Introduction to Special Theme Issue: Pandemic Pivots, Part 1

The COVID-19 pandemic has impacted higher education in manifold and complex ways, not least in the area of international education. Programs built around the physical mobility of students, faculty, and staff were profoundly disrupted beginning in early 2020, necessitating the repatriation of students abroad, cancellation of future travel plans, and rapid development of new options and modalities for global learning. Recognizing this changing landscape, in late 2020 we issued a call for a special issue of JIEE focused on “contemporary trends in international engineering education, including in response to the COVID pandemic, rapid changes in political and economic dynamics, and other disruptions.” We received a strong response to our call, and have worked closely with numerous authors to develop manuscripts on a variety of related topics. This editorial introduces the first of two planned special issues exploring pandemic-related change and innovation in the field of global engineering education

Comment on Phys. Rev. D 60 084017 "Classical self-force" by F. Rohrlich

F. Rohrlich has recently published two papers, including the paper under review, advocating a particular delay-differential equation as an approximate equation of motion for classical charged particles, which he characterizes as providing a "fully acceptable classical electrodynamics". This Comment notes some mathematical and physical problems with this equation. It points out that most of the claims of these papers are unproved, while some appear to be false as stated.Comment: Rejected by Phys. Rev. D. Summaries of the referees' reports are included. Also included is an analysis of recent work of H. Spohn (Europhysics Letters 50 (2000), 287-272, physics/9911027) necessitated by one of the referees' report

Children at risk of poor educational outcomes. How educational research can support early identification and improve prevention. Special issue editorial

The editorial presents the papers of this special issue regarding children at risk of poor educational outcomes. The articles “provide a cross-section of the multifaceted research carried out within this framework. This research demonstrates the various theoretical and methodological approaches that can be used to tackle the question of how to provide support for students at risk.” (DIPF/Orig.

Introduction to the special issue “Perspectives on Social Cognition”\ud

Introduction to the special issue “Perspectives on Social Cognition”\u