A Note on the Local Cosmological Constant and the Dark Energy Coincidence Problem

It has been suggested that the Dark Energy Coincidence Problem could be interpreted as a possible link between the cosmological constant and a massive graviton. We show that by using that link and models for the graviton mass a dark energy density can be obtained that is indeed very close to measurements by WMAP. As a consequence of the models, the cosmological constant was found to depend on the density of matter. A brief outline of the cosmological consequences such as the effect on the black hole solution is given

When team identity helps innovation and when it hurts:team identity and its relationship to team and cross-team innovative behavior

Although the success of team-based organizations requires innovative behavior within and across teams, little research has considered how to foster both types of activity. This is problematic as strong team attachments such as team identification may have mixed effects on team innovative behavior, and may even negatively impact cross-team innovative behavior. We explain these mixed effects through intra- and intergroup aspects of social identity theory and the concept of team reflexivity. We propose that effects of team identification on team innovative behavior are contingent upon team reflexivity, such that team identification is positively related to team innovative behavior only when team reflexivity is high. We also propose that where a team’s innovative behavior involves working across team boundaries with other teams, i.e. cross-team innovative behavior, this interaction between team identification and reflexivity is further qualified by perceived interdependence with another team. In a sample of 61 Turkish research and development (R&D) teams comprising 305 employees and 61 team leaders, we find that the association between team identity and team innovative behavior was moderated by team reflexivity as predicted. Further, team identity was positively associated with cross-team innovative behavior only when reflexivity and perceived interdependence between teams were both high, and negatively associated when reflexivity was low and perceived interdependence between teams was high

Conceptualising a Dynamic Technology Practice in Education Using Argyris and Schön's Theory of Action

Despite substantial national effort to integrate technology in education, it seems that practitioners in the education system are not working in line with the given policy. Evidence from large-scale studies of students’ technology practices at school over the last decade show disparities in student practices. The observed gap between the micro and the macro level call for a closer exploration. Research that explores the influence of social and organizational factors may be useful for understanding the processes behind such gaps. Argyris and Schön’s ‘Theory of Action’ (1978) is proposed as an example of an organizational theory that can be adopted in educational technology research to move towards understanding the complexities of technology practice. To encourage discourse and application of Argyris and Schön’s theory in the field of educational technology research, this paper introduces the theory, a review of its empirical application in research of teacher educations’ technology practice and relevant conceptual work. The paper presents a conceptual framework based on Argyris and Schön’s theory that has been developed through two recent studies, and invites its application in future research and development

What lies beneath? The role of informal and hidden networks in the management of crises

Crisis management research traditionally focuses on the role of formal communication networks in the escalation and management of organisational crises. Here, we consider instead informal and unobservable networks. The paper explores how hidden informal exchanges can impact upon organisational decision-making and performance, particularly around inter-agency working, as knowledge distributed across organisations and shared between organisations is often shared through informal means and not captured effectively through the formal decision-making processes. Early warnings and weak signals about potential risks and crises are therefore often missed. We consider the implications of these dynamics in terms of crisis avoidance and crisis management

Some results on thermal stress of layered plates and shells by using Unified Formulation

This work presents some results on two-dimensional modelling of thermal stress problems in multilayered structures. The governing equations are written by referring to the Unified Formulation (UF) introduced by the first author. These equations are obtained in a compact form, that doesn't depend on the order of expansion of variables in the thickness direction or the variable description (layer-wise models and equivalent single layers models). Classical and refined theories based on the Principle of Virtual Displacements (PVD) and advanced mixed theories based on the Reissner Mixed Variational Theorem (RMVT) are both considered. As a result, a large variety of theories are derived and compared. The temperature profile along the thickness of the plate/shell is calculated by solving the Fourier's heat conduction equation. Alternatively, thermo-mechanical coupling problems can be considered, in which the thermal variation is influenced by mechanical loading. Exact closed-form solutions are provided for plates and shells, but also the applications of the Ritz method and the Finite Element Method (FEM) are presented

The role of inhibitory feedback for information processing in thalamocortical circuits

The information transfer in the thalamus is blocked dynamically during sleep, in conjunction with the occurence of spindle waves. As the theoretical understanding of the mechanism remains incomplete, we analyze two modeling approaches for a recent experiment by Le Masson {\sl et al}. on the thalamocortical loop. In a first step, we use a conductance-based neuron model to reproduce the experiment computationally. In a second step, we model the same system by using an extended Hindmarsh-Rose model, and compare the results with the conductance-based model. In the framework of both models, we investigate the influence of inhibitory feedback on the information transfer in a typical thalamocortical oscillator. We find that our extended Hindmarsh-Rose neuron model, which is computationally less costly and thus siutable for large-scale simulations, reproduces the experiment better than the conductance-based model. Further, in agreement with the experiment of Le Masson {\sl et al}., inhibitory feedback leads to stable self-sustained oscillations which mask the incoming input, and thereby reduce the information transfer significantly.Comment: 16 pages, 15eps figures included. To appear in Physical Review

'Simultaneous Immersion' : How online postgraduate study contributes to the development of reflective practice among public service practitioners

This paper examines how the process of engaging simultaneously in study and work – through online distance-based study – affects students’ capacity to apply their learning in and for the workplace. The paper takes as its starting point the importance of extending notions of “educational effectiveness” beyond course-based attainment to encompass the impact of learning within the workplace. It explores the interface between study and work, focusing on the case of online postgraduate programmes in public management at the University of York. It finds that simultaneous immersion in study and work can create the conditions for “public reflection” that underpin work-based learning and that a key factor is the student-practitioner's ability to mobilise “episodic power.” The paper suggests ways in which existing approaches to online postgraduate learning might be enhanced in order to capitalise on these conditions of simultaneous immersion

More than a cognitive experience: unfamiliarity, invalidation, and emotion in organizational learning

Literature on organizational learning (OL) lacks an integrative framework that captures the emotions involved as OL proceeds. Drawing on personal construct theory, we suggest that organizations learn where their members reconstrue meaning around questions of strategic significance for the organization. In this 5-year study of an electronics company, we explore the way in which emotions change as members perceive progress or a lack of progress around strategic themes. Our framework also takes into account whether OL involves experiences that are familiar or unfamiliar and the implications for emotions. We detected similar patterns of emotion arising over time for three different themes in our data, thereby adding to OL perspectives that are predominantly cognitive in orientation

Investigating the PDR process in a UK university: continuing professional development or performativity?

Over recent years, the professional development review process has risen in importance in universities with such exercises being shown to have a positive effect on student learning, staff motivation, recruitment and retention. However, they may also be perceived as a controlling mechanism and part of a culture of ‘performativity’, which implies a lack of trust, an undermining of autonomy and a reliance on externally driven targets to ‘manage’ staff. However, there is very little published research in this area. This paper addresses this knowledge gap by drawing on data from a Leadership Foundation funded study in a UK University which included 30 interviews and a follow up survey (n=177) with both leaders and the staff they lead. The findings suggest that both leaders and staff felt that the process was potentially very important and could offer significant levels of guidance and support for professional development. However, they stressed the importance of a review structure which was adaptable, more professionally relevant, and less reliant on over ambitious target setting