John M. Perfect, W.J. Campbell, J.W. Cuthbertson, J.C. Bailey, A.W. Brace, J.M. Kape, C.E. Michelson, H. Ginsberg, W. Kaden, J.G. Simmons, B.A. Scott, H.M. Bigford, H. Richaud, Capt. J. Fox‐Williams and H.L. Watts
The Conference on Anodised Aluminium, organised by the Aluminium Development Association and held in the new Cripps Hall at Nottingham University from September 12–14, was…
Abstract
The Conference on Anodised Aluminium, organised by the Aluminium Development Association and held in the new Cripps Hall at Nottingham University from September 12–14, was probably the first of its kind in the world and attracted nearly 300 delegates. Eighteen papers were discussed. In the following pages abstracts and conclusions from most of the papers are given, emphasis being placed on the corrosion aspects of the subject.
Chinwe H. Ikpeze and Susan M. Schultz
The purpose of this study was to examine major issues and perspectives emanating from teaching and learning during the COVID-19 pandemic and proffer ways to reimagine P-12…
Abstract
The purpose of this study was to examine major issues and perspectives emanating from teaching and learning during the COVID-19 pandemic and proffer ways to reimagine P-12 (Pre-Kindergarten to 12th grade) education to achieve equity. The research question was “What major issues/challenges arose from COVID-19 pandemic teaching, and in what ways if any can these be ameliorated?” Tierney's concept of global meaning making provided a framework for the study in addition to critical digital pedagogy. Data for the study were collected from eight P-12 teachers drawn from both urban and rural school districts in the United States. Data sources were two questionnaires administered to teachers at the beginning and end of the study as well as teachers' reflective entries. Data analysis was done using thematic analysis. The major findings indicate that poverty and digital divide were the biggest challenges that impacted teaching and learning among the urban and rural students. Another major issue was teacher and student technology proficiency. In addition, there was a low level of student engagement which was caused by family dynamics, lack of accountability, and lack of self-regulation skills. Social emotional learning received great attention because students faced anxiety and stress. Findings from this study suggest the need to create equitable learning opportunities through equitable distribution of resources to disadvantaged students. Second, there is need to train teachers and students to effectively use digital tools for teaching and learning. We need to emphasize caring relationships and reconceptualize learning spaces.
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Stacey Kaden, Gary Peters, Juan Manuel Sanchez and Gary M. Fleischman
The authors extend research suggesting that external funders reduce their contributions to not-for-profit (NFP) organizations in response to media-reported CEO compensation levels.
Abstract
Purpose
The authors extend research suggesting that external funders reduce their contributions to not-for-profit (NFP) organizations in response to media-reported CEO compensation levels.
Design/methodology/approach
Employing a maximum archival sample of 44,807 observations from US Form 990s, the authors comprehensively assess the extent that high relative NFP CEO compensation is associated with decreases in future contributions.
Findings
The authors find that donors and grantors react negatively to high relative CEO compensation but do not react adversely to high absolute executive compensation. Contributors seem to take issue with CEO compensation when they perceive it absorbs a relatively large portion of the organizations’ total expenses, which may hinder the NFP’s mission. Additional findings suggest that excess cash held by the NFP significantly exacerbates the negative baseline relationship between future contributions and high relative CEO compensation. Finally, both individual donors and professional grantors are sensitive to cash NFP CEO compensation levels, but grantors are more sensitive to CEO noncash compensation.
Research limitations/implications
The authors’ data are focused on larger NFP organizations, so this limits the generalizability of the study. Furthermore, survivorship bias potentially influences their time-series investigations because a current year large-scale decrease in funding due to high relative CEO compensation may cause some NFP firms to drop out of the sample the following year due to significant funding reductions.
Originality/value
The study makes three noteworthy contributions to the literature. First, the study documents that the negative association between high relative CEO compensation levels and future donor and grantor contributions is much more widespread than previous literature suggested. Second, the authors document that high relative CEO compensation levels that trigger reductions in future contributions are significantly exacerbated by excess cash held by the NFP. Finally, the authors find that more sophisticated grantors are more sensitive to noncash CEO compensation levels as compared with donors.
