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This chapter provides a range of data that we broadly characterize as listening to preservice teachers’ perceptions and representations of teacher education programs. Our first purpose is to illustrate the variety of ways in which it is possible to listen to those learning to teach and to illustrate the rich complexity of the replies we received. Our second purpose is to illustrate how these data have encouraged and sustained us in the development of our own teacher education practices, both in the university classroom and in practicum supervision in schools.

Pat Allatt is Professor Emeritus of Sociology at the University of Teesside, U.K.Tim Dant is Senior Lecturer in Sociology at the University of East Anglia, U.K.Carolyn Dixon is a researcher and an independent artist.John Donnelly is Senior Lecturer in the Sociology and Criminology Division at the University of Northumbria, U.K.Alan Felstead is Professor of Employment Studies at the Centre for Labour Market Studies at the University of Leicester, U.K.Barbara Harrison is Professor of Sociology at the University of East London, U.K.Rosalind Hurworth is Director of the Centre for Program Evaluation within the Faculty of Education at the University of Melbourne, Australia.Nick Jewson is Senior Lecturer at the Centre for Labour Market Studies at the University of Leicester, U.K.John Martin is Principal Lecturer in Economic and Social History at De Montfort University, U.K.Ruth Martin was the Research Assistant for the “Asian Leicester” project.Sarah Pink is Senior Lecturer in the Department of Social Sciences at the University of Loughborough, U.K.Christopher Pole is a Reader in the Department of Sociology at the University of Leicester, U.K.Andrea Raggl is a Research Assistant in the Department of Teacher Education and School Research at the University of Innsbruck, Austria.Michael Schratz is Professor of Education at the Department of Teacher Education and School Research of the University of Innsbruck, Austria.Matt Smith is a Lecturer in the Sociology and Criminology Division at the University of Northumbria, U.K.Sally Walters is a Research Fellow at the Centre for Labour Market Studies at the University of Leicester, U.K.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

The purpose of this paper is to analyze and optimize synthetic jet actuators (SJAs) by means of a literature-known one-dimensional analytical model.

The model was fit to a wide range of experimental data from in-house built SJAs with different dimensions. A comprehensive parameter study was performed to identify coupling between parameters of the model and to find optimal dimensions of SJAs.

The coupling of two important parameters, the diaphragm resonance frequency and the cavity volume, can be described by a power law. Optimal orifice length and diameter can be calculated from cavity height in good agreement with literature. A transient oscillation correction is required to get correct simulation outcomes.

Based on these findings, SJA devices can be optimized for maximum jet velocity and, therefore, high performance.

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.

The ability for learners to interact online via their avatars in a 3-D simulation space means that virtual worlds afford a host of educational opportunities not offered by other learning technology platforms, but their use also raises several pertinent issues that warrant consideration. This chapter reviews the educational use of virtual worlds from a design perspective. Virtual-world definitions are explored, along with their key educational characteristics. Different virtual-world environments are briefly contrasted, including Second Life, Active Worlds, Open Sim, and Minecraft. A wide variety of virtual-world uses in schools and universities are examined so as to understand their versatility. Key educational benefits of virtual worlds are distilled from the literature, such as the ability to facilitate 3-D simulations, role-plays, construction tasks, and immersive learning. Emergent issues surrounding the use of virtual worlds are also analyzed, including cognitive load, safety, and representational fidelity. One higher education and one school level vignette are provided in order to offer more detailed insight into the use of virtual worlds in practice. Recommendations for learning design and implementation are presented, based on the thematic analysis of contemporary virtual-worlds research.

The purpose of this paper is to investigate how R&D originality functions in an open innovation process after the introduction of knowledge spillovers (KSs).

To examine the research framework, the authors use hierarchical regression based on questionnaire data from 211 emerging enterprises in China.

Consistent with the proposed framework, the authors find that the KS effect mediates the positive relationship between openness and innovation performance. In addition, R&D originality weakens the impact of the KS effect on innovation performance.

One limitation is that the questionnaire survey the authors choose for data collection has some natural defects; furthermore, the testing method and research framework need to be improved.

Several implications of the findings for managerial practices are discussed.

First, the research expands the existing theoretical construct by introducing the KS effect into the open innovation process; second, the authors reveal the negative impact of R&D originality on the open innovation process.