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D. Electrical Continuity and Lightening Strike Protection In metallic structure aircraft, much of the structure is often interconnected electrically via special grounding straps. One would think the grounding would be accomplished automatically via the aluminum rivets or titanium fasteners in the structure. Aluminum rivets, however, are anodized for corrosion protection and titanium fasteners are often coated with an aluminized paint as a barrier protection against galvanic corrosion of the structure. Both of these coatings are non‐conductive and other means such as periodic cadmium plated stainless steel fasteners or grounding straps are used. But why all the concern about electrical continuity? The reason is to avoid large differentials in electric potential between components when lightening strikes an airplane. If there is a large difference because there is no conductive flow path, the electricity will arc to the lower potential member and cause damage in the process. If this occurs within a fuel tank it could be catastrophic. Once the structure all has the same charge it proceeds to dissipate the charge back into the atmosphere.

Huck Manufacturing Company's state‐of‐the‐art aerospace fastener installation system reduces worker exposure to vibration and noise in interference fit hole conditions.

This chapter examines different dimensions of leadership communication that promote creativity and innovativeness. It explores how leaders engage and inspire their subordinates on the one hand and how they motivate, challenge and encourage them on the other. The aim is to provide a multifaceted description of how leaders use communication to promote innovativeness in organisations. The chapter draws on the ‘wheel of leadership communication on innovations’ by Zerfass and Huck (2007). The wheel examines communication based on cognitive, affective, conative and social dimensions. The other key concepts of the study are transformational and communicative leadership. The approach is qualitative, and the data derive from interviews with leaders of small and medium-sized enterprises (SMEs). The findings suggest that to promote organisational innovativeness all four dimensions – cognitive, affective, conative and social – must be taken into account. Multidimensional skills are required of leaders who are expected to master different communicational roles and to act as enablers, engagers, motivators and supporters at the same time. This calls for emotional and social sensibility, flexibility and adaptability to different people and situations. Leadership communication is crucial for innovation management because creative thinking and commitment enable innovation. Therefore, in the business context, attention must be paid to how people are inspired, supported and motivated, as well as to open communication. The main limitations of the study are that it focuses only on SMEs and that it does not include the voices of personnel, which would have added value to the managerial perspectives.

The value of allowing children to experience frequently the sheer pleasure of good children's literature has long been acknowledged. For at least the past twenty‐five years, educational researchers and faculty members in schools of education and library science have advocated the use of children's literature in the elementary school curriculum.

The computer implementation of a method for calculating coupled vibration eigenmodes and eigenfrequencies and the transient response of an elastic enclosure filled with a compressible fluid is described. The formalism is based on a simultaneous discretization of the fluid pressure and the fluid displacement potential. Attention is focused on the resulting form of the dynamic equilibrium equations and on their solution both in free vibration and transient analyses. In the eigenvalue analysis, an adapted Lanczos iteration scheme is proposed which takes account of the specific form of the equations. Applications are presented which demonstrate the effectiveness of the method.

EVEN if library work with the young is the most written, and over‐written, subject in librarianship as is sometimes alleged, it still is the foundation of all library activity and must therefore come under continuous review. To some the subject is as dull as the essay questions set in the Entrance Examinations were alleged to be by a writer in The Library Assistant. To which we reply that all things have a certain dullness to those without sufficient imagination to look at them in other than the most conventional darkness. A Chesterton discourses entrancingly on a piece of chalk and brown paper, an empty train, a piece of string. So with our subject. We therefore make no other apology than this for a number of THE LIBRARY WORLD in which it is our main interest. Our children's libraries are, as yet, far from perfect; they issue too many drivelling books written by authors whose first essays in writing are children's books because they think them to be the easiest to write. The difference between a Ransome and—well, a thousand slush children's books—is as great as the difference between The Vicar of Wakefield and worst railway bookstall novelette. There is a great field being examined here by the more progressive children's librarians. There are many other questions, administrative and personal that have been and are under discussion. The writer of Letters on Our Affairs this month deals with some of these although, we may at once say, his views are not wholly those of THE LIBRARY WORLD.

Aesthetic jurisprudence must take seriously the myth of community,¹ the antagonistic of intimacy; love and death.² Myth, however, must also be seized in its peculiarity. Rather than affirming coherence or the pattern of the past, it is a discourse that undoes itself. Indeed, myth does not provide a comforting story of belonging and foundations, it reminds us of the antagonisms of the human condition and the problematic nature of thought itself.

This study sought to identify teachers' overall experiences in teaching social studies, the considerations they make in planning and implementing social studies lessons in the absence of mandated curriculum, approaches to social studies instruction and the role of legislation on social studies instruction.

Two practicing teachers at different grade levels participated in this study to allow for comparative case study analysis. Teachers were observed teaching social studies lessons and then were interviewed to gain an understanding of their perspectives on teaching social studies at the elementary level and the role that administrative and legislative messaging played in their decision-making.

The lack of a scripted and formal program for social studies created opportunities for teacher autonomy and content integration in lessons. This is especially true for teachers that place a high value on social studies content and skills. Persistent issues, such as limited time and mandated testing pressures, continue to create barriers that teachers must work to overcome.

Since teachers play a critical role in the enactment of policy and curriculum, when a formal curriculum program is absent, opportunities arise. Control of the classroom and inherent messaging therein continues to create a high value battleground. When teachers are given the autonomy to set lesson outcomes, opportunities for quality instruction, such as project based learning and content integration, are possible.