Search results

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.

This paper aims to describe main ideas and demonstrates results of the research activities carried out by the authors in the field of optimal design concepts for induction heater for surface hardening. The main goal of the research studies is the application of different optimization methods and numerical finite element method (FEM) codes for field analysis to solve the optimal design problem that is mathematically formulated in terms of the one of the most important optimization criteria for surface hardening technology, e.g. maximum temperature uniformity within the hardening surface layer.

Evolutionary algorithm based on Adaptive Gaussian Process-Assisted Differential Evolution for MEMS Design Optimization (AGDEMO) and alternance method of parametric optimization based on optimal control theory are applied as effective tools for the practice-oriented problem for optimization of induction heater design based on non-linear coupled electromagnetic and temperature field analysis. Different approaches are used for combining FEM codes for interconnected field analysis and optimization algorithms into automated optimization procedure.

Optimization procedures are tested and investigated for optimal design problem solution on the examples of induction hardening of steel cylindrical billet.

Solved problems are based on the design of practical industrial applications. The developed optimization procedures are planned to be applied to the wide range of real-life problems of the optimal design of different electromagnetic devices and systems.

This paper describes main ideas and results of the research activities carried out by the authors in the field of optimal design of induction heaters for hardening based on numerical coupled electromagnetic and temperature field analysis. The implementation of the automated procedure that combines a numerical FEM code for coupled field analysis with an optimization algorithm and its subsequent application for designing induction heaters makes the proposed approach specific and original. This paper also demonstrates that different optimization strategies used (evolutionary algorithm based on AGDEMO and alternance method of optimal control theory) are effective for real-life industrial applications for optimization of induction heaters design.

Federal attempts to stimulate technological innovation have been unsuccessful because of the application of an inappropriate policy framework that lacks conceptual and empirical knowledge of the process of technological innovation and fails to acknowledge the relationship between knowledge production, transfer, and use as equally important components of the process of knowledge diffusion. This article argues that the potential contributions of high‐speed computing and networking systems will be diminished unless empirically derived knowledge about the information‐seeking behavior of the members of the social system is incorporated into a new policy framework. Findings from the NASA/DoD Aerospace Knowledge Diffusion Research Project are presented in support of this assertion.

The aim of this paper was to explore commonalities between HIV/AIDS-related conditions, obesity and other disabling impairments as health-related barriers that limit opportunity and advancement in society and the workplace. Taking a number of examples from original fieldwork and European Union (EU) and United Kingdom (UK) law, we posited that ‘disability discrimination’ under EU law remains an indefinite, imprecise and incomplete area that requires greater alignment with the social model of disability. The principle attributes of societal discrimination towards people living with HIV and obese people are that these conditions are perceived to be primarily or in some instances, solely caused by controllable factors related often to behaviours and lifestyle choices. Strong beliefs that these conditions are controllable are perceived as a justification and in some instances encouragement for the creation of stigma and discriminative behaviours that are unjust and uninformed. The structure of the paper is as follows. First, this paper postulated how and why stigma exists towards both individuals with disabilities and also obese individuals and people living with HIV; second, reviewed the legal framework on disability discrimination in both UK and EU courts that are directly relevant to the concepts of obesity and HIV-AIDS; third, presented critical thoughts as to the extent to which emerging decisions of the Court of Justice of the EU concerning obesity and HIV-AIDS accord with the social model of disability and fourth, offered an analysis of the implications of the UK and European framework and suggested possible interventions in this area.

