Paul Warmington, Jane Leadbetter · 2013
Activity theory is customarily defined as offering object-orientated analyses of individual and collective activity. In this chapter, which draws upon the Learning in and for Interagency Working (LIW) Project’s research into professional learning in ‘multiagency’ children’s services settings, object-orientation is considered in relation to the problematic intimacy between ‘learning’ and ‘labour’ in activity theory. Daniels and Warmington (2007) have argued that, regardless of the specified, momentary object of any particular activity (that is, the development of specified projects, practices, services or goods), the object of any activity system also comprises the social production of labour-power, or rather labour-power potential. In using the term labour-power we refer, unfashionably, to Marx, for whom labour-power is the constellation of skills, knowledge and dispositions that constitutes the capacity of individuals and collectives for productive labouring action. Labour-power remains merely a potential resource until it is submitted to the labour process, wherein it becomes actual, value-creating labour (in other words, labouring action). In liquid, post-bureaucratic, service-orientated economies, as Rikowski (2002 a) and Dinerstein and Neary (2002) have argued, education, training, management and organisational strategies are increasingly orientated to the social production of labour-power (that is with the production of labour-power through means other than just increased recruitment). This is apparent, not least, in the concern across policy, curriculum, managerial and academic fields with qualities such as ‘responsiveness’, ‘flexibility’ and ‘hybridity’ or with ‘interprofessionalism’, ‘generic skills’ and ‘upskilling’.
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Kenneth L. Pryor, Colleen Wilson · 2013
– To identify and document severe downburst events from the time of derecho initiation over northern Indiana to the time that the derecho-producing convective system (DCS) moved off the Atlantic coast. – Apply GOES-13 Rapid Scan Operations (RSO) water vapor (WV)- thermal infrared (IR) channel brightness temperature differencing (BTD) imagery, level-II NEXRAD imagery, and Rapid Refresh (RAP) model-derived microburst prediction algorithm output, including the Microburst Windspeed Potential Index (MWPI), to demonstrate the development and evolution of severe DCS-generated winds.
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Cutter, Charles A. (Charles Ammi), 1837-1903. · The Journal of the Abraham Lincoln Association
Photostat reproduction made from the Transactions and proceedings of the International library conference, London, 1897.
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Molly Crozier · Research Portal (King's College London) · 2022
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2014
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2014
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Yoshiaki Toyama, Kazuhiro Chiba · 2007
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Oxford University Press eBooks · 2023
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Holbery, N., Morley, Dawn, Mitchell, J. · Bournemouth University Research Online (Bournemouth University) · 2019
Chapter six explores the concept of ‘expansive learning’ taken from Fuller and Unwin’s (2003) research of apprenticeships where they identified a ‘restrictive- expansive continuum’ that classified the type of learning environment presented in the work place. Crucially, expansive learning encouraged a supportive environment for students to learn higher level skills such as dialogue, problem solving and reflexive forms of expertise. Supportive and collaborative learning environments can instil confidence in the student to develop and the supervisory role (or previously the mentor) is significant to this. The chapter theme of expansive learning is led by the goal to discover what teaching and learning processes can assist all levels of clinical staff in supporting students to move effectively, and in a well-supported way, to the expertise or ‘graduateness’ (Eden, 2014) required at registration and beyond. This was an important foundation of the recent NMC (2017) review. Chapter 2 and 3 have already demonstrated the potential educational role of unqualified staff and peer students who previously have not been officially recognised for coaching learners in practice. With focused and explicit support for their learning, students’ placement experience can be ‘supercharged’ so their learning advances quicker and with greater impact on their long term professional development (Morley, 2018). A model of coaching that emerged from the research study is also presented. Current emphasis in practice learning is placed on the assessment of measurable clinical skills rather than the students’ ability to join these skills holistically in professional practice (Morley, 2015). The ability to be able to teach this type of integration of student performance into the busy clinical practice is more akin to the fluidity of ‘coaching’ rather than ‘teaching’ and this is explored fully within the chapter.
