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THERMAL stresses in aircraft structures arise from the long established fact that most of the common engineering materials expand with increase of temperature. The subject has become a problem due to the fact that increases in aircraft performance arc resulting in much greater variations and rates of variation of temperature than have hitherto been experienced. One solution to the problem would be to use only materials which do not change their physical dimensions with temperatures. However, although such materials do exist, it is probably asking too much of the metallurgist to expect him to produce alloys possessing this property in addition to the many others demanded by the aircraft structural engineer.

The purpose of this study is to investigate the effect of using mobile devices as an instructional tool on teachers' creativity and to promote their usage as instructional tools in educational settings. The research also studies the perceptions of teachers on the effect of using mobile devices as an instructional tool on their creativity and what features of mobile devices are believed to help in terms of enhancing their creativity.

This qualitative inquiry used an interpretive phenomenological analysis (IPA) method for inspecting the professional capabilities of Pakistan's primary and secondary school teachers. Data were gathered from nine individuals through interviews. Three themes regarding creativity emerged from the study data.

It is found that the use of mobile devices as a teaching tool significantly increases teachers' creativity by enabling them to manifest their creativity and explore different pedagogical vistas in which they can use a wide variety of instructional resources and tools. Using mobile devices as a teaching tool improved three skills: motivation, self-confidence and communication skills. Mobile applications, cameras and portability of these devices are among the features that teachers considered to have encouraged their creativity.

Finding the obstacles and difficulties teachers have while utilizing these tools to demonstrate their creativity may be valuable for future studies. First, because respondents were teachers from elementary and secondary classes, the population was not entirely homogenous, even though they had adequate help. Second, only semi-structured interviews were utilized for data gathering in this study. Further data collection methods, including observational research or participant-written reflective diaries, are thought to have been preferred.

For future research, it may be interesting to determine whether the results of this study can be applied to other demographic groups. Based on this study, it is also recommended to conduct a quantitative study to know teachers' perceptions of the impact of these devices on creativity, since these studies can have promising results for teachers.

Through the use of various materials, tools and activities, these devices provide several distinctive teaching alternatives. Because of this, using it as a teaching tool gives teachers the ability to tailor courses to a range of learner types. Additionally, having easy access to a multitude of online resources and the capacity to interact with others helped in ideation. The teachers experienced feelings of motivation, self-confidence and a desire to impart information, all of which are traits of creative teachers. Based on the findings of this study, we may now think about using mobile devices in the classroom to encourage teachers' creativity.

The outcomes of this research indicated that teachers' creativity is strongly influenced by their use of mobile devices as instructional tools. This paper advances the understanding of teachers’ creativity by highlighting their lived experiences. This study is novel because it highlights how these devices have the potential to be used as instructional tools, which has not been highlighted by any study so far.

OPTIMIZATION of wing design aims at finding the best compromise between conflicting aerodynamic requirements and considerations of structure weight and stiffness. Since the profile drag of a laminarizcd aircraft is very small, the induced drag has to be correspondingly reduced for proper matching. Reduction of induced drag can only be obtained, for a given dynamic pressure at the cruise, by increasing the span, and that reflects on structure weight.

The conference was opened by Professor A. G. Pugsley, who welcomed the members to Wills Hall and commented on the importance and appropriateness, at the present time, of the subject of the meeting. In doing so, he drew attention to some general considerations relevant to the detailed subjects they were to discuss.

IN Aircraft Engineering for October 1956 (p. 362) Lockwood Taylor discussed the wind‐tunnel interference arising from model supports and their guards, and gave a theoretical analysis for the contribution due to the flow curvature induced at the model and that due to the increment in longitudinal velocity (solid blockage). Both these are potential‐flow effects.

In this chapter, we seek to contribute to a line of international and comparative research that began with Heyneman and Loxley's 1983 study examining the importance of schools across national contexts. In their influential paper, Heyneman and Loxley found that in lower-income societies, schools (rather than families) constitute the predominant influence in explaining student achievement. Similar studies followed, often with results challenging Heyneman and Loxley's original findings. We argue that one reason for inconsistencies among these studies is the failure to account for the distribution of income. Until recently, few studies had examined whether school effects vary across countries with different levels of income inequality. Yet emerging evidence suggests that inequality plays an important role in determining the extent to which schools “matter” for student learning. In this study, we employ hierarchical linear modeling and two related yet distinct measures of inequality to examine how inequality relates to within- and between-country variations in student performance. We also explore whether, in certain countries, schools are differently able to help children from higher- and lower-Socio Economic Status (SES) groups. To capture sufficient variation in country context, we use data from nine diverse countries participating in the fourth grade application of the 2003 Trends in International Mathematics and Science Study (TIMSS). Our findings indicate that schools are important in their own right, and especially important in unequal countries. However, schools may affect SES-based achievement gaps only in countries with high income and resource inequality, accompanied by heterogeneous classrooms in terms of SES composition.

