Considerable data have accumulated showing positive relationships between leadership and well-being, and spirituality and well-being, but few have explored relationships among all three phenomena. In the current study, multilevel modeling was used to analyze survey data from a sample of 178 health care workers and test a proposed mediation model. As hypothesized, regression and mediation analyses revealed the effects of transformational leadership on measures of employees’ mental and spiritual well-being were fully mediated by workplace spirituality and, more specifically, respondents’ sense of community. Our results suggest that leaders influence individual well-being through their ability to enhance employees’ sense of community in the workplace.

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Those who foster the Cold War are 'leading the world toward a massacre because they are abstract. They have cut the world in two and each half is afraid of the other . . . Within this perspective, even men [sic] become abstract. Everybody is the Other, the possible enemy, not to be trusted.'(Jean-Paul Sartre, speech to the Vienna Congrés des Peuples pour la paix, December 1952, quoted in Cohen-Solal, 2005 The Cold War pervaded the lives of people throughout much of the world, affecting not only military (

The Story Friends curriculum appears to be highly feasible for delivery in early childhood educational settings and effective at teaching challenging vocabulary to high-risk preschoolers.

In 2013, Spencer, Goldstein, Sherman, et al. reported the promising effects of a supplemental, technology-assisted, storybook intervention (Tier 2) containing embedded instruction targeting the oral language learning of preschool children at risk for delays. We sought to advance knowledge of the intervention by replicating it in a new sample and examining children's responses to the narrator's instructional prompts and associations with learning outcomes. Results indicated that children were highly successful in responding with the narrator's taskmanagement prompts (i.e., turn the page), particularly after the first book. Children were much less proficient in correctly responding to the narrator's word-teaching prompts (i.e., "say enormous"), but improved over additional storybooks. Exposure to the intervention accelerated children's weekly oral language learning, and effect sizes were comparable to those of Spencer et al. Children's increased word knowledge was positively correlated with their correct responding to the narrator's word-teaching prompts in particular. Implications for research and practice are discussed.