Collective bargaining significantly impacts education policies, especially at the school district level. Its reach extends to consequential issues such as teacher evaluation and pay, to name a few. Because of this close link, education stakeholders disagree about the role of bargaining in education. On the one hand, some argue for the complete elimination of bargaining rights of teachers. This, according to some, will allow administrators the freedom to implement necessary reforms without the obligation to negotiate with unions. On the other hand, some note that collective bargaining provides a channel for teachers to voice their expertise in education. Under this view, bargaining is an essential component of advancing policy initiatives. Regardless, because collective bargaining is a creature of state statute, any modifications to those rights must occur by operation of law. Put another way, the law concerning collective bargaining plays a pivotal role in moderating the influence of unions and administrators regarding education policy. Given this interrelationship, a thorough exploration of the issue is warranted. Accordingly, this chapter will: (1) discuss the historical and legal framework of collective bargaining in public education; (2) highlight the ongoing debate regarding the appropriate role, if any, of it (and unions) in education policies; (3) identify significant changes to collective bargaining statutes that have occurred or have been proposed; (4) suggest recommendations to policymakers and leaders that will assist them in understanding both the potential and the limits of collective bargaining in improving schools.

EVERY profession evolves its own argot, adopting or inventing terms which the initiated understand and accept. Such precision saves time and avoids misinterpretation. In a technical subject like time and motion study such a recognised vocabulary is specially desirable.

The purpose of this paper is to examine how data are used in classroom placement routines. The authors explore educators’ assumptions about the purposes of the classroom placement routine, detailing the ostensive (i.e. structure and template) and performative aspects of the routine itself, and the implications of data use for equity and leadership practices.

Using a multi-site case study involving in-depth interviews of teacher and school leaders and observations of meetings, the authors examined the role that data played in classroom placement routines in three elementary schools in the USA.

Findings show that educators across schools collected similar types of multi-dimensional data; however, analysis and decision-making processes varied based on their assumptions and goals. Assessing student needs holistically and balancing students across classes based on academic diversity, behavioral or socio-emotional needs, gender and teacher workload were consistent patterns. There was a distinct difference between collecting data and actually using it as a basis of decision making.

These findings highlight the importance of using in-depth observations to understand data use in schools. Educators’ assumptions and philosophies about classroom placement contributed to the pattern of discussion and decisions made throughout the routines. Delving deeper into how data are used in specific routines and organizational contexts can illuminate how data use is socially constructed and enacted for equity.

Educators who guide school routines have the power to maintain taken-for-granted assumptions about students, or to create counter-narratives.

This study provides insights into classroom and student placement processes by emphasizing the social and interactional dimensions of data use as they unfold in practice. It also extends empirical knowledge about the purposes, dimensions, and uses of data-driven decision making models.

In Egypt human capital is perceived as Egypt’s best resource, over 50% of Egypt’s population is under the age of 25. On its behalf, the Egyptian government has made a strong commitment to invest in education and to ensure that today’s students receive an education that will equip them to integrate in the Information Society (Ministry of Communications and Information Technology, 2006). Therefore, Egyptian students are expected to be taught the skills and obtain the necessary familiarity with the technologies so they can continually adapt to a work world of continuous technological innovations, and makes it easier for students to access knowledge.

The analysis of student teachers’ elaboration of their investment of ICTs either in academic or practical fields reveals that the effective integration of ICTs into Egyptian education is a complex, multifaceted process that involves not just technology competencies training but also curriculum and pedagogy revolution, institutional readiness, and well established and maintained infrastructure.

From June 2017 to May 2018, the Prison Reform Trust partnered with Families Outside to identify the particular impacts on children of a mother's involvement in the criminal justice system. This included a literature review and extensive consultations with 25 children and 31 mothers with lived experience. This chapter presents the main findings of the research, which identified five key themes: ‘Children with a mother in prison are invisible within the systems that are there to protect them’; ‘Every aspect of a child's life may be disrupted when a mother goes to prison’; ‘Children feel stigmatised when a mother is involved in the criminal justice system’; ‘Children affected by imprisonment face many barriers to support’ and ‘With the right support, children can become more resilient and develop the skills they need to thrive’. The material presented in this chapter constitutes a compelling case for reform. The chapter concludes with recommendations for action at local and national levels to protect children from the harm caused by maternal imprisonment.

The purpose of this paper is threefold: to sketch the current policy context that frames the education of migrant children in Shanghai; to explore the work lives of school leaders in the privately owned but government-supported schools; and to understand the socio-cultural and educational factors that shape the leadership practices in these schools.

