Bilingual learners' perspectives on school and society in Scotland

This book results from The Creative Learning and Student's Perspectives (CLASP) research project which examined processes of creative learning. Nine research groups throughout Europe explored creative learning practices in a variety of different educational contexts. The research observed teachers across the cultures constructing real and critical events, incorporating external collaborations, being innovative with space and modeling their own creativity for students. Secondly, it identified some characteristics of creative learning itself, e.g. intellectual enquiry, engaged productivity and process and product reviews. Thirdly, the research demonstrated how teacher strategies and creative learning became meaningful to students with the students gaining self affirmation, developing social identities and appreciating being given a social role in pedagogic evaluation. The book details the research in Austria, Denmark, England, Ireland, Poland, Portugal, Scotland, Spain and Sweden

The terms in Lucas sequences divisible by their indices

For Lucas sequences of the first kind (u_n) and second kind (v_n) defined as usual for positive n by u_n=(a^n-b^n)/(a-b), v_n=a^n+b^n, where a and b are either integers or conjugate quadratic integers, we describe the set of indices n for which n divides u_n and also the set of indices n for which n divides v_n. Building on earlier work, particularly that of Somer, we show that the numbers in these sets can be written as a product of a so-called basic number, which can only be 1, 6 or 12, and particular primes, which are described explicitly. Some properties of the set of all primes that arise in this way is also given, for each kind of sequence

A Genealogy of Emancipatory Values

Analytic moral philosophers have generally failed to engage in any substantial way with the cultural history of morality. This is a shame, because a genealogy of morals can help us accomplish two important tasks. First, a genealogy can form the basis of an epistemological project, one that seeks to establish the epistemic status of our beliefs or values. Second, a genealogy can provide us with functional understanding, since a history of our beliefs, values or institutions can reveal some inherent dynamic or pattern which may be problematically obscured from our view. In this paper, I try to make good on these claims by offering a sketchy genealogy of emancipatory values, or values which call for the liberation of persons from systems of dominance and oppression. The real history of these values, I argue, is both epistemologically vindicatory and functionally enlightening

What Is the Question to which Anti-Natalism Is the Answer?

The ethics of biological procreation has received a great deal of attention in recent years. Yet, as I show in this paper, much of what has come to be called procreative ethics is conducted in a strangely abstract, impersonal mode, one which stands little chance of speaking to the practical perspectives of any prospective parent. In short, the field appears to be flirting with a strange sort of practical irrelevance, wherein its verdicts are answers to questions that no-one is asking. I go on to articulate a theory of what I call existential grounding, a notion which explains the role that prospective children play in the lives of many would-be parents. Procreative ethicists who want their work to have real practical relevance must, I claim, start to engage with this markedly first-personal kind of practical consideration

Competencies for Improving Construction Performance: theories and practice for developing capacity

The focus on improving construction performance has been narrow in many nations using partnering,leanness and supply chain management. This paper asks three practical construction related questionsconcerning reinventing the wheel across projects, blame culture and continuity of service. In addressingthese practical issues, three theories are engaged: organisational learning, emotional intelligence andrelationship management. The solutions are enhanced through applying the concepts and, indeed, thereis synergy between the concepts. The solutions require investment for the expected return, the theoreticalsynergy maximising the benefits from the investment. It is argued that such an approach has as much, ifnot more chance, to yield improvement in construction. The starting point are issues faced in constructionand theory is induced through addressing the problems, rather than starting with concepts applied inother sectors and then trying to squeeze them into the construction context

The Moral Economy and Operationalising Trust

The objective of this paper is to make a conceptual contribution to the analysis of projects through an exploration of the moral economy and trust. The moral economy is defined and trust is then explored in relation to the moral concepts of dignity and respect. An evaluation is made of the importance of understanding the moral economy as an additional means to operationalise trust.The analysis will be placed in the context of the theoretical importance of the moral economy to the operation of the market and hence to management and economics, which poses a challenge to many of the ways in which management and economics are conceived

Identity and Significance in the Design Team

The paper examines the nature of personal identity individuals in the design team are perceived to have, derived from behavioural evidence provided by other members of the team. Personal identity is conceived to comprise of acceptance, security and significance. The evidence for this study comprises of behaviours related to personal significance. The levels of significance and the types of behavioural patterns are analysed for the design team as a whole and by professional role. Particular behaviours are analysed, conceptualised in terms of performance related behaviours, appearance related behaviours, blame based behaviour, shame based behaviour, humility based behaviours, and confidence related behaviours