Lipid accumulation within macrophages is a major sequelae of atherosclerosis. Much of this lipid accumulation occurs within large, swollen lysosomes. We analyzed lipid accumulation in cultured macrophages using oxidized or acetylated low density lipoprotein (LDL) as the loading agent. Pigeon macrophages incubated for 48 h with mildly oxidized pigeon LDL (TBARS ‫؍‬ 5-10 nmol/mg protein) showed significant increases in cellular cholesterol compared with untreated controls. Forty-eight percent of the increased cholesterol occurred as unesterified cholesterol. Treated cells had lipid-swollen lysosomes similar to those of atherosclerotic foam cells. The increase in lysosomal lipid was accompanied (correlation coefficient of 0.96) by increases in acid phosphatase staining cisternae of the Golgi and trans-Golgi network (TGN). THP-1 macrophages incubated with oxidized LDL showed similar lysosomal loading and Golgi/TGN hypertrophy. In contrast, macrophages incubated with acetylated LDL accumulated signifi cant amounts of cholesterol but the increase occurred as cholesteryl ester (81% in pigeons) within cytoplasmic droplets and there was no associated increase in acid phosphatase-containing cisternae of Golgi or TGN.The correlation in both pigeon and THP-1 macrophages of oxidized LDL-induced lysosomal lipid accumulation and Golgi hypertrophy suggests a linkage of these two phenomena. This implicates intracellular membrane trafficking as a possible defect in foam cells of the atherosclerotic lesion.-Jerome, W.

PurposeThis paper introduces a cognitive coaching and reflection tool to help school leaders build self-efficacy at a time when schools are facing a crisis in leadership. Key themes emerged from the data generated as part of a larger study of PK-12 administrators' leadership during the coronavirus pandemic.Design/methodology/approachThis qualitative study is based on phenomenological research methods and uses naturalistic inquiry design.FindingsThe findings consider the building of school leaders' efficacy in crisis management during a pandemic. A total of seven data-driven reflection themes are identified: self-care, professional development (PD), communication, school climate, instruction, parent resources and advocacy.Research limitations/implicationsInvestigated using a purposeful, nonrepresentative sample were the perceptions and experiences of PK-12 administrators as they served in their leadership role during the pandemic. Therefore, the results are not generalizable beyond the scope and context for which the research was conducted. An implication of this study is that this tool can be used by coaches working with school leaders and by leaders themselves to increase self-efficacy.Originality/valueThe cognitive coaching and reflection tool could be beneficial in developing leaders' self-awareness and reflection skills, in turn building self-efficacy. Although there are other tools to support leaders' self-awareness and reflection, the effects of the pandemic represent a unique opportunity for examining leader practices to adjust to, prepare for and deal with the impacts of a crisis.

Organizations can effectively apply a variety of strategies for leading and accelerating desired change. As a practical illustration, this article evaluates an organizational change effort within the United States' Department of Defense Education Activity (DoDEA), analyzing the restructuring of its worldwide school system through Kotter's accelerators for leading change. A cornerstone of DoDEA's effort was the creation of three Centers for Instructional Leadership (CILs), whose mission is to improve student achievement by developing educational leadership and supporting instructional excellence. The development of DoDEA's CILs presents a valuable case for understanding the leadership necessary for successful organizational change, particularly in light of Kotter's model. Kotter's (1996) Eight-Stage Process for Leading Change has become highly recognized for its stepby-step guidance for leading organizational change

No abstract