Entertainment Media's Impact on Leadership Identity Development

How does media shape our leadership identities? How are leaders portrayed in television and film, and how does this influence our self-development? There is research on media effects and how we are shaped by the media we consume, but there is a gap pertaining to how our leadership identity is shaped by the media we consume. The purpose of this research was to explore the gap in both leadership literature and media effects literature in regards to how entertainment media shapes leadership identity development. This study answered the following research questions: What is the impact of entertainment media and fictional characters on the Developing Self factor of the Leadership Identity Development Model? What is the impact of entertainment media and fictional characters on the Developmental Influences factor of the Leadership Identity Development Model? Fourteen students, seven freshmen and seven seniors, pursuing an undergraduate leadership degree at Texas A&M University were recruited and interviewed for the study. A qualitative study using a constructivist approach and semi-structured interviews were used. Open coding using a deductive lens and constant comparative method was used for data analysis. Themes were categorized as they fit under the Developing Self and Developmental Influence factors of the Leadership Identity Development Model. Participants discussed the various ways entertainment media influenced their behavior and leadership development. The participants in this study showed how entertainment media and fictional characters could impact the leadership identity development process. Participants shared how they grew in self awareness, were motivated into leadership, and developed interpersonal skills from watching characters on the screen. Participants even shared how they modeled themselves and their leadership style after various fictional characters. The seniors in this study were able to identify and articulate different leadership concepts they had seen in the television they watched for entertainment, demonstrating critical media literacy, and shared how the use of public pedagogy aided them in the development of this skill. As a result of this study, critical leadership media literacy is being introduced as a new leadership skillset, defined as the ability to analyze and interpret leadership models, theories, and philosophies in entertainment media. This research provides suggestions for future researchers to explore and eventually measure entertainment media’s impact on leadership identity

Hepcidin deficiency and iron deficiency do not alter tuberculosis susceptibility in a murine M.tb infection model.

Tuberculosis (TB), caused by the macrophage-tropic pathogen Mycobacterium tuberculosis (M.tb) is a highly prevalent infectious disease. Since an immune correlate of protection or effective vaccine have yet to be found, continued research into host-pathogen interactions is important. Previous literature reports links between host iron status and disease outcome for many infections, including TB. For some extracellular bacteria, the iron regulatory hormone hepcidin is essential for protection against infection. Here, we investigated hepcidin (encoded by Hamp1) in the context of murine M.tb infection. Female C57BL/6 mice were infected with M.tb Erdman via aerosol. Hepatic expression of iron-responsive genes was measured by qRT-PCR and bacterial burden determined in organ homogenates. We found that hepatic Hamp1 mRNA levels decreased post-infection, and correlated with a marker of BMP/SMAD signalling pathways. Next, we tested the effect of Hamp1 deletion, and low iron diets, on M.tb infection. Hamp1 knockout mice did not have a significantly altered M.tb mycobacterial load in either the lungs or spleen. Up to 10 weeks of dietary iron restriction did not robustly affect disease outcome despite causing iron deficiency anaemia. Taken together, our data indicate that unlike with many other infections, hepcidin is decreased following M.tb infection, and show that hepcidin ablation does not influence M.tb growth in vivo. Furthermore, because even severe iron deficiency did not affect M.tb mycobacterial load, we suggest that the mechanisms M.tb uses to scavenge iron from the host must be extremely efficient, and may therefore represent potential targets for drugs and vaccines

Long-term outcomes of liver transplant recipients followed up in non-transplant centres: care closer to home

Introduction: Increasing rates of liver transplantation and improved outcomes have led to greater numbers of transplant recipients followed up in non-transplant centres. Our aim was to document long-term clinical outcomes of liver transplant recipients managed in this ‘hub and spoke’ healthcare model.Methods: A retrospective analysis of all adult patients who underwent liver transplantation between 1987 and 2016, with post-transplant follow-up in two non-transplant centres in the UK (Nottingham) and Canada (Ottawa) was performed.Results: The 1-, 5-, 10- and 20-year patient survival rates were 98%, 95%, 87% and 62%, and 100%, 96%, 88% and 62% in the Nottingham and Ottawa groups, respectively (p=0.87). There were no significant differences between the two centres in 1-, 5-, 10- and 20-year cumulative incidence of death-censored graft-survival (p=0.10), end-stage renal disease (p=0.29) or de novo cancer (p=0.22). Nottingham had a lower incidence of major cardiovascular events (p=0.008).Conclusion: Adopting a new model of healthcare provides a means of delivering post-transplant patient care close to home, without compromising patient survival and long-term clinical outcomes