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Jieren Guan, Xiaowei Zhang, Yehua Jiang and Yongnian Yan
This study aims to obtain the mechanistic insights for the fabrication of pure copper thin wall components by selective infrared (IR) laser melting (SLM) and correlated with…
Abstract
Purpose
This study aims to obtain the mechanistic insights for the fabrication of pure copper thin wall components by selective infrared (IR) laser melting (SLM) and correlated with microstructure development, microhardness, surface morphology and phase analysis. Experimental processes for single track and selection of substrate materials have been studied using a combination of different laser powers and scanning speeds.
Design/methodology/approach
SLM of pure copper was performed on a YONGNIAN Laser YLMS-120 SLM machine using an Nd: YAG fiber laser operating at 1,060 nm in the NIR region. Single-track experiments and processing parameters are investigated through different combinations of laser power and scanning speed. The microstructure of the fabricated pure copper samples by SLM technique was analyzed by means of X-ray diffraction, scanning electron microscope equipped with energy disperse spectrometer, optical microscope (OM) and micro-hardness tester.
Findings
Steel-based substrates were found suitable for pure copper manufacturing due to sufficient heat accumulation. The width of a single track was determined by liner energy density, showing discontinuities and irregular morphologies at low laser powers and high scanning speeds. As a result of instability of the molten pool induced by Marangoni convection, cracks and cavities were observed to appear along grain boundaries in the microstructure. The top surface morphology of SLM-processed component showed a streamflow structure and irregular shapes. However, the powder particles attached to side surface, which manifest copper powders, are even more sensitive to melt pool of contour track. The crystal phase characteristics of copper components indicated increasing crystallite size of a-Cu, and the decreasing intensity of diffraction peak was attributed to the presence of defects during SLM. The maximum relative density and microhardness were 82 per cent and 61.48 HV0.2, respectively. The minimum thickness of a pure copper thin wall component was 0.2 mm.
Originality/value
This paper demonstrated the forming mechanism and explored feasibility of pure copper thin wall parts by SLM technology in the NIR region. The surface morphology, microstructure and crystal structure were preliminary studied with laser processing parameters.
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Ximena D. Burgin, Sheila Coli Coli and Mayra C. Daniel
The COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school…
Abstract
Purpose
The COVID-19 pandemic is a unique event that forced K-12 schools to rethink the delivery of instruction to protect the well-being of school system stakeholders. Teachers, school administrators and parents had to adapt to and embrace new ways of teaching and learning by utilizing available technology. The purpose of this study is to examine the challenges encountered by in-service teachers when moving from face-to-face to online teaching.
Design/methodology/approach
This study utilized a qualitative phenomenological research methodology to examine Ecuadorian and Uruguayan teachers' perceptions and experiences transitioning from face-to-face to online teaching during the COVID-19 pandemic. This comparative study used convenience sampling to include 12 K-12 teachers from Ecuador and Uruguay.
Findings
The results of this study produced two themes that evidenced the demands placed on educators. The first theme was job demands, relating to teachers' perceptions about workload, preparation time and curriculum issues. The second theme related to available support provided by the school administrators and technology issues faced by teachers and students. Even though the teachers demonstrated adaptability for educating students during the pandemic, the experiences from both countries should be considered by teacher training programs and in post-graduate professional development.
Originality/value
This article examined how COVID-19 affected teachers in Uruguay and Ecuador. Data analysis documented the challenges encountered by teachers transitioning to online learning during the pandemic. The findings inform a larger audience about the needs of teachers working online.
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When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching…
Abstract
Purpose
When the emergency transition started in the spring of 2020 in the USA, teachers had to quickly switch from traditional in-person teaching to distance and remote teaching, regardless of their level of preparation. The distance and remote learning environments and contexts were different from traditional classrooms, which significantly changed the way teachers communicated and engaged with students in learning. The purpose of this study was to explore the workplace learning experience of K-12 educators during their work transition due to the COVID-19 pandemic in the USA.
