The emergence of a "doctrinal culture" within the Canadian Air Force: where it came from, where it's at and where to from here? Part 1: Doctrine and the Canadian Air Force prior to the end of the Cold War

The culture of the Canadian Air Force, like most other Western air forces, has not been traditionally characterised by a tendency towards theoretical or doctrinal development. Instead, an oral (rather than written) culture of passing lessons from senior to junior officers evolved early in the history of the Canadian Air Force and subsequently became entrenched. This was accompanied by a tendency to pragmatically focus on contemporary issues, to the detriment of broader theoretical and doctrinal development

The emergence of a "doctrinal culture" within the Canadian Air Force: where it came from, where it's at and where to from here? Part 2 : Towards a doctrinal culture within the Canadian Air Force

Drawing on the background provided in Part 1, this article examines the Canadian Air Force's attempts to develop doctrine since the formation of Air Command in 1975. This examination is undertaken in three sections. First, limited doctrine development between 1975 and 1989 is briefly discussed. Second, doctrine development during the 1990s is analysed in relation to the international rejuvenation of air power theory that occurred during that decade. Third, the apparent emergence of a tentative doctrinal culture within the Canadian Air Force during the past decade is considered. In conclusion, the future potential of this tentative culture is addressed, and some challenges that remain to be overcome are highlighted

The Relationship Between Teachers\u27 Perceptions of Principals\u27 Job Performance, Teacher Job Satisfaction, Principal Influence and School Outcomes.

This study investigated the relationship between principals\u27 instructional leadership behavior and school effectiveness. In the conceptual model tested, certain school context variables, teachers\u27 job satisfaction and teachers\u27 willingness to accept principals\u27 influence in the instructional realm, were viewed as mediating the relationship between principals\u27 behavior and school outcomes. From this perspective, principals\u27 instructional leadership behavior was seen as being indirectly related to school outcomes by its impact on these mediating variables. For the purposes of this study, teachers\u27 job satisfaction, teachers, willingness to accept principals\u27 professional advice and teachers\u27 perceptions of principals\u27 effectiveness as instructional leaders served as independent variables. School outcomes, achievement and average daily attendance, served as dependent variables. A mixed matrix sampling procedure was used wherein elementary teachers (n = 506) in sample schools (n = 47) responded to two of the three instruments used to measure the independent variables. Correlational analyses were undertaken to determine the magnitude and direction of the relationships between independent and dependent variables, mediating variables (independent variables which mediated the relationship between principal behavior and school outcomes), sample descriptive data and dependent variables. Additionally, regression analysis were performed to identify a linear combination of independent variables which could best explain achievement and school attendance variations in the data. Analyses of the data indicated a significant relationship (p \u3c .05) existed between teachers\u27 perceptions of principals\u27 effectiveness as instructional leaders and school attendance. All other correlations between independent and dependent variables were not statistically significant (p \u3e .05). A significant relationship (p \u3c .001) was established between teachers\u27 perceptions of principals\u27 job performance and one of the school context mediating variables, teachers\u27 willingness to accept instruction-related advice from their principals. Major results of the study did not establish a direct relationship between principals\u27 instructional leadership behavior and school outcomes. However, considered collectively, the results served to partially confirm relations between principal behavioral inputs, school mediating variables and school outcomes identified in past research and documented a significant relationship between principal instructional leadership and influence on teachers as well

A Feuding House: An Examination of the Causes and Effects of the Decline of Bipartisanship in the United States Congress

Excerpt from Introduction In October of 2016, a Gallup poll reported that Congress had an approval rating of 18%.[1] Compared to the President’s approval rating, Congress is seen as ineffective and too bipartisan for many Americans. While there has always been a natural tension between the opposing parties, it has magnified within recent years. Within Congress itself, many members are seeing their political opposition even more unfavorably today than their counterparts did two decades ago. Carol Doherty of the Pew Research Center claims that it is the “intensity of negativity that’s increased.”[2] The 2008 election marked a new era as President Barrack Obama was elected with his encouraging bipartisan, post-racial words that would point to greater cooperation in Congress. Much of the legislation, however, during the 111th Congress was passed on straight party-line votes. The signature piece of legislation during this congressional term, the Patient Protection and Affordable Care Act, passed with all 218 Republicans in Congress voting against it. To get the legislation passed, Congressional leaders exhausted every trick in the book to force fence-sitting Democrats to vote for it, in many cases going against the ideological leanings of their constituencies. Consequently, many of them lost re-election. The Affordable Care Act offered few compromises for moderate Democrats, much less the Republicans. These actions sent shockwaves throughout the electorate, causing major shifts in the composition of Congress in both the 2010 and 2012 elections. Angered by being shutout of the process, many Republicans would treat their Democratic colleagues in kind. Very little significant legislation has been enacted into law since the 111th Congress, and even fewer pieces have passed with major bipartisan support. Since a unified, single-party, filibuster-proof government is unlikely and short-lived if it occurs, cooperation on both sides of the aisle will be necessary for any significant achievements to occur. The nature of the partisan passage of the Affordable Care Act is unlike the passage of similar major pieces of legislation, such as the Sherman Anti-Trust Act, the Social Securities Act, and the Civil Rights Act of 1964, all of which were passed with broad bipartisan support