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This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs.

Interview transcripts from seven students were analyzed thematically for conceptions of making and learning. Lesson plans were also coded for elements of making, and the authors compared students’ articulated ideas about making with the practical implementation of making in their designs.

Students reflected on the nature of making and the possible benefits and tensions surrounding the use of making for learning. Multiple students discussed benefits for their future learning and careers. Comparisons between interview and lesson plans highlight both successful alignments and key gaps in the application of making principles, including struggles that students encountered when translating their beliefs about making into real-world pedagogy.

Given the limited sample size, future research should explore the extent to which educators in other contexts encounter similar or different obstacles in their development of maker-focused pedagogies.

Findings can be used to inform future maker education courses to better support students in successfully translating core principles of making from general beliefs into effective and practical pedagogical strategies.

Despite widespread interest in combining making with educational spaces, much remains to be understood about the strategies that educators use to integrate elements of making into their pedagogy. This study contributes discussions of the benefits and tensions that maker educators may encounter when blending tenets of making with the needs of formal education.

For one merit-based undergraduate scholarship program at Washington University in St. Louis (the University), discovery and dialogue have been essential to the program’s nearly 30-year existence. Named for Dr. John B. Ervin, the first African American Dean at Washington University in St. Louis, the John B. Ervin Scholars Program has attracted, recruited, retained, and graduated over 600 students deemed to exemplify extraordinary commitments to four pillars – scholarship, leadership, service, and diversity. Because the Program’s administrators have cultivated a community grounded in discovery and dialogue, the Ervin Scholars’ resolve to foster a more just and equitable society has deepened over time, perhaps preparing them for this time in which universities, this nation, and our world face crises over race. This resolve has manifested the last few years as Ervin Scholars have responded quickly to racial issues at Washington University in St. Louis and throughout the nation.

With its 30-year foundation, the John B. Ervin Scholars Program continues to develop, nurture, and support young people who advance discovery and dialogue. Drawing on a number of interviews, Program and University publications, and external publications, “A Legacy of Commitment,” the second installment of the Program’s history, demonstrates how the presence, contributions, and achievements of Ervin Scholars have changed Washington University in St. Louis. The Ervin Program has been an important part of the University’s efforts to be more diverse and inclusive, and it will continue to be integral to the University’s current and future plans.

This paper aims to straighten out the research progress in the field of maker education, summarize the research hotspots and frontiers of maker education at home and abroad and provide path optimization suggestions for the research and development of this field.

In total, 751 pieces of domestic and the foreign maker education research literature from 2014 to 2021 are retrieved and screened, and literature analysis methods such as keyword analysis and clustering map analysis are used to quantitatively analyze the quantity distribution, published journals, core authors, research institutions and subject keywords of the maker education literature.

It is found that research in this field is still in the development stage, but the pandemic has severely inhibited maker education and related research. Frontiers at home and abroad have begun to pay attention to the impact of humanistic care on maker education. Strengthening the dialog between multidisciplinary theories requires cross-disciplinary research. Regional and cross-field cooperation and fully grasping the actual situation and constraints of the development of maker education are the cornerstones of bold innovation in maker education research.

This paper uses bibliometric analysis to reveal the severe challenges to the development of maker education due to the normalization of the epidemic. By excavating the research hotspots and research frontiers in this field, it fills the gap that the current research in the field of maker education has not yet formed a complete theoretical framework and evaluation system.

The purpose of this paper is to explore three different types of digital environments for mathematics learning that may support mathematical play and the failure and feedback mechanics present in each.

Interaction analysis and the lenses of failure, feedback and mathematical play are used to analyze the mathematical interactions afforded by three different digital environments.

Each digital environment supports or restrains the potential for mathematical play through mathematical representations, failure and feedback.

The primary contribution of this paper is to highlight different ways in which digital failure and feedback designs can influence the emergent experience of mathematical play.

It was a typical Wednesday in Room 4. Wednesday mornings meant time for Invitations. A time cherished and enjoyed by the intermediate students in Ruth’s elementary classroom. Invitations were a time for small groups of students to work together across disciplines on self-selected topics offered by the teacher but grown from student interests. On a weekly basis students signed up for Invitations – sometimes sticking with a topic for several weeks and sometimes attending to a new topic each week. Topics ranged anywhere from using technology, taking apart CD players to discover how they work, exploring media coverage of current events, debating social issues, dissecting plants, to making maps. Students then worked cooperatively in student-facilitated groups to use multiple ways of knowing, and available resources and materials to ask important questions, to investigate issues of significance, to pursue possibilities, and to inquire with others.