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JOBY JOHN · Bulletin of Miscellaneous Information (Royal Gardens Kew) · 2015
Expansive Grammar is a unique and commendable attempt at dovetailing some of the highly significant grammatical concepts belonging to the Eastern and western streams of thought. It fruitfully employs a very powerful theory of great contemporary relevance – Neurolinguistics – as a unifying grid. Recent researches in structural semantics and language acquisition have ratified the pragmatic value of Neurolinguistics as a cardinal discipline in the study of language. The author Joby John has undertaken the laudable task of identifying certain universal structures underneath the heteroglossia of linguistic utterances. The i mmense range of illustrations from languages as diverse as Greek and Syriac and the dexterity shown in the proper praxis of the fundamental theoretical assumptions bear testimony to the erudition and academic acumen that went into the making of the book. Dr. Siby James Associate Professor Dept. of English St. Thomas College, Pala
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Jefferson, Ian · NERC Open Research Archive (Natural Environment Research Council) · 2012
Expansive soils present significant geotechnical and structural engineering challenges the world over, with \ncosts associated with expansive behaviour estimated to run into several billion annually. Expansive soils are \nsoils that experience significant volume change associated with changes in water contents. These volume \nchanges can either in the form of swell or in the form shrinkage and this is why they are sometime known as \nswell/shrink soils. Key aspects that need identification when dealing with expansive soils include: soil \nproperties, suction/water conditions, water content variations temporal and spatial, e.g. generated by trees, and \nthe geometry/stiffness of foundations and associated structures. Expansive soils can be found in humid \nenvironments where expansive problems occur with soils of high Plasticity Index (Ip) or in arid/semi arid soils \nwhere soils of even moderate expansiveness can cause significant damage. In the UK damage often occurs as a \ndirect result of interaction with vegetation and associated water content changes. Soils that experience \nswell/shrink problems in the UK are typically found in the south and east of the country, notably around \nLondon, corresponding to the drier parts of the UK. However, moderate swell/shrink potential can be exhibited \nacross many parts of the country. This chapter reviews the nature and extent of expansive soils, highlighting \nkey engineering issues. These include methods to investigate expansive behaviour both in the field and in the \nlaboratory and the associated empirical and analytical tools to evaluate expansive behaviour. Following this \ndesign options for pre and post construction are highlighted for both foundations and pavements, together with \nmethod to ameliorate potentially damaging expansive behaviour.
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Bryant Mather · 1970
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Jorge Lewowicz, Marcelo Cerminara · Scholarpedia · 2008
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Mike Boyle, Douglas Lind · Transactions of the American Mathematical Society · 1997
This paper provides a framework for studying the dynamics of commuting homeomorphisms. Let <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="alpha"> <mml:semantics> <mml:mi>α</mml:mi> <mml:annotation encoding="application/x-tex">\alpha</mml:annotation> </mml:semantics> </mml:math> </inline-formula> be a continuous action of <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="double-struck upper Z Superscript d"> <mml:semantics> <mml:msup> <mml:mrow class="MJX-TeXAtom-ORD"> <mml:mi mathvariant="double-struck">Z</mml:mi> </mml:mrow> <mml:mi>d</mml:mi> </mml:msup> <mml:annotation encoding="application/x-tex">\mathbb {Z}^d</mml:annotation> </mml:semantics> </mml:math> </inline-formula> on an infinite compact metric space. For each subspace <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="upper V"> <mml:semantics> <mml:mi>V</mml:mi> <mml:annotation encoding="application/x-tex">V</mml:annotation> </mml:semantics> </mml:math> </inline-formula> of <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="double-struck upper R Superscript d"> <mml:semantics> <mml:msup> <mml:mrow class="MJX-TeXAtom-ORD"> <mml:mi mathvariant="double-struck">R</mml:mi> </mml:mrow> <mml:mi>d</mml:mi> </mml:msup> <mml:annotation encoding="application/x-tex">\mathbb {R}^d</mml:annotation> </mml:semantics> </mml:math> </inline-formula> we introduce a notion of expansiveness for <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="alpha"> <mml:semantics> <mml:mi>α</mml:mi> <mml:annotation