An alternative formulation for guided electromagnetic fields in grounded chiral slabs - Summary

An alternative formulation for guided electromagnetic fields in grounded chiral slabs is presented. This formulation is formally equivalent to the double Fourier transform method used by the authors to calculate the spectral fields in open chirostrip structures. In this paper, we have addressed the behavior of the electromagnetic fields in the vicinity of the ground plane and at the interface between the chiral substrate and the free space region. It was found that the boundary conditions for the magnetic field, valid for achiral media, are not completely satisfied when we deal with chiral material. Effects of chirality on electromagnetic field distributions and on surface wave dispersion curves were also analyzed.

When the Practice of Theorizing Meets the Theorizing of Practice. Social Knowledge Making in Organization Science Academia and Managerial Communities

The aim of the present work is to contribute to a better understanding of the relation between organization theory and management practice. It is organized as a collection of two papers, a theoretical and conceptual contribution and an ethnographic study. The first paper is concerned with systematizing different literatures inside and outside the field of organization studies that deal with the theory-practice relation. After identifying a series of positions to the theory-practice debate and unfolding some of their implicit assumptions and limitations, a new position called entwinement is developed in order to overcome status quo through reconciliation and integration. Accordingly, the paper proposes to reconceptualize theory and practice as a circular iterative process of action and cognition, science and common-sense enacted in the real world both by organization scholars and practitioners according to purposes at hand. The second paper is the ethnographic study of an encounter between two groups of expert academics and practitioners occasioned by a one-year executive business master in an international business school. The research articulates a process view of the knowledge exchange between management academics and practitioners in particular and between individuals belonging to different communities of practice, in general, and emphasizes its dynamic, relational and transformative mechanisms. Findings show that when they are given the chance to interact, academics and practitioners set up local provisional relations that enable them to act as change intermediaries vis-a-vis each other’s worlds, without tying themselves irremediably to each other and to the scenarios they conjointly projected during the master’s experience. Finally, the study shows that provisional relations were accompanied by a recursive shift in knowledge modes. While interacting, academics passed from theory to practical theorizing, practitioners passed from an involved practical mode to a reflexive and quasi-theoretical one, and then, as exchanges proceeded, the other way around.

Theorizing positioning strategies of secondary capital cities

Capital cities that are not the economic centers of their nations – so-called secondary capital cities (SSCs) – tend to be overlooked in the field of political science. Consequentially, there is a lack of research and resulting theory describing their political economy. This paper proposes a comparative research framework which analyzes how external pressures are influencing the relevant policy makers in the process of (re)positioning the SCC.

Theoretical Calving Rates from Glaciers Along Ice Walls Grounded in Water of Variable Depths

Calving has been studied for glaciers ranging from slow polar glaciers that calve on dry land, such as on Deception Island (63.0-degrees-S, 60.6-degrees-W) in Antarctica, through temperate Alaskan tide-water glaciers, to fast outlet glaciers that float in fiords and calve in deep water, such as Jakobshavns Isbrae (69.2-degrees-N, 49.9-degrees-W) in Greenland. Calving from grounded ice walls and floating ice shelves is the main ablation mechanism for the Antarctic and Greenland ice sheets, as it was along marine and lacustrine margins of former Pleistocene ice sheets, and is for tide-water and polar glaciers. Yet, the theory of ice calving is underdeveloped because of inherent dangers in obtaining field data to test and constrain calving models. An attempt is made to develop a calving theory for ice walls grounded in water of variable depth, and to relate slab calving from ice walls to tabular calving from ice shelves. A calving law is derived in which calving rates from ice walls are controled by bending creep behind the ice wall, and depend on wall height h, forward bending angle-theta, crevasse distance c behind the ice wall and depth d of water in front of the ice wall. Reasonable agreement with calving rates reported by Brown and others (1982) for Alaskan tide-water glaciers is obtained when c depends on wall height, wall height above water and water depth. More data are needed to determine which of these dependencies is correct. A calving ratio c/h is introduced to understand the transition from slab calving to tabular calving as water deepens and the calving glacier becomes afloat.

Consideration of Multi-Phase Criterion in the Differential Protection Algorithm for High-Impedance Grounded Synchronous Generators

The generator differential protection is one of the most important electrical protections of synchronous generator stator windings. Its operation principle is based on the comparison of the input current and output current at each phase winding. Unwanted trip commands are usually caused by CT saturation, wrong CT selection, or the fact that they may come from different manufacturers. In generators grounded through high impedance, only phase-to-phase or three-phase faults can be detected by the differential protection. This kind of fault causes differential current to flow in, at least, two phases of the winding. Several cases of unwanted trip commands caused by the appearance of differential current in only one phase of the generator have been reported. In this paper multi-phase criterion is proposed for generator differential protection algorithm when applied to high impedance grounded generators.

