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The Prince Philip Medal of the City and Guilds of London Institute, was presented in November to Mr Harold Denis Frederick Eagles, Divisional Manager of the Aviation Service and Repair Division of Marconi‐Elliott Avionic Systems Limited (a GEC‐Marconi Electronics company). The presentation which was made at Buckingham Palace by HRH The Duke of Edinburgh, was attended by Mr and Mrs Eagles, members of the Council and senior staff of the City and Guilds of London Institute and Mr J. E. Pateman, CBE, Managing Director of Marconi‐Elliott.

The heterotopia is frequently portrayed as a third space in organization studies, characterized by its flexibility and receptivity to innovation. Rural entrepreneurship, embodied in the heterotopic space of community-based enterprises (CBEs), is a key concept in emerging economies. Understanding the CBE’s economic and social dynamics is vital for the genesis of entrepreneurship in these spaces, for regional development and for national economies. This paper aims to deep dive into the group dynamics of Villa Ahumada (VA), a well-known subspace located close to the Mexico–USA border, which, despite its market potential, has not been able to support the collectivization required of a CBE.

Under a case study design, four deep interviews were conducted, which explore the stories of entrepreneurship in VA and analyze the rich narrative accounts of the participants. Narratives offer opportunities for extending the current conceptualizations of entrepreneurship and its processes.

This paper opens a conversation about the negative aspects of heterotopias, especially with regards to entrepreneurship. Much literature has been devoted to the power of rural communities and peasant villages as fertile places for entrepreneurship. They emphasize the role of entrepreneurial culture and governmental support as almost guarantors of entrepreneurial success. This narrative provides one reason for entrepreneurial failure: the deviant heterotopia. Despite government policy that favored collective entrepreneurial efforts, and despite a vibrant underground entrepreneurship culture combined with a valuable brand, entrepreneurship in VA was dead before it started.

Rural entrepreneurship should be a multidimensional phenomenon focusing upon entrepreneurship, context, group dynamics and social capital; but it has not been interpreted from the perspective of a heterotopia or paratopia.

The purpose of this paper is to review a popular business handbook – The Business Guide – by James L. Nichols, first published around the turn of the twentieth century. The analysis is geared toward determining how it fits within the development of marketing thought and education.

A review of the marketing history literature focusing on marketing thought, education and practice around the turn of the twentieth century is conducted. The content of The Business Guide is analyzed and compared with the themes reflected in the literature review.

Most editions appeared in the era just proceeding the emergence of marketing as distinct discipline. It is unlikely that it had any appreciable influence on the development of marketing thought. However, it was used as a textbook at North-Western College in Naperville, IL, and may have been at other early business education programs in the USA and Canada. Nichols’ treatment of marketing topics was consistent with the era. It reflected commodities and functional views. For him, marketing was primarily distribution along with advertising, pricing, product management and credit. Consistent with modern marketing philosophy, Nichols placed heavy emphasis on ethics.

Despite the fact that this book was published in multiple editions over several decades, it seems to have been largely forgotten. As far as is known, this paper is the only recent treatment of this historical artifact.

Those of us who look back on a lifetime of work in librarianship, documentation and education—what is nowadays called communication—are often tempted to try to define our terms. Subconsciously we are probably trying to separate the sheep from the goats. Precision in terminology is necessary, especially in the sciences. But what I am going to talk about is more akin to the arts. I would like to take a more general, broader view of our function, our stake in the continuity and the quality of civilization as a whole.

Many studies document the importance of learner-centered active teaching to improve college students' critical engagement with challenging problems presented by our information-rich twenty-first-century environment. Others indicate that students from less privileged backgrounds often struggle even in well-designed classrooms. What is lacking is a mechanism for understanding these divergent outcomes and designing courses that better meet the needs of the diverse students in the college classroom. In this chapter, an argument is presented for understanding college student learning and curriculum design through the lenses of epistemological development and behaviors of learning. The consensus model presents descriptions of four epistemological stages, creating a framework to help classroom practitioners and administrators better understand the abilities of their students. The foundational assumption is that using appropriate curricular components will support student engagement and epistemological and self-regulation growth. To support this assumption, the model is accompanied by research-supported activities and strategies that benefit learners at different developmental stages and with different degrees of self-regulation. Moreover, intentional and reflective teaching has the potential to improve faculty understanding about the nature of learning and acceptance of learner-centered pedagogies, which will also have positive consequences for students. The end result will be a more inclusive learning environment with improved outcomes for a wider range of students.

A major shift in the policy and work of the Schools Council has been presented to the Council's Convocation by the Chairman, John Tomlinson. New skills and knowledge are needed because of the social, economic and technological changes in our society. Hitherto much of the Council's work has been concentrated on individual aspects of curriculum and examination reform but it is felt that a more general approach is now needed. Mr. Tomlinson said:

A study of punctuation is worthwhile, because it guides the reader and reveals whether the writer is thinking clearly. Poor punctuation is a mark of muddled thinking. There are a certain number of points to keep in mind: