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Purpose: The purpose of this paper is threefold: to sketch the current policy context that frames the education of migrant children in Shanghai; to explore the work lives of school leaders in the privately owned but government-supported schools; and to understand the socio-cultural and educational factors that shape the leadership practices in these schools. Design/methodology/approach: This paper drew from publicly accessible policy papers and interview data with four principals leading migrant children's schools in Shanghai. Findings: Migrant children's schools have received increasing policy recognition and attention. Principals of these schools have strived to adopt various leadership strategies to enhance the quality of education as received by migrant children. However, due to the institutional barriers such as hukou, multiple challenges continue to face migrant children and leaders leading migrant schools. Originality/value: This is one of the first few papers that collected data from principals leading migrant children's schools. The paper contributes to further understandings about leadership in high-needs school context and about education quality and equity in relation to programme for international student assessment success in Shanghai.

In each of the last three decades of the 20th century there were unprecedented expansions of sea‐ ice over the Labrador Sea basin and influxes of cold fresh water into the subpolar gyre (SPG) which have been described as the Great Salinity Anomalies (GSAs). Employing data for sea surface temperature, salinity, and sea‐ice cover, we propose that these events were downstream consequences of the expansion and subsequent melting of so‐called “Odden” ice formed over the deep basin of the Greenland‐Iceland‐Norway (GIN) Sea in the 1960s, 1970s, and 1980s and additional to the normal East Greenland shelf sea‐ice. We extend previous findings that Odden ice expansions were linked to winter episodes of high atmospheric pressure north of Greenland that directed freezing Arctic winds across the GIN Sea and may also have been associated with increased Arctic sea‐ ice volume leading to enhanced ice export through Fram Strait. We show that cold water and ice derived from Odden melting in the summer passed through Denmark Strait and along the East Greenland shelf, and accumulated in the Labrador Sea, creating favorable conditions for winter ice formation during particularly cold years in southwest Greenland. Meltwater from Odden and Labrador Sea ice appeared to break out into the SPG in the fall of 1982 and 1984 respectively and this cold water represents the likely source of the 1982–1985 GSA. These findings further our understanding of the physical processes linking ice formation and melt with ocean circulation in this key component of the climate system. [ABSTRACT FROM AUTHOR]

Extended framework materials with specific topologies can exhibit unusual mechanical behaviour, such as expanding in one direction under hydrostatic (uniform) pressure, known as negative linear compressibility (NLC). Here, two hybrid perovskite frameworks with winerack structures, a known NLC topology, are investigated under pressure. [C(NH2)3]Er(HCO2)2(C2O4) exhibits NLC from ambient pressure to 2.63(10) GPa and is the first reported NLC hybrid perovskite from ambient pressure. However, isostructural [(CH3)2NH2]Er(HCO2)2(C2O4) instead compresses relatively moderately along all axes before it undergoes a phase transition above 0.37(10) GPa. The differences in the mechanical properties can be interpreted from differences in host–guest interactions within these frameworks, primarily their hydrogen bond networks. [ABSTRACT FROM AUTHOR]

Lesson study (LS) offers a systematic, but flexible, approach for enhancing the quality of teaching and learning in Health Professions Education (HPE). During LS, teachers collaboratively increase their understanding of their own practice with a variety of stakeholders, including students, subject specialists and education experts. There is increasing global use of LS in primary, secondary and higher education, with studies highlighting its impact on enhancing the quality of both teaching and learning through the professional development of teachers. Despite these benefits of LS, there have been few studies of how LS have been implemented in HPE. The article describes how LS can be practically adapted and implemented in a variety of both academic and clinical settings across the continuum of HPE, from basic to postgraduate and continuing professional education. There is great potential of LS as a method for faculty development in HPE, with both integration into current faculty development programmes and as a continuing professional development activity for teachers across the continuum of HPE. [ABSTRACT FROM AUTHOR]

Too many school leader development products currently doing the rounds in East Asia are grounded in a set of cultural assumptions about what leadership means according to Anglo-American English speaking ideals. When such perspectives and programs are used presumptuously with leaders from other cultures, whose values may be quite different, their impact on understanding and practice can range from minimal to confounding. Leadership is constructed within a social milieu comprised of multiple, overlapping, and constantly shifting contextual factors. The meaning of the word leader across different societies therefore carries different historical, economic, cultural, and political connotations that influence both what leaders do and how they do it. In this article, the author discusses leader development across cultures and shares four interrelated implications of leader development. He concludes that when discussing anything to do with culture one must avoid the raw dichotomization of cultures and societies and one should not overlook the powerful effect of personality and other contextual variables.

The nonclassical MHC class I molecule human histocompatibility leukocyte antigen (HLA)-G is selectively expressed on fetal trophoblast tissue at the maternal-fetal interface in pregnancy. It has long been suggested that HLA-G may inhibit maternal natural killer (NK) cells through interaction with particular NK cell receptors (KIRs). To investigate interactions of HLA-G, we constructed phycoerythrin-labeled tetrameric complexes of HLA-G refolded with a self-peptide. These HLA-G tetramers failed to bind to NK cells and cells transfected with CD94/NKG2 and killer immunoglobulin-like NK receptors. In contrast, HLA-G tetramers did bind to peripheral blood monocytes, staining a CD16(+)CD14(mid) subset with greater intensity. On transfectants, HLA-G tetramers bound to inhibitory immunoglobulin-like transcript (ILT)2 and ILT4 receptors. However, staining in the presence of antibodies reactive with ILT receptors revealed that the interaction of HLA-G tetramers with blood monocytes was largely due to binding to ILT4. These results suggest that the primary role of HLA-G may be the modulation of myelomonocytic cell behavior in pregnancy.

In England, one in three 11-16-year-olds is said to illustrate poor behaviour (Sodha and Guglielmi, 2009), while students at Key Stage 4 (14-16) who are not engaged in education are often identified as, or at risk of becoming, disaffected (McKendrick et al., 2007). This paper explores the impact of a vocational learning environment on disaffected 14-16-year-old girls' cognition. Through a series of semi-structured interviews, data are obtained in relation to the cognitive processes that motivate attitude to learning and engagement with a learning environment. Of particular relevance is the impact on: reflection, self-awareness, subjectivity, and metacognitive functioning. Disaffected female students are seen to develop greater self-insight and objectivity as a result of their engagement in an alternative learning environment. It is thus argued that disaffection with learning may be reduced through a temporary removal from the problematic environment (school), although this can perpetuate poor perceptions of schooling.