Persisting to Graduation: A Grounded Theory Exploration of Nontraditional Undergraduate Women's Enrollment

While women maintain a numerical majority in undergraduate college enrollments and degrees earned, they also represent the numerical majority among students over 29 years old, students of color, students who are in the lowest income category, students who are single parents, and students who attend college part-time (Peter & Horn, 2005; Planty, et al., 2008). The National Center for Educational Statistics (NCES) has identified seven characteristics that place students at risk of not completing an undergraduate degree; (a) delayed enrollment between high school and college, (b) part-time enrollment, (c) financial independence, (d) students with dependents, (e) students who are single parents, (f) students who work full-time while enrolled, and (g) students who completed a GED as opposed to earning a high school diploma (Choy, 2002; Dickerson & Stiefer, 2006; Horn & Premo, 1995). The above characteristics overlap with the categories where women have a numerical majority, thereby placing women in greater jeopardy of not completing a bachelor's degree. A review of the existing persistence literature demonstrates a lack of research devoted to understanding the persistence experiences, challenges, strategies, and decisions of nontraditional undergraduate in favor of the "traditional" undergraduate student (Pascarella & Terenzini, 2005; Reason 2003). For this doctoral dissertation, I have based the research on a critical race feminist framework, informed by my experience working with the population of nontraditional undergraduate women at a women's college and employed a critique of the persistence literature as sensitizing concepts. Using a modified grounded theory research design, I collected and analyzed data which led to the development of a grounded theory of nontraditional undergraduate women's persistence. The emergent concepts of commitment, environment, and support interact in a theory of academic momentum and I offer a critical race feminist reading of the findings and theory to expose race neutrality, honor the voices of women of color, and deconstruct the evidence presented. The implications of this research include student, institutional, and inclusive excellence approaches to increasing the persistence of nontraditional undergraduate women and contribute to the success of this unique population of learners.

Restrictive and Expansive Views of Equality: A Grounded Theory Study that Explores the Influence of Racial Consciousness on the Behaviors of White Faculty in the Classroom

Attempts to address the ever increasing achievement gap among students have failed to explain how and why educational traditions and teaching practices perpetuate the devaluing of some and the overvaluing of others. This predicament, which plagues our educational system, has been of increased concern, given the growing racial diversity among college students and the saturation of White faculty in the academy. White faculty make up the majority, 79%, of all faculty in the academy. White faculty, whether consciously or unconsciously, are less likely to interrogate how race and racism both privilege them within the academy and influence their faculty behaviors. The result of this cyclical, highly cemented process suggests that there is a relationship between racial consciousness and White faculty members' ability to employ behaviors in their classroom that promote equitable educational outcomes for racially minoritized students. An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared to be inextricably linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom was developed by the author and tested in this study. Constructivist grounded theory was used to explore the role White faculty believe they play in the dismantling of the white supremacy embedded in their classrooms through their faculty behaviors. A substantive theory subsequently emerged. Findings indicate that White faculty with a higher level of racial consciousness employ behaviors in their classroom reflective of a more expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. This research bears great significance to higher education research and practice, as it is the first of its kind to utilize critical legal scholar Kimberlé Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching. Implications for faculty preparation and continued education are also discussed.

Desarrollo cultural en las organizaciones: un modelo de estudio basado en la Grounded Theory

La cultura organizacional se configura a partir de la interrelación de los procesos de apropiación de la filosofía, la pertenencia, la adaptación, la satisfacción y el liderazgo compartidos por un grupo. Este conjunto de categorías puede ser reconocido mediante el uso de una matriz que incluye en su estructura subcategorías o conceptos y un conjunto de propiedades observables en el público interno. El presente artículo tiene por objetivo describir un modelo de estudio construido a partir de la Grounded Theory o Teoría Fundamentada que nos permita comprender el desarrollo cultural de las organizaciones. El estudio de caso se realizó en una compañía líder en Europa del sector de la distribución.

Reply (grounded upon records) to the pamphlet published by Wm. Hutt ... in the year 1839; entitled "The Stade duties considered" ...

Text of "The Stade duties considered" and "Reply" in parallel columns.