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Sustaining crop productivity and resilience in water-limited environments and under rising temperatures are matters of concern worldwide. We investigated the leaf anatomical traits that underpin our recently identified link between leaf width (LW) and intrinsic water use efficiency (iWUE), as traits of interest in plant breeding. Ten sorghum lines with varying LW were grown under three temperatures to expand the range of variation of both LW and gas exchange rates. Leaf gas exchange, surface morphology and cross-sectional anatomy were measured and analysed using structural equations modelling. Narrower leaves had lower stomatal conductance (gs) and higher iWUE across growth temperatures. They also had smaller intercellular airspaces, stomatal size, percentage of open stomatal aperture relative to maximum, hydraulic pathway, mesophyll thickness, and leaf mass per area. Structural modelling revealed a developmental association among leaf anatomical traits that underpinned gs variation in sorghum. Growing temperature and LW both impacted leaf gas exchange rates, but only LW directly impacted leaf anatomy. Wider leaves may be more productive under well-watered conditions, but consume more water for growth and development, which is detrimental under water stress.

Expanding upon the material delivered during the LMS Autumn Algebra School 2020, this volume reflects the fruitful connections between different aspects of representation theory. Each survey article addresses a specific subject from a modern angle, beginning with an exploration of the representation theory of associative algebras, followed by the coverage of important developments in Lie theory in the past two decades, before the final sections introduce the reader to three strikingly different aspects of group theory. Written at a level suitable for graduate students and researchers in related fields, this book provides pure mathematicians with a springboard into the vast and growing literature in each area.

Since the advent of the standardized movement in education, there has been a plethora of research pertaining to the characteristics of successful schools. Even more so, studies have consistently been trying to investigate if there is a proverbial gold standard of what encompasses successful school improvement in low-income communities serving minority students. Complementary to this endeavor, types of school leadership have also been examined to see if there are common trends and themes for school leaders within the studied communities. In the past thirty years, three leadership types have been marked as influential: instructional, transformational, and distributed leadership. This mixed-methods case study attempted to look at these leadership types in an interconnected fashion, by amalgamating instructional and transformational leadership as one construct (i.e., integrated leadership; Marks & Printy, 2003) and using distributed leadership as a process variable—thus showcasing how distributed leadership actualizes an integrated leadership model. Two high-performing elementary schools in New York City, residing in predominately low-income minority communities, were purposely selected. Using a reconceptualized survey, the Distributed Integrated Leadership Survey (DILS), as well as qualitative factors (i.e., open-ended responses, public records), this study had the following overarching goals: to investigate the degree to which integrated and distributed leadership manifest within the studied schools and to gauge the relationship between distributed leadership and an integrated model. Quantitative and qualitative results from this study elicited that successful school leadership is not a monolithic construct, but rather an amalgamation of motivational, instructional, and distributed factors.