Review of Situating language learning strategy use: Present issues and future trends; Editors: Zoe Gavriilidou, Lydia Mitits; Publisher: Multilingual Matters, 2021; ISBN: 9781788926713; Pages: 376

Despite recently going through a sort of a crisis brought about by critical remarks made by eminent scholars (e.g., Dörnyei, 2005) about the raison d’être of the whole research area, the field of language learning/learner strategies (LLSs) is still very much alive and kicking. This is manifested by constant publication of meta-analyses (e.g., Plonsky, 2011), numerous journal articles, including state-of-the-art pieces (e.g., Pawlak, 2019), special issues of journals (e.g., Pawlak & Oxford, 2018) and books (e.g., Oxford, 2017), and the organization of a conference series (Situating Strategy Use [SSU]), all devoted exclusively to LLSs. The book under review here, Situating Language Learning Strategy Use: Present Issues and Future Trends, edited by Zoe Gavriilidou and Lydia Mitits, includes chapters originating in the talks delivered at the Second International Conference on SSU (Komotini, Greece, September 2017).

Karl Schellbach (1804–1892) und seine Beiträge zu Mathematik, Lehrerbildung und Wissenschaftspolitik

Even though Karl Schellbach remained a high school teacher throughout his life, he left traces in mathematics, especially in the training of mathematics teachers and in science policy. Generally, he is known as teacher of Eisenstein, Hensel, and Prince Friedrich Wilhelm of Prussia, later Emperor Friedrich III, but above all as head of the “Mathematisch-pädagogische Seminar” in Berlin, which prominent mathematicians visited to prepare for school service. Schellbach published numerous journal articles and books on mathematics, both on didactics and on research topics current at his times. From 1857 to 1880 he was co-editor of the “Journal für die reine und angewandte Mathematik” on the same level as Kronecker, Kummer, and Weierstrass. In the exercises from the “Mathematisch-pädagogische Seminar” one finds the method to determine local extrema without differential calculus which Schellbach had developed in order to circumvent the prohibition of infinitesimal calculus by the Prussian Ministry of Education in 1829. Generally, he campaigned against the repression of mathematics. In this regard, he acted as talented pedagogue and book author but was only able to influence the structures of the educational system to a limited extent. However, Schellbach could use his relation to Prince Friedrich Wilhelm in order to promote mathematics and natural sciences. Memoranda to the Prince, in which Schellbach was involved, led to the establishment of the Astrophysical Observatory in Potsdam in 1874 and the “Physikalisch-technische Reichsanstalt” in 1883. Also the first foundation of a polytechnic school in Prussia, today’s RWTH Aachen, was influenced by him since it was initiated by the Prince. Schellbach also worked in the background when the “Königlich Technische Hochschule Charlottenburg” was founded in 1879, today’s TU Berlin. Keywords Karl Schellbach; training of mathematics teachers; determination of local extrema; polytechnic institute

Open Innovation

Open Innovation, published in 2003, was a ground-breaking work by Henry Chesbrough that placed technology and innovation at the center of attention for managers of large firms. The term open innovation refers to the ways in which firms can generate and commercialize innovation by engaging outside entities. The ideas have attracted the notice of scholars, spawning annual world conferences and a large literature in technology and innovation management (including numerous journal special issues) that documents diverse examples of innovations and the often novel business models needed to make the most of those innovations. The role of business models in open innovation is the focus of Open Business Models, Chesbrough’s 2006 follow-up to Open Innovation. Managers have likewise flocked to Chesbrough’s approach, as the hundreds of thousands of hits from an online search using the term open innovation can attest. Surveys show that the majority of large firms were engaging in open innovation practices in 2017, compared to only 20% in 2003 when Open Innovation was published.

BLAKflip and Beyond: Aboriginal Performers and Contemporary Circus in Australia

In this article Katie Lavers and Jon Burtt investigate BLAKflip and Beyond, a programme of workshops set up by the Australian circus company Circus Oz to mentor and support young Aboriginal performers by providing training and pathways into professional circus. Their analysis is contextualized through an examination of the thirty-year history of Circus Oz, most significantly its roots in the progressive and radical politics of the 1970s. The history of notable and successful Aboriginal performers in nineteenth- and twentieth-century Australian circus is also examined, questioning why, given the relative success of Aboriginal circus performers in the recent past, there are almost none working today. Whiteness as a pervasive characteristic of contemporary Australian performance is offered as a possible cause of this absence, while hopes for the future of Aboriginal circus are discussed with Davey Thompson, the new Aboriginal and Torres Strait Island Programme Manager at Circus Oz. Katie Lavers is an adjunct faculty member at Edith Cowan University, author of numerous journal articles, and co-editor (with Peta Tait) of The Routledge Circus Studies Reader (2016). Jon Burtt is a lecturer in Dance and Performance Studies at Macquarie University. He is the author of numerous articles on circus pedagogy, and is an advanced-level circus trainer. Lavers and Burtt are currently co-authoring (with Louis Patrick Leroux) a book on contemporary circus (forthcoming 2019).

