scholarly journals School Leaders as Coupling Agents – Mediating Between External Demands and Internal Values

2015 ◽  
Vol 6 (4) ◽  
pp. 25527 ◽  
Author(s):  
Mette Liljenberg
Keyword(s):  
School Leaders ◽  
Coupling Agents

Novel Coupling Agents for Silica-filled Rubbers with Superior Processing Safety and Improved Hysteresis of the Vulcanizates

2010 ◽  
Vol 38 (1) ◽  
pp. 80-98 ◽  
Author(s):  
M. Gerster ◽  
C. Fagouri ◽  
E. Peregi
Keyword(s):  
Mixing Time ◽  
Cost Savings ◽  
Coupling Agents ◽  
Tire Industry ◽  
Selective Functionalization ◽  
Current State ◽  
Rubber Compounds ◽  
Volatile Organic ◽  
Filled Rubbers ◽  
Ethanol Removal

Abstract One challenge facing green tire technology is to achieve good silica hydrophobation/dispersion within the polymer matrix without a detrimental increase in the rubber compound’s viscosity during compounding. This phenomenon is well known to be induced by premature and unwanted coupling and/or crosslinking of the traditional coupling agents. The current state-of-the-art polysulfides silanes, bis(3-triethoxysilylpropyl)tetrasulfide and to a lesser extent bis(3-triethoxysilylpropyl)disulfide (“Product Application—VP Si 75/VP X 75-S in the Rubber Industry,” Degussa Hüls Report No. PA 723.1E), need to be carefully incorporated with careful temperature control during the rubber compounding to prevent this “scorchy” behavior. This paper will present novel monofunctional silanes which are suited for preparing highly silica-loaded rubber compounds of superior processability, while applying fewer mixing passes, thereby reducing mixing times which can lead to improved productivity and cost savings. Additionally, these safer coupling agents can be processed at higher temperatures which can, again, lead to reduced mixing time and better ethanol removal thereby improving the tire’s physical properties and reducing the volatile organic compounds generated during the tire’s use. The rubber compounds produced using these monofunctional silanes are characterized by lower Mooney viscosity and improved processability. Advantageously, within these novel chemical classes of coupling agents, selective functionalization of the silanes allows production of tailor-made coupling agents which can respond to the specific requirements of the tire industry (Vilgis, T. A. and Heinrich, G., “Die Physic des Autoreifens,” Physikalische Blätter, Vol. 57, 2001, pp. 1–7).

School Leaders’ Practice of the Ethics of Educational Leadership to Make Decisions

2018 ◽  
Vol 4 (1) ◽  
pp. 10-34
Author(s):  
Mohammed Assiri
Keyword(s):  
Educational Leadership ◽  
Mixed Methods Research ◽  
Qualitative Data ◽  
School Leaders ◽  
Leadership Skills ◽  
Common Factors ◽  
Teaching Experience ◽  
Structured Interview ◽  
School Year ◽  
Ethical Decisions

Abstract This study aimed to investigate the extent to which school leaders practice the ethics of educational leadership to make decisions. A mixed-methods research design was used in this study. The quantitative data of this study were obtained from the participation of 260 teachers, and the qualitative data of this study were collected from nine school leaders. The questionnaire and the semi-structured interview were used to collect the data. The study was conducted during the school year of 2017-2018. The study found that the overall extent to which school leaders practice the ethics of educational leadership to make decisions was classified as “always occurs". The findings showed that there were statistically significant differences between participants with different gender and school levels on the overall and all dimensions of the extent to which school leaders practice the ethics of educational leadership to make decisions, while there were not statistically significant differences between the groups of the participants with different teaching experience. The qualitative findings provided some common factors that influence school leaders’ practice to making ethical decisions. These factors were explained based on two concepts including management knowledge and leadership skills as well as the context of school's culture.

Functionalization of Porous Clay Heterostructures with Silane Coupling Agents

2017 ◽  
Vol 54 (2) ◽  
pp. 341-344
Author(s):  
Anda Ionelia Mihai (Voicu) ◽  
Sorina Alexandra Garea ◽  
Eugeniu Vasile ◽  
Cristina Lavinia Nistor ◽  
Horia Iovu
Keyword(s):  
Pore Volume ◽  
Total Pore Volume ◽  
Coupling Agents ◽  
Silane Coupling Agents ◽  
Porous Clay Heterostructures ◽  
Bet Analysis ◽  
Silane Coupling ◽  
Ftir Spectrometry ◽  
Textural Parameters ◽  
Epoxy Groups

The goal of this paper was to study the modification of porous clay heterostructures (PCHs) with various silane coupling agents. Two commercial coupling agents (3-aminopropyl-triethoxysilane (APTES) and 3-glycidoxypropyl-trimethoxysilane (GPTMS)) with different functional groups (amine and epoxy groups) were used as modifying agents for the PCHs functionalization. The functionalization of PCH with APTES and GPTMS was evaluated by Fourier transform infrared (FTIR) spectrometry, thermogravimetric analysis (TGA), X-Ray Diffractions (XRD) and BET Analysis. FTIR spectra of modified PCHs confirmed the presence of characteristic peaks of silane coupling agents. TGA results highlighted an increase of weight loss for the modified PCHs that was assigned to the degradation of silane coupling agents (APTES and GPTMS) attached to the PCHs. The XRD results showed that the structure of modified PCHs was influenced by the type of the silane coupling agent. The functionalization of PCHs with silane coupling agents was also confirmed by BET analysis. Textural parameters (specific surface area (SBET), total pore volume (Vt )) suggested that the modified PCHs exhibit lower values of SBET and a significant decrease of total pore volume than unmodified PCHs.

