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WE are fortunate in being able to publish two papers in this issue, dealing with the effects of surface roughness from the British and American points of view respectively. We had, in fact, already arranged with MR. Young to contribute his article on the subject, when we received an advance copy of MR. MANLEY HOOD'S S.A.E. lecture. On learning that this was only being published in summarized form in the Journal of the Society of Automotive Engineers, we asked the Society's permission to publish it in full in AIRCRAFT ENGINEERING. We are most grateful to the Society for so readily agreeing to this, as the two papers are to a considerable extent complementary to each other, and we feel that it will be valuable to have them both on record in the same issue of this journal. They have an interest, apart from the intrinsic merit of dealing with a subject which is very much to the fore at present, in that they so well typify the difference between the two countries in their approach to a subject. The British article, as might be expected, gives a general survey of the researches which have led up to our present state of knowledge and continues to deal with it in what may, for want of a better term, be described as a “ scientific ” manner, giving general rules for application to particular cases. This latter portion of the article covers much the same ground as the American paper, but in rather a different style. MR. MANLEY HOOD'S lecture is more concerned with quantitative data obtained from ad hoc investigations by the N.A.C.A. into the effect of rivets and similar causes of surface roughness. The two taken in conjunction give to the designer all the information that research has as yet been able to obtain on the matter, and should be extremely interesting and valuable to all concerned.

Lecture recordings can be a powerful addition to traditional lectures and they can even serve as a main content source in a number of didactic scenarios. If users can quickly locate relevant passages in a recording, the recording combines the ease of search that comes with electronic text based media with the authenticity and wealth of information that is delivered in a live lecture. Locating relevant passages in a time based media such as a recorded lecture is, however, not as easy as searching an electronic text document. This article presents the virtPresenter lecture recording system that tackles navigation in web lectures with a hypermedia navigation concept that is improved with interactive content overviews. Apart from navigation in web lectures the article also addresses didactic scenarios for web lectures and issues related to the workflow of recording lectures.

No. 2 in a series of articles looking at methods and techniques used in technical teaching, in an attempt to define ‘progressive’ teaching in this sphere.

THE inter‐related matters of the cowling and cooling of radial engines have been the subject of a great deal of investigation and research lately. There is no doubt that together they form a most complicated and difficult subject and one on which there is at present considerable divergence of opinion.

PERHAPS the outstanding feature of the Paris Aero Show is the fact that, for the first time since the very early days of these exhibitions, civil aircraft heavily outnumber military. Of the machines shown, more than two‐thirds were designed for private or commercial flying. This is particularly significant—since more than 75 per cent of the exhibits were French—in what may be described without offence as the stronghold of military aeronautics. French manufacturers have, hitherto, like the English, devoted most of their activities to the production of service types, and it is interesting to find them changing their outlook in this way.

This study aims to explain the factors affecting students’ acceptance and usage of a lecture capture system (LCS) – ReWIND – in a Malaysian university based on the extended unified theory of acceptance and use of technology (UTAUT2) model. Technological advances have become an important feature of universities’ plans to improve the flexibility and accessibility in a learning and teaching environment. For private universities, which are market-driven, it is vital to assess if these technologies influence the perceptions and behaviour of their target beneficiaries.

The study is designed using a causal research design to examine the cause–effect relationship between the study variables. The study sample consists of 398 students selected via purposive sampling. Data are collected using a five-point Likert scale covering UTAUT2’s factors and variables featuring ReWIND’s acceptance and usage. Partial least squares-based structural equation modelling is used to analyse the data.

The findings show that performance expectancy, effort expectancy, social influence, facilitating conditions, price–value, hedonic motivation and habit have significant influence on students’ acceptance and usage of ReWIND.

This research examines the factors affecting students’ acceptance and usage of ReWIND in a Malaysian university. The main limitation of this study is that it focuses only on the factors highlighted in the UTAUT2 model.

