Relevant bibliographies by topics / Deputy principals

Academic literature on the topic 'Deputy principals'

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Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Deputy principals"

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Goksoy, Suleyman. "LEADERSHIP PERCEPTIONS AND COMPETENCIES OF DEPUTY PRINCIPALS." Problems of Education in the 21st Century 71, no. 1 (June 25, 2016): 16–30. http://dx.doi.org/10.33225/pec/16.71.16.

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The research aims to determine the leadership levels the deputy principals feel, their perceptions of their personal features and the environment of the organization in which they demonstrate leadership role. In the research, case study method from qualitative research methods was used. The data were collected by one of the qualitative data collection tools; interviewing. The data were analysed with descriptive analysis techniques. The following results were obtained in the research: Deputy Principals consider themselves as leaders in terms of personal features and behaviours. The competencies of deputy principals in terms of leadership are; technical competencies, interpersonal competencies, conceptual and cognitive competencies. The aspects that deputy principals think that they need to improve and enhance are; human relations, determinedness, consistency, sensitivity, talkativeness and hurriedness. According to research results, it is found that deputy principals are of the opinion that schools have the centralist, inflexible, disaggregated, officialised and non-creative features of the organizational structure in terms of institution, culture, legislation and management. Key words: case study, deputy principals, leadership roles and attitudes, leadership competencies.
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B Khumalo, Jan, Herman J van Vuuren, Philip C van der Westhuizen, and C. P. Van der Vyver. "Problems experienced by secondary school deputy principals in diverse contexts: a South African study." Problems and Perspectives in Management 16, no. 2 (May 21, 2018): 190–99. http://dx.doi.org/10.21511/ppm.16(2).2018.17.

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This paper reports on research that was undertaken to determine the problems experienced by deputy principals in secondary schools, and the extent to which these problems were experienced. Although some research was conducted on the deputy principalship, no research treats the problems that deputy principals experience upon appointment comprehensively. An understanding of the problems experienced by secondary school deputy principals is a necessary precursor of an induction program to address the problems. A quantitative approach which was underpinned by the post-positivist paradigm was adopted. In order to determine the extent to which the problems were experienced, a survey was conducted among one hundred and fifty seven secondary school deputy principals in the North West Province. The participants came from a diverse context of rural, township and urban schools. The deputy principals who participated in the study included those who were newly appointed (one to three years of service) and those who were experienced (more than three years of service). Data were analyzed by means of descriptive statistics such as frequencies, means and percentages. There were no significant differences in the responses of both newly-appointed and experienced deputy principals. The results revealed that deputy principals experienced administrative, financial management, work pressure, personal and physical resources problems. In an attempt to address the problems identified, a context-specific induction program is recommended. The induction program should be an on-going program of professional development and should preferably include specific aims, action steps to be taken to achieve the aims that are set and measures to evaluate progress.
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Khumalo, Jan B., and C. P. Van der Vyver. "Critical skills for deputy principals in South African secondary schools." South African Journal of Education, no. 40(3) (August 31, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n3a1836.

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The development of critical skills for deputy principals is a matter which deserves attention, owing to the critical role which deputy principals are expected to play in school management. However, this area of research is neglected and has received limited attention in the literature that focuses on school leadership development. In this vein, the critical skills needed by deputy principals should be identified in order to suggest measures or programmes to develop the skills. Moreover, the role of deputy principals in school management and leadership brings expectations which need to be met through effective performance. In order for deputy principals to perform their duties as expected, they need proper skills and professional development. The purpose of the study reported on here was to identify and establish the extent of the need of critical skills for deputy principals in secondary schools. In order to achieve the aim of the study, a quantitative survey was adopted to collect the data. The paradigm used was the post-positivist paradigm. The participants in the study were 157 secondary school deputy principals from one province in South Africa. Data were gathered using a standardised questionnaire and analysed by means of descriptive statistical techniques, including frequencies, means and percentages. The results reveal that deputy principals in the studied sample needed positional-awareness or role-awareness, technical, socialisation and self-awareness skills in order to perform their duties effectively. We recommend a preparation programme, mentoring and ongoing professional development to develop these skills for deputy principals in order to empower them to contribute to the attainment of quality education.
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Prof. John, N. Ochola; Prof. Frederick B. J. A Ngala, Dorcas K. Okindo;. "Relationship between Principals’ Transactional Leadership Style and Students’ Conformity to Rules in Public Secondary Schools in Nakuru County, Kenya." Editon Consortium Journal of Educational Management and Leadership 1, no. 1 (September 30, 2020): 29–36. http://dx.doi.org/10.51317/ecjeml.v1i1.171.

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This study sought to determine the relationship between principals’ transactional leadership style and students' conformity to rules in Public Secondary Schools in Nakuru County, Kenya. The study was underpinned on the Social Control Theory by Hirschi (1969). The study adopted a correlational research design. The target population of this study was 338 principals, 338 deputy principals, 3426 teachers and 116,374 students in 338 public secondary schools in Nakuru County. Stratified random sampling was used to select 100 schools. Purposive sampling was used to select 100 principals while Proportionate, and simple random sampling was used to select 346 teachers and 383 students. Ten per cent of the deputy principals were selected. Questionnaires were used to collect data from principals, teachers and students, while interviews were used to collect data from Deputy Principals. Test-retest reliability had a coefficient of 0.70, indicating that the instruments were reliable. The finding revealed a statistically significant positive relationship between transactional leadership style and students’ conformity to school rules r (=0.410; p=0.000). It was concluded that principals' transactional leadership style significantly relates to students' conformity to school rules. Provision of rewards and recognition constantly to students who conform to school rules and reprimand to those students who do not conform to school rules by the principal is necessary. The study recommends that the principal should be willing to use suspension and even repeated suspension where necessary as a tool for dealing with students demonstrating chronic behaviour problems that disrupt the school climate.
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Prof. Frederick B. J.A Ngala; Dr. Betty J. Tikoko, Sigei Jackline;. "Relationship between Implementation of Safety Standards and Guidelines for Drug and Substance Abuse, and Student Safety in Public Mixed Boarding Secondary Schools in Kenya." Editon Consortium Journal of Psychology, Guidance, and Counseling 2, no. 1 (September 30, 2020): 169–79. http://dx.doi.org/10.51317/ecjpgc.v2i1.165.

