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The purpose of this study is to explore the review mechanisms’ efficacy from the perspective of cold case reviewers. Live homicide review mechanisms at the 7- and 28-day stage of an inquiry seek to prevent the case becoming cold (or unsolved) by ensuring lines of inquiry have been suitably identified and progressed. There is also a requirement to ensure the investigation was not swayed by faulty decision-making or cognitive biases. However, the use of the review processes in preventing unsolved cases is unclear, and not subject to much academic discussion.

This exploratory study explores the review functions through the lens of cold case detectives, currently reviewing unsolved cases to identify progression opportunities. The study uses data from a seven-month, non-participatory observation period with a two-force collaborative cold case unit and 13 semi-structured interviews with cold case review officers. The observations and interviews were simultaneously analysed adhering to an inductive approach to Thematic Analysis.

The results show procedural guides (e.g. the Major Crime Investigation Manual) are important quality assurance mechanisms for review officers, helping ensure the appropriate and necessary lines of inquiry have been pursued. However, they were keen to emphasise the importance of intuition in progressing cases but felt continuously hindered by a lack of resources and large numbers of applicable cases. To the best of the authors’ knowledge this study is the first exploration of cold case detective’s experiences of the live review processes and how they may pose challenges in case progression for cognitive errors and biases. While the study has identified some challenges facing review officers in nine police forces across the UK, wider examination of policies, practices and mechanisms should be explored to develop the current procedural guidance (e.g. NPCC, 2021).

To the best of the authors’ knowledge this exploratory study is the first exploration of cold case detective’s experiences of the live review processes and how they may pose challenges in case progression for cognitive errors and biases. While the study has identified some challenges facing review officers in nine police forces across the UK, wider examination of policies, practices and mechanisms should be explored to develop the current procedural guidance (e.g. NPCC, 2021).

This research aims to investigate the influence of building design on the thermal comfort of occupants of naturally ventilated hospital (NVH) wards to identify the aspects with the most significant influence on the thermal comfort of hospital buildings during the hot-dry season in the hot-humid tropics of Southeast Nigeria.

Field measurements, physical observations and a questionnaire survey of 60 occupants of the wards of the Joint Presbyterian Hospital, Uburu in Ebonyi State, Nigeria were undertaken. The data were analysed using Humphreys' neutral temperature formula, descriptive statistics and multiple regression analysis.

The results revealed that the neutral temperature for the wards ranges from 26.2 °C to 29.9 °C, the thermal condition in the wards was not comfortable because it failed to meet the ASHRAE Standard 55 as only 65% of the occupants said the thermal condition was acceptable. The number and sizes of windows, building orientation, the presence of high-level windows and higher headroom significantly influenced the occupants' thermal comfort vote.

This research is valuable in estimating comfort temperature and identifying aspects that require attention in enhancing the capacity of NVH wards to effectively meet the thermal comfort needs of occupants in the hot-humid tropics of Southeast Nigeria and other regions that share similar climatic conditions.

To the best of the authors’ knowledge, this is the first study of this nature that provides valuable feedback for building design professionals on the performance of existing hospital buildings in meeting users' thermal comfort needs in the hot-dry season of the hot-humid tropics in Southeast Nigeria.

A recent United Nations (2021) report stated that education needs to be concerned with enhancing human relationships with the natural world if we are to work toward building a sustainable future. This paper proposes that educational practices underpinned by an ecological orientation in mid-century Aotearoa offer insights for educators looking to enhance human connection with nature. It also argues that ecological thinking has implications for how research in the history of education might be carried out.

The article responds to recent calls in history of education for researchers to attend to the intertwined ecologies of living and material worlds in research approaches by Maria Tamboukou (2020) and Karin Priem (2022). It conducts a close analysis of a 1952 nature diary, encountered in the national archive, written by a 9-year-old pupil on the West Coast of the South Island. The analysis attends to the human–nature interactions the diary records, and to the resonance of the text in the context of post-war curriculum changes.