encoding="application/x-tex">\alpha</mml:annotation> </mml:semantics> </mml:math> </inline-formula> along <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="upper V"> <mml:semantics> <mml:mi>V</mml:mi> <mml:annotation encoding="application/x-tex">V</mml:annotation> </mml:semantics> </mml:math> </inline-formula>, and show that there are nonexpansive subspaces in every dimension <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="less-than-or-equal-to d minus 1"> <mml:semantics> <mml:mrow> <mml:mo>≤</mml:mo> <mml:mi>d</mml:mi> <mml:mo>−</mml:mo> <mml:mn>1</mml:mn> </mml:mrow> <mml:annotation encoding="application/x-tex">\le d-1</mml:annotation> </mml:semantics> </mml:math> </inline-formula>. For each <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="k less-than-or-equal-to d"> <mml:semantics> <mml:mrow> <mml:mi>k</mml:mi> <mml:mo>≤</mml:mo> <mml:mi>d</mml:mi> </mml:mrow> <mml:annotation encoding="application/x-tex">k\le d</mml:annotation> </mml:semantics> </mml:math> </inline-formula> the set <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="double-struck upper E Subscript k Baseline left-parenthesis alpha right-parenthesis"> <mml:semantics> <mml:mrow> <mml:msub> <mml:mrow class="MJX-TeXAtom-ORD"> <mml:mi mathvariant="double-struck">E</mml:mi> </mml:mrow> <mml:mi>k</mml:mi> </mml:msub> <mml:mo stretchy="false">(</mml:mo> <mml:mi>α</mml:mi> <mml:mo stretchy="false">)</mml:mo> </mml:mrow> <mml:annotation encoding="application/x-tex">\mathbb {E}_k(\alpha )</mml:annotation> </mml:semantics> </mml:math> </inline-formula> of expansive <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="k"> <mml:semantics> <mml:mi>k</mml:mi> <mml:annotation encoding="application/x-tex">k</mml:annotation> </mml:semantics> </mml:math> </inline-formula>-dimensional subspaces is open in the Grassmann manifold of all <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="k"> <mml:semantics> <mml:mi>k</mml:mi> <mml:annotation encoding="application/x-tex">k</mml:annotation> </mml:semantics> </mml:math> </inline-formula>-dimensional subspaces of <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="double-struck upper R Superscript d"> <mml:semantics> <mml:msup> <mml:mrow class="MJX-TeXAtom-ORD"> <mml:mi mathvariant="double-struck">R</mml:mi> </mml:mrow> <mml:mi>d</mml:mi> </mml:msup> <mml:annotation encoding="application/x-tex">\mathbb {R}^d</mml:annotation> </mml:semantics> </mml:math> </inline-formula>. Various dynamical properties of <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="alpha"> <mml:semantics> <mml:mi>α</mml:mi> <mml:annotation encoding="application/x-tex">\alpha</mml:annotation> </mml:semantics> </mml:math> </inline-formula> are constant, or vary nicely, within a connected component of <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="double-struck upper E Subscript k Baseline left-parenthesis alpha right-parenthesis"> <mml:semantics> <mml:mrow> <mml:msub> <mml:mrow class="MJX-TeXAtom-ORD"> <mml:mi mathvariant="double-struck">E</mml:mi> </mml:mrow> <mml:mi>k</mml:mi> </mml:msub> <mml:mo stretchy="false">(</mml:mo> <mml:mi>α</mml:mi> <mml:mo stretchy="false">)</mml:mo> </mml:mrow> <mml:annotation encoding="application/x-tex">\mathbb {E}_k(\alpha )</mml:annotation> </mml:semantics> </mml:math> </inline-formula>, but change abruptly when passing from one expansive component to another. We give several examples of this sort of “phase transition,” including the topological and measure-theoretic directional entropies studied by Milnor, zeta functions, and dimension groups. For <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="d equals 2"> <mml:semantics> <mml:mrow> <mml:mi>d</mml:mi> <mml:mo>=</mml:mo> <mml:mn>2</mml:mn> </mml:mrow> <mml:annotation encoding="application/x-tex">d=2</mml:annotation> </mml:semantics> </mml:math> </inline-formula> we show that, except for one unresolved case, every open set of directions whose complement is nonempty can arise as an <inline-formula content-type="math/mathml"> <mml:math xmlns:mml="http://www.w3.org/1998/Math/MathML" alttext="double-struck upper E 1 left-parenthesis alpha right-parenthesis"> <mml:semantics> <mml:mrow> <mml:msub> <mml:mrow class="MJX-TeXAtom-ORD"> <mml:mi mathvariant="double-struck">E</mml:mi> </mml:mrow> <mml:mn>1</mml:mn> </mml:msub> <mml:mo stretchy="false">(</mml:mo> <mml:mi>α</mml:mi> <mml:mo stretchy="false">)</mml:mo> </mml:mrow> <mml:annotation encoding="application/x-tex">\mathbb {E}_1(\alpha )</mml:annotation> </mml:semantics> </mml:math> </inline-formula>. The unresolved case is that of the complement of a single irrational direction. Algebraic examples using commuting automorphisms of compact abelian groups are an important source of phenomena, and we study several instances in detail. We conclude with a set of problems and research directions suggested by our analysis.
