Efforts to identify critical characteristics of a great school leader have missed or not effectively captured the essence of one especially important characteristic that fuels the other characteristics into successful action. GAS is used as an acronym for a vernacular phrase that encapsulates the strength and effect of this critical characteristic. The role GAS plays in supporting great educational leadership is explained using fuel metaphors. This characteristic is so critical that all potential new educational leaders should be assessed for GAS to ensure they have what it takes to become a great leader. It is concluded that “GREAT LEADERS” are not possible without GAS.

This essay looks at Mukhamet Shayakhmetov’s, a Kazakh headteacher in the 50s and 60s, memoir through the lens of James C Scott’s Everyday Forms of Resistance. In using Scott’s argument, the essay reveals the subconscious tools and strategies employed by the working class in a struggle against the powerful bureaucracy of the Soviet Union. Even among ideologues, whose perspective of post-war Stalin policies contrasted greatly with common Western conceptions, forms of resistance were employed so subtle as to be almost unrecognizable.

In the video and film program, we offer some courses in our multi-camera production studios, editing labs, and a mobile production truck that, quite frankly, are not built for online instruction. One challenge has been to convince faculty that online offerings are necessary, and they benefit the students, the faculty, and the institution, but they do not have to be offered in lieu of our hands-on courses. I had already developed our 1080 Post Production I class for online delivery based on the standards set forth in the division of MTSU Online who dictate the criteria that online courses on our campus should meet. However, I got the idea to now compare my MTSU online version of 1080 to the standards set forth at our flagship institution, The University of Tennessee Knoxville (UTK), to gain perspective on any strengths or weaknesses I may have overlooked in an effort to help with show faculty how well the online version had been designed.

The legal concept of insanity spans more than a thousand years. Concurrently, our understanding of neuropathology has continuously evolved. Psychological knowledge has resulted in reformulations of the insanity defence, and spawned the defences of diminished capacity and diminished responsibility, offshoots of the insanity defence. As the study of neurobiology flourishes, evidence is multiplying that important aspects of behaviour can be affected via involuntary exposure to neuro-modulating substances with wide-ranging results, from severe psychiatric disturbances to murderous rage. But the inherent complexities of defining insanity are compounded by new insights into the workings of the human brain. This research uses the research methodologies of both historical and doctrinal legal research. By looking back at the first attempt at an involuntary neurotoxic damage defence, this paper investigates the manner in which contemporary neuroscientific findings interface with the traditional jurisprudence of criminal non-responsibility and provides a guidepost for legal, scholarly, and forensic practitioners.

The development of Islamic Studies during the twentieth century and beyond has found little favor with Islam as a religious phenomenon. The field became dominated by rigid paradigms or concepts of antagonism and hostility among the monotheistic or Abrahamic creeds. One can cite Edward Saids Orientalism (1978), Samuel Huntingtons Clash of Civilizations(1993, 1996) or the Chicago Fundamentalism Project (1991-1995). Paradigms lacked an awareness of the diversity of Islam and the complexity of interfaith encounters. The paper, providing a critical review of such paradigms, aims to highlight the importance of having a historical perspective, and to examine more concrete communal realities, by using sociological and cultural insights as well as comparative religion.

This paper examines role played by Costa Rican women, utilizing their status as wives and mothers, to have their German Costa Rican husbands and sons reunited with their families after World War II. This was necessitated by the Costa Rican government’s actions taken against German Costa Ricans during World War II, including loss of properties, internment in Costa Rica, and subsequent deportation to and internment in the United States. Elite Costa Rican wives and mothers of the deportees made emotional as well as legal pleas to win the favor of important sectors in the country to fight for justice for their families.

In a world full of rapid changes education is accelerated to change over time with a variety of factors, even without the Corona virus 2019 as the catalyst for Thai education, which needs to be completely transformed. Therefore, it is not a crisis that encourages the education community and all stakeholders, including teachers, parents, students, administrators, teachers, academics and all sectors to adjust paradigms, processes, and ways of thinking to survive only. But also an opportunity to review challenges to move forward using lessons from international adapted to fit our real context. The learning management model of educational institutions used in the Covid 19 situation during the semester is on site learning management, which uses this format primarily. By mixing with other forms, namely, learning management via television On-air, learning management via online (Online) , learning management by home visits (On hand), which the management style is different according to the conditions of the area. And the risk of infection for online learning management there are different platforms to use. The negative impact on the learning management system in the educational institutions was found that 1) the quality of teachers learning management decreased 2) most of the educational institutions did not receive the budget support from the parent agency. Despite the increased cost of educational institutions during the COVID-19 outbreak, 3) Inadequate facilities for learning management 4) Insufficient internet and communication networks and unstable signal 5) Insufficient materials and equipment to prevent the spread of germs 6) students lost their studies during the COVID-19 pandemic and 7) agencies and other agencies request large amounts of information from educational institutions. This makes it a workload and affects the time in teaching and learning.

This essay aims to examine a number of theoretical issues related to the philosophical and literary interpretations of the Sophoclean tragedy of Antigone. The main focus is Hegel’s comments on the tragedy, as his comments have played a significant role in the discussions surrounding the drama and its interpretation during the twentieth century. Following the examination of Hegel’s comments, and in order to elucidate the poetic structure of the play within a broader contemporary context, the essay, in its second and third sections, tries to uncover the limitations of interpretative efforts that concentrate on the juxtaposition of two main protagonists of the play, Creon and Antigone. Instead, the tragedy is argued to depict impasses that marked individual desires and citizenry life in the Greek polis.

During three consecutive summers, Marie Barnas served as the faculty advisor for a study abroad trip to Ireland where undergraduate Mass Media students could experience producing a documentary on location overseas. This past year, study abroad was challenged further with the onset of Covid and the cancelling of programs. Even if you ironed out all of the wrinkles for a trip for media students abroad, most study abroad programs cancelled those itineraries due to travel restrictions and safety precautions. In this article, we would like to share with you how we ran a successful program from getting it started to getting the most out of the media artifacts collected by our students for use on their resumes after graduation.