars at a university administrative credential program for graduate students preparing to become administrators. PBL is an instructional strategy that focuses students on a relevant problem to solve within a collaborative group. It explores in what ways PBL contributes to their development as administrators, ability to work in groups, and to use reflection as a part of their practice. Students worked in small groups to complete a relevant job-related problem. They were expected to apply theory to a real situation, use problem-solving skills, witness the impact of those skills, and reflect on their actions and those of others. Throughout the two seminars, a variety of data were collected including journal notes, videotapes, and process papers. When analyzed, the data provided important insights about the use of PBL for students as an instructional strategy. Analysis of data revealed that students found the content and process relevant to their work as administrators, saw patterns in their own growth, and gained an understanding of the importance of identifying implicit theories. The faculty also learned important lessons from this action research about the use of PBL as a pedagogical strategy. First, students need time to develop and practice both problem-solving as well as group process skills. Second, faculty needed to take an active role in teaching group process and reflective skills. This is important learning given the dynamic context of schools where collaboration with others and group work are essential components of effective organizations.

The data indicate that in the HRM Seminar, Group 1 and Group 2 present a stark contrast to how well each group functioned. In Group 1, the lack of attention to group process, member's primary focus on individual achievement, lack of joint leadership, presence of conflict, and perception of not being heard led to low satisfaction with the task and process. Almost the opposite pattern occurred in Group 2. Members reported both high task and process focus and primary attention on group rather than individual achievement. In addition, they reported a sense of being valued and heard, minimal conflict between group members, and a balance between solitary and joint leadership. In addition, group members were more satisfied with the task and process. Group 3 experienced some difficulties and conflict; however, group members felt they accomplished the task well. In the UTE Seminar, the data indicate that Groups A and C functioned well with minimal conflict, and they were satisfied with the product and enjoyed the process. Group B struggled and was not fully satisfied with the product produced by the group and was only marginally satisfied with the group process.
The State, the Lobbyists, and Special Education Policies in Schools: A Case Study of Decision Making in Texas
Authors: Baxt Virginia , Brouilletie Liane
Published: January 2019

This article summarizes a study that focused on the influence of special interest groups on the formulation of educational policy at the state level. A total of forty-six respondents, ranging from legislators to lobbyists, were interviewed in order to trace the behind-the-scenes decision-making process as members of the Texas legislature put together an omnibus bill that included, among its provisions, a change in per pupil funding designed to encourage the inclusion of students with severe and profound disabilities in regular classrooms throughout the state.
The Art of Creaturely Life: A Question of Human Propriety
Authors: Wirzba Norman
Published: January 2019

There appears to be a law that when creatures have reached the level of consciousness, as men have, they must become conscious of the creation; they must learn how they fit into it and what its needs are and what it requires of them, or else pay a terrible penalty: the spirit of the creation will go out of them, and they will become destructive; the very earth will depart from them and go where they cannot follow. 1

Human beings have lost their creaturely nature; this has been corrupted by their being sicut deus [like god]. The whole created world is now covered in a veil; it is silent and lacking explanation, opaque and enigmatic. 2
“With my Body I Thee Worship”: New Creation, Beatific Vision, and the Liturgical Consummation of all Things
Authors: Morales Isaac Augustine
Published: January 2019

“When our flesh, made glorious at the Judgment Seat, dresses us once again, then shall our persons become more pleasing in being more complete.”

“Thereby shall we have increase of the light Supreme Love grants, unearned, to make us fit to hold His glory ever in our sight.”1
State estimation of a heavy-duty machine tool–foundation system based on observability
Authors: Tian Yang , Boutat Driss , Liu Zhi-feng , Liu Da-Yan
Published: January 2019

Under environmental excitation and based on observability, an online model to predict the state of heavy-duty machine tool–foundation systems is proposed aimed to address the difficulties of directly measuring machine tool displacement states. The aim of the model is to address the difficulties associated with directly measuring machine tool displacements in real time. In this paper, to accurately obtain contact parameters of the joint surface, three states—elasticity, plasticity, and fracture—of concrete micro-bumps were studied. To obtain the equivalent elastic modulus of the secondary pouring material and reinforced concrete material, a composite foundation constitutive model is proposed to determine the equivalent elastic modulus of the concrete foundation. Surface topography features were reconstructed by truncating the peaks of curves, force balance relationships were defined at the joint surfaces, and a metal–concrete joint contact model based on fractal theory was deduced. Based on the joint contact model, a dynamic model of the heavy-duty machine tool–foundation system was established. The dynamic parameters were detected in real time and used to reconstruct the above dynamic model based on observation theory. Further, an estimation model was established to describe the state of a heavy-duty machine tool–foundation system, and online estimation of the machine tool displacement was realized. Finally, the estimation model was validated using an experimental setup of the heavy-duty machine tool–foundation system that considers joint surface factors. In conclusion, the model provides a theoretical basis for stable online control of heavy-duty machine tools.
Evaluation of the microbiological safety and sensory quality of a sliced cured-smoked pork product with protective cultures addition and modified atmosphere packaging
Authors: Casquete Rocío , Fonseca Susana C , Pinto Ricardo , Castro Sónia M , Todorov Svetoslav , Teixeira Paula , Vaz-Velho Manuela
Published: January 2019