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The objective of this paper was to find out the relationship between implementation of Safety Standards and Guidelines for Drug and Substance Abuse and student safety in public mixed boarding secondary schools in Nakuru County, Kenya. The target population was made up of 16 principals, 18 deputy principals and 2130 Form 4 students drawn from all 16 public mixed boarding secondary schools in Nakuru County, Kenya. The study adopted a descriptive survey design. The sample size for students comprised of 327 Form 4 students. A census approach was used whereby, all the 16 principals and 18 deputy principals were used for the study. The population of the study was clustered into 9 sub counties. Stratified sampling technique was used to categorize the population into three strata namely principals, deputy principals and Form 4 students. The principals and deputy principals were selected using purposive sampling technique, while the students were selected using simple random sampling technique. Data from students was collected using questionnaires and observation checklist, while that from principals and deputy principals was collected using interview schedules. Prior to use, the instruments were subjected to validity checks with the help of university supervisors and reliability tests guided by the 0.7 Cronbach’s Alpha Reliability Coefficient level. Data analysis was done using tools in the SPSS version 22. Analysis involved computation of descriptive statistics: frequencies and percentages, and inferential statistics: Pearson Correlation and Regression coefficients. The data was then presented in tables and textually.
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Fetrimen. "PERAN PERILAKU KEPEMIMPINAN WAKIL KEPALA SEKOLAH BIDANG KESISWAAN DALAM PENGORGANISASIAN SISWA BERBASIS MEDIA SOSIAL DI SMK KOTA BEKASI." Paedagogia: Jurnal Pendidikan 7, no. 2 (November 30, 2019): 103–20. http://dx.doi.org/10.24239/pdg.vol7.iss2.22.

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Principal leadership activities in utilizing social media can affect the effectiveness of organizing, coaching, and communication. This study discusses effective communication with students through utilizing social media. Communication through social media is done by forming groups in various social media. This research was conducted with a survey method that uses data analysis with path analysis methods where calculations are performed with the program used are Data Analysis packages found in Microsoft Excel and SPSS. The subjects of this study were the deputy principals of the Vocational High School students' field of 100 people in the city of Bekasi. The determination of the sample was taken using Slovin formula and random sampling technique, as many as 80 deputy principals in the student field were the sample of the study while 20 deputy principals in the student field were used to test the validation of the research instruments. This research is expected to contribute to society.
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Muthoni, Mercy, and Daniel Mange. "INFLUENCE OF PROMOTION PROCEDURES AND REMUNERATION ON JOB SATISFACTION OF DEPUTY PRINCIPALS IN PUBLIC SECONDARY SCHOOLS IN TANA RIVER COUNTY, KENYA." International Journal of Advanced Research 9, no. 06 (June 30, 2021): 210–19. http://dx.doi.org/10.21474/ijar01/13002.

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Tana River being an Arid and Semi-Arid region has its own unique issues on the work force. The deputy principals work in this unique environment compared to their counterparts working in urban and other geographical regions.The purpose of this study was to determine the influence of promotion procedures and remuneration on deputy principals job satisfaction in public secondary schools in Tana River County. Herzbergs two factor theory guided this study. The target population consisted of 33 deputy principals and 3 TSC Sub-County Directors. Descriptive survey design and mixed research method approach was adopted in this research to gather both qualitative and quantitative data. Questionnaire and interview schedule were used to collect data. Stratified random sampling was used in selecting the 3 deputy principals for the pilot study and the 30 deputies were selected purposively for the main study. The 3 TSC Sub- County Director were included in the study. Reliability was ascertained by use of Cronbach alpha coefficient.The quantitative data obtained were subjected to descriptive statistics analysis. The statistical package for social sciences (SPSS version 22) was used to generate Frequency and percentages. Tables and graphs were used in data presentation Qualitative data were analyzed thematically.The study findings revealed that half of the deputy principals were satisfied with promotion policies with reference to fairness in promotion, promotion policies, current career guidelines and chances for future promotion however they were dissatisfied with the pay package.The recommendation made included improvement of the pay package for deputy principals. The research findings are significant to policy makers such as the Teachers Service Commission (TSC) and Ministry of Education (MOE) in formulation of policies in regard to promotion and remuneration of deputy principals.
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Dr. Betty J. Tikoko; Prof. Frederick B. J. A Ngala, Sigei Jackline;. "Relationship between Implementation of Safety Standards and Guidelines for Physical Infrastructure, and Student Safety in Public Mixed Boarding Secondary Schools in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (September 30, 2020): 275–85. http://dx.doi.org/10.51317/ecjces.v2i1.167.

