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This conceptual paper, framed as a letter to educators, explores what the theory of culturally relevant pedagogy (CRP) offers us as we reimagine our approaches to teaching and learning amidst a pandemic and during a time of physical distancing.

To make my argument that CRP is a frame for teaching that is based in a particular set of beliefs and ideologies, I draw on my experience as a K-12 educator, teacher educator, and education researcher. In addition, I ground my argument in the extant research on the intimate interrelationship between teachers’ beliefs about teaching, learning, themselves, and their students and the actions they take in the classroom.

In my discussion, I invite teachers to examine their beliefs, with the end goal of aligning these beliefs with those shared across the extensive scholarship on CRP. I argue that once educators have examined their beliefs with regard to teaching, learning and their students and aligned them with those presented in the literature on CRP, they will be in a better position to engage in online teaching that works toward achieving the seemingly elusive goal of educational equity. Furthermore, I make the argument that if we do not engage in this belief work prior to our transition to online instruction, we risk falling into online assimilationist practices that we know do not work and that reinscribe inequitable schooling experiences for our most marginalized students.

This paper will be useful for teachers and teacher educators who are committed to engaging in teaching (virtual, in-person, hybrid) during a time of collective crisis that is committed to bringing about educational equity. I present a new way of thinking about CRP as a set of beliefs and guiding questions to help educators align their beliefs with those presented in the literature on CRP.

With profound regret we have to record the death of Colonel Charles Edward Cassal, F.I.C., who passed away on Dec. 22nd at his residence in London. The sad news has only reached us at the moment—when we are going to press. We hope to publish in the January issue an appreciation of his life, his remarkable abilities, his high minded and lofty nature, and the beneficent work which he achieved in the interests of the profession which he so conspicuously adorned. Colonel Cassal was the founder of “The British Food Journal,” and, in addition to his multifarious official duties, he occupied for fifteen years the position of Editor of the Journal.

The two main constituting elements of the supply chains are “product” and “supply chain operations”, which are highly inter‐related across more than one dimension. Many of the drawbacks in the success and sustainability of supply chains often relate to the segregation of these dimensions. This paper seeks to examine the ideas and to propose an integrated approach to facilitate the dynamic and simultaneous design and development of products and supply chains, thus contributing to the notion of agile supply chains.

Two critical areas of product design and development, and supply chain design and management have been studied, leading to the conceptual development of practical models for approaching the subject. The proposed framework then is examined in a field case study in which a number of issues raised in this paper are validated through observing these supply chains.

A detailed view of the model of simultaneous approach to “design of” and “design for” supply chain is developed and proposed.

The proposition made by this research work can lead to reconsideration of existing practices in design of products as well as management of supply chain where the decisions at each dimension could be impacted by the circumstances in the other and continued in a dynamic way.

It is expected that the research results will contribute to existing practices and approaches in product development as well as in supply chain development and management.

Perceiving the world as a global village has never been a more acceptable and realistic notion than nowadays. The COVID-19 pandemic has – beyond a reasonable doubt – united the world as never before into the one human community striving to achieve the one goal: survive and go back to “normal” life. Educationally, there is a true demand to set effective approaches, initiatives, and programs that would promote and prompt intercultural citizenship and global citizenship for students, particularly tertiary students, Generation Z, who will be leading the world or the global village post-COVID-19. In response to such a demand, the American University of Afghanistan (AUAF) and Phoenicia University (PU), Lebanon, planned and implemented a joint intercultural program: The Global Cultural Village. The Village connected and brought together 20 students (10 Afghani and 10 Lebanese) from two different cultures at a time of social and physical distancing all over the world. Over a period of five months, virtual, fortnightly meetings (discussions and presentations) were led by the students themselves and facilitated by three conveners from both universities. This chapter evaluates the effectiveness of the intercultural experiences and competencies acquired by the students throughout this program and the subsequent impact on students’ intercultural citizenship and global citizenship knowledge and skills. The methodology adopted was a mixed methods one, entailing a pre-test questionnaire (76 candidates), observational field notes (3 conveners), and post-test semi-structured interviews (14 participants). The study found that the Global Cultural Village created a safe and pleasant virtual environment that stimulated sufficient curiosity, a genuine desire to learn about the other culture, and mutual respect among both the Afghani and Lebanese students. The Village has succeeded in developing students’ intercultural competencies and intercultural communication skills. Students’ intercultural citizenship knowledge, skills, and capabilities have significantly developed as a result. Such a significant development has positively impacted students’ global citizenship knowledge and skills, where they started authentically connecting and practically engaging in global issues and discussions amid COVID-19 and are equipped to do so post the pandemic. This case study will inform higher education institutions (executives, faculty, and staff) in meeting their commitments toward internationalization and contribute to the developing literature about intercultural citizenship and global citizenship amid and post-COVID-19.