Post-war nature study in Aotearoa New Zealand built on an aim to nurture children’s connections with nature and to place. Analysis of an entry from the 1952 nature diary highlights these connections and demonstrates the possibilities for a reframing of human–nature relationships that emerge with an ecological orientation in education. These findings speak to urgent contemporary concerns with environmental sustainability and human–nature relationships.

The paper draws on educational philosophy and theory (Fesmire, 2012; Nicol, 2014) alongside recent conversations in the history of education (Priem, 2022; Grosvenor and Priem, 2022; Tamboukou, 2020) to consider human–nature relationality at the heart of ecological thought. It outlines an approach to archival research that is ecologically oriented, generating openness and receptivity to the material world.

The purpose of this research is to explore the impact of women in the C-suite on strategic marketing choices in general and CSR in particular is scant. To that end, this study explores whether and how firms led by female CEOs differ from those led by male CEOs with regard to the types of CSR they pursue. The study classifies CSR into two types: relational (i.e. related to employees, human rights, community and diversity) and rational (i.e. related to product, environment and corporate governance).

To create the sample, the authors combined four databases: Compustat, Execucomp, Center for Research in Security Prices (CRSP) and Kinder, Lydenberg, Domini and Co., Inc. (KLD). Data for the time period between 1992 and 2013 (both inclusive) were used for the investigation. The final sample comprised of 2,739 firms, for a total of 19,969 firm-year observations (an unbalanced panel).

Building on self-construal theory and theory of female ethics, the authors theorize and find evidence that while firms led by male and female CEOs are not significantly different with regard to rational CSR performance, firms led by female CEOs outperform those led by male CEOs with regard to their relational CSR performance. Furthermore, the authors also find that different types of CEO power (i.e. managerial power, legitimate power and formal power) moderate the link between CEO gender and types of CSR differently.

This research contributes to research on CSR by introducing two new types of CSR: relational CSR and rational CSR. Further, the research contributes to the broader discussion of how senior managers inject their gender roles into their CSR choices. The authors provide important insights in this area by highlighting that at least some types of myopic management are also driven by CEO gender: female CEOs – to the extent that they are more likely to invest in CSR strengths which pay off in the long run – engage in less myopic management than male CEOs with regard to CSR choices.

To prospective managers, this research suggests that the gender of the CEO is an effective signal that can help them predict firms’ likely CSR behavior. More specifically, firms led by female CEOs are likely to outperform those led by male CEOs with regard to certain dimensions of CSR (higher relational and rational strengths and fewer relational concerns) and this effect of CEO gender on firms’ CSR behavior is likely to be more pronounced when the CEO exhibits certain kinds of power. Female CEOs may benefit by understanding their innate tendencies to focus on relational versus rational CSR, thereby taking advantage of the positive aspects of their tendencies.

This paper classifies CSR into two types: relational and rational. The findings indicate the benefits of this nuanced classification: female CEOs have a stronger impact on relational CSR compared to male CEOs, while the two types of CEOs do not show a significant difference with regard to their impact on rational CSR. The paper also shows that dividing the variable of CEO power into its sub-types, i.e. managerial power (CEO duality), legitimate power (CEO tenure) and formal power (CEO-TMT pay gap) has value as each of these power dimensions is found to impact the CEO gender-CSR relationship differently.

Guided by several of the 9 essentials of what it means to be a PDS (NAPDS, 2021), authors share a plea to rethink the teacher burnout-attrition-staffing crisis with a call toward a moral imperative of recentering an ethic of care. Many schools are operating under anti-care practices which directly undermine teacher wellness in part due to secondary traumatic stress, rising workload demands and intensive student needs.

Reflecting a compilation of teacher voices, including participants from three research studies and the collective decades-worth experience of educator scholars, this paper presents a synthesis of educator burnout and the role of educator wellness within trauma-informed social emotional learning initiatives.

The practical model of educator resilience offers a potential solution to burnout and attrition by prioritizing care for teachers individually and collectively prior to addressing care for students.