This paper drew from publicly accessible policy papers and interview data with four principals leading migrant children’s schools in Shanghai.

Migrant children’s schools have received increasing policy recognition and attention. Principals of these schools have strived to adopt various leadership strategies to enhance the quality of education as received by migrant children. However, due to the institutional barriers such as hukou, multiple challenges continue to face migrant children and leaders leading migrant schools.

This is one of the first few papers that collected data from principals leading migrant children’s schools. The paper contributes to further understandings about leadership in high-needs school context and about education quality and equity in relation to programme for international student assessment success in Shanghai.

This paper seeks to identify the changes in cognition associated with becoming information‐literate, specifically, in relation to the evaluation of information. Additionally, it puts forward a model for a teaching and learning intervention that engages the learner and leads to higher order information literacy (IL) thinking. From a theoretical perspective the research integrates ideas from the fields of IL, teaching and learning, e‐learning and information behaviour (IB).

Three interventions were designed to develop the information literacies of first‐year undergraduates studying Sport and Exercise at Staffordshire University, to teach and test IL. Interventions took a blended approach and combined face‐to‐face and online social network learning (OSNL) – also referred to as social media learning (SML) – and focused on one aspect of information literacy: the ability to evaluate source material. Data were captured via interviews, focus groups and from the online discussion that was analysed thematically and categorised using task, behaviour, cognitive states, affective states, cognitive states and knowledge. This helped to evaluate the efficacy of the interventions and provided data for further analysis. This paper focuses on the cognitive data and their transitions during the interventions and, in particular, among those respondents who experienced OSNL.

The changing cognitive states, associated with IL learning were modelled and made evident key cognitive states and transitions. This is represented in the paper in diagrammatic and mathematical notation. The findings indicate the complexity of the information behaviours associated with IL including the cognitive, behavioural, cognitive and affective elements. Although the cognitive transitions are the focus of this paper, an insight is also given into an IL intervention that fosters the capability to interact critically and reflectively with information. The pedagogy that underpins these changes is indicated. The intervention, which incorporated OSNL, proved the most successful.

Undergraduate students' IB can be changed and IL developed. Additional long‐term data would have indicated whether this intervention had a lasting impact on the undergraduates.

IL practitioners should consider incorporating OSNL and assessment in their interventions. Incorporating discussion, reflection and peer‐to‐peer assessment is likely to lead to deeper learning when teaching IL.

The research adds detail to the understanding of the cognitive, behavioural, affective and cognitive states associated with IL and makes explicit how these may change, as the learner becomes information‐literate.

AFTER‐CONFERENCE time is the period of reflection, and this year one involving several interests. There was uttered on the platform a warning that the question of the government control of public libraries was in the air; and Mr. Jast rigidly deprecated the discussion of the matter as a bye‐product of another subject then being debated. Library authorities and librarians, however, are asking for a lead from the Library Association, the only body competent or authorized to give it, and no doubt this will form the cardinal “policy” question of the winter.

Wineries today are faced with the prospect of having to include environmental sustainability into their practices but implementation can be hard, complicated or even undesired. This research aims to examine firm features, specifically winery size and foreign direct investment, as potential sources of variability regarding environmental sustainability attitudes and practices.

Questionnaires were administered via telephone interviews with 63 wineries in France. Production surface and wine activities in other countries were the independent variables examined as potentially predicting environmental sustainability attitudes and practices, leading to competitive positioning and perceived firm success.

The findings clearly show that bigger wineries are more likely to practice environmental sustainability, but they do not necessarily have more positive attitudes toward environmental sustainability. For winery managers, firm size and environmental sustainability practices interact because they are perceived to lead to competitive advantages such as augmented product quality and better innovations. Larger firms are also more sensitive to micro pressures emanating from customers, competitors and distributors regarding environmental sustainability. Finally, wineries engaging in foreign direct investments have more positive attitudes toward and engage in more environmental sustainability practices than firms that remain domestic.

