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The school district superintendency is one of the most challenging occupations within public education today and is characterized by high turnover rates (Yates & De Jong, 2018). At times, a public school superintendent experiences difficulties leading to their departure. Examples of such difficulties that require strong leadership skills are dissatisfaction from certain community members, tension with a local school board member, (Grissom & Andersen, 2012), and stress associated with regularly meeting growth and achievement measures set by the state department of education. Additionally, the superintendent is tasked with addressing constantly changing demands of internal and external stakeholders with multiple fiscal limitations (Tekniepe, 2015) while being expected to appropriately handle the demographic changes of the community and district, effectively manage the overall budget, and provide instructional leadership for the internal stakeholders of the district. These demands are difficult to meet when the superintendent does not remain in the position long enough to make substantial changes or is unable to effectively utilize specific leadership traits. This quantitative study set out to determine if a connection existed between tenure and the leadership orientation of Wyoming school superintendents in relation to how they utilize Bolman and Deal’s (2017) frames of leadership when facing challenges and experiences associated with the position. The survey results and findings of this study detail the traits and frames of leadership utilized by current Wyoming superintendents when faced with common difficulties faced as a school district leader.

Ramos et al discuss the giveback projects for National Nurses Week. Designing and implementing the giveback projects for National Nurses Week has led to a culture of enduring and expanding volunteerism and philanthropy among the Salem staff. The act of giving has also transformed the way nurses think about National Nurses Week.

Adaptability can have many different definitions: reliability, robustness, survivability, and changeability (adaptability to requirements change). In this research, we focused entirely on the last type. We discuss two alternative approaches to requirements change adaptability. One is the valuation approach that is based on utility and cost of design changes in response to modified requirements. The valuation approach is theoretically sound because it is based on utility and decision theory, but it may be difficult to use in the real world. The second approach is based on examining product architecture characteristics that facilitate changes that include modularity, hierarchy, interfaces, performance sensitivity, and design margins. This approach is heuristic in nature but more practical to use. If calibrated, it could serve as a surrogate for real adaptability. These measures were incorporated in a software tool for exploring alternative configurations of fractionated space satellite systems.

This paper addresses robotic system engineering for safety- and mission-critical applications by bridging the gap between high-level objectives and formal, executable specifications. The proposed method, Robotic System Task to Model Transformation Methodology (RSTM2) is an ontology-driven, hierarchical approach using stochastic timed Petri nets with resources, enabling Monte Carlo simulations at mission, system, and subsystem levels. A hypothetical case study demonstrates how the RSTM2 method supports architectural trades, resource allocation, and performance analysis under uncertainty. Ontological concepts further enable explainable AI-based assistants, facilitating fully autonomous specification synthesis. The methodology offers particular benefits to complex multi-robot systems, such as the NASA CADRE mission, representing decentralized, resource-aware, and adaptive autonomous systems of the future.

We examine language revitalization as it unfolds in Tsalagi Dideloquasdi, a Cherokee immersion school in Tahlequah, Oklahoma. Using qualitative and linguistic data collected over two years, we explore how students' meaning-making practices are influenced by macro-, meso-, and microlevel sociolinguistic dimensions. We find that Tsalagi Dideloquasdi is a quintessential translanguaging space, shaped by multiple competencies shared by students, teachers, and parents, as well as the fluid bilinguality characteristic of language-contact situations. We argue Cherokee language revitalization is a process of renewal, not a return to idealized notions of “speakerhood” and proficiency. Moreover, immersion students are agents of linguistic transformation as Cherokee is reinstated in traditional sociolinguistic domains, as well as in new domains traditionally devoid of the language, such as schools.

It is estimated that Cherokee is spoken as a first language by fewer than 5,000 individuals, mostly of the grandparent generation or older, and is thus “severely endangered.” But the number of speakers of Cherokee as a second language continues to grow, thanks to Cherokee Nation of Oklahoma’s language revitalization movement, which includes Tsalagi Dideloquasdi, the Cherokee immersion school. In this new sociolinguistic domain, elementary school students spend their days immersed in Cherokee culture and language as they study academic subjects. Although the Cherokee syllabary, the orthographic system developed by Sequoyah in the early 1800s, is integral to the immersion curriculum, it has not been well understood how the polysynthetic rules of Cherokee are internalized by students as demonstrated through their writing. This chapter explores the ways in which young, English-dominant writers select from their unique internal linguistic representations to communicate ideas in Cherokee, and how they engage in translingual practices to fit their communicative needs. The nature of their written output suggests the need for purposeful focus-on-form input, corrective feedback, and ample practice to allow for students’ internalization of complex forms, as well as opportunities for stimulated recall exercises that raise awareness of how Cherokee polysynthesism works and that engage students in more productive self-regulation. This chapter discusses characteristics of writing by Tsalagi Dideloquasdi students. Two dimensions of Tsalagi Dideloquasdi students’ narrative writing practices in particular—their knowledge of Cherokee verb morphology and use of certain stylistic devices—provide a window into the multiple competencies they bring to composition and their acquisition processes. Tsalagi Dideloquasdi, the Cherokee Immersion School located in Tahlequah, plays a central role in Cherokee Nation’s overall language revitalization. Cherokee Nation has provided incentives for teachers to become licensed through Northeastern State University Cherokee education program, and several have completed the requirements. The 1700s marked the beginning of Cherokees’ sustained contact with British settlers in the Appalachian region of North America. Cherokee is the sole member of the southern branch of the Iroquoian language family, related to northern Iroquoian languages such as Seneca, Oneida, and Mohawk. The long-term goal of the Cherokee Language Program is to infuse Cherokee into its citizens’ daily conversations, online activities, and ceremonial practices.

Having considered architecture and design of an SHM system, we next turn to maturity assessment of specific SHM technologies. Like the concept of SHM itself, many of these technologies will be new, untested, and immature. Many of them are needed in the short term, and must be matured from concept to flight‐proven applications within 5 to 10 years. Furthermore, the technologies themselves are often inherently complex and difficult to validate. This chapter focuses on these issues of SHM development, and aims to facilitate technology maturation and certification.