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The purpose of this study is to examine student perspectives about the principal from an intentionalist perspective. The following claims are made: One, that student mentality appears as a knowledge construction and reified mode of consciousness out of which students perceive and interpret principals’ practices. This mental mode is composed of unconscious and conscious negative images and representations that are shared as general background knowledge to students’ collective intentionality about the principal. Two, that through metaphor we can discover this phenomenon in the reification of consciousness ‐ the objectification of the principal and self‐objectification of students in the relationship based on an information fetishism in the communicative form of gossip. And three, furthermore, that student mentality is supported and reproduced in the traditional hierarchical organization of schools, institutionalized routine practices of principals, and extended through social knowledge networks that students share with other members of the school. Provides a metaphorical analysis of this mental configuration, identifies the social networks and school contexts that contribute to and sustain its construction and suggests that leadership needs to become better informed and sensitively aware in their reflective practices of intentional leadership.

In this chapter, we discuss how an outside writing program was able to assist the stakeholders at a local middle school and the story behind the leaders involved in the process. This program was part of a larger system of “interventions” geared toward improving student success and teacher efficacy. Traditional interventions (after-school tutorials, grouping by state assessment scores, test-taking strategies) were viewed as lacking when it came to their impact on the campus's mostly students of color. Knowing the potential impact of a solid reading and writing program on urban youth, the faculty on the campus teamed with a Writers in the Schools (WITS) writer who proposed several promising practices. The contributions of a professional writer, real-world examples, and ongoing teacher professional development with support contributed to creating a knowledge community of writers that, in addition to creating more scholarship for students and staff, manifested itself in more minority students performing at the highest levels on the state accountability assessments.

This paper aims to propose a system for defect detection in constructed elements that is able to indicate deformity positions. It also evaluates the defects in finishing materials of constructed building elements to support the subjective visual quality investigation of the aesthetics of an architectural work.

This strategy depends on defect features analysis that evaluates the defect value in digital images using digital image processing methods. The research uses the three-dimensional (3D) modeling techniques and image processing algorithms to generate a system that is able to perform some of the monitoring activities by computers. Based on the collected site scans, a 3D model is created for the building. Then, several images can be exported from the 3D model to investigate a specific element. Different image denoizing techniques are compared such as mean filter, median filter, Wiener filter and Split–Bregman iterations. The most efficient technique is implemented in the system. Then, the following six different methods are used for image segmentation to separate the concerned object from the background; color segmentation, region growing segmentation, histogram segmentation, local standard deviation segmentation, adaptive threshold segmentation and mean-shift cluster segmentation.

The proposed system is able to detect the cracks and defected areas in finishing works and calculate the percentage of the defected area compared to the total captured area in the photo with high accuracy.

The proposed system increases the precision of decision-making by decreasing the contribution of human subjective judgment. Investigation of different finishing surfaces is applied to validate the proposed system.

The purpose of this paper is to extend the previous study [Computer Methods in Applied Mechanics and Engineering 340: 70-89, 2018] on the development of a novel packing characterising system based on principal component analysis (PCA) to quantitatively reveal some fundamental features of spherical particle packings in three-dimensional.

Gaussian quadrature is adopted to obtain the volume matrix representation of a particle packing. Then, the digitalised image of the packing is obtained by converting cross-sectional images along one direction to column vectors of the packing image. Both a principal variance (PV) function and a dissimilarity coefficient (DC) are proposed to characterise differences between different packings (or images).

Differences between two packings with different packing features can be revealed by the PVs and DC. Furthermore, the values of PV and DC can indicate different levels of effects on packing caused by configuration randomness, particle distribution, packing density and particle size distribution. The uniformity and isotropy of a packing can also be investigated by this PCA based approach.

Develop an alternative novel approach to quantitatively characterise sphere packings, particularly their differences.

This paper is derived from a thorough and systematic study, contributing to further understanding of the perception of authentic leadership in the context of Cyprus, by involving school principals' both espoused values and values in action coupled with their leadership styles.

Data were drawn from a combination of methods, both quantitative (235 questionnaires) and qualitative (5 case studies), thus facilitating a more reliable and valid exploration of school principals' espoused values and values in action coupled with their leadership styles.

School principals' values in action may be filtered by particular factors, which affect them, when they try to promote their espoused values during their leadership practice. In general, the findings indicated that practicing authentic leadership might be, in fact, impeded by specific factors connected to the broader context in which school principals operate.

It is not possible to draw concrete conclusions on relation between the espoused values and values in action, as only five school principals took part during the second research phase. However, in this study, the quantitative (first phase) and qualitative (second phase) research were combined in order to produce a general picture, with regards to the practice of authentic leadership.

The study of values has received an extensive research interest lately. In this study, it was approached collectively and cohesively by taking into consideration the differentiation between espoused values and values in action.

This paper aims to construct smooth poly-ellipsoid shapes from synchrotron microcomputed tomography (SMT) images on sand and to develop a new discrete element method (DEM) contact detection algorithm.