Rather than comparing firms that are environmentally sustainable versus firms that are not, this research examined actual firm characteristics that may influence management’s propensity to engage in environmental sustainability practices. This research provides explanations for why there are augmented environmental sustainability practices by larger wineries and the sources of subjective norms encouraging larger wineries, versus smaller wineries, to practice environmental sustainability.

This study aims to consider assurance of learning among undergraduate business students enrolled in capstone business strategy courses using the GLO-BUS competitive simulation. Gender, academic major and business core course performance were examined.

Participants were 595 undergraduate capstone business students from 21 course sections taught over a four-year period. Variables included learning assurance measures, simulation performance, gender, major, business core course grades, capstone course grade and cumulative grade point average. Correlations, linear regression, multiple regression and multivariate analysis of variance (MANOVA) were used to analyze the data.

Learning assurance report scores were strongly related to simulation performance. Simulation performance was related to capstone course grade, which, in turn, was significantly related to the grade point average (GPA). Core business courses were related to learning assurance and performance indicators. Significant differences for gender and degree major were found for academic performance measures. Women and men did not differ in simulation performance.

Limitations include the use of one simulation (GLO-BUS) and studying students at one university taught by one professor. Assurance of learning measures needs further study as factors in business program evaluation. Future research should analyze post-graduate performance and career achievements in relation to assurance of learning outcomes.

This study conducts empirical analyses of simulation learning that focuses entirely on direct measures, including student characteristics (gender, major), learning assurance measures, business core course grades, capstone course grades and student GPAs.

The purpose of this paper is to identify push and pull factors that motivate decision makers to choose wedding banquet venues, and to explore the relationships between the motivational factors and demographic information.

The initial questionnaire was pre-tested involving a sample of six graduate students in a hospitality management program of a major university in the Midwestern USA. The wordings were changed based on their feedback. The final survey was consisted of three sections: push motivations, pull motivations, and demographic information. In the first section, 13 push motivation statements were employed to investigate decision makers' reasons for selecting a wedding banquet venue.

The four push factors identified included “seeking relaxation and knowledge,” “fulfilling prestige,” “escaping from daily routine,” and “social networking.” The six pull factors were composed of “budget,” “atmosphere,” “facilities,” “wedding services,” “transportation,” and “service and quality.”

The study helps event industry practitioners understand consumers’ motivations of choosing wedding venues and predict consumers’ behavior. It further suggests marketing strategies to effectively communicate with existing and potential consumers.

This article surveys the literature dealing with theory and applications of life cycle costing (LCC). It deals with the literature published in the last 25 years and provides 667 references.

We propose an alternative rationale for why some firms employ veterans, driven not solely by benevolence but also by the prospect of enhanced outcomes. Financially, hiring veterans could correlate with improved stock market performance for the hiring company while aligning with corporate social responsibility (CSR) initiatives. Our study centers on the stock market performance of companies hiring veterans. It aims to underscore a lesser-known facet of the veteran employment discourse and its connection to the hiring firm's financial performance.

This paper evaluates the stock market performance of three VETS portfolios (made of companies that hire veterans) compared to the benchmark SPDR S&P 500 ETF. Using a modular approach, we create three VETS passive indices: VETSEW (equal-weighted index), VETSPW (price-weighted index) and VETSVW (value-weighted index). The study analyzes the annual returns, portfolio allocations, risk-adjusted performance metrics and style analysis of the portfolios from January 1, 2020, to December 31, 2022.

The findings indicate that all three VETS portfolios outperformed the benchmark, with higher ending balances and superior risk-adjusted ratios such as the Sharpe and Sortino ratios. Notably, the portfolios demonstrated resilience during challenging periods, including the COVID-19 pandemic, subsequent recovery and an inflationary period.

Limitations include the paper's focus solely on stock returns, suggesting a need for broader financial and management ratios. Moreover, a deeper exploration into how veterans contribute during turbulent times is suggested for further investigation. Although the study touches upon the financial performance of veteran-focused companies during challenging economic times, it does not extensively delve into the specific ways in which veterans add value under such circumstances, presenting an opportunity for further exploration.

