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Ongoing international collaborative research clearly demonstrates that the concept of adiabatic surface temperature is a simple single parameter to describe the complex convective and radiative conditions to which the surface of a structural element is exposed during fire. This parameter is a convenient and simple interface between fire and thermal/structural models. This paper presents existing published and new unpublished research for fire/structural engineers so as to contribute to the advancement of the engineering practice of designing structures in fire.

This chapter considers the reception of the poetry of Charles Baudelaire through the music of the Soviet metal band Chernyi Obelisk. It argues that Chernyi Obelisk's four Baudelaire settings, performed in Russian, as part of their early live sets in 1986/1987, offer an important part of the poet's reception history, within the Soviet Union. Taking as a starting point, Michael Robbins's claim that ‘metal and poetry are […] arts of accusation and instruction’, the chapter explores ideas of alienation and of the carnivalesque in Baudelaire's works, as presented through the medium of metal music. Focussing particular on settings of ‘Spleen’ and ‘Une Gravure fantastique’, the chapter contends that Chernyi Obelisk's intertextual and interlingual dialogue with Baudelaire can be read as an aesthetic response to social and political uncertainty during the era of glasnost and perestroika.

The purpose of this paper is to explore the concept of the learning organization, first discussed by Senge (1990), to determine if it can work as a model in the higher education sector.

Using a critical feminist framework, this paper assesses the possibilities and challenges of viewing universities as inclusive learning organizations, with a particular focus on women in academic faculty and leadership roles.

It argues that, ultimately, the impact of neoliberal values and underlying systemic structures that privilege male scholars need to be challenged through shifts in policies and practices to address ongoing issues of gender inequality in higher education.

The paper draws attention to the need to bring a critical feminist lens to an analysis of the concept of the learning organization if it is to be perceived as having merit in the higher education sector.

The purpose of this paper is to draw on the outcomes of an Higher Education Academy funded project, Literacies for Employability (L4E) to contribute to discussion of the interface between university learning and workplace settings and the focus on employability that dominates the English context. The paper will be of interest to colleagues from any discipline who have an interest in critical (re)readings of employability and practical ways of engaging student in ethnographic approaches to understanding workplace practices, particularly those with an interest in professional, work-based, or placement learning.

L4E is grounded in social theories of communication from Sociology and Education that understands literacy as a complex social activity embedded in domains of practice. These ideas recognise workplaces as domains that are highly distinctive and diverse contexts for literacy (rather than generic or standard) and that to be successful in particular workplace settings students must be attuned to, and adaptive and fluent in, the nuanced literacy practices of that workplace. However, evidence suggests (Lea and Stierer, 2000) that HE students (and teachers) rarely experience overt teaching about literacy in general or workplace literacies in particular.

This project developed a framework to scaffold and support this process across the disciplines so that students can develop the attitudes and behaviours they will need to be successful in the workplace.

The approach chimes with recommendations from Pegg et al. (2012) that employability is most effectively developed through a focus on more expansive, reflexive approaches to learning and through “raising confidence […] self-esteem and aspirations” (Pegg et al., 2012, p. 9).

This paper aims to build upon climato-economic theory to investigate the issue of climate’s effect on foreign expansion and location choice.

This empirical paper looks at foreign subsidiary location through the lens of the climato-economic theory. To do this, the study uses a balanced data set, looking at foreign expansion before, during and after the global financial crisis of US multinational firms. A multilevel step-wise regression is used to look at climate, culture and economic effects on foreign location choice.

The findings suggest that US multinational enterprises tend to have fewer foreign subsidiaries in countries with extreme climates, and they prefer locations with warmer climates, avoiding locations with colder climates, although they gravitate toward locations with less sunshine. Climate emerges as an important factor in location choice, with greater weighting than other factors, including economic and cultural factors in times of economic calm, but the weightings of the factors change during times of economic crisis.

This paper contributes to the global business literature by extending the climate-economic theory to macro levels affecting the firm. The paper is the first to look specifically at how climate affects foreign subsidiary location.

The purpose of this study was to evaluate the increase in sensitivity of a single risperidone administration in relation to energy intake of Wistar rats treated with cafeteria diet from birth to adulthood (119 days).

During the lactation period, six litters of Wistar rats (dam + 8 pups each litter) were fed one of the following two diets: Control (n = 3) or Cafeteria (n = 3) diets and water ad libitum. After weaning, the males were placed in individual cages, receiving the same diet offered to their respective dams (Control = 18; or Cafeteria = 18) until adulthood (119 postnatal days). The following parameters were evaluated: food and energy intake; macronutrient intake; weight gain; adipose tissue relative weight; sucrose preference; food intake after an administration of risperidone (0.1 mg/kg body weight).

The Cafeteria group showed a higher energy intake in relation to the Control group (p < 0.001). The consumption of energy beyond the individual needs can be understood as a hyperphagic condition. Also, the Cafeteria group reported greater weight gain (p = 0.048) and accumulation of adipose tissue (p < 0.001) with respect to the Control group. These results indicate that the cafeteria diet generated obesity in animals. The Cafeteria group showed reduced sucrose preference (p = 0.031), which is associated with the development of anhedonia-like behavior. In the food intake test, risperidone showed a greater sensitivity in Cafeteria animals, promoting a decrease in their energy intake in relation to the Control group that received risperidone (p = 0.040).

