African swine fever virus (ASFV) is a contagious, rapidly spreading, transboundary animal disease and a major threat to pork production globally. Although plant-based feed has been identified as a potential route for virus introduction onto swine farms, little is known about the risks for ASFV transmission in feed. We aimed to determine the minimum and median infectious doses of the Georgia 2007 strain of ASFV through oral exposure during natural drinking and feeding behaviors. The minimum infectious dose of ASFV in liquid was 10 0 50% tissue culture infectious dose (TCID 50 ), compared with 10 4 TCID 50 in feed. The median infectious dose was 10 1.0 TCID 50 for liquid and 10 6.8 TCID 50 for feed. Our findings demonstrate that ASFV Georgia 2007 can easily be transmitted orally, although higher doses are required for infection in plant-based feed. These data provide important information that can be incorporated into risk models for ASFV transmission.

Background Cardio‐oncology is a clinical discipline focused primarily on the early detection of anticancer therapy–related cardiomyopathy. However, there is growing evidence that the direct adverse consequences extend beyond the myocardium to affect the vasculature, but this evidence remains limited. In addition, there remains a paucity of clinically based strategies for monitoring vascular toxicity in these patients. Importantly, arterial stiffness is increasingly recognized as a surrogate end point for cardiovascular disease and may be an important vascular outcome to consider. Therefore, the aim of this systematic review and meta‐analysis was to summarize evidence of increased arterial stiffening with anticancer therapy and evaluate the effect of treatment modifiers. Methods and Results A total of 19 longitudinal and cross‐sectional studies that evaluated arterial stiffness both during and following anticancer therapy were identified using multiple databases. Two separate analyses were performed: baseline to follow‐up (12 studies) and control versus patient groups (10 studies). Subgroup analysis evaluated whether stiffness differed as a function of treatment type and follow‐up time. Standard mean differences and mean differences were calculated using random effect models. Significant increases in arterial stiffness were identified from baseline to follow‐up (standard mean difference, 0.890; 95% CI , 0.448–1.332; P <0.0001; mean difference, 1.505; 95% CI , 0.789–2.221; P ≤0.0001) and in patient versus control groups (standard mean difference, 0.860; 95% CI , 0.402–1.318; P =0.0002; mean difference, 1.437; 95% CI , 0.426–2.448; P =0.0052). Subgroup analysis indicated differences in arterial stiffness between anthracycline‐based and non‐anthracycline‐based therapies (standard mean difference, 0.20; 95% CI , 0.001–0.41; P =0.048), but not follow‐up time. Conclusions Significant arterial stiffening occurs following anticancer therapy. Our findings support the use of arterial stiffness as part of a targeted vascular imaging strategy for the identification of early cardiovascular injury during treatment and for the detection of long‐term cardiovascular injury into survivorship.

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Purpose – The purpose of this paper is to present findings from an initial year of mentoring and induction provided to new assistant principals (APs) served by the Kansas Educational Leadership Institute (KELI) and to identify program characteristics that support leadership development for first year APs. Design/methodology/approach – The current research utilized surveys and interviews for data collection. The participants included 12 new AP mentees and five mentors currently participating in the KELI program. Two comparable questionnaires are designed to examine perceptions of both groups on the effectiveness of the program in general, mentoring/induction approaches used, and the appropriateness of the intensity of engagement required. The semi-structured interviews provide contextualized understanding of the same aspects examined in the surveys. Findings – The findings reveal that mentees found mentoring/induction experiences with KELI highly valuable. The mentor-mentee matching mechanism together with other structured components in the KELI program such as mentor coaching training and multiple professional learning opportunities was instrumental for promoting a trustful relationship, reciprocal learning, and personalized and growth-based assistance that are key to successful mentoring/induction experiences. Research limitations/implications – The study findings will inform the research-based requirements in KELI’s model and further define effective components in serving the unique and varied responsibilities inherent in the AP position. Originality/value – There is a need to identify elements in effective mentoring and induction support for new APs and to encapsulate best practices to further develop skills and dispositions for this important leadership position.

Little research exists that examines the leadership experiences of Asian American women in public schools. This study sought to understand the meanings Asian American women school administrators have constructed out of their professional lives given the intersection of gender, race-ethnicity, and leadership. Research Method/Approach: Data collection primarily relied on semistructured in-depth interviews and informal observations with 11 buildinglevel administrators in two demographically contrasting states in the United States. Data were analyzed through constant comparative methods, using three iterations of initial codes/surface content analysis, pattern variables development, and application to data set. Findings: The Asian American women's paths to leadership were to a large degree emergent and personal. The women embraced a lifetime mission as to make a difference on their students' lives and uplift the social groups embodied in their identities. They struggled with gender, racialethnic, and cultural discrimination. Critiques and resistance to racism were often tempered, particularly in their professional lives, as evident in their careful usage of agentic behavior and balanced communal practices. Their agency to fully assume leadership and fight against the oppressive system was a cooperant process of survival, the "I have to," and resistance, the "I want to and can."

Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the need is pressing for research to capture concrete exemplars on beliefs and practices of sympathy based on an asset-oriented approach to school leadership. The study’s research questions include (a) How do Asian American school administrators define their social justice beliefs and expectations for their school community? (b) How do these four Asian American school administrators communicate their expectations through sympathetic leadership to resist deficit models of education? Method: This study includes four research participants from two states. Data collection includes two rounds of in-depth interviews, field observations, reflective memos, and archival sources. Data analysis is guided by inductive approaches. Findings: Research findings demonstrate how Asian American school administrators define social justice through four relational practices with their community: (a) develop intimate knowledge of students and their racialized history, (b) enact asset-based sympathy as a condition of solidarity, (c) form connections based on relational equity to counteract White supremacy, and (d) prepare students for an equitable future through intellectual rigor. Implications: This study contends that leadership must begin with an epistemic shift from racial indifference and deficit thinking to the practice of sympathetic touch. Social justice revolution in schools and society starts when the minds and expectations of the leaders and those they serve become one and the same.

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This qualitative research investigated the applicability of teacher leadership, a notion mostly grounded in the Western literatures, to the educational settings in China. The current research focused on the Chinese lead teachers, backbone teachers (BTs), their experiences, and perspectives of teacher leadership. As a program designed to increase school capacity, the BT system has left its delivery of the promises largely to the local context. The BTs’ boundary expanding into other leadership domains traditionally considered as remote from the core of teaching and learning was at the mercy of the principal’s leadership and support.