Entertainment Media's Impact on Leadership Identity Development

How does media shape our leadership identities? How are leaders portrayed in television and film, and how does this influence our self-development? There is research on media effects and how we are shaped by the media we consume, but there is a gap pertaining to how our leadership identity is shaped by the media we consume. The purpose of this research was to explore the gap in both leadership literature and media effects literature in regards to how entertainment media shapes leadership identity development. This study answered the following research questions: What is the impact of entertainment media and fictional characters on the Developing Self factor of the Leadership Identity Development Model? What is the impact of entertainment media and fictional characters on the Developmental Influences factor of the Leadership Identity Development Model? Fourteen students, seven freshmen and seven seniors, pursuing an undergraduate leadership degree at Texas A&M University were recruited and interviewed for the study. A qualitative study using a constructivist approach and semi-structured interviews were used. Open coding using a deductive lens and constant comparative method was used for data analysis. Themes were categorized as they fit under the Developing Self and Developmental Influence factors of the Leadership Identity Development Model. Participants discussed the various ways entertainment media influenced their behavior and leadership development. The participants in this study showed how entertainment media and fictional characters could impact the leadership identity development process. Participants shared how they grew in self awareness, were motivated into leadership, and developed interpersonal skills from watching characters on the screen. Participants even shared how they modeled themselves and their leadership style after various fictional characters. The seniors in this study were able to identify and articulate different leadership concepts they had seen in the television they watched for entertainment, demonstrating critical media literacy, and shared how the use of public pedagogy aided them in the development of this skill. As a result of this study, critical leadership media literacy is being introduced as a new leadership skillset, defined as the ability to analyze and interpret leadership models, theories, and philosophies in entertainment media. This research provides suggestions for future researchers to explore and eventually measure entertainment media’s impact on leadership identity

Entertainment Media's Impact on Leadership Identity Development

How does media shape our leadership identities? How are leaders portrayed in television and film, and how does this influence our self-development? There is research on media effects and how we are shaped by the media we consume, but there is a gap pertaining to how our leadership identity is shaped by the media we consume. The purpose of this research was to explore the gap in both leadership literature and media effects literature in regards to how entertainment media shapes leadership identity development. This study answered the following research questions: What is the impact of entertainment media and fictional characters on the Developing Self factor of the Leadership Identity Development Model? What is the impact of entertainment media and fictional characters on the Developmental Influences factor of the Leadership Identity Development Model? Fourteen students, seven freshmen and seven seniors, pursuing an undergraduate leadership degree at Texas A&M University were recruited and interviewed for the study. A qualitative study using a constructivist approach and semi-structured interviews were used. Open coding using a deductive lens and constant comparative method was used for data analysis. Themes were categorized as they fit under the Developing Self and Developmental Influence factors of the Leadership Identity Development Model. Participants discussed the various ways entertainment media influenced their behavior and leadership development. The participants in this study showed how entertainment media and fictional characters could impact the leadership identity development process. Participants shared how they grew in self awareness, were motivated into leadership, and developed interpersonal skills from watching characters on the screen. Participants even shared how they modeled themselves and their leadership style after various fictional characters. The seniors in this study were able to identify and articulate different leadership concepts they had seen in the television they watched for entertainment, demonstrating critical media literacy, and shared how the use of public pedagogy aided them in the development of this skill. As a result of this study, critical leadership media literacy is being introduced as a new leadership skillset, defined as the ability to analyze and interpret leadership models, theories, and philosophies in entertainment media. This research provides suggestions for future researchers to explore and eventually measure entertainment media’s impact on leadership identity

Entertainment Media's Impact on Leadership Identity Development

How does media shape our leadership identities? How are leaders portrayed in television and film, and how does this influence our self-development? There is research on media effects and how we are shaped by the media we consume, but there is a gap pertaining to how our leadership identity is shaped by the media we consume. The purpose of this research was to explore the gap in both leadership literature and media effects literature in regards to how entertainment media shapes leadership identity development. This study answered the following research questions: What is the impact of entertainment media and fictional characters on the Developing Self factor of the Leadership Identity Development Model? What is the impact of entertainment media and fictional characters on the Developmental Influences factor of the Leadership Identity Development Model? Fourteen students, seven freshmen and seven seniors, pursuing an undergraduate leadership degree at Texas A&M University were recruited and interviewed for the study. A qualitative study using a constructivist approach and semi-structured interviews were used. Open coding using a deductive lens and constant comparative method was used for data analysis. Themes were categorized as they fit under the Developing Self and Developmental Influence factors of the Leadership Identity Development Model. Participants discussed the various ways entertainment media influenced their behavior and leadership development. The participants in this study showed how entertainment media and fictional characters could impact the leadership identity development process. Participants shared how they grew in self awareness, were motivated into leadership, and developed interpersonal skills from watching characters on the screen. Participants even shared how they modeled themselves and their leadership style after various fictional characters. The seniors in this study were able to identify and articulate different leadership concepts they had seen in the television they watched for entertainment, demonstrating critical media literacy, and shared how the use of public pedagogy aided them in the development of this skill. As a result of this study, critical leadership media literacy is being introduced as a new leadership skillset, defined as the ability to analyze and interpret leadership models, theories, and philosophies in entertainment media. This research provides suggestions for future researchers to explore and eventually measure entertainment media’s impact on leadership identity

The effect of more severe iron deficiency on susceptibility to <i>M</i>.<i>tb</i>.