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The study aimed at finding out the relationship between implementation of Safety Standards and Guidelines for Physical Infrastructure in public mixed boarding secondary schools in Nakuru County, Kenya. The study was guided by Invitational Theory by Purkey and Schmidt and Systems Theory by Von Bertalanffy. The target population was 16 principals, 18 deputy principals and 2130 Form 4 students drawn from all 16 public mixed boarding secondary schools in the county. The study adopted a descriptive survey design. The sample size comprised 327 Form 4 students. A census approach was used. . The population of the study was clustered into 9 sub counties. Stratified sampling technique was used to categorize the population into three strata namely principals, deputy principals and Form 4 students. The principals and deputy principals were selected using purposive sampling technique, while the students were selected using simple random sampling technique. Data from students was collected by use of questionnaires, while that from principals and deputy principals was collected using interview schedules. The researcher also used observation checklist to determine the level of implementation of the selected Safety Standards Guidelines in the schools. Prior to use, the instruments were subjected to validity checks with the help of university supervisors and reliability tests guided by the 0.7 Cronbach’s Alpha Reliability Coefficient level. Data analysis was done using tools in the SPSS version 22. Analysis involved computation of descriptive statistics: frequencies and percentages, and inferential statistics: Pearson Correlation and Regression coefficients. The data was then presented in tables and textually.
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Khumalo, Jan Balotlhanyi, Philip Van Der Westhuizen, Herman Van Vuuren, and Cornelius P. van der Vyver. "The Professional Development Needs Analysis Questionnaire for Deputy Principals." Africa Education Review 14, no. 2 (April 3, 2017): 192–208. http://dx.doi.org/10.1080/18146627.2017.1294972.

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Prof. Frederick B. J. A Ngala; Prof. John, N. Ochola, Dorcas K. Okindo;. "Relationship between Principals’ Democratic Leadership Style and Students’ Conformity to Rules in Public Secondary Schools in Nakuru County, Kenya." Editon Consortium Journal of Curriculum and Educational Studies 2, no. 1 (September 30, 2020): 203–12. http://dx.doi.org/10.51317/ecjces.v2i1.159.

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This study sought to examine the relationship between principals' democratic leadership style and students' conformity to regulations in public secondary schools in Nakuru County, Kenya. The study was anchored on the Social Control theory by Hirschi (1969). The study adopted a correlational research design. The target population was 338 principals, 338 deputy principals, 3426 teachers and 116,374 students in 338 public secondary schools in Nakuru County, Kenya. 100 schools were selected using stratified random sampling. Purposive sampling was used to select 100 Principals, while proportionate and simple random sampling was used to select 346 teachers and 383 students. Ten per cent of the Deputy Principals were selected. Questionnaires were used to collect data form Principals, teachers, and students, while interviews were used to collect data from Deputy Principals. Test-retest reliability revealed a coefficient of 0.70, indicating that the instruments were reliable. The findings revealed a statistically significant between principals use of democratic leadership style and students’ conformity to school rules (r=0.334; p< 0.05. It was concluded that the democratic leadership style, when used by principals in public secondary schools in Nakuru County, Kenya, enhances students' conformity to school rules. The findings will help school principals to fully embrace democratic leadership style to enhance students’ conformity to school rules. The study also recommends that the administration develops a process for handling students’ non-conformity issues in a calm, consistent and supportive manner. The study also recommends, principals should involve all stakeholders, for instance, teachers, students and parents in developing school rules and policies that affect students.
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Dissertations / Theses on the topic "Deputy principals"

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Bezzina, Christopher George. "The Maltese primary school principalship : perceptions, roles and responsibilities." Thesis, Brunel University, 1995. http://bura.brunel.ac.uk/handle/2438/5149.

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The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the major job functions taking up most of the principals' time. Half of the respondents rated 'desk work' as their majorjob function. The Maltese principal tended to perceive his/her role as falling within the chief executive model. The principal's duties related largely to the division and allocation of work, the co-ordination and control of organisational activities, communication with parents and staff, maintaining discipline and order, and maintaining the level of resources and plant upkeep. This survey, however, shows that principals wanted to take on functions within the leading professional model. In the second study, an observational study was conducted with the aim of checking out some of the perceptions principals held towards their role and to add another dimension to the overall picture by identifying what principals actually did in their daily life at work. The study explored the work patterns of eight primary school principals in the state sector. The observational study attested to the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of thejob. The principal's energy was observed as being devoted to keeping the school ticking over in the short run with hardly any time being devoted to discuss matters of direct relevance to the teaching-learning process, such as classroom practice, curriculum review and update. The dominant model was that of the transactional leader who is fixing things, managing and coping in order to maintain the smooth operation of the organisation. As highlighted in the questionnaire survey principals devoted their time to administration, pastoral care and communication with parents. Little to no time was stated as being devoted to high value tasks such as strategic planning and curriculum review. The portrayal of Maltese primary school principals is that they are not so much reflective or transformational leaders, rather they are chronically busy, reactive as against proactive, and caught up in, and tied down by the unceasing demands of others for their attention. The present research seems to have identified the transactional nature of leadership as the main medium of interaction that the primary school principals opted for. Bearing in mind the present period of changes and development of school management practices in Malta, it was felt appropriate to seek feedback from deputy principals whose own role was undergoing change. A small group of twenty newly-appointed deputy principals were approached to view how they perceived the role of the principal. At the same time it sought to identify their perceptions of their own role, and get an indication of how they viewed tomorrow's principalship. This, it was felt, would provide data as to how Maltese administrators in general viewed their role. Deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow's principalship – one which went beyond the transactional model of principal as administrator to the transformational model of principal as leading professional. However, nothing conclusive can be drawn out. There is a strong indication that principals and deputy principals desire this move but some responses express a certain degree of inconsistency which shows that the implications behind the transformational model are not well and truly understood by the participants of this survey. The implications of the findings for today's and tomorrow's principalship were discussed.
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Mailula, Mokgalaka John. "A management programme to assist deputy principals in dealing with change / Mokgalaka John Mailula." Thesis, North-West University, 2006. http://hdl.handle.net/10394/2468.

