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The purpose of this paper is to analyze numerically the blowup in finite time of the solutions to a one-dimensional, bidirectional, nonlinear wave model equation for the propagation of small-amplitude waves in shallow water, as a function of the relaxation time, linear and nonlinear drift, power of the nonlinear advection flux, viscosity coefficient, viscous attenuation, and amplitude, smoothness and width of three types of initial conditions.

An implicit, first-order accurate in time, finite difference method valid for semipositive relaxation times has been used to solve the equation in a truncated domain for three different initial conditions, a first-order time derivative initially equal to zero and several constant wave speeds.

The numerical experiments show a very rapid transient from the initial conditions to the formation of a leading propagating wave, whose duration depends strongly on the shape, amplitude and width of the initial data as well as on the coefficients of the bidirectional equation. The blowup times for the triangular conditions have been found to be larger than those for the Gaussian ones, and the latter are larger than those for rectangular conditions, thus indicating that the blowup time decreases as the smoothness of the initial conditions decreases. The blowup time has also been found to decrease as the relaxation time, degree of nonlinearity, linear drift coefficient and amplitude of the initial conditions are increased, and as the width of the initial condition is decreased, but it increases as the viscosity coefficient is increased. No blowup has been observed for relaxation times smaller than one-hundredth, viscosity coefficients larger than ten-thousandths, quadratic and cubic nonlinearities, and initial Gaussian, triangular and rectangular conditions of unity amplitude.

The blowup of a one-dimensional, bidirectional equation that is a model for the propagation of waves in shallow water, longitudinal displacement in homogeneous viscoelastic bars, nerve conduction, nonlinear acoustics and heat transfer in very small devices and/or at very high transfer rates has been determined numerically as a function of the linear and nonlinear drift coefficients, power of the nonlinear drift, viscosity coefficient, viscous attenuation, and amplitude, smoothness and width of the initial conditions for nonzero relaxation times.

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

It can be difficult for students to digest and learn complex theories of organizational culture and change without being able apply the steps to a real or imagined scenario. Oftentimes, they lack experience and can’t imagine the components of each phase or step without a practical example. This article discusses the theoretical background of leading positive organizational change and then uses a case study to help students apply their knowledge. It highlights the fictional leadership dilemma of a young Army officer, First Lieutenant Jordan Baker, upon arrival to her new duty location. Instructors can use the case to teach the 4-Phase Leading Change Framework which incorporates Kotter’s eight-step model to enact positive change. The purpose of this case is to give instructors a framework to teach students in a stepwise fashion, making concepts easier for students to visualize.

This study describes the development of a grounded theory of applied critical thinking in leadership studies and examines how student-centered experiential learning in leadership education bridged critical thinking with action. Over three semester undergraduate students in an upper level leadership studies course at a large four-year public institution in the southeastern United States completed a written assignment in which they were asked to define the concept of “leading critically.” A grounded theory of critical leadership – utilizing critical thinking skills to make decisions about leadership actions in different situations – emerged after completing a qualitative document analysis of these papers and incorporating the researchers’ existing knowledge of leadership and student development theory. The hope is that this research will create dialogue concerning new approaches to leadership education and encourage practices that apply critical thinking skills to leadership.

This empirical study explores the profound impact of management functions on the productivity of yard cargo handling equipment within container terminals.

By closely examining crucial management aspects such as planning, organizing, leading and controlling, a comprehensive managerial behavior framework was developed through focus group studies (FGS) and focal interviews. These qualitative methods were complemented by the distribution of questionnaires to practitioners in Vietnam. To validate the concept of management functions and analyze their influence on effective management practices for equipment efficiency, a structural equation model (SEM) technique was employed using partial least-squares estimation (PLS).

The findings of this study demonstrate that planning (PL), organizing (OR) and controlling (CT) significantly contributes to the productivity of yard cargo handling equipment, while leading (LD) does not exhibit a direct positive impact.

Theoretically, this study contributes by providing clarity to the definition, purpose and value of management functions in the field of cargo handling equipment management. Furthermore, these research findings offer valuable insights to terminal operators and managers, enabling them to optimize their management strategies and enhance productivity levels, ultimately resulting in improved operational outcomes.

The need for individuals capable of leading change has become pronounced based on the changes occurring within the higher education system. The purpose of this study was to examine if participation in the LEAD21 leadership development program, a national leadership program for faculty emerging as leaders in the land-grant university system, changed participant levels of change leadership. The longitudinal analysis included comparisons across members of three classes in the LEAD21 program, as well as the aggregated data from all three years. Results indicated overall level of change leadership rose by an average of 28.8%. Additionally, the study established benchmarks for pre-program and post-program levels of change leadership. Leadership educators can use the results to inform future leadership education initiatives. Furthermore, the study presents a Leading Change Scale that may be appropriate for future leadership program evaluations. Ongoing evaluations of leadership programs are encouraged.

The nose length is the key design parameter affecting the aerodynamic performance of high-speed maglev train, and the horizontal profile has a significant impact on the aerodynamic lift of the leading and trailing cars Hence, the study analyzes aerodynamic parameters with multi-objective optimization design.

The nose of normal temperature and normal conduction high-speed maglev train is divided into streamlined part and equipment cabin according to its geometric characteristics. Then the modified vehicle modeling function (VMF) parameterization method and surface discretization method are adopted for the parametric design of the nose. For the 12 key design parameters extracted, combined with computational fluid dynamics (CFD), support vector machine (SVR) model and multi-objective particle swarm optimization (MPSO) algorithm, the multi-objective aerodynamic optimization design of high-speed maglev train nose and the sensitivity analysis of design parameters are carried out with aerodynamic drag coefficient of the whole vehicle and the aerodynamic lift coefficient of the trailing car as the optimization objectives and the aerodynamic lift coefficient of the leading car as the constraint. The engineering improvement and wind tunnel test verification of the optimized shape are done.

Results show that the parametric design method can use less design parameters to describe the nose shape of high-speed maglev train. The prediction accuracy of the SVR model with the reduced amount of calculation and improved optimization efficiency meets the design requirements.

Compared with the original shape, the aerodynamic drag coefficient of the whole vehicle is reduced by 19.2%, and the aerodynamic lift coefficients of the leading and trailing cars are reduced by 24.8 and 51.3%, respectively, after adopting the optimized shape modified according to engineering design requirements.

This study used qualitative research procedures to evaluate the learning impact of a long term (3 ½ years) leadership education program on participants’ cognitive models of leadership. Situated learning theory (Lave & Wenger, 1991) and communities of practice principles (Wenger, McDermott, & Snyder, 2002) were used to develop research questions, frame the analysis, and interpret the findings. Participants were drawn from a long established collegiate student organization that has as its objective the development of the leadership capabilities of its members. As members, these students have experienced a military academy type life style while also pursuing their undergraduate studies within a large university setting. Researchers content analyzed 200 to 300 word leadership essays written by 50 student-cadets to determine their cognitive models of leadership. Three models were identified. Leading through relationships was the most frequently discussed in participants’ essays (80%), followed by leading by example (70%), and finally leading by influence (5%). Implications for findings for both practice and research are discussed.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.