Creating the ethical academy: A systems approach to understanding misconduct and empowering change in higher education

Tricia Bertram Gallant is a prolific writer and passionate advocate for the importance of academic integrity in higher education. In addition to her numerous journal articles, conference and seminar papers, readers will be familiar with her previous books including: Academic integrity in the twenty-first century (ASHE, 2008) and Cheating in schools: What we know and what we can do (with Stephen Davis and Patrick Drinan, Wiley 2009). For a review of the latter, please see IJEI Volume 5(1), 2009. Download PDF to view full review

The Theatre of Frank McGuinness: Stages of Mutability. Edited by Helen Lojek. Dublin: Carysfort Press and Chester Springs, PA: Dufour Editions, 2003; pp. 208. $20.95 paper.; The Theatre of Marina Carr: “Before Rules Was Made.” Edited by Cathy Leeney and Anna McMullan. Dublin: Carysfort Press and Chester Springs, PA: Dufour Editions, 2003; pp. 284. $28.95 paper.

Frank McGuinness and Marina Carr are two of Ireland's leading contemporary playwrights, and these books are the first full-length edited collections to be dedicated exclusively to their work. While both have been the subject of numerous journal articles and book chapters, and two monographs have previously been published on McGuinness, the volume edited by Cathy Leeney and Anna McMullan marks the first full-length book on Carr. Each book offers new essays as well as those previously published elsewhere. While both volumes treat a wide variety of the playwrights' oeuvres, and both approach the material from several theoretical perspectives, the book on Carr is more accurately named in that it focuses on theatrical productions and reception of Carr's work alongside analyses of her dramatic texts.

Vernon Lidtke: A Tribute

On9 October 2001 Vernon Lidtke delivered his valedictory lecture at The Johns Hopkins University on the topic of “Die Abstrakten,” a left-wing group of artists in Germany during the Weimar Republic. With this address before an appreciative audience comprising students, colleagues, and friends, Vernon concluded almost forty years of a distinguished scholarly career in the field of modern European and German history. In his scholarship Vernon is most widely identified with the study of the German labor movement in general and especially the Social Democratic Party, on which subjects he has thus far published two major books along with numerous journal articles and chapters. His formal retirement from academic life was also marked a few months earlier by a testimonial dinner held in Baltimore and attended by a large proportion of the twenty-five doctoral graduates whose dissertations he had supervised over more than three decades at Johns Hopkins. On both occasions he was fondly remembered as an accomplished historian, an inspiring teacher, and a generous mentor. In this and the four essays that follow, some of his former students wish also to commemorate Vernon's scholarly and teaching career.

The Art of the Possible: An Overview of Catalyst Specimen Preparation Techniques for TEM Studies

ABSTRACTObtaining useful microstructural information about catalysts requires appropriate procedures for preparing specimens for the transmission electron microscope. Unfortunately, most descriptions of catalyst specimen preparation are scattered throughout numerous journal articles or are unavailable. Traditional techniques for preparing heterogeneous catalyst powders include primarily dilute dispersion and ultramicrotomy. The advantages and disadvantages of these will be discussed in terms of information obtainable and possible artifacts. In addition, techniques for preparing layered materials, as well as some novel approaches and model systems, will be presented. With these, as with more traditional approaches, the best method for a specific material will be arrived at only through experimentation. Our aim is to describe a variety of possibilities for getting an already synthesized catalyst into the microscope suitably neat, thin, and artifactfree.

A Forum for Researchers: Replication Studies: Why So Few?

The purpose of this note is to bring to the readers' attention the lack of replication studies appearing in the JRME. We are certainly all aware that one empirical study does not by itself answer a general question about the teaching or learning of mathematics. This is supported by the fact that in numerous journal articles the authors will conclude their reports by suggesting that “further research is needed” in their particular area. Hence, one would expect alJ researchers (particularly those who claim important results) to do follow-up work on their own research, and one would expect to find researchers conducting exact replication studies to lend more credence to their results.