Women’s participation in organisationally-assigned expatriation: an assignment type effect?

This article examines women’s participation in long-term, short-term, rotational and commuter organisationally-assigned expatriation. It explores the effects of assignment length, pattern and accompanied/unaccompanied status on career contribution and home/family life outcomes. This triangulated research draws upon e-mail correspondence with 71 current female expatriates to learn about assignment types undertaken and future assignment intentions; and in-depth, semi-structured interviews with 26 of these assignees, and 14 Human Resource professionals in two case study oil and gas firms. This research is set within the theoretical frame of rational choice which suggests that couples engage co-operatively in their division of labour to maximise lifetime earnings, with women prioritising home and family over career prospects. The research finds that long-term assignments enable women to maximise or achieve high levels of both career and family outcomes. Alternative ‘flexpatriate’ assignments provide lower quality career potential and familial relationships, leading to career and/or family compromise/sacrifice. A model is presented to explain women’s assignment preferences in meeting career and family life objectives, extending rational choice theory into the expatriate context. Increasing use of flexpatriation may inhibit expatriate gender diversity

Reduction of turbomachinery noise

In the invention, propagating broad band and tonal acoustic components of noise characteristic of interaction of a turbomachine blade wake, produced by a turbomachine blade as the blade rotates, with a turbomachine component downstream of the rotating blade, are reduced. This is accomplished by injection of fluid into the blade wake through a port in the rotor blade. The mass flow rate of the fluid injected into the blade wake is selected to reduce the momentum deficit of the wake to correspondingly increase the time-mean velocity of the wake and decrease the turbulent velocity fluctuations of the wake. With this fluid injection, reduction of both propagating broad band and tonal acoustic components of noise produced by interaction of the blade wake with a turbomachine component downstream of the rotating blade is achieved. In a further noise reduction technique, boundary layer fluid is suctioned into the turbomachine blade through a suction port on the side of the blade that is characterized as the relatively low-pressure blade side. As with the fluid injection technique, the mass flow rate of the fluid suctioned into the blade is here selected to reduce the momentum deficit of the wake to correspondingly increase the time-mean velocity of the wake and decrease the turbulent velocity fluctuations of the wake; reduction of both propagating broad band and tonal acoustic components of noise produced by interaction of the blade wake with a turbomachine component downstream of the rotating blade is achieved with this suction technique. Blowing and suction techniques are also provided in the invention for reducing noise associated with the wake produced by fluid flow around a stationary blade upstream of a rotating turbomachine

Cosmological models with interacting components and mass-varying neutrinos

A model for a homogeneous and isotropic spatially flat Universe, composed of baryons, radiation, neutrinos, dark matter and dark energy is analyzed. We infer that dark energy (considered to behave as a scalar field) interacts with dark matter (either by the Wetterich model, or by the Anderson and Carroll model) and with neutrinos by a model proposed by Brookfield et al.. The latter is understood to have a mass-varying behavior. We show that for a very-softly varying field, both interacting models for dark matter give the same results. The models reproduce the expected red-shift performances of the present behavior of the Universe.Comment: 8 pages, 5 figures, to be published in Gravitation and Cosmolog

Supervision and Scholarly Writing: Writing to Learn - Learning to Write

This paper describes an action research project on postgraduate students’ scholarly writing in which I employed reflective approaches to examine and enhance my postgraduate supervisory practice. My reflections on three distinct cycles of supervision illustrate a shift in thinking about scholarly writing and an evolving understanding of how to support postgraduate students’ writing. These understandings provide the foundation for a future-oriented fourth cycle of supervisory practice, which is characterised by three principles, namely the empowerment of students as writers, the technological context of contemporary writing, and ethical issues in writing

Synthesis, structure, and cytotoxicity studies of oxidovanadium(IV and V) complexes bearing chelating phenolates

The interaction of [VO(acac)2] with 2,6-bis(hydroxymethyl)-4-methylphenol (L1H3) or 6,6/-methylenebis(4-tert-butyl-2-(hydroxymethyl)phenol) (L2H4) in refluxing toluene afforded, following work-up in ethanol, the complexes [VOL1]2 (1) and {[VO(acac)(HOEt)](VO)L2]}2 (2), respectively. Use of 4-[3,5-bis(2-hydroxyphenyl)-1,2,4-triazol-1-yl]benzoic acid (L3H2) or 4-[3,5-bis(2-hydroxyphenyl)-1,2,4-triazol-1-yl]benzosulfonic acid (L4H2) with [VOCl3] in refluxing acetonitrile, followed by methanol and THF work-up, afforded the complexes [Et3NH][VO(OMe)L3]2 (3) and [Et3NH][VO(OMe)L4]2 (4), respectively. The interaction of [VOSO4] and L3H2 in refluxing acetonitrile afforded, with extraction into methanol, the complex [VO(OMe)L3]2 (5). The molecular structures of 2, 3 and 5 have been determined; the structure of 1 has been reported previously. The complexes in this study have been determined to be of low toxicity using in vitro cell assays with 50% cytotoxicity values (CC50) values in the range 56 – 126 µM

