Search

Drawing on the literature and current trends, the authors set forth a hypothesis that crisis has led to regional responses among policy makers, multinational companies, and entrepreneurs. The authors more specifically posit that national policy makers are shifting focus by redefining or withdrawing from larger alliances and solidifying regional coalitions. Multinational corporations operate regionally with narrower supply chains, financial management to insulate them from currency concerns, and regional products. Entrepreneurial financing is increasingly more regional and entrepreneurial firms are more regional and less global. This discussion concludes with the suggestions for further research.

Living citizenship emerging from reflection on an international educational partnership makes a unique contribution to the field and importantly fulfils the British Educational Research Association aim of improving educational practice for the public benefit. This paper explores the conceptual framework of 'living citizenship' as a means for developing international continuing professional development through action research projects. Adapting Whitehead's living educational theory approach to action research, living citizenship supports and problematises international educational partnerships through the influence of enabling participants as critically active citizens. Such pro-active fieldwork links the values and objectives of social justice and knowledge exchange to proffering educational change within authentic international continuing professional development professional learning environments.

A hybrid vortex filament scheme with the capability of simulating bounded turbulent flows is described. Viscous generation of new vortex elements at solid surfaces is accomplished through the intermediary step of solving the viscous vorticity transport equation on a thin boundary mesh via a finite difference and finite volume method. The transitional and turbulent boundary-layer flow past a wide, finite thickness, flat plate with rounded edges is computed with a view toward validating the methodology and gaining new insight into the structural aspects of transition. The predicted mean velocity and related statistics are well matched to experimental and numerical data. The representation of the flow through vortex filaments reveals that a distinction needs to be made between vortical structures, on one hand, and the rotational motion that they produce in the flowfield, on the other hand. In particular, hairpin-shaped regions that are commonly found by vortex identification schemes are found to not be structures in their own right, but rather the rotational signature of raised furrows in the surface vortex sheet. The latter overlie low-speed streaks and evolve to include ejected mushroom-shaped structures as well as spanwise vortices associated with roll-up. DOI: 10.2514/1.J050224

This paper narrates my post-doctoral journey as a Living Theory action researcher as I seek to continue to live out my values as a global citizen without the support of an academic environment. On leaving my role as a full-time educator in a UK state school, the challenge for me was to continue being a Living Theory action researcher whilst engaging with real-world politics. My desire to continue to live out my values as a livingglobal- citizen led me to move from action research into political activism. The vote to leave the EU in June 2016 was the catalyst for me to become more active in politics. My belief in democracy was shaken and it led me to consider how I could enhance the democratic process through forms of deliberative democracy. This was the motivation for my involvement in the development of a Democracy Cafe and a Citizen's Jury in my home town of Salisbury, UK. I claim that both of these activities are examples of how I am living out my values as a living-globalcitizen and a democrat, in order to enhance my own learning, the learning of others and to influence the social formations in which we are operating. [ABSTRACT FROM AUTHOR]

Objective: Research to measure the chemical characterization of alginate rafts for good raft performance and ascertain how formulation can affect chemical parameters. Significance: A selection of alginate formulations was investigated all claiming to be proficient raft formers with significance between products established and ranked. Methods:Procedures were selected which demonstrated the chemical characterization allowing rafts to effectively impede the reflux into the esophagus or in severe cases to be refluxed preferentially into the esophagus and exert a demulcent effect, with focus of current research on methods which complement previous studies centered on physical properties. The alginate content was analyzed by a newly developed HPLC method. Methods were used to determine the neutralization profile and the acid neutralization within the raft determined along with how raft structure affects neutralization. Results:Alginate content of Gaviscon Double Action (GDA) within the raft was significantly superior (p < .0001) to all competitor products. The two products with the highest raft acid neutralization capacity were GDA and Rennie Duo, the latter product not being a raft former. Raft structure was key and GDA had the right level of porosity to allow for longer duration of neutralization. Conclusion:Alginate formulations require three chemical reactions to take place simultaneously: transformation to alginic acid, sodium carbonate reacting to form carbon dioxide, calcium releasing free calcium ions to bind with alginic acid providing strength to raft formation. GDA was significantly superior (p <.0001) to all other comparators. [ABSTRACT FROM AUTHOR]

This multi-media account is based on the ideas in the book: International Educational Development and Learning through Sustainable Partnerships (Coombs, Potts & Whitehead, 2014). It traces the origins of Living Global Citizenship in a sustained international partnership between two schools and how this represents an academic leap from the concept of living educational theory. A set of pedagogical protocols are proposed as a practical guide for the development of Living Global Citizenship projects as a means of fulfilling the goal of providing meaningful citizenship education. I also explain why it is significant for those involved in international development work to engage in self-studies of their own influence in enquiries of the kind, 'How do I improve what I am doing?' in ways that avoid colonisation, but enable mutual negotiation and agreement of common values. Finally, I call for others to use living-global-citizenship as a standard of judgment to help to critically evaluate and strengthen this contribution to authentic knowledge. [ABSTRACT FROM AUTHOR]