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Ruwoldt, Merryn Jane, and res cand@acu edu au. "To Lead, or Not to Lead: that is the question: An exploration of understandings of leadership in the context of the deputy principal in the Lutheran secondary school." Australian Catholic University. School of Educational Leadership, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp143.17052007.

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Twenty first century Lutheran secondary schools operate in a complex and demanding social, historical and theological environment. Leadership needs to be conceptualized in a manner which is appropriate for a fluid, dynamic learning community. Contemporary thinking about school leadership explores concepts such as teacher leadership, shared and distributed leadership. Successful school leadership is also perceived to impact positively on student educational outcomes. The leadership of the deputy principal in many school sectors has traditionally been structured on the basis of a bureaucratic, hierarchical model. Such models are increasingly perceived as unhelpful in the school context, yet in response, little has changed for deputy principals. The purpose of the current study was to consider the situation in Lutheran secondary schools. It explored the understandings about leadership embedded in the current role of the deputy principals. This was achieved by comparison of the participants’ perceptions with historical leadership narratives. The key finding of this research is that in Lutheran schools, the leadership role of the deputy is often not as fully developed as would be appropriate in the existing climate, where schools and principals are expected to provide ever expanding services and fulfil multiple purposes. In many schools, the leadership role of the deputy does not provide sufficient training for succession to the principalship. Deputy principals are seen to focus on activity which supports educational leadership, but leaves them on the fringe of it. Deputies are often not involved in major teaching and learning strategic planning, vision and change management. This hinders their preparation for a future role as principal, but also deprives the school of a potentially significant source of leadership activity. Deputy principals are seen to model the Christian ethos of the school through the way they interact with staff and students and their involvement in the devotional life of the school. However, in-depth involvement in ongoing dialogue about Lutheran identity and the church in the school is usually dependent on the interest and passion of the individual deputies, not inherently demanded by the role. There is also a limited understanding of servant leadership influencing the practice of deputy principals in the schools. In order to maximise the effectiveness of the leadership role of the deputy principals in Lutheran secondary schools, it would be timely to draw together key doctrinal statements, leadership theory and Luther’s reflections on vocation, into a cohesive and practical understanding of leadership. This could form the basis for further development of distributed leadership in Lutheran secondary schools and help to ensure that they continue to successfully meet the needs of their communities.
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Tso, Shirley, and 曹秀玲. "On becoming teacher leaders: understanding the needs of novice deputy heads of primary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369019.

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A new group of primary school deputy heads has emerged as the new rank, SPSM, has been created for deputy heads of primary schools in Hong Kong with effect from 1 September 2008. On becoming teacher leaders, these deputy heads are serving significant roles in primary schools. The literature reviews that there are few local studies in this area. This study has recognized the research need to understand the needs of novice deputy heads. 489 invitation letters were sent to all SPSMs in ordinary aided and government primary schools in Hong Kong in March 2011 and five SPSMs participated in this study. A qualitative approach was adopted, including focus group interviews, individual interviews, shadowing, and analyses of relevant documents. Results of the study indicate that underlying the needs that they have voiced out (such as the need for more time and ‘space’, collegial support, appropriate professional development and training) are two fundamental issues, namely, their readiness for leadership responsibilities and their capacity for the multiple roles of a deputy head. This study also indicates that their needs are varied and personal. Their needs are affected by their major roles and responsibilities, different situations in schools, the decision and attitude of their principals, relationship with fellow staff, personal background, experience, mindset, and values, and situations in the local context. Implications on the ways in which their needs could be met indicate that besides issues related to other parties and provisions from external sources, more fundamental is the transformation from within, that is, a switch of mindset from being a teacher, a manager, to a leader.
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Master of Education
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Mphatsoe, Mantwa Florence. "THE ROLE OF DEPUTY PRINCIPALS IN MANAGING CONFLICT AMONG SECONDARY SCHOOL TEACHERS IN THE LEJWELEPUTSWA DISTRICT, IN THE FREE STATE PROVINCE." Thesis, Welkom: Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/229.

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Thesis (Phd. (Psychology of education )) - Central University of Technology, Free State, 2013
This purpose of this study was to investigate the role of the deputy principals in managing conflict among secondary school teachers in the Lejweleputswa Education District, in the Free State Province. Two questionnaires, one for the deputy principals and one for teachers, were developed. The questionnaires were administered on six deputy principals and twelve teachers from six secondary schools in Monyakeng, Nyakallong and Kutloanong townships. The qualitative approach was mainly used for the collection and analysis of data. The study revealed that conflict was common in the surveyed township secondary schools. The study found thatthe causes of conflict for the township secondary school teachers included poor communication, shortage of resources and facilities, work overload, gossiping, high rates of absenteeism and poor performance of teachers. The study further revealed that the role of the deputy principals was crucial in the handling of conflict in schools. The conflict resolution strategies commonly applied by the deputy principals included negotiations, accommodating, collaborating and compromise. However, avoiding, arbitration and competing strategies were avoided by the deputy principals. The role of the deputy principals in resolving conflict was found to focus more on building relationships and collegiality among teachers in the township secondary schools. It was recommended that schools are provided with adequate resources and facilities, as well as adequate teachers; that counseling sessions to be introduced for teachers, and that training in stress and conflict management is also introduced for township secondary school teachers. A conflict resolution model appropriate for the township secondary schools was also developed.
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Smit, Shelley. "Job stress in management personnel in secondary schools : an educational-psychological investigation / Shelley Smit." Thesis, Potchefstroom University for Christian Higher Education, 2000. http://hdl.handle.net/10394/8793.