A kapwa-infused paradigm in teaching Catholic theology/catechesis in a multireligious classroom in the Philippines

The increasing religious diversity in educational space has raised a legitimate question on how Catholic theology/ catechesis must be taught in Philippine Catholic universities given the institutional mandate to educate students “into the faith of the Church through teaching of Christian doctrine in an organic and systematic way” (Wuerl, 2013, 1). On this note, the paper makes reference to “centered plural- ism” (CP), a positional posture espoused by Georgetown University in dealing with this predicament. In an attempt to (re) appropriate CP into local context, there is a need to explore the Filipino conception of self/others as enveloped within the indigenous concept of kapwa. Hereon, the paper finds that CP is not just feasibly suitable in local context but with kapwa's more inclusive description of the relationship of self and others, a CP‐based teaching paradigm in theology/ catechesis is a promising project in the educational scene of the Philippines

A Critical Approach to Developing Culturally Relevant Leadership Curricula for Muslim Students

The secular and materialistic values imported to Muslim countries through globalisation and the uncritical application of Western models and theories are changing societies from being Muslim towards a materialistic and secular one where economic value is the most critical factor that drives people’s behaviour and decisions. The real challenge for Muslim countries, then, is to develop and implement higher education curricula that reflect Islamic and cultural values while incorporating global knowledge developed by Western and other scholars. This chapter aims to achieve this balance by proposing a theoretical model that can be used for developing culturally relevant and critically reflective leadership curricula. The model is derived from Habermas’ account of critical theory and offers a critical and holistic approach to leadership teaching. It adopts an intercultural and interdisciplinary approach to learning and aims to start a dialogue between Western and indigenous sources of knowledge. The model also proposes the content and teaching practices recommended by leadership scholars and leadership development literature internationally to provide students with a balanced and pluralistic learning experience that addresses both the spiritual and the intellectual aspects of knowledge

The vulnerability of public spaces: challenges for UK hospitals under the 'new' terrorist threat

This article considers the challenges for hospitals in the United Kingdom that arise from the threats of mass-casualty terrorism. Whilst much has been written about the role of health care as a rescuer in terrorist attacks and other mass-casualty crises, little has been written about health care as a victim within a mass-emergency setting. Yet, health care is a key component of any nation's contingency planning and an erosion of its capabilities would have a significant impact on the generation of a wider crisis following a mass-casualty event. This article seeks to highlight the nature of the challenges facing elements of UK health care, with a focus on hospitals both as essential contingency responders under the United Kingdom's civil contingencies legislation and as potential victims of terrorism. It seeks to explore the potential gaps that exist between the task demands facing hospitals and the vulnerabilities that exist within them

Re-Focusing - Building a Future for Entrepreneurial Education & Learning

The field of entrepreneurship has struggled with fundamental questions concerning the subject’s nature and purpose. To whom and to what means are educational and training agendas ultimately directed? Such questions have become of central importance to policy makers, practitioners and academics alike. There are suggestions that university business schools should engage more critically with the lived experiences of practising entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspects of entrepreneurial practice. In the UK, where funding in higher education has become increasingly dependent on student fees, there are renewed pressures to educate students for entrepreneurial practice as opposed to educating them about the nature and effects of entrepreneurship. Government and EU policies are calling on business schools to develop and enhance entrepreneurial growth and skill sets, to make their education and training programmes more proactive in providing innovative educational practices which help and facilitate life experiences and experiential learning. This paper makes the case for critical frameworks to be applied so that complex social processes become a source of learning for educators and entrepreneurs and so that innovative pedagogical approaches can be developed in terms both of context (curriculum design) and process (delivery methods)

Learning is Like a Lava Lamp: The Student Journey to Critical Thinking

This paper explores the ways in which a university Foundation Degree programme supports undergraduate early years students to develop critical thinking, mindfulness and self-actualisation through their lived personal and professional experiences. It considers the impact of this on graduates employed within the Early Years sector. Findings inform future design of a University Foundation Degree programme situated within Early Childhood Education and Care (ECEC). As undergraduates, students engage in higher-level learning aligned to their practice within the workplace. An interpretive Participatory Qualitative Research methodology is used to gather the views of 6 alumni who completed their studies in 2014. They participated in the research freely within ethical parameters approved by a university ethics committee. Findings revealed that the development of critical thinking is empowered by having a personal or professional impetus, which in the case of Early Years is the child as being at the heart of values based practice. This, with the inclusion of mindfulness, drives students to a sustainable deeper layer of thinking to achieve self-actualisation. Through the acquisition of critical thinking students have been subsequently able to take up positions of authority within the early years workforce