Induction flowmeter for dielectric fluids, experimental verification final report

Experimental verification of induction flow meter for use with dielectric fluid

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

Inverse monoids and immersions of 2-complexes

It is well known that under mild conditions on a connected topological space $\mathcal X$, connected covers of $\mathcal X$ may be classified via conjugacy classes of subgroups of the fundamental group of $\mathcal X$. In this paper, we extend these results to the study of immersions into 2-dimensional CW-complexes. An immersion $f : {\mathcal D} \rightarrow \mathcal C$ between CW-complexes is a cellular map such that each point $y \in {\mathcal D}$ has a neighborhood $U$ that is mapped homeomorphically onto $f(U)$ by $f$. In order to classify immersions into a 2-dimensional CW-complex $\mathcal C$, we need to replace the fundamental group of $\mathcal C$ by an appropriate inverse monoid. We show how conjugacy classes of the closed inverse submonoids of this inverse monoid may be used to classify connected immersions into the complex

The Cosmic Censor Forbids Naked Topology

For any asymptotically flat spacetime with a suitable causal structure obeying (a weak form of) Penrose's cosmic censorship conjecture and satisfying conditions guaranteeing focusing of complete null geodesics, we prove that active topological censorship holds. We do not assume global hyperbolicity, and therefore make no use of Cauchy surfaces and their topology. Instead, we replace this with two underlying assumptions concerning the causal structure: that no compact set can signal to arbitrarily small neighbourhoods of spatial infinity (``$i^0$-avoidance''), and that no future incomplete null geodesic is visible from future null infinity. We show that these and the focusing condition together imply that the domain of outer communications is simply connected. Furthermore, we prove lemmas which have as a consequence that if a future incomplete null geodesic were visible from infinity, then given our $i^0$-avoidance assumption, it would also be visible from points of spacetime that can communicate with infinity, and so would signify a true naked singularity.Comment: To appear in CQG, this improved version contains minor revisions to incorporate referee's suggestions. Two revised references. Plain TeX, 12 page

Corporate Culture and Its Connection with External and Internal Public Relations

The main aim of this article is to present the influence of corporate culture on company's stakeholders. This paper signalises the tendency in corporate communication with its internal and external publics. It is focused on two issues: corporate social responsibility and employer branding. Those two categories are consequences of corporate culture model.Głównym celem artykułu jest zaprezentowanie wpływu jaki wywiera charakter kultury korporacyjnej na związanych z przedsiębiorstwem interesariuszy (stakeholders). W artykule zasygnalizowane zostały główne tendencje wyznaczające charakter komunikacji między organizacją a jej wewnętrznym i zewnętrznym otoczeniem. Tekst koncentruje się na dwóch kwestiach: społecznej odpowiedzialności przedsiębiorstwa (corporate social responsibilty) i budowanie wizerunku pracodawcy (employer branding), które zaprezentowane zostały jako efekty określonego modelu kultury organizacyjnej

Impact of culture towards disaster risk reduction

Number of natural disasters has risen sharply worldwide making the risk of disasters a global concern. These disasters have created significant losses and damages to humans, economy and society. Despite the losses and damages created by disasters, some individuals and communities do not attached much significance to natural disasters. Risk perception towards a disaster not only depends on the danger it could create but also the behaviour of the communities and individuals that is governed by their culture. Within this context, this study examines the relationship between culture and disaster risk reduction (DRR). A comprehensive literature review is used for the study to evaluate culture, its components and to analyse a series of case studies related to disaster risk. It was evident from the study that in some situations, culture has become a factor for the survival of the communities from disasters where as in some situations culture has acted as a barrier for effective DRR activities. The study suggests community based DRR activities as a mechanism to integrate with culture to effectively manage disaster risk

Change management: The case of the elite sport performance team

The effective and efficient implementation of change is often required for both successful performance and management survival across a host of contemporary domains. However, although of major theoretical and practical significance, research to date has overlooked the application of change management (hereafter CM) knowledge to the elite sport performance team environment. Considering that the success of ‘off-field’ sports businesses are largely dependent on the performances of their ‘on-field’ team, this article explores the application of current CM theorizing to this specific setting and the challenges facing its utility. Accordingly, we identify the need and importance of developing theory specific to this area, with practical application in both sport and business, through examination of current knowledge and identification of the domain's unique, dynamic and contested properties. Markers of successful change are then suggested to guide initial enquiry before the article concludes with proposed lines of research which may act to provide a valid and comprehensive theoretical account of CM to optimize the research and practice of those working in the field

Psychological climates in action learning sets: A manager’s perspective

Action Learning (AL) is often viewed as a process that facilitates professional learning through the creation of a positive psychological climate (Marquart, 2000; Schein, 1979). An psychological climate that fosters an environment in which learning set members feel psychologically safe enough to reflect upon both the successes, and failures in their professional life without any form of repercussion. However, there has been little attention given to the ways that that psychological climate develops, and the differing facets that create that climate. In response to such deficit, this paper reports the outcomes of interviews with eleven managers, all of whom are former AL set members on their experiences of action learning set membership. Drawing upon an interpretivist philosophy, the paper explores the key themes that emerged from the analysis of those interviews. The analysis serves to illustrate the differing facets that collectively contribute creation of a positive psychological climate that is conducive for learning. Analysis points to the relative importance of such facets as: trust, honesty, vulnerability, reciprocity, confidentiality and personal disclosure, all of which have the capacity to lead to a positive psychological climate in action learning sets. This paper is useful for developing an understanding of the differing facets in AL sets that create a psychological climate conducive for learning. As such, it has utility for action learning facilitators, set members, academics and educational consultants