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The aims of this study were to determine: • The nature of job stress. • Factors causing job stress in management personnel. • The perceived severity or intensity of job stress in management personnel in secondary schools. • The frequency of occurrence of job stress in management personnel in secondary schools. In order to achieve these aims a literature study and empirical investigation were undertaken. The data was investigated and evaluated and certain conclusions were made. Appropriate primary and secondary sources were used in the literature study. A DIALOG search was conducted using the following key words: job stress, occupational stress, career stress, work stress, management and education. The nature of job stress and factors causing job stress in management personnel were discussed. Spielberger's Job Stress Survey (JSS) was used for the empirical investigation. This questionnaire was designed to determine the amount of stress associated with a particular event and the frequency of its occurrence. The population consisted of the management teams (principals, deputy principals and heads of department) of 180 randomly selected secondary schools throughout South Africa. The management teams of 102 secondary schools throughout South Africa constituted the sample. The data obtained in the empirical investigation was statistically analysed and interpreted. In conclusion the study was summarised, findings were reported and specific recommendations were made for implementation in practice and for further research.
Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2000
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Lee, Chi-kwong Paul, and 李志光. "A study of deputy heads' view on school-based in-service teacher educational needs: implications for the roleof professional tutors in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B3195649X.

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Grant, Derrick. "Becoming a primary school principal in Ireland : deputy-principalship as preparation." Thesis, University of Lincoln, 2013. http://eprints.lincoln.ac.uk/12703/.

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This thesis investigated influences on primary school deputy-principals’ motivations to apply for principalship in the early twenty-first century in the Irish Republic. This required the exploration of both principals’ and deputy-principals’ roles in management and leadership to discover how better to prepare deputies to continue to the principalship. The research approach sat firmly within the qualitative paradigm, using semi-structured interviews with twelve primary deputy-principals exploring their construction of deputyship and principalship from their professional socialisation experiences. Findings revealed the complex relationship which exists between both roles and the extent to which the pervading school culture determines how much meaningful leadership opportunity is distributed beyond the principal. A major outcome of the study is a constructed knowledge of the nature and culture of Irish primary deputyship. Three new typologies of deputy-principalship provide a new perspective on the deputyship role, concluding that the gap in experiences and knowledge between deputyship and principalship is so great that energy should flow into the formation of formal, planned and structured preparation for a deputyship transition into principalship.
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Byrne, Arthur Edward. "Developing leadership capacity in schools : an emergent role for the deputy-principal?" Thesis, Queen's University Belfast, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501238.

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Lu, Xuan. "La question tibétaine et ses deux principales solutions depuis les années 1980." Thesis, Paris 4, 2010. http://www.theses.fr/2010PA040214.

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Cette thèse est consacrée à l’étude de la question tibétaine et des différents aspects sous lesquels elle est traitée : géographique, économiques, stratégiques et politiques. Nous étudions l’évolution des attitudes et les divergences d’opinion selon une polarisation allant du conservatisme au progressisme. Nous en mesurons les influences dans l’histoire récente et nous projetons les développements probables à court et moyen termes.- Cette thèse s’attache à démontrer que le Tibet reste un enjeu important pour la Chine et qu’à ce titre, la ligne de chemin de fer reliant le Qinghai au Tibet symbolise la politique et la solution chinoise vis-à-vis du Tibet. - Cette thèse s’attache à démontrer que le dalaï-lama est toujours considéré par les tibétains comme la seule instance à même de pouvoir résoudre les problèmes tibétains, et ceci en dépit des nombreuses crises auxquelles le chef spirituel a pu être confronté.- Enfin, cette thèse s’attache à démontrer que la société chinoise est en train d’évoluer vers une attitude plus progressiste. Sur cette question notamment, les intellectuels chinois ont acquis davantage d’influence que par le passé, influence qui pourrait, à l’avenir, se développer davantage. Ce travail, relevant d’un champ d’analyse pluridisciplinaire, couvre l’essentiel du XXème siècle et de l’époque actuelle. Il se focalise particulièrement sur la période postérieure aux années 1980, qui a été le témoin d’une internalisation plus poussée de la question tibétaine
This thesis focuses on the Tibetan issue in its various aspects: geographic, economic, strategic and political. We examine the evolution of attitudes and differences of opinion according to their polarization ranging from conservatism to progressivism. We assess their influences in recent history and we project the likely developments in the near future.- This thesis aims at showing that Tibet remains an important matter at stake for China. Hence the Qinghai-Tibet rail link embodies the Chinese national policy as well as the Chinese solution vis-à-vis Tibet.- This thesis aims at demonstrating that the Dalai Lama is still regarded by Tibetans as the key to the resolution of Tibetan problems despite the many crises the spiritual leader has had to face.- Finally this thesis aims at pointing out that the Chinese society is evolving towards a more progressive attitude. On this issue Chinese intellectuals have acquired more influence than before and this influence could develop even further in the future. This work belongs to an inter-disciplinary field of study and covers most of the 20th century and present times. It focuses especially on the post 1980’s period when the Tibetan issue became more international
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Books on the topic "Deputy principals"

1

Iudex vice Caesaris: Deputy emperors and the administration of justice during the Principate. Stuttgart: F. Steiner, 1996.

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Beaud, Michel. La pensée économique depuis Keynes: Historique et dictionnaire des principaux auteurs. Paris: Seuil, 1993.

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Keltz, Robert. Logistics oral history interview with Robert Keltz: Principal Deputy for Logistics, U.S. Army Materiel Command, July 1992 - March 1997. Alexandria, Va. (5001 Eisenhower Ave., Alexandria 22333-0001): Historical Office, U.S. Army Materiel Command, 1997.

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Histoire des sciences et des savants depuis deux siècles, d'après l'opinion des principales académies ou sociétés scientifiques. [Paris]: Fayard, 1987.

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Office, Australian Audit. Department of Defence: Principal Item Stock Control and Entitlement System. Canberra: Australian Govt. Pub. Service, 1986.