The results provide a useful framework to the universities for the successful implementation of student-friendly technologies such as ReWIND to enhance their learning experience.

Responding to the need of studies validating the UTAUT2 model in the adoption and use of different technologies, this study contributes to the literature by extending the UTAUT2 into the context of LCS at a private university in a developing country.

This chapter explores the circumstances in the global south that have been reshaping teaching and learning practices, with particular focus on the African context. Anchored on a literature review strategy, the chapter explores some of the key pressure points in the higher education context that have been the trigger of reforms in the core practice of teaching and learning in recent years. In particular, the chapter discusses the neoliberalism crisis associated with the coronavirus pandemic in higher education, drawing attention to the inequalities that it ignited: not all students were affected in the same way; not all universities or colleges were affected in the same way; and not all students had the learning technologies required to carry on their education in the same way. Alongside the COVID-19 concerns, the chapter reflects on other pressure points for change including developments in digital technologies and the internet and changing students and changing higher education markets in sub-Saharan Africa. It argues that these forces are among a wave of influences that higher education institutions across the African continent cannot ignore. They form a blend of neoliberal reforms that are pressurising academics to change pedagogical models and threatening certain core values of a university: academic freedom, autonomy, and truth. The chapter develops the argument that although multiple pressures – arising from the pervasive influences of technology and the COVID-19 pandemic – are mounting on the higher education sector to reform its pedagogical practices, it should not be at the expense of perpetuating injustices, particularly among students.

ONCE more a New Year, after a year of dramatic public events, finds librarians as other people settling down to what it is hoped will be twelve months of peace and prosperity. It is really remarkable how libraries reflect the happenings of the time; it would not, for example, seem that the burning of the Crystal Palace would affect the issues of all South London libraries but it did very heavily for a day or two. When the public mind is occupied with an idea it is well known that this is reflected in reduced, and occasionally increased, issues. The Jubilee of King George V. reduced reference issues everywhere; and it is to be expected that the Coronation of King George VI. will have a like effect. These efforts however are transient, and are only felt during the few days of the happenings in question.. On the larger count we find at the beginning of 1937 that all but new libraries have now reached a position in which they can assess the results of other competition. It is alleged that the loss of readers who have seceded to the “twopennies” is about 4 per cent. on the peak year of 1932–3, but the gains are considerably in advance of 1930. That is to say, solid progress has been regular.

Investigates the increasing interest by educators to provide students with the international management and research skills that are becoming more necessary as we enter the twenty‐first century. Highlights the need for the internationalisation of curriculum, as well as the faculty and instructors who teach such courses. Presents two cases of such internationalisation efforts in Iran and Sweden. Explores the internationalisation of the courses and the instructors who taught them over a three‐year period; certain positive and negative aspects to these experiences are identified and presented. Suggests that such research on the successes and failures in such cases serve as a foundation to continue research in other settings, so as to learn more about how to continue with efforts to internationalise both curriculum and faculty.

Introduction The response of aggregate labour supply to changes in the real wage has been a question of interest to economists for some time. For example, the notion of a backward‐bending supply curve for labour is commonly known, though not universally accepted. The question is of more than academic interest; it has direct relevance to tax policy, because an income tax in effect lowers the real wage, which is then likely to cause people to substitute out of work into leisure. This article evaluates the aggregate labour supply curve from within a household production framework and finds that, under plausible circumstances, the aggregate labour supply curve is likely to be very inelastic. (The model here actually considers only a subset of the long‐run aggregate supply of labour. Long‐run questions of fertility are not addressed here, nor is the labour force participation rate, which might vary in the short run in response to a change in the real wage. This article considers only the work effort of someone who is already in the labour force.) For a case derived below, the aggregate labour supply curve is always perfectly inelastic, meaning that for proportional changes in the tax structure, the quantity of labour supplied will not be a function of the tax rate. (Gwartney and Stroup[1] give a good overview of the traditional arguments along with their own argument that an income tax increase must reduce work effort).