John Lewis Partnership lessons in logical incrementalism and organic growth: a case study and interview with the Chairman, Mr Charlie Mayfield

Purpose – The purpose of this paper is to demonstrate how strategy is developed and implemented in an organisation with an unusual ownership model. Partnerships are not a prevalent form of ownership but as this case demonstrates they can be extremely effective. Furthermore this case demonstrates how logical incrementalism can be used to implement major strategic decisions. Design/methodology/approach – The paper draws on company documentary evidence and a semi-structured interview with Mr Charlie Mayfield, Chairman of John Lewis Partnership. A chairman has a helicopter view of business whose perspectives are rarely captured by strategy researchers. This case study offers an insight into strategic thinking of a chairman and chief executive of a successful company. Research limitations/implications – The case study and interview offer a unique insight into the rationale behind strategic decisions within a successful partnership that has grown organically in a highly competitive retail market without high gearing. Originality/value – This case study sheds light on strategic moves within partnership. Furthermore, very few case studies offer insight into the thinking of a chief executive who has successfully managed a business in a turbulent environment.

Implementing REDD through community-based forest management: lessons from Tanzania

REDD (reduced emissions from deforestation and degradation) aims to slow carbon releases caused by forest disturbance by making payments conditional on forest quality over time. Like earlier policies to slow deforestation, REDD must change the behaviour of forest degrading actors. Broadly, it can be implemented with payments to forest users in exchange for improved forest management, thus creating incentives; through payments for enforcement, thus creating disincentives; or through addressing external drivers such as urban charcoal demand. In Tanzania, community-based forest management (CBFM), a form of participatory forest management, was chosen by the Tanzania Forest Conservation Group, a local NGO, as a model for implementing REDD pilot programmes. Payments are made to villages that have the rights to forest carbon. In exchange, the villages must demonstrably reduce deforestation at the village level. In this paper, using this pilot programme as a case study, combined with a review of the literature, we provide insights for REDD implementation in sub-Saharan Africa. We pay particular attention to leakage, monitoring and enforcement. We suggest that implementing REDD through CBFM-type structures can create appropriate incentives and behaviour change when the recipients of the REDD funds are also the key drivers of forest change. When external forces drive forest change, however, REDD through CBFM-type structures becomes an enforcement programme with local communities rather than government agencies being responsible for the enforcement. That structure imposes costs on local communities, whose local authority limits the ability to address leakage outside the particular REDD village.

Predicting long-term growth in students' mathematics achievement: the unique contributions of motivation and cognitive strategies

This research examined how motivation (perceived control, intrinsic motivation, and extrinsic motivation), cognitive learning strategies (deep and surface strategies), and intelligence jointly predict long-term growth in students' mathematics achievement over 5 years. Using longitudinal data from six annual waves (Grades 5 through 10; Mage = 11.7 years at baseline; N = 3,530), latent growth curve modeling was employed to analyze growth in achievement. Results showed that the initial level of achievement was strongly related to intelligence, with motivation and cognitive strategies explaining additional variance. In contrast, intelligence had no relation with the growth of achievement over years, whereas motivation and learning strategies were predictors of growth. These findings highlight the importance of motivation and learning strategies in facilitating adolescents' development of mathematical competencies.

Building climate resilience: lessons of early warning in Africa

Given the high levels of uncertainty and substantial variability in local weather and climate, what constitutes successful adaptation for the 800 million food-insecure people in Africa? In this context there is a need for building climate resilience through effective early warning systems, bringing real-time monitoring and decision-making together with stakeholders. The chapter presents two effective operational early warning systems in Africa: The Radio and Internet (RANET) network and the Rainwatch project. These examples were developed in partnership with local climate scientists and tailored to local development needs, enabled and encouraged with only modest international support. They deliver important lessons about how to prepare for crises using simple real-time monitoring. They also help us identify characteristics of managing for resilience in practice. The chapter concludes that successful adaptation requires adaptive, flexible, linked institutions, together with ground-based collaboration and practical tools. In the context of early warning three features stand out that make these systems successful: effective communication of current weather and climate information, a key individual within a bridging organization with the ability to navigate the governance systems, and sufficient time for innovation development.

Exploring socioeconomic impacts of forest based mitigation projects: Lessons from Brazil and Bolivia

This paper aims to contribute new insights globally and regionally on how carbon forest mitigation contributes to sustainable development in South America. Carbon finance has emerged as a potential policy option to tackling global climate change, degradation of forests, and social development in poor countries. This paper focuses on evaluating the socioeconomic impacts of a set of forest based mitigation pilot projects that emerged under the United Nations Framework Convention on Climate Change. The paper reviews research conducted in 2001–2002, drawing from empirical data from four pilot projects, derived from qualitative stakeholder interviews, and complemented by policy documents and literature. Of the four projects studied three are located in frontier areas, where there are considerable pressures for conversion of standing forest to agriculture. In this sense, forest mitigation projects have a substantial role to play in the region. Findings suggest however, that all four projects have experienced cumbersome implementation processes specifically, due to weak social objectives, poor communication, as well as time constraints. In three out of four cases, stakeholders highlighted limited local acceptance at the implementation stages. In the light of these findings, we discuss opportunities for implementation of future forest based mitigation projects in the land use sector.