The objective is to ascertain and amalgamate the extant data about farmers' plans for climate change adaptation and mitigation. The chapter provides comprehensive insights to help farmers and policymakers make informed and relevant decisions.

We conducted five-step scoping review procedure with key databases: Scopus, ProQuest, Science Direct, Springer Link and PLOS ONE. The keywords including climate change AND Agriculture AND production AND rice AND farmer AND farming AND mitigation AND adaptation AND resilience AND Indonesia focusing on publications from 2013 to 2023. We employed PRISMA-Scr protocol and data were thematically extracted using NVivo 12 Plus tool.

The search yielded 878 records, of which 116 were screened in full text, and 37 were included in the review. Key findings indicate that adaptation strategies and management planning involving social capital and social networks are essential for anticipating and responding to climate change-induced disasters. The collaboration between farmers, farmer groups, government and NGOs is pivotal for climate change mitigation.

The research implications highlight the need for targeted policy interventions and capacity-building initiatives to enhance farmers' knowledge and skills in climate change adaptation, fostering collaboration among various stakeholders.

The originality and value of the paper lie in the comprehensive review of the adaptive measures and strategies employed by farmers in Indonesia to mitigate the impacts of climate change on agriculture. This contribution is significant as it not only addresses local challenges but also connects them to broader global discussions on food security and climate adaptation.

THE news that our royal President has been promoted to the command of a frigate sugges an increase rather than a relieving of naval duties. Our pleasure in the announcement is qualified by the fear that the further demands may make his presence with the Library Association in September even more difficult than it seemed to be a month ago. This is pure speculation on our part, but we are aware of the eagerness with which librarians look forward to the central event of the Centenary Year. We are assured that the matter is in good hands and at the right levels.

In a recent issue of the Municipal Journal there appeared a short but apparently inspired article on the subject of London Government, in which is foreshadowed another drastic and apparently imminent alteration of the system of local administration at present in operation in the Metropolis.

This study examines emotionologies (Stearns & Stearns, 1985), that is, attitudes that members of an inter-organizational information systems (IOIS) project hold toward emotions and their appropriate expression and regulation in this project. In order to understand attitudes toward emotions and emotion regulation, we suggest the adoption of the concept of emotion structure, consisting of emotion rules and resources (Callahan, 2004).

To investigate the kinds of emotionologies present in this IOIS development project, we have chosen a qualitative case study approach. Our data consists of 41 qualitative interviews, collected in two phases.

We trace how emotion rules and corresponding emotion regulation strategies change among the sub-groups working in the project throughout their first year of collaborating. We show that organizational actors are skilled emotion managers, whose behavior is guided not only by many collective emotion rules (professional, organizational, social) but also by personal emotion rules. Our findings also suggest the need to critically reflect on certain emotion rules, such as those pertaining to the expression of fear and anger, and their potential positive and negative implications on project work.

We argue that group emotionologies with their professional, organizational, and social emotion rules interact with personal emotion rules, resulting in interesting emotion regulation strategies that often try to minimize emotional dissonance, sometimes at the expense of risking open conflict among project members. With this in mind, one theoretical and practical suggestion is to further explore the potential constructive implications of experiencing and expressing fear in projects.

Small and medium enterprises (SMEs) of emerging economies play a key role in driving a country’s economic development. Business-to-business (B2B) SMEs of emerging economies play a key role in driving a country’s economic development. Past researchers have recognized that such impacts are simply magnified by B2B entrepreneurs. However, the performance of B2B SMEs and the contributory factors behind such performance has got limited attention. This study aims to explore factors impacting the performance of B2B SMEs of emerging economies as viewed by SME owner-manager.

In this study, we have taken Indian B2B SMEs as our focal point of study. Primary data has been collected from the owner-manager of auto component SMEs of India. This study has examined direct and indirect (mediating) effects of predictors on outcome variables. In this study, structural equation modelling was used through AMOS 22 and the default method-maximum likelihood for estimating the model.

The result shows that entrepreneurial orientation (EO), growth orientation (GO) and market orientation (MO) directly impact the performance of B2B SMEs. It also reveals that brand orientation (BO) mediates the relationship between EO, GO and MO and performance for B2B SMEs. The result advocates that for B2B SMEs operating in emerging economies, being brand-oriented is a prominent strategic move for sustainable performance.

The current empirical research to bridge the research gap in the context of B2B SMEs from emerging economies by exploring important factors, propose their impact on the performance of B2B SMEs and empirically test those hypothesized relationships. This study deciphers that being brand-oriented impacts the entrepreneurial spirit, growth objectives and market readiness of the B2B SMEs and, in turn, influences the performance of B2B SMEs. The study advocates that B2B SMEs from emerging economies should adopt a BO approach and they should invest in the brand-building process.