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This paper aims to review national aeronautics and space administration (NASA’s) broad investments in electrified aircraft propulsion (EAP). NASA investments are guided by an assessment of potential market impacts, technical key performance parameters, and technology readiness attained through a combination of studies, enabling fundamental research and flight research.

The impact of EAP varies by market and NASA is considering three markets as follows: national/international, on-demand mobility and short-haul regional air transport. Technical advances in key areas have been made that indicate EAP is a viable technology. Flight research is underway to demonstrate integrated solutions and inform standards and certification processes.

A key finding is that sufficient technical advances in key areas have been made, which indicate EAP is a viable technology for aircraft. Significant progress has been made to reduce EAP adoption barriers and further work is needed to transition the technology to a commercial product and improve the technology, so it is applicable to large transonic aircraft.

Significant progress has been made to reduce EAP adoption barriers and further work is needed to transition the technology to a commercial product and improve the technology, so it is applicable to large transonic aircraft.

This paper will review the activities of the hybrid gas-electric subproject of the Advanced Air Transport Technology Project, the Revolutionary Vertical Lift Technology Project and the X-57 Flight Demonstration Project, and discuss the potential EAP benefits for commercial and military applications. This paper focuses on the vehicle-related activities, however, there are related NASA activities in air space management and vehicle autonomy activities, as well as a breakthrough technology project called the Convergent Aeronautics Solutions Project. The target audience is people interested in EAP.

This chapter examines the similarities and differences in teacher education between Botswana and Lesotho to unravel “best fit” strategies specific to the needs of teacher education in different locals or populations within these two countries. We begin with an overview of the social, political, and economic contexts of each country as a lens by which to understand some of the current challenges teachers face within each country. We review the research literature to understand what teacher preparation looks like at the tertiary level and how teachers in the field maintain current knowledge and pedagogical skills in regard the content they teach. We will argue that when teaching pedagogy at the tertiary level maintains an authoritarian model of teaching with content centered, didactic instruction, and teacher-centered pedagogy there is little ability for national change in education. Likewise, if teacher education does not embed the concept of life-long learning and is not supported by both a national and local commitment to support teacher’s continued professional development the ability to sustain any change in education is thwarted.

This critical analysis investigates 23 studies on the use of video in pre-service literacy teacher preparation to gain a better understanding of the potential of video-based pedagogy for supporting pre-service teachers’ development of the complex set of knowledge, skills, and dispositions needed for teaching literacy in today’s classrooms.

This study extends what has been learned from prior reviews to investigate research focused on the use of video in pre-service literacy teacher preparation with particular attention paid to the extent to which pre-service teachers’ work with video helps them examine literacy teaching and learning in relation to race, language, culture, and power.

Working with video has strong potential for engaging pre-service teachers in reflecting on their own teaching, deepening their understanding of the challenges of engaging in literacy practices, fostering expertise in systematically describing, reflecting on, and analyzing their teaching, providing multiple perspectives on instruction, analyzing and assessing student growth, and discussing developmentally appropriate instruction. Results were mixed regarding changing teachers’ knowledge and beliefs. Overall, the tasks pre-service teachers completed did not explicitly guide them to focus on the relationship between characteristics of the diverse learners featured in the videos and issues of teaching and learning.

Literacy teacher educators could do more to take advantage of the affordances of using video to work more explicitly toward goals of helping pre-service teachers develop a critical consciousness, an inquiring stance, and a sense of agency, along with examining teaching practices that represent culturally responsive teaching. Pre-service teachers need explicit guidance in what to observe for and more focused discussion regarding their developing knowledge and beliefs about student diversity.

Exploring how racism continues to persist throughout public and nonprofit organizations is central to undoing persistent society-wide injustices in the United States and around the globe. The authors provide two cases for identifying and understanding the ways in which philanthropy’s whiteness does harm to K–12 students and communities of color.

In this article, the authors draw on critical race theory and critical whiteness studies, specifically Cheryl Harris' work to expose the whiteness of philanthropy, not as a racial identity, but in the way that philanthropy is performed. The authors characterize one of the property functions of whiteness, the right to exclude, as working through two mechanisms: neoliberal exclusion and overt exclusion. Drawing on this construction of the right to exclude, the authors present two cases: the Bill & Melinda Gates Foundation and the City Fund.

Whether intentional or not, the Gates Foundation and the City Fund each exclude communities of color in several ways: from changes to schools and districts, parents' experiences navigating school enrollment due to these changes, to academic assessments and political lobbying.

These cases provide a way for researchers and practitioners to see how organizations in real time reify the extant racial hierarchy so as to disrupt such organizational processes and practices for racial justice.

This study aims to develop and test a service‐based demographic framework for studying service quality perceptions. Specifically, the effect of level of service contact and key demographic variables of age, gender and income on service quality perceptions is examined.

A total of 224 customers of high‐ and low‐contact passenger transport services were surveyed using a self‐administered questionnaire.

The findings indicated that service quality perceptions differed according to the level of contact inherent to the service. Consumer age was also found to affect service quality perceptions; however, no differences in service quality perceptions on the basis of gender or income were found.

The results of the study enhance the understanding of service quality perceptions and provide useful insight for the management and delivery of service quality. Overall, the results suggest that managers in the train travel industry need to take the level of contact as well as the views of certain demographic segments into account if they want to maximize perceived service. Demographics provide managers with a means of determining which segments of the market are feasible in terms of achieving greater market penetration. The findings of this study show the importance of considering variables relating to individual characteristic or the service itself when investigating service quality.

Prior research has not examined empirically whether service quality dimensions vary on the basis of service type; thus, this paper contributes to knowledge in this field.

We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students.

The paper explores using poetry as a research method to reveal the learning experiences of adult learners, who have often had disruptive experiences of the formal schooling system and return to study in community-based education spaces. Inspired by Laurel Richardson’s transgressive technique of presenting sociological data through poetry as method, we use poetic representations of these learners' lives alongside case study research methodology. The research was conducted in conjunction with Neighbourhood Houses in Victoria, Australia. Qualitative data were generated through conducting multiple case studies of learners across various adult community education (ACE) sites. In this research, some case studies were presented in the traditional method of writing biography, others were written in the form of found poetry, which we refer to as data as poetry and text. The paper uses found poetry through participant-voiced poems written from interview transcripts. We argue this method of inquiry better represents the participants' learning, lives and experiences in the formal neoliberal education system prioritising performativity, categorising and ranking students. Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research. These poetic representations of data reveal learner experiences in an embodied and agentic way while providing readers with a deep and rich understanding of these crucial adult learning spaces.

Our findings highlight the benefits of using poetry to communicate data in case study research as it effectively represents the experiences of adult learners' lives in a creative and concise form, transgressing normative practices of writing education research.

This research paper is empirical research and has not been submitted elsewhere for publication.

The financial analysis of international investment decisions is complex. The basic methodology which homes in on incremental cash flows needs to be refined in order to focus upon cash flows which are remittable to the parent company, for it is only these that would logically add shareholder value. Build in the complications of two lots of tax and changing exchange rates and the equation looks anything but simple. But there is another complexity too which renders the traditional discounting methodology less than wholly appropriate. And this applies not just to international investment but to any situation where capital is committed with an option to expand or curtail embedded in it. This is not to say that the typical model cannot be adapted to meet the situation. It can and it is not too difficult.

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.