The cafeteria diet promoted hyperphagia, anhedonia-like behavior and obesity in animals. Acute risperidone administration showed greater sensitivity in the Cafeteria group, with a decrease in energy intake. The reported effects may be related to a downregulation of the dopaminergic system in the NAc region.

Purpose: The psychological contract involves expectations and responsibilities from both employees and organizations. Recently, arguments have emerged that link employee expectations to increasing individual entitlement beliefs which may not involve reciprocity. Equity theory suggests that employees continually assess their personal outcomes for fairness and that these equity perceptions could be affected by entitlement beliefs. The question that then arises is, how do entitled employees pursue these unmet beliefs and what are the implications if these beliefs are met or unmet? Approach: In this chapter, we present a conceptual model proposing that emotion regulation motives (instrumental or hedonic) influence how employees with unmet entitlement beliefs seek to advance their claims. Using equity theory as an underpinning theory, we conceptualize that instrumental and hedonic emotion regulation motives lead to different job satisfaction levels. We also argue that actual job performance moderates this relationship. Originality/Value: Understanding this process is essential as managers may constantly deal with employee entitlement beliefs, and low job satisfaction has been linked to poor employee and organizational outcomes. Theoretical and practical implications are discussed.

Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by the settings in which they take place (e.g., rural, urban, suburban), the characteristics of the partners (e.g., parents and teachers), and their relationships with one another (parent-teacher partnerships). In rural communities, supportive home-school partnerships promote young children’s success but have proven difficult to implement. African American families with young children residing in rural communities experience unique social and institutional challenges and benefits that are particularly salient for fostering home-school partnerships. Thus, the landscape of rural communities is an important and essential consideration for understanding the intersection between race and home-school partnerships. This chapter focuses on the promise of positive home-school partnerships for rural African American children, their families, and their schools. Home-school partnership as an essential component of children’s academic and social development is defined, and sample home-school partnership intervention programs are described. Finally, existing policy investments related to the facilitation of home-school partnerships are explored and policy recommendations that promote such partnerships are discussed.

The purpose of this paper is to communicate the findings of an empirical research project based on a real world problem that involved the development of a continuous professional development (CPD) framework for a children’s integrated service workforce. In addition, to give attention to the notion that children’s integrated services have not necessarily been viewed from the perspective of conflict management and that this has meant ensuing conflicts that characterise such organisations are more often than not ignored.

A case study approach involving a mixed methodology consisting of semi-structured interviews for senior managers and service leads; a quantitative survey for frontline practitioners and focus groups for service users, carers and children.

Rather than the service being fully integrated, services were aligned, and this was reflected in the conflict between professional cultures, reinforcing an “us and them” culture. This culture had seemingly permeated all aspects of the organisation including the senior management team. It was also noted that certain systems and processes, as well as bureaucracy, within the service were seen as hindering integrated working and was in effect a catalyst for conflict.

What has become evident during the course of this empirical study is the need to further explore the functioning of children’s integrated services using conflict management theories, tools and techniques so as to understand how best to manage conflict to an optimum where an environment of creativity and productiveness is created.

Therefore, when devising a CPD framework it can be argued that there is a need to address some of the types of conflict at the micro-frontline practitioner level of the organisation, as it is this level where there is opportunity through a variety of mechanisms, for example formal and non-formal learning, ring-fenced time, attendance at conferences, team away days and shadowing opportunities can be used to achieve a greater understanding of professional roles, improve working relationships and engage in the division of tasks in a fashion that will promote collaborative working.

The extent to which a children’s integrated service can be the harbinger of a range of multi-faceted conflicts that include the jarring of professional cultures, task conflict, inter-personal incompatibilities and competing value bases cannot be underestimated. Therefore, when devising a CPD framework it can be argued that there is a need to address some of the types of conflict at the micro-frontline practitioner level of the organisation.

Through the application of conflict management theory it will be illustrated how conflict could be used to effectively steer children integrated services towards creativity and productivity through an organisational wide framework that not only embraces dissonance, but also promotes a learning environment that takes advantage of such dissonance to incorporate a hybrid of professional practice and expertise.

National Engineers' Week takes place annually during the week of George Washington's birthday. Washington, best known as a soldier and stateman, was also a surveyor and road builder. The National Society of Professional Engineers began this tradition in 1950 with a two‐page article in The American Engineer. The society promoted Engineers Week on a national level beginning in 1951. February and March issues of The American Engineer in 1951 discussed the early celebrations of this week. The society's history (Robbins) also gives insights about the creation of this special week. Although the National Society of Professional Engineers initiated this week, other engineering organizations became involved later. At the present time, many organizations participate in the celebration. Each year, the National Society of Professional Engineers plans a particular theme for the week.