The model articulates educator resilience as the motivational force of life within a school community focused on an ethic of care that drives the collective and individuals within the collective to be their best. This aligns with foundation principles of PDS schools and Goodlad and colleagues’ decades-old call to foreground the moral dimensions of teaching in school reform (1990).

There has been an unprecedented increase in online learning worldwide, including in teacher education. However, student lurking can be a common issue, leading to a non-interactive learning environment.

The authors employed a qualitative case study with thematic analysis to examine a novel “self-directed” pre-service teacher online degree module that engaged students in regular peer-feedback, which intended to promote student engagement and interactivity. The research questions were as follows: To what extent did the seminar series represent the principles of self-directed learning and were learning outcomes effective from the process? And, how effective was the use of peer feedback?

The thematic analysis revealed that student progression and course completion was successful, and it represented some principles of self-directed learning; but (a) it cannot be presumed that pre-service teachers are competent in giving (peer) feedback and (b) pre-service teachers may need specific guidance and training for providing competent feedback.

This paper is highly original in respect of its combination of the self-directed learning framework with use of peer feedback, to engage students in an interactive learning environment. The present paper identifies that peer feedback is a powerful tool in online learning; peer feedback can supplement self- and teacher-assessment; but it should not be assumed that pre-service teachers are competent in providing (peer) feedback – pre-service teachers may need specific training in providing feedback.

Feedback is crucial in a learning process, particularly in an online interaction where both learners and instructors are distantly located. Thus, this paper aims to investigate the association between feedback strategies, embedded course syllabus and learning improvement in the Sakai Learning Management System.

This paper uses a survey design to collect cross-sectional data from adult distance learning students. The data were analysed using descriptive statistics and a standard multiple regression model in Stata.

The results show that feedback strategies (timing, mode, quality and quantity) and embedded course syllabus have a significant relationship with learning improvement. However, the feedback strategy – target – is not significantly related to learning improvement though it is the highest feedback strategy.

This paper has contributed to the extant literature by providing empirical evidence to support the constructivism theory of learning from a distance learning perspective in a developing country. The study has shown that if the feedback strategies are well managed and applied, they would make a considerable impact on distance education students' academic pursuits. Hence, the paper provides a pedagogical foundation for short and long-term distance learning policy.

This qualitative case study explores the challenges that architecture students encounter in grasping the concept of fair PA. The study also delves into the students' viewpoints on this matter and the strategies they utilize to navigate it.

Around 29 architecture students took part in the PA process. Data was gathered by observing PA sessions and conducting interviews with students. The data was then analyzed using the thematic method.

The study uncovers fairness challenges from the perspective of architecture students, such as concerns regarding collusion, power dynamics within friend groups, limitations of participatory culture, and overwhelming responsibility. The study suggests that a multistage PA process can be an effective approach to addressing fairness challenges. Furthermore, it sheds light on the obstacles that architecture students face in comprehending fairness and their viewpoints and tactics regarding fairness during PA.

The findings indicate that increasing students' engagement in learning activities during the critique and assessment process in the DS can enhance their understanding of fairness in PA and boost their satisfaction with final course grades.

This study investigates the relationship between architecture students' engagement and assessment fairness, by focusing on the role of perceived fair PA within design studio settings.

Occupant behavior can lead to considerable uncertainties in thermal comfort and air quality within buildings. To tackle this challenge, the use of probabilistic controls to simulate occupant behavior has emerged as a potential solution. This study seeks to analyze the performance of free-running households by examining adaptive thermal comfort and CO2 concentration, both crucial variables in indoor air quality. The investigation of indoor environment dynamics caused by the occupants' behavior, especially after the COVID-19 pandemic, became increasingly important. Specifically, it investigates 13 distinct window and shading control strategies in courtyard houses to identify the factors that prompt occupants to interact with shading and windows and determine which control approach effectively minimizes the performance gap.

