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In this paper, Substrate Integrated Packaging (SIP) based on thin film multilayer technology is presented. Coplanar waveguide feedthroughs calculated with 3D‐Finite Differential Methods were manufactured using a ceramic or silicon carrier, gold conductors and polyimide as dielectric. The substrate integrated packages were realized with metallic frames and lids mounted on the thin film circuitry. S‐parameter measurements show the superior quality of the feedthroughs. To verify the new packaging concept, a 10GHz and a 58GHz amplifier module were realized. From these modules the potential of the SIP‐technology is demonstrated.

Partnerships between public schools and institutions of higher education provide teachers with opportunities for leadership. Teachers at the University of Wyoming (UW) Lab School belong to a community of learners and leaders partnering with the UW’s Education College. In this school–university partnership, a strong culture endures in which teachers are viewed as leaders supporting the preparation of future educators and embracing active involvement in the school community. Professional development practices are implemented through the partnership to enhance teacher leadership skills. This chapter explores how professional learning communities, school learning walks, and co-teaching strategies support lab school teacher leaders as learners and change agents.

A survey of the literature shows that researchers have assessed the social processes of retaliation among adversarial crime prone populations. However, notably absent from this research is the study of peer retaliation among non‐adversarial and less crime prone populations, such as police officers. The underlying theoretical premise is that peer retaliation, defined here as a mechanism of social control, operates under prevailing police culture conditions.Using focus group interviews collected from one large Southwestern police department, content analysis is used to qualitatively examine the influence of peer retaliation on officer deviance (i.e. reporting incidents of illegal force). The results show that officers' rationalize peer retaliation according to morality and deterrence; while, types of retaliation sanctioned against peers include ostracism and no cover. The implications of these findings are considered.

Climate change is a global threat to social, economic, and environmental sustainability. In an increasingly urbanized world, homeowners play an important role in climate adaptation and environmental sustainability through decisions to landscape and manage their residential properties.

In this chapter, we review the potential impacts of climate change on environmental sustainability in urban ecosystems and highlight the role of urban and suburban residents in conserving biodiversity. We focus extensively on the interactions of homeowners and residential landscapes in urban coastal and desert environments.

Understanding how human-environment interactions are linked with a changing climate is especially relevant for coastal and desert cities in the United States, which are already experiencing visible impacts of climate change. In fact, many homeowners are already making decisions in response to environmental change, and these decisions will ultimately shape the future structure, function and sustainability of these critically important ecosystems.

Considering the close relationship between biodiversity and the health and well-being of human societies, understanding how climate change and other social motivations affect the landscaping decisions of urban residents will be critical for predicting and enhancing sustainability in these social-ecological systems.

Soil is a non-renewable and increasingly deteriorating resource, yet it is barely protected by European Union (EU) legislation. This constitutes a puzzling gap within the otherwise encompassing and progressive environmental policy of the EU. To explain the integration resistance of soil protection, I draw on insights from rationalist and sociological institutionalist theory. The institutional rigidity of the community method of environmental decision-making limits policy change to favorable interest constellations, but this constraint is usually compensated by agenda competition among the national environmental pioneers. However, successful agenda-setting depends on the skillful combination of political venues and issue frames. Matters of land politics, such as soil protection, are difficult to frame in terms that make them suitable for European policy venues. The theoretical argument is illustrated using an in-depth case study of the agenda-setting, negotiation, and eventual withdrawal of the ill-fated proposal for an EU soil framework directive, with a focus on the changing role of Germany. Reframing of soil politics as locally bound and as essentially national affair, subnational actors extended the conflict to include the German federal chamber as policy venue. As a result, Germany turned from “pusher by example” and first mover to “defensive front-runner,” successfully pursuing a blocking strategy.

The introduction describes the factors which are necessary in characterising blacks. An important factor apart from ‘primary particle size’ and structure is their surface chemistry.

This chapter includes a citation analysis of the first 16 volumes of Advances in Accounting Education: Teaching and Curriculum Innovations (henceforth, Advances in Accounting Education). Using this analysis, we identified the top 20 articles of the 195 articles published. This analysis provides an understanding of the relative contribution and impact of the papers published in Advances in Accounting Education, and the information provides past authors with a measure of how their contributions compare with the contributions of other authors. Also, this analysis may be valuable for potential contributors who are developing a research topic in that it will enable them to identify the types of articles that have traditionally had the greatest impact.

We also identify the top 30 authors of the 383 who have published in the journal. This analysis not only gives feedback to the authors listed, but also helps accounting education researchers identify authors whose work may be relevant to their interests.

We report the research categories (issues) and methodologies used for all articles published from 1998 to 2015 in Advances in Accounting Education. We also compare the research issues and research methodologies used in Advances in Accounting Education to those in the Journal of Accounting Education and Issues in Accounting Education for the period 2006–2015. Authors considering submitting a manuscript to one of these journals can use this information to determine which journal might be the best fit for their work.

This case study investigated how a collaborative, interdisciplinary partnership supported pre-service teachers’ approach to integrating content and pedagogy in coursework and field-based experiences at a large, public university. The collaboration involved articulating shared goals and objectives, planning and teaching co-requisite courses, and sharing a vision of shaping future social studies teachers. The research questions that framed this study were: What elements contributed to a successful collaborative, interdisciplinary partnership? How did faculty involved in the collaboration conceptualize supporting pre-service teachers’ development of pedagogical content knowledge (PCK)? The voices of the faculty members involved in this collaboration are highlighted to illustrate how they conceptualized meeting the needs of pre-service social studies teachers. Findings included identifying the constraints and benefits of partnerships as well as contributing factors to a successful interdisciplinary partnership. Identifying the evolving definition and role of PCK in the training of future social studies teachers is also addressed.

The purpose of this paper is to focus on the perceptions that undergraduate students formed and provides further insight into the relationship between perceived teaching quality (with its descriptors) and student motivation.

The paper reports the findings from a survey of student perceptions of quality teaching and its interaction with various motivational orientations that students exhibit in higher education. The proposed hypotheses and conceptual model were tested using regression and correlation analyses, as well as analysis of variance from a survey of 271 undergraduate students in programs at two different universities.

The findings document the explanatory role of various motivations in students' perceptions of teaching quality: correlation analysis found intrinsic motivation to be positively correlated with the perceived teaching quality, while extrinsic motivation was found to be moderately correlated, suggesting that motivational orientation dimensions are influential in students' assessments of their teaching experience in school. Intrinsic motivation with its possible states and factor loadings showed strong positive impact on the teaching quality and students' evaluation, even after accounting for the reputation (general opinion) of the educational institution (or program). Thus, we cannot ignore the value‐added nature of various motivational orientations and their influence upon the perceptions of students. Surprisingly, few differences in perception based on gender, age, and country of birth (ethnicity) were found. Young students (less than 25‐year old) and Canadian‐ and American‐born students exhibited significant negative reactions (difference) to perceived teaching quality; in contrast, female students exhibited positive reactions towards it.

The results presented here will assist researchers, professors, and higher‐education administrators by capitalizing on students' existing intrinsic motivation and understanding the relationship between student perceptions of teaching quality and their degree of motivation to further expand and implement a better quality‐assurance educational system. A viable strategy to enhance and further motivate students extrinsically and intrinsically in their learning will significantly enhance their perceptions.

The article explores for the first time the link between students' motivational orientations and their perceptions about teaching quality.