Firms that employ veterans amid the COVID-19 pandemic demonstrate favorable risk-adjusted returns, underscoring the potential of veterans as valuable crisis-time assets. Our research further underscores the correlation between veteran hiring and enhanced financial prowess. These insights carry significant policy implications, including CSR initiatives for hiring veterans, skill translation and training and collaboration with veteran organizations.

The paper's findings suggest significant implications: (1) Policymakers could incentivize firms to hire veterans through tax benefits or grants, leveraging their skills for organizational resilience. (2) Collaborative efforts between policymakers and firms can promote responsible hiring, boosting a company's reputation through diversity and inclusion, positively impacting society. (3) Support for skill translation from military to civilian jobs is crucial. Programs certifying skills and tailored education aid veterans' successful transition into the workforce. (4) Collaborations between policymakers, veteran organizations and private sector entities can create networks, job placements and support systems for veterans' employment.

Numerous prior studies within the domain of corporate social responsibility have predominantly neglected the contributions veterans offer to businesses and the underlying reasons behind firms' decisions to employ them. Our research uniquely concentrates on the stock market performance of companies that choose to hire veterans.

In this chapter, I uncover the jail diaries of a revolutionary woman of the 20th century Pakistan, Akhtar Baloch. Although feminism in Pakistan has oscillated between liberal and postcolonial camps, through reading Akhtar's diaries, compiled as Prison Narratives (2017), I center Akhtar's own struggles for Sindh, along with the resistance of the women she met in the prison convicted for the murders of their husbands, to better theorize Marxist Feminism in Pakistan that overturns the structures that commodify women through love and revolution. My article will show the commodification of women's bodies; the “sale” of women through marriage as the goal of this commodification; the lovelessness and alienation women experience in commodified marriages; the unexpected fall in love with someone whom it is subversive for the commodified wife to love; the subversion of this unexpected event that leads to the attempted resolution of this tension through murder; the separation of the lovers through the incarceration of the woman by the capitalist-patriarchal state; and finally, the unexpected outcome (albeit the most common one) that the male lover abandons his female lover once she's jailed, but the defiantly brave female lover finds platonic love in jail through close female friendships with other women who are similarly brave in both love and in revolution. Through this exposition, I show that Akhtar's diaries provide a way for us to build on Marxist Feminist theory through a theory of love and revolution from a Sindhi feminist perspective.

The themes of love, commitment and honour are explored within the context of the American Mafia. In most capitalist-focussed conventional organizations managers acquire assets and income through exchanges, through wages, direct operations and build cultures and cultural norms (Friedman, 1970). The authors argue the Mafia organization has similarities and differences to conventional organizations, differences being in how money is acquired and in ethical behaviours which could be described as counter to what is the expectation of conventional organizations. Parallel to the Christian Ten Commandments, baptism and initiation rituals existing within the Mafia are drawn that provide insights into Mafia values that guide behaviours. Honour as a key Mafia value is argued in this article as being a misnomer, being more reflective of dishonourable values of revenge, fear and punishment. Love and commitment within Mafia families¹ including roles of women are examined. It appears that love for family appears secondary to primary commitment to the Mafia Family. This paper contributes to literature on the Mafia in highlighting how ‘love’ and virtues are relative terms from which unethical acts can be justified within Mafia codes of behaviours. Also highlighted is that organizations valuing vice can survive and sustain if shrouded in secrecy rather than transparency. In the Mafia organization as in conventional organizations, codes of behaviours and commitment central to all money-making organizations are a key to survival.

