Keywords: change, conflicting beliefs, conflicts, develop beliefs, empowering students, expectations, punishments, reconcile, reflect

Keywords: British Empire, British Parliament, cartoons, Egypt, Egyptian Red Book, General Charles Gordon, History & politics, Khartoum (Sudan), Mahdi, microfiche, microform, Parliamentary Papers, political cartoon, political criticism, political satire british, Soudan, Sudan, TIMEA, Travelers in the Middle East Archive, William Gladstone

Summary: Visual materials such as cartoons, drawings and photographs can be invaluable resources for research, but often they lack clear information about what they depict. For instance, the "Egyptian Red Book" is filled with cartoons that do not identify their authors or the characters they represent with their drawings. Identifying the ... Red Book." [Expand Summary] Visual materials such as cartoons, drawings and photographs can be invaluable resources for research, but often they lack clear information about what they depict. For instance, the "Egyptian Red Book" is filled with cartoons that do not identify their authors or the characters they represent with their drawings. Identifying the characters is one of the first steps toward understanding the meaning of the cartoons and, thus, the message of the "Red Book" itself. Here we will provide a guided exploration of the research process in search of the identities of the many characters found in "The Egyptian Red Book." [Collapse Summary]

Summary: Superintendents of schools face increased leadership demands from diverse constituents, challenges due to current economic and political conditions, and opportunities posed by evolving trends and reforms. Superintendents are in the key position to make systemic school improvements a major priority, to allocate resources to promote the importance and implementation of ... delivery methods. [Expand Summary] Superintendents of schools face increased leadership demands from diverse constituents, challenges due to current economic and political conditions, and opportunities posed by evolving trends and reforms. Superintendents are in the key position to make systemic school improvements a major priority, to allocate resources to promote the importance and implementation of those improvements, and to direct and support what principals need to do to keep instructional leadership in clear focus and at the top of their agendas. To better fulfill such responsibilities, superintendents must purposefully choose to remain current with existing demands and to address future needs. This article presents the results of a preliminary study on superintendents’ self-identification of professional development needs based on recognized leadership standards and the preferences of those superintendents for professional development delivery methods. [Collapse Summary]