The Moral Economy and Research on Projects: neglect and relevance to social capital and competencies

This paper makes a theoretical contribution to the understanding of management and of projects. The paper adopts an analysis of the moral economy, which poses a conceptual challenge to the way in which management generally, and specifically concerning projects, is understood. The paper also poses an indirect methodological challenge, particularly to positivism, empiricism and some interpretative analysis.Project management and the management of projects have tended to focus upon task and function respectively, which has relegated or excluded the role of morality in relationships in both research and practice. A similar position is adopted in economics with a focus upon closed systems. The combined result is an exclusion of the moral economy. This paper argues for a theoretical reappraisal of management generally, and specifically with regard to projects, to include the moral economy. The moral economy is not only foundational to the operation of the market economy, but also contributes to its performance.The conclusion summaries the main points and makes recommendations concerning theoretical development, methodology and practice

Molecular Genetic Typing of Staphylococcus aureus from Cows, Goats, Sheep, Rabbits and Chickens

End of project reportsS. aureus can also cause a number of infections in animals such as tick-associated pyaemia in lambs, staphylococcosis in rabbits, septicaemia, abscesses and chondronecrosis in chickens and pneumonia and osteomyelitis complex in turkeys. S. aureus is the most frequent cause of bovine mastitis, a disease that is of economic importance worldwide (Beck et al., 1992). Typically staphylococcal mastitis is chronic in nature, with subclinical mastitis being the most common form

Plugging the gap – can planned infrastructure address resistance to adoption of electric vehicles?

Non peer reviewe

Academic professional development for effective e-learning: a possible framework for Brazil

Distance education at a tertiary level in Brazil represents a very new educational approach compared with countries such as Australia and the United Kingdom. However, higher educational institutions in these and other countries share similar concerns surrounding this issue. One concern relates to preparing academics for delivery of quality online education. This paper will explore a PhD investigation concerning academic professional development for online learning in Brazil, as well as discuss the current available literature regarding this topic

Marginally unstable Holmboe modes

Marginally unstable Holmboe modes for smooth density and velocity profiles are studied. For a large family of flows and stratification that exhibit Holmboe instability, we show that the modes with phase velocity equal to the maximum or the minimum velocity of the shear are marginally unstable. This allows us to determine the critical value of the control parameter R (expressing the ratio of the velocity variation length scale to the density variation length scale) that Holmboe instability appears R=2. We then examine systems for which the parameter R is very close to this critical value. For this case we derive an analytical expression for the dispersion relation of the complex phase speed c(k) in the unstable region. The growth rate and the width of the region of unstable wave numbers has a very strong (exponential) dependence on the deviation of R from the critical value. Two specific examples are examined and the implications of the results are discussed.Comment: Submitted to Physics of Fluid

Planning purposeful imaginative activities in creative contexts for children’s literacy

Although children in primary schools in England are required to write imaginatively in order to gain optimum marks in statutory tests, an emphasis is often placed on revising decontextualised genre features, grammar and spelling. I wondered whether there was a place for creativity and imagination within the apparent constraints of a curriculum for English that had become defined by objectives and teaching procedures imposed by national strategies to raise literacy standards. Using a definition of creativity as purposeful imaginative activity, I set out to explore how teachers could interpret the objectives imaginatively and plan meaningful contexts for literacy, even in a climate of changing curriculum emphases. My thesis reports on three cycles of reflective, collaborative action research focused on literacy planning, in order to theorise meanings in relation to my values, understanding and practice. As a result of the research, approaches to planning sequences of purposeful imaginative activities that embed literacy concepts in meaningful creative contexts are exemplified. Evidence from an analysis of literacy plans for children in classrooms across the primary phase shows that teachers use their professional imaginations to plan their provision for children to read and write imaginatively – their statutory national curriculum entitlement (DfEE, 2000). We found that children’s literacy improves when they dwell in possible worlds as, for example, curators, custodians or concerned villagers, using the powerful resource of their own, and collective, imaginations. In addition, an analysis of drawings revealed evidence of the effort and effect of children’s somatic and affective imaginations. The work is underpinned by theories of: aesthetic appreciation and representation; child-centred, holistic pedagogy; inclusive creative processes; and the imagination as a resource for creating meaning. My ideas have been challenged and developed by academics such as Pat D'Arcy on literacy, Robert Sternberg on creativity, and Ken Robinson on imagination, in particular. As a result of the research, two conceptual tools for planning were developed and tested. They are underpinned by theory and professional experience and have been used effectively in schools during and beyond the research project. Components of the creative process were identified as motivating ideas, associating ideas, generating ideas, innovating ideas and communicating ideas, and became the MAGIC planning tool. Components of the imagination's repertoire were identified as auditory, kinaesthetic, tactile, emotional and visual, and became the AKTEV imagination repertoire. These represent the living education theories that have transformed my practice, and are offered as a contribution to the field of primary English education

Algorithms to Compute the Lyndon Array

We first describe three algorithms for computing the Lyndon array that have been suggested in the literature, but for which no structured exposition has been given. Two of these algorithms execute in quadratic time in the worst case, the third achieves linear time, but at the expense of prior computation of both the suffix array and the inverse suffix array of x. We then go on to describe two variants of a new algorithm that avoids prior computation of global data structures and executes in worst-case n log n time. Experimental evidence suggests that all but one of these five algorithms require only linear execution time in practice, with the two new algorithms faster by a small factor. We conjecture that there exists a fast and worst-case linear-time algorithm to compute the Lyndon array that is also elementary (making no use of global data structures such as the suffix array)

Continued evaluation of potential for geologic storage of carbon dioxide in the southeastern United States

Southern States Energy Board Duke Energy Santee Cooper Power Southern CompanyBureau of Economic Geolog