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Meetings are ubiquitous at work. Therefore, understanding what makes meetings effective (or not) is important. Entitativity (i.e., the “group-ness” of a meeting) may theoretically explain when some meetings are effective. That is, when meeting participants perceive a high enough level of group-ness in their meeting, then they begin to enact the processes to create a successful meeting and experience the outcomes of a successful meeting. The authors propose a model connecting the characteristics of successful face-to-face (FtF) meetings to entitativity and extrapolate this model to online meetings. Specifically, the authors interpret well-researched characteristics and practices of meetings (e.g., using an agenda and meeting punctuality) to be examples of well-established entitativity antecedents (e.g., creating similarity of goals and establishing meeting boundaries). That is, using an agenda creates effective meetings because it focuses members’ attention on common goals. Therefore, entitativity may be an explanatory mechanism for successful meetings. The authors examine the unique challenges of online meetings, which are growing in number. The authors note that entitativity may be harder to establish in online meetings making successful online meetings more difficult. Characteristics of online meetings (e.g., focusing on the few shared documents which may focus members on goals) that may promote success. The authors propose further theoretical work as well as suggest strategies that can be used to increase entitativity in FtF and online meetings.

Accurate 3D experimental particle trajectory data, acquired from a laboratory tumbling mill using bi‐planar X‐ray filming, are used to validate the discrete element method (DEM). Novel numerical characterisation techniques are presented that provide a basis for comparing the experimental and simulated charge behaviour. These techniques are based on fundamental conservation principles, and provide robust, new interpretations of charge behaviour that are free of operator bias. Two‐ and three‐dimensional DEM simulations of the experimental tumbling mill are performed, and the relative merits of each discussed. The results indicate that in its current form DEM can simulate some of the salient features of the tumbling mill charge, however, comparison with the experiment indicate that the technique requires refinement to adequately simulate all aspects of the system.

Child development lab schools have long played a significant role in contributing to our understanding of child development and new and innovative educational practice. In this chapter, we argue that lab schools need to be continually reinvented and reconstructed to meet changing societal and institutional demands. As models for the early childhood community, lab schools should be on the leading edge of what theory and research informs us are best practices in early childhood education and child development. Here we tell the story of the Virginia Tech Child Development Lab School’s efforts to reconsider and reconstruct our philosophical approach, practices, and policies and move closer to bridging theory and practice as a family-centered, teacher-inquiry based, community of learners. It demonstrates a paradigmatic shift in thinking about children, families, early childhood teacher education, and the role of lab schools in general.