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Nomination of Dr. Donald M. Kerr to be Principal Deputy Director of National Intelligence: Hearing before the Select Committee on Intelligence, United States Senate, One Hundred Tenth Congress, first session, August 1, 2007. Washington: U.S. G.P.O., 2008.

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Nomination of Stephanie O'Sullivan to be Principal Deputy Director of National Intelligence: Hearing before the Select Committee on Intelligence of the United States Senate, One Hundred Twelfth Congress, first session, Thursday, February 3, 2011. Washington: U.S. G.P.O., 2011.

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Nomination of David C. Gompert to be Principal Deputy Director of National Intelligence: Hearing before the Select Committee on Intelligence of the United States Senate, One Hundred Eleventh Congress, first session, Tuesday, October 13, 2009. Washington: U.S. G.P.O., 2010.

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Nomination of Lieutenant General Michael V. Hayden, USAF, to be Principal Deputy Director of National Intelligence: Hearing before the Select Committee on Intelligence, United States Senate, One Hundred Ninth Congress, first session, April 14, 2005. Washington: U.S. G.P.O., 2006.

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Martel, Gaston. Histoire de se souvenir-- 1951-2001: Chronologie des principales activités de la Société nationale des Québécoises et des Québécois du Saguenay-Lac-Saint-Jean, depuis 1951 jusqu'en 2001. Alma: Société nationale des Québécoises et des Québécois du Saguenay-Lac-Saint-Jean, 2002.

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Book chapters on the topic "Deputy principals"

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Holmberg, Jan-Erik. "Defense-in-Depth." In Handbook of Safety Principles, 42–62. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119443070.ch4.

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Busacchi, Vinicio. "The Unconscious as a Principally Affective Matter." In Habermas and Ricoeur’s Depth Hermeneutics, 59–71. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39010-9_5.

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Capriz, Gianfranco. "Spatial Variational Principles in Continuum Mechanics." In The Breadth and Depth of Continuum Mechanics, 305–15. Berlin, Heidelberg: Springer Berlin Heidelberg, 1986. http://dx.doi.org/10.1007/978-3-642-61634-1_13.

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Zanuttigh, Pietro, Giulio Marin, Carlo Dal Mutto, Fabio Dominio, Ludovico Minto, and Guido Maria Cortelazzo. "Operating Principles of Structured Light Depth Cameras." In Time-of-Flight and Structured Light Depth Cameras, 43–79. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30973-6_2.

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Zanuttigh, Pietro, Giulio Marin, Carlo Dal Mutto, Fabio Dominio, Ludovico Minto, and Guido Maria Cortelazzo. "Operating Principles of Time-of-Flight Depth Cameras." In Time-of-Flight and Structured Light Depth Cameras, 81–113. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30973-6_3.

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Rollon, Emma, and Javier Larrosa. "Depth-First Mini-Bucket Elimination." In Principles and Practice of Constraint Programming - CP 2005, 563–77. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11564751_42.

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Gloor, P. "Volume Conductor Principles: Their Application to the Surface and Depth Electroencephalogram." In Presurgical Evaluation of Epileptics, 59–68. Berlin, Heidelberg: Springer Berlin Heidelberg, 1987. http://dx.doi.org/10.1007/978-3-642-71103-9_9.

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Alrabbaa, Christian, Franz Baader, Stefan Borgwardt, Patrick Koopmann, and Alisa Kovtunova. "Finding Good Proofs for Description Logic Entailments using Recursive Quality Measures." In Automated Deduction – CADE 28, 291–308. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79876-5_17.

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AbstractLogic-based approaches to AI have the advantage that their behavior can in principle be explained to a user. If, for instance, a Description Logic reasoner derives a consequence that triggers some action of the overall system, then one can explain such an entailment by presenting a proof of the consequence in an appropriate calculus. How comprehensible such a proof is depends not only on the employed calculus, but also on the properties of the particular proof, such as its overall size, its depth, the complexity of the employed sentences and proof steps, etc. For this reason, we want to determine the complexity of generating proofs that are below a certain threshold w.r.t. a given measure of proof quality. Rather than investigating this problem for a fixed proof calculus and a fixed measure, we aim for general results that hold for wide classes of calculi and measures. In previous work, we first restricted the attention to a setting where proof size is used to measure the quality of a proof. We then extended the approach to a more general setting, but important measures such as proof depth were not covered. In the present paper, we provide results for a class of measures called recursive, which yields lower complexities and also encompasses proof depth. In addition, we close some gaps left open in our previous work, thus providing a comprehensive picture of the complexity landscape.
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Khumalo, Shuti Steph. "The Role of Principals as Mentors in Mentoring Deputy Principals." In Advances in Educational Marketing, Administration, and Leadership, 256–74. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4050-2.ch015.

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The theory of mentoring is pertinent to the education system and school leadership. School leadership has been a contested space in research. Empirical evidence indicates that there is a correlation between great school leadership and performance. However, little has been written about transferring good school leadership practice by principals to their deputy principals. This chapter explores and makes a contribution on the role of principals as mentors in mentoring deputy principals. Drawing from the plethora of literature and its extensive and critical evaluation, in this chapter, the researcher argues that mentoring deputy principals contributes towards building the second layer of school leadership and thus enhancing succession planning within the education context.
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Khumalo, Jan B. "A model for the induction of deputy principals in diverse school contexts." In Leadership Approaches to Negotiate Challenges in a Changing Education Landscape, 195–223. AOSIS, 2021. http://dx.doi.org/10.4102/aosis.2020.bk213.08.

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Conference papers on the topic "Deputy principals"

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Kusumawati, Yeny, and Fresty Africia. "Implementation of No Smoking Area Policy in High School 2, Nganjuk, East Java, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.01.