Design/methodology/approach
In total, 30 qualitative, in-depth, semi-structured, one-on-one interviews were conducted with K-12 educators in Arkansas in the USA and synthesized their experiences.
Findings
This study identified four major themes in the workplace learning experiences of K-12 teachers during the COVID-19 pandemic: major challenges in workplace learning, including limited time, information overload, lack of relevance and customization and balancing priorities; challenges specific to different subgroups, such as age differences, prior experience and access to technology; strategies of workplace learning, notably collaborative learning, on-the-job training and professional development; and support for workplace learning, encompassing both formal support from schools and districts and informal support from family, friends and peers.
Originality/value
The paper provides original insights into K-12 teachers’ workplace learning during the COVID-19 pandemic by understanding their adaptation strategies. It fills a research gap by highlighting both the challenges and support mechanisms in educational transitions during a crisis.
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Frederick R. Post and Rebecca J. Bennett
To speak of collective bargaining as a collaborative process seems a contradiction. Since 1935 when collective bargaining was institutional‐ized in the Wagner Act, the process has…
Abstract
To speak of collective bargaining as a collaborative process seems a contradiction. Since 1935 when collective bargaining was institutional‐ized in the Wagner Act, the process has assumed that the disputing par‐ties are enemies, competing for scarce resources with different objec‐tives. This article explains the implementation of a new theory of col‐lective bargaining which encourages truthfulness, candor, and the acknowledgement of shared goals and avoids the negative and self‐defeating power plays of the adversarial collective bargaining process. As a result of this process, grievances in the observed company declined from 40 per year under previous contracts, to 2 in 18 months under the current contract; anger and hostility have been nearly eliminated; and there is a real spirit of cooperation present in the plant.
A. Caroline Tynan and Jennifer L. Drayton
It is contended that the theory and practice of qualitative research is an integral part of a comprehensive marketing course. Both postgraduate and undergraduate students of…
Abstract
It is contended that the theory and practice of qualitative research is an integral part of a comprehensive marketing course. Both postgraduate and undergraduate students of marketing may be expected to be familiar with, and have experience of, qualitative techniques. Focus groups are arguably the most frequently employed qualitative technique, and as such are used as a starting point for the study of qualitative research. Their accepted advantages of speed, flexibility and economy, together with the rich data generated, make qualitative methods eminently suitable for student research, with its attendant limitations on time and money. A detailed practical guide to the procedures for planning, conducting and analysing focus groups is presented.
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This study investigated the roles and perspectives of head teachers and principals in regard to the potential for learning loss in the online setting, with a particular focus on…
Abstract
Purpose
This study investigated the roles and perspectives of head teachers and principals in regard to the potential for learning loss in the online setting, with a particular focus on conditions during the coronavirus disease 2019 (COVID-19) pandemic in Kuwait. It also addresses leadership roles and gathered organizational suggestions.
Design/methodology/approach
Structured interviews were conducted with 25 head teachers and 6 school principals, while open-ended questionnaires were gathered from 10 head teachers. Both were focused on the potential for learning loss and the reasons it may be induced. More specific subjects included leadership roles in preventing learning loss and suggestions for improvement. All interviews and open-ended questionnaires were transcribed for a subsequent inductive thematic analysis.
Findings
Participants reported high levels of learning loss in the context of online teaching during the COVID-19 pandemic. Reasons for this included political decisions made by the Ministry of Education (MoE), student attitudes and the learning environment. Participants also reported substantial involvement in leadership roles aimed at the supervision of online teaching, providing training and support for teachers, and communicating with the administration, district and parents. They also provided several organizational suggestions for reducing learning loss, including the need to improve teaching quality, assess MoE policies, and ensure an ethical online learning environment.
Originality/value
The results contribute to a better understanding of learning loss and the leadership roles that are needed to mitigate this issue both in the Middle East and internationally.