Inducting School Leaders and Managers

2013 ◽  
Author(s):  
Muhammad Hussein Noure Elahi
Keyword(s):  
School Leaders

Unspoken Grammar of Place: Anti-Blackness as a Spatial Imaginary in Education

2021 ◽  
pp. 105268462199276
Author(s):  
DeMarcus A. Jenkins
Keyword(s):  
School Leaders ◽  
School Community ◽  
Holistic Healing ◽  
Music Preferences ◽  
Spatial Logic ◽  
Black Bodies ◽  
Cultural Forms ◽  
Black Populations ◽  
K 12 ◽  
Black Language

This article builds from scholarship on anti-Blackness in education and spatial imaginaries in geography to theorize an anti-Black spatial imaginary as the prevailing spatial logic that has shaped the configuration and character of American social intuitions, including K-12 schools. As a spatial imaginary, anti-Blackness is circulated through discourses, images, and texts that tell a story of Blackness as a problem, non-human, and placeless. Anchored by the assumption that Black populations are spatially illegitimate, the anti-Black spatial imaginary marks Black bodies as undesirable and therefore extractable from spaces and places that have been envisioned for their exclusion. I consider schools as sites spatialized terror where the exhibitions of terror consist of forcing students to observe other Black bodies being forcibly removed from the classroom and school community; constant rejection of Black language, traditions, music preferences, and other cultural forms of expression; the obliteration of Black names and identities. I offer ways that school leaders can unsettle the anti-Black spatial imaginary to transform schools as sites of holistic healing and possibilities.

Somali Immigrant Mothers’ Experiences of School Engagement: Implications for School Leaders

2021 ◽  
pp. 0013161X2110335
Author(s):  
Nimo M. Abdi
Keyword(s):  
School Engagement ◽  
School Leaders ◽  
Parental Knowledge ◽  
School Structure ◽  
Immigrant Mothers ◽  
Coloniality Of Gender ◽  
Gender Based ◽  
And Gender ◽  
Somali Immigrant ◽  
Mothers Experiences

Purpose: This critical phenomenology study examines the experiences of Somali mothers’ involvement with an urban school in London, United Kingdom. Specifically, the study explores Somali mothers’ experiences and responses in navigating the coloniality of gender discourses imbedded in school structure and culture. The research questions that guided the study concerned the gender-based tools that Somali mothers use to navigate the school structure and culture and how school leaders can recognize and tap into parental knowledge and ways of being to serve these communities. Methods: This study is based on the stories of five Somali immigrant mothers. Data collection included focus groups, field memos, site observations, and school archival data. Data were analyzed through hermeneutic interpretation of whole-part-whole. Findings: Somali mothers use three important elements—identity, resistance, and traditions—to respond to coloniality of gender in school as they negotiate tensions between the Somali conception of motherhood and western notions of gender. The findings emphasize the practices rooted in Indigenous Somali culture and gender roles as assets. Implications: This research argues that the matripotent leadership practices of Somali mothers can inform theory, practice, and policy, as these practices offer a more collective and humanizing approach to leadership centered in ideals connected to a non-Western conception of motherhood, gender, and gender dynamics.

Centering “Grace”: Challenging Anti-Blackness in Schooling Through Motherwork

2021 ◽  
Vol 31 (1-2) ◽  
pp. 142-157
Author(s):  
Terri N. Watson ◽  
Gwendolyn S. Baxley
Keyword(s):  
Black Women ◽  
School Leadership ◽  
School Leaders ◽  
Black Children ◽  
The United States ◽  
Black Girls ◽  
Racial Biases ◽  
Black Girlhood ◽  
Patricia Hill Collins ◽  
Educational Advocacy

Anti-Blackness is global and present in every facet of society, including education. In this article, we examine the challenges Black girls encounter in schools throughout the United States. Guided by select research centered on Black women in their roles as mothers, activists and school leaders, we assert that sociologist Patricia Hill Collins’ concept of Motherwork should be an essential component in reframing the praxis of school leadership and in helping school leaders to rethink policies, practices, and ideologies that are anti-Black and antithetical to Blackness and Black girlhood. While most research aimed to improve the schooling experiences of Black children focuses on teacher and school leader (mis)perceptions and systemic racial biases, few studies build on the care and efficacy personified by Black women school leaders. We argue that the educational advocacy of Black women on behalf of Black children is vital to culturally responsive school leadership that combats anti-Blackness and honors Black girlhood. We conclude with implications for school leaders and those concerned with the educational experiences of Black children, namely Black girls.

Sign in / Sign up

Export Citation Format

Share Document