The aim of this study was to evaluate the effect of two protective lactic acid bacteria cultures combined with modified atmosphere packaging on the survival/growth of Listeria innocua 2030c (as a surrogate for Listeria monocytogenes) and on sensory attributes of ready-to-eat ‘lombo’ over storage time. Sliced ‘lombo’, a traditional cured-smoked pork loin, was inoculated with L. innocua 2030c, Lactobacillus sakei ST153 (isolated from ‘salpicão’) and BLC35 culture (with Lactobacillus curvatus, Staphylococcus xylosus and Pediococcus acidilactici; CHR Hansen) as protective cultures. Samples were packed in two modified atmosphere packaging conditions (20% CO2/80% N2 and 40% CO2/60% N2) and stored at 5 ℃ for 124 days. Both cultures led to a reduction of 1–2 log CFU/g of L. innocua 2030c after 12 h; however, at the end of storage only Lb. sakei ST153 maintained this antilisterial effect, which was more evident at 40% CO2/60% N2. The influence of cultures addition and modified atmosphere packaging conditions on the sensory characteristics of the product were not significant. Thus, Lb. sakei ST153 combined with modified atmosphere packaging is a strong candidate to be used in a biopreservation strategy maintaining the traditional sensory quality of cured-smoked pork products and increasing their safety with respect to Listeria spp.
Feasibility, Acceptability, and Preliminary Outcomes of a Culturally Adapted Evidence-Based Treatment for Latino Youth With ADHD
Authors: Gerdes Ayson C. , Kapke Theresa L. , Grace Margaret , Castro Al
Published: January 2019

Objective: To advance our knowledge about the most effective way to treat Latino youth with ADHD, the current feasibility and pilot study compared a culturally adapted evidence-based treatment (CAT) for ADHD to standard evidence-based treatment (EBT). Method: Following a comprehensive ADHD assessment, 61 Latino families of school-aged children (mean age of 8 years) were randomly assigned to either CAT or standard EBT (i.e., parent management training). Results: CAT outperformed standard EBT when examining homework completion and mother-reported treatment satisfaction. Apart from two trends favoring CAT, CAT and EBT both resulted in significant improvements in parent- and teacher-reported ADHD symptoms and functional impairment, as well as mother- and father-reported parental functioning. Conclusion: CAT outperformed standard EBT when examining several engagement and acceptability outcomes. CAT and EBT were equally effective when examining traditional treatment outcomes, which is impressive considering the robustness of standard EBT, especially when delivered by culturally competent staff.
Indigenous nationhood and herring governance: strategies for the reassertion of Indigenous authority and inter-Indigenous solidarity regarding marine resources
Authors: von der Porten Suzanne , Corntassel Jeff , Mucina Devi
Published: January 2019

The modern-day reinvigoration of individual Indigenous nations around the world is connected to broader simultaneous movements of Indigenous nationhood worldwide. The origins, implications, philosophies, and diversities of Indigenous resurgences and resistances continue to be discussed in the growing body of literature on Indigenous governance. This article builds on these discussions by focusing on the applied tools and strategies of Indigenous resurgence. In the context of the Pacific herring fishery in British Columbia, Canada, this research explores the strategies and tools used by three Indigenous coastal nations to apply pressure on the colonial government to abdicate its asserted authority over herring governance. Motivated by a time-honored relationship to herring, we discuss how these Indigenous nations have strategized to try to regain authority over herring governance to protect species and Indigenous access to the fishery. We then discuss this ocean-based resurgence in the context of global Indigenous movements for the reassertion of self-determining authority.
Child and youth participation in sexual health-related discussions, decisions, and actions in Njombe, Tanzania: A focused ethnography
Authors: Sebti Anahita , Buck Madeleine , Sanzone Lia , Liduke Bathsheba Betty Barnaba , Sanga George Menson , Carnevale Franco A
Published: January 2019