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Christian Beighton · Palgrave Macmillan UK eBooks · 2016
This chapter makes the case for expansive learning. I situate the concept in recent changes to workplace practices and critical questions about the learning that takes place there. After defining the concept, I discuss two different ways of understanding it: first from an organizational or top-down perspective, and second from a more organic or bottom-up point of view. In the final section, I discuss the implications of these two positions, drawing conclusions about expansive learning which, I argue, require an understanding of concepts of difference, materiality, and change in these professional learning settings.
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Lee Jones, Ian Jefferson · 2023
Expansive soils present significant geotechnical and structural engineering challenges the world over, with costs associated with expansive behaviour estimated to run into several billion pounds annually. Expansive soils are those which experience significant volume changes associated with changes in water content. These volume changes can either be in the form of swell or shrinkage, and are sometimes known as swell–shrink soils. Key aspects that need identification when dealing with expansive soils include soil properties, suction/water conditions, temporal and spatial water content variations that may be generated, for example, by trees, and the geometry/stiffness of foundations and associated structures. Expansive soils can be found both in humid environments where expansive problems occur with soils of high plasticity index, and in arid/semi-arid soils where soils of even moderate expansiveness can cause significant damage. This chapter reviews the nature and extent of expansive soils, highlighting key engineering issues. These include methods to investigate expansive behaviour both in the field and the laboratory, and the associated empirical and analytical tools to evaluate expansive behaviour. Design options for pre- and post-construction are highlighted for both foundations and pavements, together with methods to ameliorate potentially damaging expansive behaviour.
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2013
Due to their potential to provide nonuniform support at the base of a concrete pavement structure, expansive soils must be properly addressed during the design phase. Expansive soils are soils that significantly change volume with changes in moisture content. Control of expansive subgrade materials to ensure uniform support through wet and dry seasons is a key consideration to the long-term performance of concrete pavement structures. Therefore, if an expansive soil is present in the confines of a new roadway project, the expansive potential of the subgrade must be evaluated and accounted for during the design phase. Expansive soils can be mitigated by compacting the subgrade at the proper moisture content, selectively grading the subgrade material and/or chemically modifying the subgrade. More on this topic is available in ACPA’s EB204P, “Subgrades and Subbases for Concrete Pavements.” Index Tests and Field Variable Impacts Expansive soils that may swell enough to cause pavement problems are generally clays falling into the AASHTO A-6 or A-7 groups, or classified as CH, MH,
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MARIA FARLAND · Pennsylvania State University Press eBooks · 2016
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Robert L. Reid · Civil engineering · 2015
The expansion of London’s British Museum neatly slipped 18,000 m2 of new space‒consisting of five levels above grade and as many as six below‒into a tight footprint partially surrounded by the facility’s historically protected buildings. The new World Conservation and Exhibitions Centre combines a special exhibition gallery, collection storage space, research laboratories, conservation studios, offices, and more while carefully protecting the original structures.
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Emese Kürti · Image · 2021
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