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Purpose – This study demonstrates that serious episodes of presidential ill health can have positive impacts on role performance.

Design/methodology – The author utilizes both primary source materials (personal interviews with White House physicians and several other physicians who treated Reagan at the hospital, and the writings of key Reagan aides and family members) and secondary source materials (writings of political scientists, historians, and journalists).

Findings – Reagan was at first in critical condition. It was then that his Secretary of State appeared to make a bold grab for power, an act that contributed materially to the end of his political career. Additionally, the administration’s failure to invoke the presidential disability amendment allowed the official chain of command to be in doubt. Finally, the significant increase in Reagan’s popularity that flowed from his light-hearted demeanor after he was shot is examined here in terms of the President’s subsequent legislative successes.

Originality/value – This study suggests strongly that Reagan’s impressive legislative achievements in mid-1981 were due significantly to his heroic response to having been shot.

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The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

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.

This chapter describes five disciplinary domains of research or lenses that contribute to the design of a team tutor. We focus on four significant challenges in developing Intelligent Team Tutoring Systems (ITTSs), and explore how the five lenses can offer guidance for these challenges. The four challenges arise in the design of team member interactions, performance metrics and skill development, feedback, and tutor authoring. The five lenses or research domains that we apply to these four challenges are Tutor Engineering, Learning Sciences, Science of Teams, Data Analyst, and Human–Computer Interaction. This matrix of applications from each perspective offers a framework to guide designers in creating ITTSs.