<p>Female 4–5 week old C57BL/6 mice were fed an iron deficient (2–6ppm) or control (200ppm) diet for 6 weeks prior to infection with 50–100 CFU of aerosolised <i>M</i>.<i>tb</i> Erdman (A). Mice remained on the respective diet until 4 weeks post-infection, when animals were sacrificed (a total of 10 weeks on their respective diets). Lungs and spleen were harvested for enumeration of CFU (B+C), and livers for gene expression analyses for <i>Hamp1</i> (D), <i>Fpn1</i> (E), <i>Id1</i> (F), <i>Bmp6</i> (G) and <i>Tfrc</i> (H). Mann-Whitney tests were performed to compare groups where *, **, *** and **** indicate p = <0.05, p = <0.01, p = <0.001 and p = <0.0001, respectively. N = 8 animals in infected groups and n = 6 in uninfected groups. Black symbols represent uninfected animals, red points infected animals except for CFU graphs where all animals are infected. Closed circles represent control animals and open circles, iron deficient animals.</p

The effect of <i>M</i>.<i>tb</i> infection on the expression of genes involved in the regulation of iron homeostasis.

<p>Female 6–10 week old C57BL/6 mice were infected with 100–200 CFU of <i>M</i>.<i>tb</i> Erdman via aerosol. Animals were sacrificed at day (D) 0 (baseline), D1, D7, D14, D28 and D56 post-infection (outlined in <b>A</b>). Hepatic gene expression analyses over the time course are shown for <i>Hamp1</i> (<b>B</b>), <i>Fpn1</i> (<b>D</b>), <i>Fga</i> (<b>F</b>) and <i>Id1</i> (<b>H</b>). Comparisons of <i>Hamp1</i> and <i>Fpn1</i> gene expression respective to uninfected controls are depicted in <b>C</b> and <b>E</b> respectively. Correlations between <i>Hamp1</i> and <i>Id1</i>, and <i>Hamp1</i> and <i>Fga</i> are shown in <b>G</b> and <b>I</b>, respectively. Expression of immune genes <i>Ifng</i> and <i>Tnfa</i> are shown in figures <b>J</b> and <b>K,</b> respectively. Kruskal-Wallis tests with Dunn’s post-tests for multiple comparisons were done for time course studies, and Mann-Whitney tests for comparisons to uninfected controls. Correlations were Spearman’s rank correlations. In all cases *, **, *** and **** indicate p = <0.05, p = <0.01, p = <0.001 and p = <0.0001, respectively. Baseline values (D0) were not included in correlations. In panels C and E, black symbols represent uninfected animals and red symbols infected animals. In all other panels, animals are infected. N = 5 per group.</p

The effect of iron deficiency on susceptibility to <i>M</i>.<i>tb</i>.

<p>Female 6–10 week old C57BL/6 mice were fed an iron deficient (2–6ppm) or control (200ppm) diet for 2 weeks prior to infection with 50–100 CFU of aerosolised <i>M</i>.<i>tb</i> Erdman (<b>A</b>). Mice remained on the respective diet until 4 weeks or 8 weeks post-infection, when animals were sacrificed. Lungs and spleen were harvested for enumeration of CFU (<b>B-E</b>) and livers (from 4-week infected animals) for gene expression analyses. Gene expression data is shown for <i>Hamp1</i> (<b>F</b>), <i>Fpn1</i> (<b>G</b>), <i>Id1</i> (<b>H</b>), <i>Bmp6</i> (<b>I</b>) and <i>Tfrc</i> (<b>J</b>). Mann-Whitney tests were performed to compare groups where *, **, *** and **** indicate p = <0.05, p = <0.01, p = <0.001 and p = <0.0001, respectively. N = 8 per group for <b>B</b> and <b>C</b>, n = 10 per group for <b>D</b> and <b>E</b>. Gene expression data is representative of the two experiments where n = 10 for infected groups and 6 for uninfected controls. In Panels F-J, black symbols represent uninfected animals, red symbols infected animals except for CFU graphs where all animals are infected. Closed circles represent control animals and open circles represent iron deficient animals in all panels.</p

Characterisation of the iron deficient mouse model.

<p>Female 6–10 week old C57BL/6 mice were fed an iron deficient (2–6ppm) or control (200ppm) diet for a total of 2 weeks. Animals were sacrificed and hepatic gene expression analyses are shown for <i>Hamp1</i> (A), <i>Fpn</i> (B), <i>Id1</i> (C), and <i>Bmp6</i> (D). Mann-Whitney tests were performed to compare groups where *, **, *** and **** indicate p = <0.05, p = <0.01, p = <0.001 and p = <0.0001 respectively. N = 6 animals per group. Closed circles represent control animals and open circles represent iron deficient animals.</p