Healthcare service is a process that comprises a series of touchpoints underlying the key facets of service delivery, collectively shaping the users' (i.e. patients, hospital staff, and visitors) experiences. Departing from most sensory studies dedicated to understanding the retail environment and hedonic service, this study focuses on how sensory knowledge can contribute to understanding the sensory-based experiences of hospital users and their interactions with healthcare services at multiple touchpoints.

This study employs a multi-method approach comprising two studies involving semi-structured interviews and a qualitative online survey of past patients.

Drawing upon the user-centered theory, the authors (1) consulted healthcare experts on hospital service touchpoints and standards around medical protocol; (2) explored users' needs, experiences, expectations, and evaluations of healthcare services; and (3) identified the issues and challenges faced by healthcare service users at various service touchpoints. Based on these insights, the authors proposed sensory tactics across healthcare service touchpoints that promote the well-being of major hospital users.

The proposed sensory tactics require follow-up empirical evidence. Future research could adopt robust methodological designs on healthcare environmental interventions and progress with a transdisciplinary approach to advance this research area.

The authors' experience-based framework forms the basis of a valuable toolkit for healthcare service management.

This study advances services literature by integrating sense-based marketing knowledge with healthcare service research to understand the dynamic and interactive relationship between hospital users and the environment.

Using original mass public surveys in nine East European, European Union (EU) member countries (2007), I develop a micro-level approach linking individuals’ perceptions of inequality and corruption. Merging an instrumental variables approach with an emerging body of comparative scholarship, I demonstrate that individuals’ perceptions of inequality can be seen to contribute to their perceptions of corruption based on individuals’ normative concerns of the failure of democratic institutions to address issues related to inequality. Thus, for these countries, this region, the EU, as well as other new democracies, we can better understand these potential threats to the development of stable, sustainable democracy.

Over the past two decades, wedding tourism has been booming. Despite this, very little research has investigated this phenomenon. This chapter discusses the findings of 15 in-depth interviews with Italian wedding planners, which were carried out to analyse their views on what a destination wedding is, and how frequently they are able to influence the final choice of a site. Further, it discusses four case studies of the most important Italian wedding destinations in order to analyse their offer and related marketing strategy. Findings revealed that wedding destinations can be considered as a complex cluster of interrelated stakeholders; hence, a high degree of coordination and cooperation is needed for destination competitiveness. Further, results suggest that wedding destinations are currently opting for a product/service-oriented strategy with very little attention to a more appropriate experiential and emotional approach.

In the present chapter, we present the case study of the only woman film director who has ever won an Academy Award for Best Director, Kathryn Bigelow. We analyzed 43 written interviews of Kathryn Bigelow that have appeared in the popular press in the period 1988–2013 and outlined eight main themes emerging regarding her exercise of leadership in the cinematic context. We utilize three theoretical frameworks: (a) paradoxical leadership theory (Lewis, Andriopoulos, & Smith, 2014; Smith & Lewis, 2012); (b) ambidextrous leadership theory (Rosing, Frese, & Bausch, 2011), and (c) role congruity theory (Eagley & Karau, 2002) and show how Bigelow, as a woman artist/leader working in a complex organizational system that emphasizes radical innovation, exercised paradoxical and ambidextrous leadership and challenged existing conventions about genre, gender, and leadership. The case study implications for teaching and practice are discussed.

Discusses chronic fatigue syndrome (CFS), which is a “contested disease”, that is, it is not recognized by the medical profession as a legitimate illness and, consequently, people suffering from the illness are not eligible for support/aid. Explores what this non‐recognition means and the impact it has on both the sufferers and their families. Refers to repetitive strain injury and Alzheimer’s disease – neither of which were recognized by medical professionals until recent times – as examples of illnesses that have gained medical legitimacy. Reports that sufferers of CFS, who did not receive an adequate medical diagnosis, were under pressure to become active again, whereas sufferers who received a diagnosis of persistent fatigue gained a lot more support from family and friends. Investigates also the strains involved in coping with a family member with an illness such as Alzheimer’s disease or CFS – as ever economic resources figure prominently. Raises the issue of management of illness in modern society. Recommends that, as health care is pushed ever more onto families and the community, so they should be the recipients of financial support.

Research has already uncovered a great deal of evidence about the individual and organizational qualities that enhance effective teaching and the kinds of qualifications (attributes) that are associated with effective teaching and learning. From a research perspective, increased precision and specificity in the definition and refinement of specific concepts (e.g., pedagogical content knowledge) will increase academic knowledge about the relationship between teacher characteristics, working conditions, and the quality of instruction that takes place. This knowledge may have little effect on policy formation. From a policy perspective, a holistic or organic conception of teacher quality will be critical for effective policy formation and implementation. At some point, academic knowledge about different aspects of effective or “quality” teaching need to be connected to a general concept of a quality teacher in order to be effectively inserted into policy debates and the general media. Systematic use of academic knowledge is often hindered by either the narrow focus of the research, or by its limited application to actual teacher practice. In spite of these limitations in academic research, there are areas where academics, policymakers, and practitioners have achieved consensus or are converging on shared constructs of promise. In other areas, both academic and political debates seem locked into conflict over constructs related to teacher quality. Identifying these three broad categories of consensus, convergence, and conflict provides a broad framework to assess the kinds of research and the kinds of reform that need to be carried out in order to promote and sustain teachers’ development and implementation of their professional skills in the classroom.