Voxelated images generated by SMT on Colorado Mason sand are processed to construct smooth poly-ellipsoidal particle approximations. For DEM contact detection, cuboidal shape approximations to the poly-ellipsoids are used to speed up contact detection.

The poly-ellipsoid particle shape approximation to Colorado Mason sand grains is better than a simpler ellipsoidal approximation. The new DEM contact algorithm leads to significant speedup and accuracy is maintained.

The paper limits particle shape approximation to smooth poly-ellipsoids.

Poly-ellipsoids provide asymmetry of particle shapes as compared to ellipsoids, thus allowing closer representation of real sand grain shapes that may be angular and unsymmetric. When incorporated in a DEM for computation, the poly-ellipsoids allow better representation of particle rolling, sliding and interlocking phenomena.

Method to construct poly-ellipsoid particle shapes from SMT data on real sands and computationally efficient DEM contact detection algorithm for poly-ellipsoids.

This article, one of the keynote addresses at the joint ANZHES conference in December 2008, explores a concept that I call the Great Divide, by which I mean the cultural division between principals and teachers, and between principals and students. Drawing on visual imagery, historical reports, and cultural studies of American schools, I argue that the Great Divide is a historical construction of both administrative practices and representational culture that has led to misunderstandings of the complexity of the school principal’s middle managerial work in the school organisation.

The purpose of this paper is to explore a broader understanding of the role of Cypriot school principals’ personal identities, through a values system perspective, when exercising their leadership.

A multicase study methodology was followed with five school principals, representing five different leadership styles. In each case, an in-depth investigation of the school principal’s personal identity was undertaken. School principals’ personal values were explored during interviews, staff meetings and daily activities observations, as well as through the use of the think-aloud protocol method. This study utilized the Schwartz Theory of Basic Human Values, as well as the Pashiardis–Brauckmann Holistic Leadership Framework, as the guiding theoretical framework.

School principals’ personal identities in Cyprus seem to influence, to some extent, their daily leadership practice. However, particular factors associated with the context in which they live (social identity) and work (professional identity), seemed to be affecting the personal values embedded throughout their personal identities.

Five school principals are not enough to make generalizations on the relationships between leadership styles and values. However, through this paper, the authors sought to provide examples on how school principals’ personal identities influence their leadership practice.

The findings highlight the important role and attention to school principals’ personal identities, beyond the core management and leadership courses. The findings also shed light on the importance of looking more closely at contextual elements “outside” and “inside” the school and to what extent these could influence school principals’ personal identities.

This paper offers insights into school principals’ personal identities, through a values system perspective, and how these personal identities influence their leadership practice.

The purpose of this paper is to improve the retrieval results of hyperspectral image by integrating both spectral and textural features. For this purpose, an improved multiscale opponent representation for hyperspectral texture is proposed to represent the spatial information of the hyperspectral scene.

In the presented approach, end-member signatures are extracted as spectral features by means of the widely used end-member induction algorithm N-FINDR, and the improved multiscale opponent representation is extracted from the first three principal components of the hyperspectral data based on Gabor filters. Then, the combination similarity between query image and other images in the database is calculated, and the first k more similar images are returned in descending order of the combination similarity.

Some experiments are calculated using the airborne hyperspectral data of Washington DC Mall. According to the experimental results, the proposed method improves the retrieval results, especially for image categories that have regular textural structures.

The paper presents an effective retrieval method for hyperspectral images.

The purpose of this paper is to find out what are the effective school principal leadership (ESPL) factors or indicators that Chinese teachers consider or expect. It explains how and why ESPL factors are important for effective school improvement (ESI). It tries to expand the domain knowledge of ESPL.

The questionnaires consisted of eight factors and 40 indicators. The rating instrument was a five point Likert Scale (from 1 to 5). In total, 100 school teachers in Liaoning Province of mainland China were participated and surveyed. Factor analysis, t-test and one-way analysis of variance (ANOVA) were used to analyze the collected data.

This study provides empirical insights about what ESPL factors that Chinese teachers considered. According to the results of t-test and one-way ANOVA, there were no significant differences between and among the respondents’ gender, areas and years of teaching experiences in rating the ESPL factors. The findings argue that the 16 extracted ESPL indicators have not only revealed the expectations of Chinese teachers toward their school principals, but also have drawn a three-dimensional-image of what a good and effective school principal should be. From the Chinese teachers’ eyes, a good school principal should not only possess good managerial skills in the aspects of time and routine work (such as self management, time management, influence, decision making and commitment) but also should possess good emotional intelligence, human skills, more attentiveness and consideration toward the needs of their followers (such as comfort, communication skills and empathy, etc.).

This study provides implications for all school stakeholders, particularly for school principals, school leaders and educational managers both in and outside of schools. A good school principal should possess good ESPL characters/factors. If not, at least he/she should be aware of the ESPL characters/factors and actively adopt or adapt them. Thus the ESPL factors or indicators extracted from this study can be served as a mirror and a useful knowledge.

This study belongs to very few of this kind of researches carried out in mainland China. Its findings have made some contributions to the ESPL research in mainland China, to the research of school leadership and ESI.