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ABSTRACT Background: In school environments, the No Smoking Area Policy is based on protecting young people who are currently studying at school from exposure to harmful cigarette smoke. It is expected to indirectly reduce student smoking rates. This study aimed to describe the implementation of the No Smoking Area policy at High School 2 Nganjuk, East Java and to identify the factors influencing the policy implementation. Subjects and Methods: This was a qualitative study carried out at High School 2 Nganjuk, East Java. The study subjects were included the principal, student deputy principals, counseling guidance teachers, homeroom teachers, employees, and students of High School 2 Nganjuk. Data were collected using observation, interviews, and documentation. The source triangulation technique used the technique of checking the validity of the data. This study used an interactive model of data analysis technique, which is based on the theory of George C. Edward III, consisted of communication, resources, dispositions, and bureaucratic structures. Results: In High School 2 Nganjuk, the No Smoking Area Policy has not been implemented optimally, particularly on the resource factor. For example, some teachers and staff still smoking in schools. This was not in accordance with the provisions in the No Smoking Area Policy. As the budget for funds from School Operational Assistance (BOS) was integrated with the School Environment Introduction Period (MPLS/MOS as well as the Adiwiyata program, there was no special budget for the implementation of the No Smoking Area policy. There was still not enough amount of billboards about no smoking area. The communication factor was the supporting factor. The policy for the No Smoking Area is always communicated to school residents. The disposition factors was the policy implementers’ engagement. The bureaucratic factor were structure and the presence of SOP in policy implementation. Conclusion: The enforcement of the policy of the No Smoking Area in High School 2 Nganjuk has not been maximized, so all factors, both contact factors, resource factors, disposal factors, and bureaucratic factors, need to be assisted. Keywords: smoking area, high school, policy Correspondence: Yeny Kusumawati. School of Health Sciences, Satria Bhakti Nganjuk, East Java, Indonesia. Email: yenykusumawati.sbn.ngk@gmail.com. Mobile: 082244297997 DOI: https://doi.org/10.26911/the7thicph.04.01
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Hanitzsch, C., and W. Beydoun. "AVO Principles of Time and Depth Processing - Part 1 - Basic Principles." In EAGE/SEG Workshop - Depth Imaging of Reservoir Attributes. European Association of Geoscientists & Engineers, 1998. http://dx.doi.org/10.3997/2214-4609.201406691.

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Beydoun, W., and C. Hanitzsch. "AVO Principles of Time and Depth Processing - Part 2 - Applications." In EAGE/SEG Workshop - Depth Imaging of Reservoir Attributes. European Association of Geoscientists & Engineers, 1998. http://dx.doi.org/10.3997/2214-4609.201406692.

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Kamei, Kazuhiro, Masatomo Kuroda, Yoshihiro Kojima, and Kazuki Yano. "Safety Feature of EU-ABWR for Fukushima Accident." In 2014 22nd International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/icone22-30332.

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European Advanced Boiling Water Reactor (EU-ABWR) is developed by Toshiba. EU-ABWR accommodates an armored reactor building against Airplane Crash, severe accident mitigation systems, the N+2 principle in safety systems, the diversity principle and a large output of 1600 MWe. These features enable EU-ABWR’s design objectives and principles to be consistent with the safety requirements of Western European Nuclear Regulators’ Association (WENRA) and Finnish YVL guides. By designing safety features of the EU-ABWR based on Defense in Depth Principle, EU-ABWR has a capability to mitigate Design Extension Conditions like Fukushima Accident by using a combination of passive and active systems. Furthermore, a severe accident is mitigated passively without containment venting for at least 72 hours.
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H. Bickel, S. "The Maximum Depth Principle as a Dual to Fermat's Minimum Time Principle." In 60th EAGE Conference and Exhibition. European Association of Geoscientists & Engineers, 1998. http://dx.doi.org/10.3997/2214-4609.201408274.

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Harris, C., M. Marcoux, and S. Bickel. "Aperture Selection to Improve Kirchoff Depth Imaging Using the Maximum Depth Principle." In 60th EAGE Conference and Exhibition. European Association of Geoscientists & Engineers, 1998. http://dx.doi.org/10.3997/2214-4609.201408275.

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Pandey, Mahesh, and Bogdan Wasiluk. "Considerations for Development of Probabilistic Assessments for Nuclear Systems and Components." In 2020 International Conference on Nuclear Engineering collocated with the ASME 2020 Power Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/icone2020-16935.

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Abstract The risk-informed approach has been increasingly utilized by the nuclear industry and the regulators in Canada and around the world. This involves the assessment of plant risk and the considerations for defence-in-depth, safety margin and other nuclear safety principles. The estimates of reliability metric have been commonly obtained using probabilistic methods that involve distributed inputs. While the engineering focus has typically been on finding a solution for a specific problem, the scientific community and the regulators are concerned with generic principles, foundation of probabilistic approaches and definition of reliability metric used in the assessment. In this paper, the concept of a time-dependent reliability framework is discussed to facilitate selecting the appropriate approach to meet, in principle, the assessment intent. In the end, any probabilistic assessment should be fundamentally meaningful, consistent and transparent to inspire confidence in the public and the regulators.
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Taheri, M., B. Ahmadi, R. Amrifattahi, M. R. Dadkhah, A. R. Sharifian, and M. Mansouri. "A Principal Component Analysis Based Method for Estimating Depth of Anesthesia." In 2008 2nd International Conference on Bioinformatics and Biomedical Engineering (ICBBE '08). IEEE, 2008. http://dx.doi.org/10.1109/icbbe.2008.133.