A popular narrative connects craft breweries with revitalisation of cities, neighbourhoods or communities, particularly in locations that have suffered from deindustrialisation. Research, too, associates craft breweries with job creation, development of local economies, and with entrepreneurship, crafts production, and do-it-yourself culture. Human geographers link craft breweries with contemporary place-making and neolocalism. Neolocalism, a revived appreciation of local ingredients and production, has become both a societal phenomenon and a business proposition. Based on key indicators for neolocalism, this chapter evaluates to what degree the narrative linking craft breweries with revitalisation, neolocalism and community-building holds for seven studied Finnish craft breweries. The cases presented herein offer a more nuanced view of the phenomenon and open the narrative to variations and richer interpretations. The chapter takes a critical view on narratives that enable, maintain and create societal phenomena such as the craft beer revolution, and it adds to the growing literature on the context and consequences of craft breweries.

To examine the application of the principles of “agile manufacturing” to marketing strategy, planning and management, in the context of small and medium‐sized enterprises (SMEs).

Uses the case‐study method to test the development and deployment of “agile marketing” by applying the marketing techniques normally practised only by larger companies, within the “hard” and “soft” constraints imposed by one small company's managerial attitudes, corporate resources and time horizons. The host company was a UK supplier of technological products to other manufacturers; it had no history of marketing. The focus of the study was on the third stage of the agility framework: how a proactive marketing approach can be used to generate new custom.

“Agile marketing” innovations released latent capacity, and a strategic marketing plan was devised to win new custom. After follow‐up, four new customers had been recruited, and the potential for developing long‐term relations with them was good. This proactive approach was recognised by the company to be a cost‐effective route to business growth, as was the ease with which the plan could be reconfigured when new market niches were to be targeted.

The case study provides one “snapshot” of the outcome of transferring agility principles from manufacturing to marketing. The findings are nonetheless indicative and thought‐provoking.

Such marketing as small companies practise is more likely to be reactive than proactive. They rarely have the resources to take advantage of marketing ideas transferred from the big‐business setting. There are thus many constraints on their ability to respond cost‐effectively and swiftly to changes in their operating environment. The more flexible and reconfigurable the manufacturing and marketing systems, the more likely that growth will be achieved. Any spare capacity can then be channelled into recruiting new customers.

Transfers a planning framework and set of procedures from manufacturing management to marketing strategy and planning in the challenging environment of SMEs.

A new type of realisation of the hydrotalcite‐type lamellar compound Zn2AI(OH)6Cl.nH2O is described, using an original ink composed of a concentrated aqueous suspension of Zn2AI(OH)6Cl.nH2O powder, which, when applied by the screen‐printing technique, in particular environmental conditions—in a high relative humidity atmosphere—permits one to obtain very satisfactory deposits. Optical characterisation shows good resolution and levelling of the screen‐printed layer. X‐ray patterns show a high orientation of the (hkO) reticular planes of the screen‐printed material in a direction parallel to the substrate; this is a very interesting characteristic related to experiment on the electrical properties of this type of compound. Tests show the good adherence of the deposited layer on alumina or glass. Future applications are envisaged.

The purpose of the research is to explore Foundation degree students’ experience of an innovative curriculum, designed to enable pathway choices and widen access to Honour's degree programmes in a wide range of health professions and Social Work.

A longitudinal, cohort design followed three years’ of entrants through their degree and in some cases beyond. Semi‐structured, in‐depth interviews were carried out by a dedicated researcher at approximately yearly intervals.

Social networks and friendship groups emerged as pivotal to participants’ well‐being and persistence. Institutional barriers included communication problems and a lack of information about timetables and other practical issues. Over time participants came to assert their needs and confront problems, individually and collectively, describing a more questioning and assertive approach to their study and work lives.

The experiences over time of students who leave university are needed to explore the role of social group membership and the effect of practical problems. A limitation of the study is that their views are not captured.

The importance of naturally‐occurring social groups in creating persistence at university has implications for curriculum design and resources (time/space) to support this activity.

Widening access to HE brings with it new responsibilities to support students over time as transitions occur through programmes of study and during vacation periods.

Flexible approaches to education are generally seen to benefit mature students but can be stressful and require good and timely information.

Thomas Reid (1710–1796) was the originator of the Scottish philosophy of common sense, an approach that claims reality is objective and knowable, made up of material objects, and understandable by ordinary men. Common sense philosophy developed in opposition to the pervasive skepticism of the period, best exemplified by David Hume. A professor of philosophy at King’s College, Aberdeen, Reid was chosen to be the successor to Adam Smith as the chair of Moral Philosophy at the University of Glasgow. From that position, Reid played an important role in the Scottish Enlightenment as professor, scholar, and correspondent. While Reid was not an economist, he did write on important theoretical and philosophical issues in moral philosophy, the natural sciences and mathematics. Reid may prove additionally interesting to economists for his insightful critique of Smith’s Theory of Moral Sentiments.