Sexual health is a signficant dimension of health among children and youth in Tanzania. Local discourses highlight concerns regarding HIV/AIDS and sexual violence. The aim of this study was to examine the experiences and participation of children and youth in sexual health-related discussions, decisions, and actions in Njombe; a Tanzanian rural community. A focused ethnography, with a participatory approach, was conducted over a 3.5 month period, using participant observation, group interviews, and analysis of key texts, as well as key informant advisors. Twenty-eight participants, 8–16 years of age, were recruited from a community Youth Peer Health Educator program and an HIV youth group. Four principal themes were identified: (a) knowledge and understanding of sexual health, (b) children/youth value sexual health education and discussion, (c) supports and barriers for participation in sexual health education, and (d) children/youth value participation in their own care and promotion of their health. Results demonstrated that these children/youth have the capacities, interests, and values to actively participate in matters affecting their health and sexual health. Specific barriers and supports to sexual health education were identified. The study demonstrated how young people’s agency is socially mediated and can persist even when confronting significant barriers.
Stochastic P-bifurcation in a nonlinear viscoelastic beam model with fractional constitutive relation under colored noise excitation
Authors: Li Yajie , Wu Zhiqiang , Zhang Guoqi , Wang Feng
Published: January 2019

In this paper, we study the stochastic P-bifurcation problem for an axially moving bistable viscoelastic beam with fractional derivatives of high-order nonlinear terms under colored noise excitation. Firstly, using the principle for minimal mean square error, we show that the fractional derivative term is equivalent to a linear combination of the damping force and restoring force, so that the original system can be simplified to an equivalent system. Secondly, we obtain the stationary probability density function of the system amplitude by the stochastic averaging and the singularity theory, we find the critical parametric conditions for stochastic P-bifurcation of the system amplitude. Finally, we analyze different types of the stationary probability density function curves of the system qualitatively by choosing parameters corresponding to each region divided by the transition set curves. We verify the theoretical analysis and calculation of the transition set by showing the consistency of the numerical results obtained by Monte Carlo simulation with the analytical results. The method used in this paper directly guides the design of the fractional order viscoelastic material model to adjust the response of the system.
Sparse feature extraction for fault diagnosis of rotating machinery based on sparse decomposition combined multiresolution generalized S transform
Authors: Yan Baokang , Wang Bin , Zhou Fengxing , Li Weigang , Xu Bo
Published: January 2019

In order to extract fault impulse feature of large-scale rotating machinery from strong background noise, a sparse feature extraction method based on sparse decomposition combined multiresolution generalized S transform is proposed in this paper. In this method, multiresolution generalized S transform is employed to find the optimal atom for every iteration, which firstly takes in to account the generalized S transform with discretized adjustment factors, then builds an atom corresponding to the maximum energy. The multiresolution generalized S transform has better accuracy compared to generalized S transform and faster searching speed compared to the orthogonal matching pursuit method in selecting the optimal atom. Then, the orthogonal matching pursuit method is used to decompose the signal into several optimal atoms. The proposed method is applied to analyze the simulated signal and vibration signals collected from experimental failure rolling bearings. The results prove that the proposed method has better performances such as high precision and fast decomposition speed than the traditional orthogonal matching pursuit method method and local mean decomposition method.
Telehealth interventions for the secondary prevention of coronary heart disease: A systematic review and meta-analysis
Authors: Jin Kai , Khonsari Sahar , Gallagher Robyn , Gallagher Patrick , Clark Alexander M , Freedman Ben , Briffa Tom , Bauman Adrian , Redfern Julie , Neubeck Lis
Published: January 2019

Background:

Coronary heart disease (CHD) is a major cause of death worldwide. Cardiac rehabilitation, an evidence-based CHD secondary prevention programme, remains underutilized. Telehealth may offer an innovative solution to overcome barriers to cardiac rehabilitation attendance. We aimed to determine whether contemporary telehealth interventions can provide effective secondary prevention as an alternative or adjunct care compared with cardiac rehabilitation and/or usual care for patients with CHD.

Methods:

Relevant randomized controlled trials evaluating telehealth interventions in CHD patients with at least three months’ follow-up compared with cardiac rehabilitation and/or usual care were identified by searching electronic databases. We checked reference lists, relevant conference lists, grey literature and keyword searching of the Internet. Main outcomes included all-cause mortality, rehospitalization/cardiac events and modifiable risk factors. (PROSPERO registration number 77507.)

Results:

In total, 32 papers reporting 30 unique trials were identified. Telehealth was not significant associated with a lower all-cause mortality than cardiac rehabilitation and/or usual care (risk ratio (RR)=0.60, 95% confidence interval (CI)=0.86 to 1.24, p=0.42). Telehealth was significantly associated with lower rehospitalization or cardiac events (RR=0.56, 95% CI=0.39 to 0.81, p<0.0001) compared with non-intervention groups. There was a significantly lower weighted mean difference (WMD) at medium to long-term follow-up than comparison groups for total cholesterol (WMD= −0.26 mmol/l, 95% CI= −0.4 to −0.11, p <0.001), low-density lipoprotein (WMD= −0.28, 95% CI = −0.50 to −0.05, p=0.02) and smoking status (RR=0.77, 95% CI =0.59 to 0.99, p=0.04].

Conclusions:

Telehealth interventions with a range of delivery modes could be offered to patients who cannot attend cardiac rehabilitation, or as an adjunct to cardiac rehabilitation for effective secondary prevention.