This paper compares commonly used deterministic and probabilistic control functions and their effects on occupant comfort and indoor air quality in four zones surrounding a courtyard. The zones are differentiated by windows facing the courtyard. The study utilizes the energy management system (EMS) functionality of EnergyPlus within an algorithmic interface called Ladybug Tools. By modifying geometrical dimensions, orientation, window-to-wall ratio (WWR) and window operable fraction, a total of 465 cases are analyzed to identify effective control scenarios. According to the literature, these factors were selected because of their potential significant impact on occupants’ thermal comfort and indoor air quality, in addition to the natural ventilation flow rate. Additionally, the Random Forest algorithm is employed to estimate the individual impact of each control scenario on indoor thermal comfort and air quality metrics, including operative temperature and CO2 concentration.

The findings of the study confirmed that both deterministic and probabilistic window control algorithms were effective in reducing thermal discomfort hours, with reductions of 56.7 and 41.1%, respectively. Deterministic shading controls resulted in a reduction of 18.5%. Implementing the window control strategies led to a significant decrease of 87.8% in indoor CO2 concentration. The sensitivity analysis revealed that outdoor temperature exhibited the strongest positive correlation with indoor operative temperature while showing a negative correlation with indoor CO2 concentration. Furthermore, zone orientation and length were identified as the most influential design variables in achieving the desired performance outcomes.

It’s important to acknowledge the limitations of this study. Firstly, the potential impact of air circulation through the central zone was not considered. Secondly, the investigated control scenarios may have different impacts on air-conditioned buildings, especially when considering energy consumption. Thirdly, the study heavily relied on simulation tools and algorithms, which may limit its real-world applicability. The accuracy of the simulations depends on the quality of the input data and the assumptions made in the models. Fourthly, the case study is hypothetical in nature to be able to compare different control scenarios and their implications. Lastly, the comparative analysis was limited to a specific climate, which may restrict the generalizability of the findings in different climates.

Occupant behavior represents a significant source of uncertainty, particularly during the early stages of design. This study aims to offer a comparative analysis of various deterministic and probabilistic control scenarios that are based on occupant behavior. The study evaluates the effectiveness and validity of these proposed control scenarios, providing valuable insights for design decision-making.

Through the action research study, this paper aims to examine how e-portfolios improve students’ critical, reflective and creative thinking as part of higher-order thinking skills (HOTS). Besides, this paper also explores how e-portfolios enhance students’ speaking skills. The study is carried out to improve the current state by identifying and solving problems in specific contexts.

This investigation was designed to seek the improvement of the students’ higher-order thinking and speaking skills after the implementation of the e-portfolio. Action research was chosen because action research is suitable to bring change and improvement in the system or assume to bring progress in the system. This study was designed in two phases, featuring reflection and connection between previous and new data.

By completing this action research study, the authors assisted students in improving their higher-order thinking and speaking skills. The improvement was related to the indicators for learning success, which were explained in this research. The HOTS criteria include the capacity to analyze essential facts and arguments that the students presented in their spoken works logically and critically.

HOTS encompasses critical, logical, creative and metacognitive thinking skills. Future research should go further into the usage of e-portfolios in the development of students’ metacognitive capacities. Moreover, because this investigation was carried out using action research methods, it is crucial to recognize that no generalizability can be offered for the findings.

The study’s findings should also benefit practitioners and instructors endeavoring to enhance students’ e-portfolios, critical thinking and digital skills in the classroom.

The discussion focuses on important development topics. Everyone, not just students, should be encouraged to participate in creating and developing our technological future. The analysis offers unique and essential perspectives into what to explore for such a substantial attempt as implementing digital technology, specifically to construct an e-portfolio.

Despite the widespread usage of e-portfolios in English as a foreign language (EFL) instruction, there is a lack of research on how e-portfolios can enhance EFL students’ HOTS and speaking abilities. Hence, this study addresses a deficiency in existing research by examining the potential of e-portfolios to enhance students’ HOTS and oral communication skills within the context of EFL.