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This chapter tells the story about early career leadership lessons that have endured across a lifetime. The lessons were moments during my early years as an officer in the US Air Force when courageous leadership was required and fostered by my superiors. The key practices of self-assessing to identify strengths and areas for learning, utilizing emotional intelligence to establish and maintain professional collaborative relationships, and speaking truth to power are leadership behaviors that continue to be valuable even as my career transitioned from the Air Force to higher education, both as a professor and as an administrator. The interesting thing about these leadership lessons is that they are now broadly accepted components of effective leadership and included in leadership research and literature. These practices have anchored my leadership through the years and are essential practices to be cultivated in developing leaders.

This chapter focuses on the differences that younger, middle-aged, and older women with breast cancer experience, particularly in health knowledge and treatment. These differential experiences, in part, stem from our youth oriented culture. This ideology extends into medicine and can affect day-to-day medical practice. Differential experiences are, therefore, likely to result in inequality and disparity in health and in healthcare. It is argued that older women are less empowered than their younger counterparts to display the same degree of agency. This analysis has important implications for health care professionals in the treatment of older women with breast cancer.

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

There are a variety of benefits associated with the use of YouTube for learning purposes, such as YouTube is a free open-access tool students can use to facilitate their learning. This study investigates whether an attitudinal factor (i.e. perceived usefulness) and the factor's antecedents, resource quality factors (i.e. credibility, currency, coverage and relevance), normative factor (i.e. subjective norm) and control factor (i.e. perceived ease of use) all affect college freshmen's behavioral intentions to use YouTube for academic learning purposes.

This research employs the theory of planned behavior (TPB) to explore the attitudinal, normative and control factors associated with college freshmen's behavioral intentions to use YouTube for academic learning. After developing a quantitative survey given to 182 college freshmen in a Southeastern institution in the United States of America, structural equation modeling (SEM) was used to examine the seven hypotheses and the research constructs.

The results indicate that attitudinal factor (i.e. perceived usefulness) and its antecedents, resource quality factors (i.e. currency, coverage and relevance) and normative factor (i.e. subjective norm) have a statistically significant effect on college freshmen's intentions to use YouTube for academic learning purposes.

This study suggests that individual motivations (i.e. perceived usefulness and subjective norm) and resource quality factors (i.e. currency, coverage and relevance) play into college freshmen's decisions to use YouTube for learning purposes, while other research indicates that the system or application itself factors into students' decisions to use technology for learning.

This study suggests that college freshmen are more likely to use YouTube for academic learning purposes when the freshmen hold favorable attitudes about the platform and when the freshmen believe the freshmen's peers are also using YouTube to supplement in-class learning.

This is an initial study that focuses on college freshmen's behavioral intentions to use YouTube for academic learning purposes. This research demonstrates the roles that peers as well as resource quality factors play in students' decisions to use specific technology to enhance the students' learning.

Coaching in higher education has become increasingly common across the United States. Our qualitative study explores the perceptions of coaches and advisors, as they consider academic coaching as a role distinct from academic advising.

Our study adopts a qualitative research approach. Two focus groups were conducted with 14 coaching and academic advising professionals.

Our findings identify at least three major themes when considering academic coaching as a role distinct from academic advising: (1) Potential role overlap, (2) Caseload disparities and (3) Philosophical differences. The indiscriminate use of the title of “coach” contributed to confusion, ambiguity and tension.

Without a clear understanding of the coach role as a distinct type of support in higher education, confusion and ambiguity are likely to continue.

No studies have explored the perceptions of coaches and advisors, as they consider academic coaching as a role distinct in the United States.

THREE years of the new age are coming to an end, and the cynic may feel that it is not achieving much. In the greater outside world, perhaps not, but the necessity of all who believe in life is to keep on trying to realize our hopes. In libraries there could be no spectacular material progress in 1947 because the conditions were worse for building, for the production of fittings and even for substantial internal library development were worse than in 1946. Yet we cannot help noticing here and there active signs that our work is not stagnant. The publications of libraries that reach us, and especially the revised and in many cases, their greatly improved annual reports are one encouraging sign.