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The purpose is to open the possibility for a research institute, perhaps in partnership with a local council and a major developer, to bring together skills necessary to prototype the CEV development model.

This paper advances the development of a hypothetical, systems-based approach to the design and development of smart rural villages – a network of circular economy villages (CEVs). The method is to assimilate visionary ideas from 20th century town planning literature related to decentralisation and the development of new towns in rural areas, identifying key design principles. The present trajectory of infrastructure design and emerging development models are then analysed to modernise the design principles for implementation in the 21st century.

The availability of localised, renewable energy micro-grids potentially makes CEVs feasible and affordable. The shift to remote work and movement of people to regional areas suggests that this may be a desirable development form. This can only be confirmed through the development of a pilot project as proof of concept.

The proposed CEV development model applies circular economy strategies to every aspect of the smart rural village development including financing, ownership, spatial planning, design and material selection.

The paper discusses the potential impact of videoconferencing on practices and processes within the construction industry, based on analyses carried out on its use and impact in the healthcare sector – which like construction involves technology‐intensive processes which are dependent upon cross‐professional and cross‐disciplinary relationships and communications, operate within an increasingly regulatory and litigious climate, and involve organizationally fluid, virtual, teams spanning several subindustries. Recently published research evidence from the healthcare sector suggests that whilst videoconferencing and other advanced information and communication technologies (ICTs) have pervasive capabilities, successes in their application may be shortlived and modest in achievement. In use, their actual uptake and application have been found to be fundamentally affected by a range of social and operational issues, such as fears over a new formalization and trackability of previously informal conversations; a rebalancing of power relationships (between professionals using the ICTs as well as between doctor and patient); pressures on social/cultural and procedural alignment between participants; and personal and corporate attitudes to the technologies (including simply disliking the ICT). There is also evidence from the healthcare sector to suggest that ICTs increase the complexity of the delivering healthcare, and that the limitations of the technologies emphasise an existing dependency of communications and processes on tacit knowledge which is not readily formalized for communication via ICTs. However, the paper also notes an increasing pressure on the construction industry to respond to the globalizing potential that ICTs offer for the supply and delivery of knowledge‐based services, and discusses the implications of the issues found in the healthcare sector for the use and potential abuse of ICTs in the construction industry that will have to be successfully addressed in order to avoid ICTs being perceived as threatening and to allow their use to help organizations address the globalising marketplace.

This paper aims to be a reflection on the production of The History of Marketing Thought.

Historical review.

Marketing has been largely ahistorical. Hopefully with the production of this collection, it will become less so as students and scholars alike engage with the history of marketing thought.

Some possible limitations of the collection are outlined.

The major work articulates the value of historical research for marketing and management practice.

This paper reflects a personal perspective on the production of a collection of scholarly articles.

THE improvement in the British standard of living is generally desired. Politicians have not only subscribed to that ideal but some of them have indicated the rate at which we should advance. There are, however, certain trends in the country's economic life which must be reversed if we are to make any progress in that direction.

This standard specifics the requirements for the following four ranges of cables for use for wiring of aircraft circuits where the potential between conductors, or between a conductor and metal braid or the aircraft structure docs not exceed 250 volts (r.m.s.) and 1,600 cycles per second:

THE modes of a dynamical system are defined by its equations of motion. For instance, the response of a simple linear system to a periodic external force is completely specified by an equation of the type

EVERY profession evolves its own argot, adopting or inventing terms which the initiated understand and accept. Such precision saves time and avoids misinterpretation. In a technical subject like time and motion study such a recognised vocabulary is specially desirable.

THE Society of British Aircraft Constructors was incorporated as a company, limited by guarantee and with no share capital, on March 29, 1916. It is, therefore, junior to the Royal Aeronautical Society and the Royal Aero Club, but senior by two years to the Air Ministry and the Royal Air Force, and the elder of many other official, semi‐official and commercial organizations which the expansion of aviation has brought into being during the past thirty‐five years. The Society is young enough to retain within its counsels today many who were well‐known and active in the industry in the time of formation; old enough to have acquired a body of experience unique in its field and for its records to begin to qualify as history, of which some aspects at least carry interest worthy of the columns of AIRCRAFT ENGINEERING.

This study aims to understand the extent to which a faculty development program that includes a week-long course design experience followed by sustained support changes new faculty's perceptions, beliefs and teaching practices. The authors employed the teacher professional knowledge and skill (TPK&S) framework and characteristics of effective educational development interventions to drive the program development, implementation and assessment.

This study utilized a mixed methods approach. Data sources include pre-/mid-/post-program responses to a validated survey, pre-/post-program course syllabi analyzed using a validated rubric and pre-/post-classroom observations collected using the Classroom Observation Protocol for Undergraduate STEM (COPUS) instrument.

Findings indicate transformative effects for participants' beliefs about their teaching and changes to their instructional practices. Significant and practical effects were observed across different portions of the program for increases in participants' self-efficacy, endorsement of a conceptual change approach toward teaching and perceptions of institutional support. Participants produced more learning-focused syllabi and many moved toward more student-centered instructional approaches in their teaching practices.

Due to the voluntary nature of the new faculty development program, this study may have been limited by participant self-selection bias and differential sample sizes for the study's individual measures. Future research should consider designs which maximize faculty participation in measurement across all data sources.

This study addresses shortcomings in prior studies which utilized limited data sources to measure intervention impact and answers the call for more rigorous research to obtain a more complete picture of instructional development in higher education.

This paper discusses the findings of a mixed-methods study of early childhood instructional coaches employed in state-funded preschool (aged three and four years) programs in the state of New Jersey (NJ) in the United States (US), highlighting a case study of one coach that provides an example of individual and organizational factors influencing the work.

An online survey was distributed to all coaches (master teachers) in 35 districts' early childhood programs. Two master teachers were then studied for a period of five months. During that time, three structured interviews were conducted, focused observations occurred each month, and coach logs were collected.

The findings of the data analyses illuminated both individual (i.e., a coach's own professional development) and organizational (i.e., varying interpretations of role) factors that influenced the work of the early childhood coaches.

The data in this paper is limited to one US state's approach to early childhood coaching. The case study data examined is limited to the contexts of the specific participating districts and master teachers involved. It is suggested that future research be conducted on a nationwide pool of instructional coaches.

The findings of this study highlight the role of the state in providing more guidance surrounding the primary responsibilities of the master teacher. It is suggested that further attention be placed on creating and sustaining a professional development network for the master teachers serving NJ's early childhood programs.

As one of the few statewide studies of instructional coaching in early childhood, this study provides insights into how policy is translated into practice.