ENTREPRENEURIAL LEADERSHIP AS DRIVING FORCE TO SCHOOL SUCCESS: INSIGHTS ON SCHOOL PRINCIPAL PERCEPTION, PRACTICE AND EXPECTATION

The purpose of this study is to describe the implementation of entrepreneurial leadership during the Covid-19 pandemic at Karitas Catholic High School in Tomohon City, the supporting and inhibiting factors as well as the solutions for handling them. This research used a descriptive qualitative approach. The research subjects were five people consisting of a school principal and four vice principals. The data were collected from interviews, observation, and documentation studies. The data were analyzed by an interactive model. The findings indicate that entrepreneurial leadership was implemented through the principal role as an explorer, a miner, an accelerator, and an integrator. The supporting factors are teachers’ IT skills, government allowances, parents’ support and proactivity, online learning facilities, and entrepreneurial instincts of teachers and students. The inhibiting factors are the late payment of tuition fees, the uncertainty of parents' income, the late disbursement of the government's school operational assistance (BOS) funds and the foundation's compulsory funds, the complexity of the foundation's centralized system, and the lack of online learning facilities. The efforts to overcome the inhibiting factors are coordination with parents, overcoming arrears, recording the number of students without online learning facilities, and conducting offline learning for them. The results suggest continuing to implement entrepreneurial leadership more openly and creatively, increase the supporting factors, and minimize the inhibiting factors with various efforts.

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In situ TEM Studies of agglomeration of sub-nanometer Ru layers in Ru/C multilayers

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100121685 ◽

1992 ◽

Vol 50 (1) ◽

pp. 256-257

Author(s):

Tai D. Nguyen ◽

Ronald Gronsky ◽

Jeffrey B. Kortright

Keyword(s):

Layered Structure ◽

Driving Force ◽

High Energy ◽

Superior Performance ◽

In Situ Tem ◽

Rayleigh Instability ◽

Practical Applications ◽

Transmission Electron ◽

Diffraction Patterns

Nanometer period Ru/C multilayers are one of the prime candidates for normal incident reflecting mirrors at wavelengths < 10 nm. Superior performance, which requires uniform layers and smooth interfaces, and high stability of the layered structure under thermal loadings are some of the demands in practical applications. Previous studies however show that the Ru layers in the 2 nm period Ru/C multilayer agglomerate upon moderate annealing, and the layered structure is no longer retained. This agglomeration and crystallization of the Ru layers upon annealing to form almost spherical crystallites is a result of the reduction of surface or interfacial energy from die amorphous high energy non-equilibrium state of the as-prepared sample dirough diffusive arrangements of the atoms. Proposed models for mechanism of thin film agglomeration include one analogous to Rayleigh instability, and grain boundary grooving in polycrystalline films. These models however are not necessarily appropriate to explain for the agglomeration in the sub-nanometer amorphous Ru layers in Ru/C multilayers. The Ru-C phase diagram shows a wide miscible gap, which indicates the preference of phase separation between these two materials and provides an additional driving force for agglomeration. In this paper, we study the evolution of the microstructures and layered structure via in-situ Transmission Electron Microscopy (TEM), and attempt to determine the order of occurence of agglomeration and crystallization in the Ru layers by observing the diffraction patterns.

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The nucleation of cavities at grain boundaries

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100126299 ◽

1987 ◽

Vol 45 ◽

pp. 288-291

Author(s):

P. J. Goodhew

Keyword(s):

Surface Tension ◽

Surface Energy ◽

Grain Boundaries ◽

Radiation Damage ◽

Impurity Concentration ◽

Driving Force ◽

Nucleation And Growth ◽

Phase Boundaries ◽

Cavity Nucleation ◽

Spherical Bubble

Cavity nucleation and growth at grain and phase boundaries is of concern because it can lead to failure during creep and can lead to embrittlement as a result of radiation damage. Two major types of cavity are usually distinguished: The term bubble is applied to a cavity which contains gas at a pressure which is at least sufficient to support the surface tension (2g/r for a spherical bubble of radius r and surface energy g). The term void is generally applied to any cavity which contains less gas than this, but is not necessarily empty of gas. A void would therefore tend to shrink in the absence of any imposed driving force for growth, whereas a bubble would be stable or would tend to grow. It is widely considered that cavity nucleation always requires the presence of one or more gas atoms. However since it is extremely difficult to prepare experimental materials with a gas impurity concentration lower than their eventual cavity concentration there is little to be gained by debating this point.

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Call for Papers: “School Success”

European Psychologist ◽

10.1027/1016-9040/a000072 ◽

2010 ◽

Vol 15 (4) ◽

pp. 313-313

Author(s):

Katariina Salmela-Aro ◽

Ulrich Trautwein

Keyword(s):

School Success

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School Success and School Engagement of Immigrant Children and Adolescents

European Psychologist ◽

10.1027/1016-9040/a000139 ◽

2013 ◽

Vol 18 (2) ◽

pp. 126-135 ◽

Cited By ~ 42

Author(s):

Frosso Motti-Stefanidi ◽

Ann S. Masten

Keyword(s):

Academic Achievement ◽

Academic Success ◽

Children And Adolescents ◽

School Engagement ◽

School Success ◽

Immigrant Children ◽

Integrative Model ◽

High Stakes ◽

The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

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