Increasing income inequality particularly since the economic crisis of 1997 has called attention to the issue of growing educational inequality in South Korea. Although much recent research has been directed at understanding the socioeconomic gap in academic achievement, few studies have empirically examined how this gap has changed over time during the past decade in South Korea. Using nationally representative data for the most recent three cohorts (1999, 2003, and 2007) of eighth-grade South Korean students from Trends in International Mathematics and Science Study (TIMSS), this study examines trends in the relationship between socioeconomic background and student achievement. The eighth-grade TIMSS data demonstrate that the influence of socioeconomic background on student achievement has increased over time during the past decade, offering evidence of growing educational inequality in South Korea. Various factors may contribute to higher educational inequality, including the widening income gap and recent educational transformations geared toward school choice and tracking.

This volume is dedicated to furthering our understanding of the importance of context in the development and application of leadership theory, advancing our knowledge of when, how, and under what conditions context matters most. Leadership is fundamentally a contextual phenomenon, constantly evolving, changing, and being applied in a specific environment. In this introductory chapter, I highlight key themes and aspects of dynamic and often paradoxical leadership across a wide domain of industries and contexts. First, I examine the importance of context across the chapters of the volume, including different domains, to different degrees, and from different theoretical angles. In some of the domains, context shapes the style or type of leadership that is needed, while in others, the context highlights to an extreme degree the aspects of leadership that may be invisible or less salient in different settings, but nevertheless characterize most leadership situations. I subsequently provide an overview of each of the chapters of the volume, examining leadership in the context of sports and competition, extreme “life or death” contexts, creative industries, and values-based and caring organizations. The four parts of the volume highlight leadership themes and connections across contexts and settings, including adaptability, dealing with paradox, and relational leader–follower and team dynamics.

This paper describes the origin and work of an independent research and development facility whose role is to catalyse the development of broadband applications for education. The paper describes how a three pronged approach is helping content developers understand the opportunities and make use of good research and practice in learning to develop the kinds of application that make use of emergent technologies, creative skills of the media industry and of educational thinkers, practitioners and researchers. Media streaming in itself does not make a contribution to education, and owners and developers of such technology need to develop a dialogue with other actors. This paper describes one such actor that works to catalyse and mediate between the many actors that are needed to make successful experiences and provides two concrete examples of activities that are providing a demand for streaming.

This research investigated the use of two relatively new technologies, abrasive flow machining (AFM) and stereolithography (SL), to minimize the time to develop a finished prototype. Statistical analysis was used to determine effects of media grit size, media pressure, build style, build orientation and resin type on flatness, material removal rate and surface roughness. Results indicated that media pressure, grit size, and build orientation were significant in at least one of the experiments performed. Scanning electron microscope (SEM) images showed the stair‐stepping effect of the SL process before AFM and the removal of the stair‐stepping after AFM. The SEM images showed a lack of typical AFM flowlines on the surface and suggested that the workpiece material is removed by brittle fracture. Data dependent systems analysis techniques were also used to study the surface roughness profiles.

When a small schoolboy I became acquainted with the proverb Fames optimum condimentum. Nevertheless, millions of human beings, perhaps because they have little experience of famishment, persist in taking other condimenta with their food two or three times a day. Some of them, having satisfied their hunger, slake their thirst with products of a brewery—most of the commoner condiments not being even remotely associated with brewing. I have spent many years in efforts to secure that foods are called by their proper names. Egg powder, Devonshire hake, tonic cocktails, queer liquors containing isopropyl alcohol or even methyl alcohol, phoney blended whiskey—how would food lawyers have lived if these and other wrongly described goods had never come on the market ? Though a rose by any other name may smell as sweet, a dandelion called a rose does not. And those who administer the food laws have come across many examples of articles labelled on the principle of lucus a non lucendo. How these old tags stick in one's memory.

This conceptual paper takes identity, digital technology, young people and education as a combined starting point and suggests how to research young people’s identity practices in and out of school. Today’s young people form their identities in a world that is increasingly imbued by digital technologies. What is evident too is that these technologies and the use of them are not restricted to one single context. Rather, digital technologies mediate multiple contexts simultaneously – to an extent where they collapse. This means that school and leisure time, public and private, digital and analog, virtual and material, time and place, social contexts and audiences, through digital technology, merge in various ways in young people’s identity practices and everyday life.