Diversity in mathematics assessment equals diversity in opinion?

We undertook a study to investigate the views of both students and staff in our department towards assessment in mathematics, as a precursor to considering increasing the diversity of assessment types. In a survey and focus group there was reasonable agreement amongst the students with regards major themes such as mode of assessment. However, this level of agreement was not seen amongst the staff, where discussions regarding diversity in mathematics assessment definitely revealed a difference of opinion. As a consequence, we feel that the greatest barriers to increasing diversity may be with staff, and so more efforts are needed to communicate to staff the advantages and disadvantages, in order to give them greater confidence in trying a range of assessment types.

Relationship between classroom authority and epistemological beliefs as espoused by primary school mathematics teachers from the very high and very low socio-economic regions in Thailand

This article presents findings of a larger single-country comparative study which set out to better understand primary school teachers’ mathematics education-related beliefs in Thailand. By combining the interview and observation data collected in the initial stage of this study with data gathered from the relevant literature, the 8-belief / 22-item ‘Thai Teachers’ Mathematics Education-related Beliefs’ (TTMEB) Scale was developed. The results of the Mann-Whitney U Test showed that Thai teachers in the two examined socio-economic regions espouse statistically different beliefs concerning the source and stability of mathematical knowledge, as well as classroom authority. Further, these three beliefs are found to be significantly and positively correlated.

Heliospheric Observations of STEREO-Directed Coronal Mass Ejections in 2008 – 2010: Lessons for Future Observations of Earth-Directed CMEs

We present a study of coronal mass ejections (CMEs) which impacted one of the STEREO spacecraft between January 2008 and early 2010. We focus our study on 20 CMEs which were observed remotely by the Heliospheric Imagers (HIs) onboard the other STEREO spacecraft up to large heliocentric distances. We compare the predictions of the Fixed-Φ and Harmonic Mean (HM) fitting methods, which only differ by the assumed geometry of the CME. It is possible to use these techniques to determine from remote-sensing observations the CME direction of propagation, arrival time and final speed which are compared to in-situ measurements. We find evidence that for large viewing angles, the HM fitting method predicts the CME direction better. However, this may be due to the fact that only wide CMEs can be successfully observed when the CME propagates more than 100∘ from the observing spacecraft. Overall eight CMEs, originating from behind the limb as seen by one of the STEREO spacecraft can be tracked and their arrival time at the other STEREO spacecraft can be successfully predicted. This includes CMEs, such as the events on 4 December 2009 and 9 April 2010, which were viewed 130∘ away from their direction of propagation. Therefore, we predict that some Earth-directed CMEs will be observed by the HIs until early 2013, when the separation between Earth and one of the STEREO spacecraft will be similar to the separation of the two STEREO spacecraft in 2009 – 2010.

Informing operational flood management with ensemble predictions: lessons from Sweden.

This paper highlights some communicative and institutional challenges to using ensemble prediction systems (EPS) in operational flood forecasting, warning, and civil protection. Focusing in particular on the Swedish experience, as part of the PREVIEW FP6 project, of applying EPS to operational flood forecasting, the paper draws on a wider set of site visits, interviews, and participant observation with flood forecasting centres and civil protection authorities (CPAs) in Sweden and 15 other European states to reflect on the comparative success of Sweden in enabling CPAs to make operational use of EPS for flood risk management. From that experience, the paper identifies four broader lessons for other countries interested in developing the operational capacity to make, communicate, and use EPS for flood forecasting and civil protection. We conclude that effective training and clear communication of EPS, while clearly necessary, are by no means sufficient to ensure effective use of EPS. Attention must also be given to overcoming the institutional obstacles to their use and to identifying operational choices for which EPS is seen to add value rather than uncertainty to operational decision making by CPAs.

Economic forecasting: some lessons from recent research

This paper describes some recent advances and contributions to our understanding of economic forecasting. The framework we develop helps explain the findings of forecasting competitions and the prevalence of forecast failure. It constitutes a general theoretical background against which recent results can be judged. We compare this framework to a previous formulation, which was silent on the very issues of most concern to the forecaster. We describe a number of aspects which it illuminates, and draw out the implications for model selection. Finally, we discuss the areas where research remains needed to clarify empirical findings which lack theoretical explanations.

Inclusive approaches to teaching and learning mathematics

This chapter explores the role of mentors in supporting pre-service teachers to include all children in mathematics teaching, no matter what their individual needs.