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Lim, Jaeseung, Jinho Park, Hasil Park, Heegwang Kim, and Joonki Paik. "Principal depth estimation using cost-volume filtering for fast stereo matching." In 2018 International Conference on Electronics, Information, and Communication (ICEIC). IEEE, 2018. http://dx.doi.org/10.23919/elinfocom.2018.8330635.

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McCloskey, Scott, Michael Langer, and Kaleem Siddiqi. "The Reverse Projection Correlation Principle for Depth from Defocus." In Third International Symposium on 3D Data Processing, Visualization, and Transmission (3DPVT'06). IEEE, 2006. http://dx.doi.org/10.1109/3dpvt.2006.136.

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Reports on the topic "Deputy principals"

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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.seal2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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Olsen, Laurie, Kathryn Lindholm-Leary, Magaly Lavadenz, Elvira Armas, and Franca Dell'Olio. Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative: A Three-Year Pilot Study Research Monograph. PROMISE INITIATIVE, February 2010. http://dx.doi.org/10.15365/ceel.promise2010.

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The Pursuing Regional Opportunities for Mentoring, Innovation, and Success for English Learners (PROMISE) Initiative Research Monograph is comprised of four sub-studies that took place between 2006 and 2009 to examine the effectiveness of the PROMISE Initiative across six implementing counties. Beginning in 2002, the superintendents of the six Southern California County Offices of Education collaborated to examine the pattern of the alarmingly low academic performance of English learners (EL) across Los Angeles, Orange, San Bernardino, San Diego, Riverside, and Ventura. Together, these six counties serve over one million EL students, more than 66% of the total EL population in the state of California, and close to 20% of the EL population in the nation. Data were compiled for the six counties, research on effective programs for ELs was shared, and a common vision for the success of ELs began to emerge. Out of this effort, the PROMISE Initiative was created to uphold a critical vision that ensured that ELs achieved and sustained high levels of proficiency, high levels of academic achievement, sociocultural and multicultural competency, preparation for successful transition to higher education, successful preparation as a 21st century global citizen, and high levels of motivation, confidence, and self-assurance. This report is organized into six chapters: an introductory chapter, four chapters of related studies, and a summary chapter. The four studies were framed around four areas of inquiry: 1) What is the PROMISE model? 2) What does classroom implementation of the PROMISE model look like? 3) What leadership skills do principals at PROMISE schools need to lead transformative education for ELs? 4) What impact did PROMISE have on student learning and participation? Key findings indicate that the PROMISE Initiative: • resulted in positive change for ELs at all levels including achievement gains and narrowing of the gap between ELs and non-ELs • increased use of research-based classroom practices • refined and strengthened plans for ELs at the district-level, and • demonstrated potential to enable infrastructure, partnerships, and communities of practice within and across the six school districts involved. The final chapter of the report provides implications for school reform for improving EL outcomes including bolstering EL expertise in school reform efforts, implementing sustained and in-depth professional development, monitoring and supporting long-term reform efforts, and establishing partnerships and networks to develop, research and disseminate efforts.
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HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

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Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
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Roye, Thorsten. Unsettled Technology Areas in Deterministic Assembly Approaches for Industry 4.0. SAE International, August 2021. http://dx.doi.org/10.4271/epr2021018.

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Increased production rates and cost reduction are affecting manufacturing in all sectors of the mobility industry. One enabling methodology that could achieve these goals in the burgeoning “Industry 4.0” environment is the deterministic assembly (DA) approach. The DA approach is defined as an optimized assembly process; it always forms the same final structure and has a strong link to design-for-assembly and design-for-automation methodologies. It also looks at the whole supply chain, enabling drastic savings at the original equipment manufacturer (OEM) level by reducing recurring costs and lead time. Within Industry 4.0, DA will be required mainly for the aerospace and the space industry, but serves as an interesting approach for other industries assembling large and/or complex components. In its entirety, the DA approach connects an entire supply chain—from part manufacturing at an elementary level to an OEM’s final assembly line level. Addressing the whole process of aircraft design and manufacturing is necessary to develop further collaboration models between OEMs and the supply chain, including addressing the most pressing technology challenges. Since all parts aggregate at the OEM level, the OEM—as an integrator of all these single parts—needs special end-to-end methodologies to drastically decrease cost and lead time. This holistic approach can be considered in part design as well (in the design-for-automation and design-for-assembly philosophy). This allows for quicker assembly at the OEM level, such as “part-to-part” or “hole-to-hole” approaches, versus traditional, classical assembly methods like manual measurement or measurement-assisted assembly. In addition, it can increase flexibility regarding rate changes in production (such as those due to pandemic- or climate-related environmental challenges). The standardization and harmonization of these areas would help all industries and designers to have a deterministic approach with an end-to-end concept. Simulations can easily compare possible production and assembly steps with different impacts on local and global tolerances. Global measurement feedback needs high-accuracy turnkey solutions, which are very costly and inflexible. The goal of standardization would be to use Industry 4.0 feedback and features, as well as to define several building blocks of the DA approach as a one-way assembly (also known as one-up assembly, or “OUA”), false one-way assembly, “Jig-as-Master,” etc., up to the hole-to-hole assembly approach. The evolution of these assembly principles and the link to simulation approaches are undefined and unsolved domains; they are discussed in this report. They must be discussed in greater depth with aims of (first) clarifying the scope of the industry-wide alignment needs and (second) prioritizing the issues requiring standardization. NOTE: SAE EDGE™ Research Reports are intended to identify and illuminate key issues in emerging, but still unsettled, technologies of interest to the mobility industry. The goal of SAE EDGE™ Research Reports is to stimulate discussion and work in the hope of promoting and speeding resolution of identified issues. SAE EDGE™ Research Reports are not intended to resolve the challenges they identify or close any topic to further scrutiny.
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