Little is known about what identity practices in collapsing contexts means to young people in their lives and how educators and others can support them. Most studies to date investigate digital technology use as a discrete phenomenon and few studies concern young people’s identity practices in contexts, as they occur. In an increasingly digital world, where dependency on digital technologies continues this forms an urgent knowledge gap to bridge. In particular to guide educators, and others, who support young people as they live and learn through interconnected spaces in and out of school. The conceptual approach of this paper is of importance to better understand how to bridge this gap.

This paper suggests a research approach that extends previous research at the intersection of identity, young people, digital technology by outlining extended ways for thinking about identity in a digital world that can be useful for investigating identity as an existential practice, extending beyond identity representations, in conditions mediated by contemporary digital technologies and in collapsing contexts. What is also included are methodological considerations about researching young people, identity and technology as dynamic research objects, rendering a holistic approach.

It is a conceptual paper that addresses identity, digital technology, young people and education as a combined starting point to outline further research.

The Guided Tour Technique and Social Media Research is suggested as possible methodologies for holistic and ethically sensitive, empirical research on identity, digital technology, young people and education.

Case study research frequently includes collecting and interpreting stories individuals tell about their lives and event that they believe that they know about. Chapter 3 discusses storytelling theory and describes case study research in consumer behavior of stories that consumers tell about buying and using products and services. Storytelling is pervasive through life. Much information is stored, indexed, and retrieved in the form of stories. Although lectures tend to put people to sleep, stories move them to action. People relate to each other in terms of stories — and products and brands often play both central and peripheral roles in their stories. To aid storytelling research in consumer psychology, this chapter develops a narrative theory that describes how consumers use brands as props or anthropomorphic actors in stories they report about themselves and others. Such drama enactments enable these storytellers to experience powerful myths that reflect psychological archetypes. The chapter includes findings from case study research that probes propositions of the theory. Implications for consumer psychology and marketing practice follow the discussion of the findings.

Purpose – To provide educators with an overview of both generalized and specific comprehension strategies applicable to the content areas.Design/methodology/approach – The chapter is organized by (a) providing a rationale for incorporating reading strategy instruction, especially at the adolescent grade range and above; (b) discussing reading strategies that are appropriate for all content areas; and (c) describing reading strategies that can be used in specific content area subjects.Findings – Research-based strategies for scaffolding comprehension in content area subjects are presented in varying levels of detail.Research limitations/implications – The strategies discussed in this chapter do not constitute an exhaustive list of strategies or approaches to content area literacy instruction.Practical implications – This is a valuable resource for educators to obtain practical guidance in providing content area reading instruction for a wide range of student ages and abilities.Originality/value of chapter – This chapter provides significant research-based information for designing and implementing content area strategy instruction.

We’re all just looking at the stars; how behavioral economics helps us understand the barriers to education programming in Tanzania.

This article uses a qualitative approach to explore the behaviorally normed barriers to quality classroom instruction that contribute towards low learning outcomes. Themed text analysis was applied to qualitative secondary data from seventeen classroom observations and teacher interviews collected from low-performing schools in rural Tanzania.

It was found that teachers in poor-performing schools in Tanzania were focused on the delivery of curriculum and pedagogy, with a misplaced belief that their pupils were performing adequately. The study found no evidence of teacher resistance to change; instead, the teachers were content and often happy to implement the reading program, believing that teaching phonics-based instruction improved their teaching approach. Teachers sought confirmation of their quality instructional practice from convenient yet inaccurate sources that did not include effective pupil assessment.

As a result of the chosen research approach, findings may lack generalizability.

While existing models of teacher change rely on logic and reason for decision-making, this paper provides evidence that teacher models of change are much more complex and irrational, aligned more closely with insights from behavioral economics (BE). Additionally, this paper justifies that traditional research frameworks that study what works provide an incomplete picture to support effective program improvement.

The application of behavioral economics to research and education programming focused on reducing the restraining forces rather than pushing incentives and other program components.