The development and progressive refinement of the concept of academic freedom has generally occurred without material participation by the American business school. Whereas the business school looms large as a component of higher education in the twenty-first century, most believe that it is indifferent or perhaps hostile to the concept of academic freedom. For the most part, business school faculty fail to share the liberal political leanings of their colleagues from across the university, and therefore are less likely to find themselves to need academic freedom protection from those who would like to squelch opinions that run contrary to government and establishment elites. This chapter recognizes the fundamental alignment of what is taught in the business school and what business faculty research. However, that does not gainsay prospects for academic freedom protection when such is not the case. The chapter explores public interest dimensions of being a faculty member in a business school and how these might be manifested. Examples of controversial work are offered for each of the major business disciplines.

Literature reveals that charter schools were established to improve learning, support low-achieving students, offer innovation and school choice, and create greater competition within the public school system to stimulate continued educational improvement. However, charter schools have political, organizational, and financial challenges that are unique to their settings. Unlike traditional schools that depend on district central offices, charter schools must identify their own sources to sustain organizational needs (Smith, Wohlstetter, & Hentschke, 2008a, 2008b). Conzemius and O’Neill (2001) argue building a community of collaboration among faculty is a key component of charter school success. Studies reveal that the development of school–family–community partnerships is a key component of education reform and school improvement (Bryan, 2005; Sanders, 2003) and building partnerships is necessary for charter schools to acquire much-needed resources. The intent of this chapter is to provide urban charter school and autonomous leaders with the knowledge, skills, and tools to build collaboration among school faculty, engage a variety of community stakeholders, and build and sustain strong community partnerships in ways that lead to school improvement.

Placing gifted and talented students together organizationally is not a substitute for appropriate services. The placement or program model fundamentally serves as a vehicle to group or organize students together but programming, in practice, sometimes referred to as a service delivery model, is not the same thing as service. Placement is a management strategy. It must be coupled with curriculum and instructional modifications in order for substantial and positive academic and social–emotional effects to occur for gifted and talented students. Specifically, the program placement model is only as good as the curriculum and instructional models provided within that placement. This chapter provides descriptions and research evidence of the macro program models used for serving gifted students and more commonly used program placement models for grouping gifted students together within the traditional school day and beyond. Non-negotiable components and future directions are also discussed within the context of placement.

This article examines Max Weber’s theory of value spheres as a basis for a polytheistic religious sociology of institutional life. Weber’s approach implies institutional theory as a form of comparative religion. Two problems present themselves. If the values of the spheres are to be considered as “gods,” they do not align easily with Weber’s sociology of religion. Given that love was central both as a driver and a constituent in Weber’s understanding of salvation religions, it also implies that love be incorporated into our theorizing of institutional life, something entirely absent in the way we think about enduring forms of social organization. Taking the second seriously may enable us to fabricate a solution to the first.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

The purpose of this paper is to examine how internally displaced families in Khartoum-Sudan face difficulties and challenges in meeting their basic needs of shelter and health when they are displaced from their homes. By using empirical data, the factors that hinder families in getting access to shelter and health provision and how they survive with few facilities provided to them will be discussed. The paper will also highlight the role of the state in the situation of the displaced families and the services provided to them.

Various methods were used in the research, among them were interviews and focus-group discussions. Interviews were conducted with children aged 10-18 years. A sample of 129 children from four camps was selected, and parents or guardians of the children were interviewed. The theoretical section on what is displacement and how displaced people meet their basic needs and rights gives a background on how displaced families in Sudan survive and struggle to meet their health and shelter rights.

The basic needs for the displaced families were not met, and if they were met, it would have led to better living conditions, stability and security for these people. The paper concludes with some recommendations.

The state should meet the basic needs and rights of the internally displaced people. It is the responsibility of the state to ensure that health and shelter are provided to displaced people.

The paper aims to explore the stages involved in the school establishment phase and detect differences between new and innovative schools startup.

The exploratory study was conducted on the creation phase of two Israeli elementary schools: one new and one innovative. The data were collected through interviews with central figures in each school, school visits, and documentations analysis.

Four stages were found in the establishment phase: building construction and resource achievement, goal prioritization, staff development, and vision formulation, but these stages were found to be in reverse order in the new and innovative schools.

Although the study is limited by the specific context from which data were drawn, it offers a useful conceptual framework for the establishment process of new and innovative schools.

Implications for practice and policy include useful suggestions for the stages and order necessary in the startup of each kind of school, identification of weak spots in the process and apposite remediation, and directions for policy and decision makers.

The study provides a conceptual framework which points to the differences in the startup phase in new and innovative schools, and suggests their different functions for the educational system.