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Robin Hood had clearly now become a serious problem. Previously he had been known for taking from the rich, giving to the poor and fighting against injustice and tyranny. Much of the proceeds of his robberies had also gone towards raising a ransom to free Richard the Lionheart from an Austrian dungeon where he had been imprisoned by Leopold V of Austria on his return home from the Third Crusade. When Richard returned to England, taking back his rightful place on the throne, all had been well for a number of years. However with Richard restored to the throne, Robin had lost his purpose in life. There was no longer any justification for living as an outlaw in Sherwood Forest or for robbing the rich, and so Robin had grown old and disillusioned. After a while, the carriages carrying the King's tax revenues in the Nottinghamshire area had begun to be attacked again. The raids were well planned and executed and the modus operandi bore a distinct resemblance to the raids carried out by Robin's band in the years when they had been outlaws.

Teaching drawing in architectural education raises questions regarding the representation of spatial experiences: to what extent can sensory experiences of space be intensified through observing and drawing and, perhaps equally important, what those drawings would look like?

In the context of their drawing classes, the authors started to inquire the discrepancy between conceiving and perceiving space, and the aptitude of representing spatial concepts upon a two dimensional surface. Through observation and translating observation into drawings, students discover that conventionalised ways of drawing, such as linear perspective, only reveal part of the story. While linear perspective remains the dominant way of representing space, obviously visible in photography, film, 3D-imaging and architectural impressions, the authors started looking for ways of drawing which inquire possibilities of expressing spatial experiences. Drawing as an activity which is able to enhance spatial understanding, rather than as a tool to communicate virtual spaces. Next to drawing as a ‘skill’, which can be learnt, the drawing classes started to inquire non-visual aspects of space by analysing attributes of spatiality, which are difficult to convey through two dimensional drawings.

Starting from a contextualisation of spatial drawing within architectural practice, the article examines the discrepancy between geometric space and lived space, in order to reveal the dubious role of linear perspective within (architectural) culture and history. After a brief return to how we imagined and represented space in our childhood, the article presents a series of practice based examples. Drawing on the authors’ teaching practice, it illustrates possibilities to expand our visual language by exploring space and spatiality through observing and drawing.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

The interaction of a global model (GM) and a local (regional) model (LM) of heat flow is considered under the framework of so‐called “one‐way nesting”. In this framework, the GM is constructed in a large domain with coarse discretization in space and time, while the LM is set in a small subdomain with fine discretization.

The GM is solved first, and its results are then used via some boundary transfer operator (BTO) on the GM–LM interface in order to solve the LM. Past experience in various fields of application has shown that one has to be careful in the choice of BTO to be used on the GM–LM interface, since this choice affects both the stability and accuracy of the computational scheme. Here the problem is first theoretically analyzed for the linear heat equation, and stable BTOs are identified. Then numerical experiments are performed with one‐way nesting in a two‐dimensional channel for heat flow with and without radiation emission and linear reaction, using four different BTOs.

Among other conclusions, it is shown that the “negative Robin” BTO is unstable, whereas the Dirichlet, Neumann and “positive Robin” BTO are all stable. It is also shown that in terms of accuracy, the Neumann and “positive Robin” BTOs should be preferred over the Dirichlet BTO.

This study may be the first step in analyzing BTO accuracy and stability for more general atmospheric systems.

The landscape for doing business in America is marked by products liability litigation. Americans have gained a reputation for being extraordinarily litigious. While the existence of any products liability "crisis" is the subject of heated debate, the simple fact remains: potential legal exposure – civil, administrative and, in some instances, criminal – is a legitimate concern for any manufacturer. Embracing and implementing quality concepts, principles and techniques yields numerous rewards in the event of litigation. This paper considers the current legal climate, looks at factors relating to product liability, and gives details of some relevant cases. It examines the litigation benefits of a quality assurance framework and quality management and concludes that such systems are an advantage to a defense attorney defending such a company in case of litigation.

This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition.

This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis.

The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions.

As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses.

The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.

The Robin iteration procedure is a technique for the FEM computation of electromagnetic scattering fields in unbounded domains. It is based on the iterative improvement of the known term of a non‐homogeneous Robin condition on a fictitious boundary enclosing the scatterer. In this paper it is shown that the procedure is equivalent to the application of the Richardson method to a reduced system and that the use of GMRES significantly reduces the computational effort.

The first statutory meeting of the Pure Food and Health Society of Great Britain was held on October 16 at the registered offices of the Society, 20, Hanover Square, W. LORD CAMOYS, Chairman of the Executive Committee, presided. In opening the meeting LORD CAMOYS said:—

This paper aims to provide academic instruction librarians with a model for integrating concepts from the Association of College and Research Libraries (ACRL) Framework into “one-shot” library instruction sessions without losing the practical experience of searching the library resources.

The authors adapted the Cephalonian method as the structure of first-year library instruction sessions for an English composition class. The sessions were re-designed to emphasize the core concepts of information literacy while incorporating active learning activities and discussion.

The authors found the Cephalonian method to be a useful structure for incorporating aspects of the ACRL Framework into the first-year library instruction program. The call-and-response format fosters conversations and leads seamlessly into hands-on activities. When used as part of “flipped” instruction, the Cephalonian method allows instructors to engage students who have completed the online portion and those who have not.

This paper offers librarians practical ideas for incorporating the information literacy concepts outlined in the ACRL Framework into one-shot instruction sessions.

With the recent adoption of the Framework for Information Literacy for Higher Education by ACRL, there is a need for practical examples of how to incorporate the frames into existing library instruction programs.

Nobody concerned with political economy can neglect the history of economic doctrines. Structural changes in the economy and society influence economic thinking and, conversely, innovative thought structures and attitudes have almost always forced economic institutions and modes of behaviour to adjust. We learn from the history of economic doctrines how a particular theory emerged and whether, and in which environment, it could take root. We can see how a school evolves out of a common methodological perception and similar techniques of analysis, and how it has to establish itself. The interaction between unresolved problems on the one hand, and the search for better solutions or explanations on the other, leads to a change in paradigma and to the formation of new lines of reasoning. As long as the real world is subject to progress and change scientific search for explanation must out of necessity continue.