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Article
Publication date: 1 March 1995

R. Hillier, D. Kirk and S. Soltani

The current interest in hypersonic flows is leading to significanteffort both to develop CFD methods and also to provide experimentaldata for their evaluation. In our research we…

139

Abstract

The current interest in hypersonic flows is leading to significant effort both to develop CFD methods and also to provide experimental data for their evaluation. In our research we attempt to integrateCFD and experiments as closely as possible so much so that most of our experimental model designs are based upon preliminary flow field computations in order to identify likely regions of importance and distribute instrumentation as efficiently as possible. The experiments must also have the CFD requirements clearly in mind. In particular we consider it important to separate evaluation on the numerics (essentially the algorithm) from modelling of the physics (which includes the uncertainties of turbulence modelling) to this end our experiments include laminar studies, for both attached and separated flows, for which the physical equations are known exactly, as well as turbulent flow studies. This paper concentrates mainly on our CFD efforts and presents details of a high resolution solver for viscous flows together with their predictions for a range of problems which are the subject of our current and planned experiments.

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International Journal of Numerical Methods for Heat & Fluid Flow, vol. 5 no. 3
Type: Research Article
ISSN: 0961-5539

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Abstract

Education reform and policy formation have become national priorities in all of the Gulf States that make up the six member Gulf Cooperation Council (GCC). This move toward developing and sustaining effective education provision for the national citizenry gained greater importance in the wake of the Arab Spring movement that swept across the region. Although not as directly impacted as some other Arab nations further north, the leadership of Gulf States recognized that the large youth demographic in the region needed greater education and employment options, partly to stem the tide of unrest in their own nations. Many Gulf States, including the Kingdom of Bahrain, were already looking overseas for education models and systems that they could “buy-in” and implement in local schools. One such provider that seemed attractive to Bahrain, among others, was Singapore, which is widely hailed in the Gulf region as a model of a high-performing, global economy and education system. Yet importation of foreign models, with little or no accommodations made for local needs and cultures leads to an uncomfortable “grafting” of systems that seem out of place. This, coupled with the desire by Gulf States to take part in international benchmarking exercises, such as TIMSS, has created an awkward skewing in many educational practices and processes in Bahrain and other GCC states. This chapter, using Bahrain as a case study, will explore the regional importation of systems and models and the effect that participation in international assessments is having on localized education practices.

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Education for a Knowledge Society in Arabian Gulf Countries
Type: Book
ISBN: 978-1-78350-834-1

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Book part
Publication date: 26 November 2015

Gerald Griggs and Richard Medcalf

Physical Education remains a contested concept across the world maintaining links in various ways and in varying degrees to education, sport and health. The close and historical…

Abstract

Physical Education remains a contested concept across the world maintaining links in various ways and in varying degrees to education, sport and health. The close and historical links of these areas upon Physical Education have continued to influence both policy and practice and have impacted significantly upon areas such as inclusive pedagogy. This chapter firstly seeks to explain the unique landscape of Physical Education before considering specific issues of inclusion within Physical Education. A move towards inclusive pedagogies within Physical Education is then explained before lesson examples are offered for both the primary and secondary Physical Education practitioner.

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Inclusive Pedagogy Across the Curriculum
Type: Book
ISBN: 978-1-78441-647-8

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Article
Publication date: 3 September 2019

Ciaran B. Trace and Yan Zhang

The purpose of this article is to examine the ways in which self-tracking data have meaning and value in and after the life of the creator, including how such data could become…

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Abstract

Purpose

The purpose of this article is to examine the ways in which self-tracking data have meaning and value in and after the life of the creator, including how such data could become part of the larger historical record, curated in an institutional archive. In doing so, the article expands upon existing shared interests among researchers working in the areas of self-tracking, human–computer interaction and archival science.

Design/methodology/approach

A total of 18 people who had self-tracked for six months or more were recruited for the study. Participants completed a survey which gathered demographic data and characteristics vis-à-vis their self-tracking behavior. In-person semi-structured interviews were then conducted to ascertain the beliefs of the participants regarding the long-term use and value of personal quantified-self data.

Findings

The findings reveal the value that people place on self-tracking data, their thoughts on proper modes for accessing their archive once it moves from the private to the public space, and how to provide fidelity within the system such that their experiences are represented while also enabling meaning making on the part of subsequent users of the archive.

Originality/value

Today’s quantified-self data are generally embedded in systems that create a pipeline from the individual source to that of the corporate warehouse, bent on absorbing and extracting insight from a totality of big data. This article posits that new opportunities for knowing and for design can be revealed when a public interest rationale is appended to rich personalized collections of small data.

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Book part
Publication date: 20 August 2013

Daniel J. Kirk

The purpose of this brief chapter is to set out the current trends and issues related to comparative and international education (CIE) in the Arabian Gulf region. As the field of…

Abstract

The purpose of this brief chapter is to set out the current trends and issues related to comparative and international education (CIE) in the Arabian Gulf region. As the field of comparative and education studies and research is relatively new in the Gulf, this chapter attempts to tell the story of the current state of the field in the region. One result of such an emergent area of the broader field is that there is little history and literature to draw upon, hence this chapter will defer to the literature regarding the field in general, drawing on specific area studies relating to the Gulf when available. Many aspects of education development, history, policy and practice have been examined, yet the distinct field of CIE, both as a teaching methodology and a research focus, remains a small, yet growing, part of the wider educational discourse and practice in the region.

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Annual Review of Comparative and International Education 2013
Type: Book
ISBN: 978-1-78190-694-1

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Book part
Publication date: 28 January 2011

Carrie Anna Courtad and Jeffrey P. Bakken

In other words, LD can affect the way in which a person takes in, remembers, understands, and expresses information. Typically, a person with LD is of average intelligence, based…

Abstract

In other words, LD can affect the way in which a person takes in, remembers, understands, and expresses information. Typically, a person with LD is of average intelligence, based on his/her intelligence quotient (IQ); however his/her academic performance is different from how they should be able to perform. People with LD are intelligent and have abilities to learn despite difficulties in processing information; however, they require specialized interventions in home, school, community, and workplace settings, appropriate to their individual strengths and needs, including but not limited to (a) specific skill instruction, (b) the development of compensatory strategies, (c) the development of self-advocacy skills, and (d) appropriate accommodation. Typically, a student with mild LD, who is identified and provided learning-disabilities instruction, can enhance his/her academic achievement, however, a student with undetected LD can struggle with low grades, low self-esteem, a loss of interest in higher education, and later reduced employment opportunities as an adult (Burkhardt, Obiakor, & Rotatori, 2004).

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History of Special Education
Type: Book
ISBN: 978-0-85724-629-5

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Article
Publication date: 5 September 2018

Chun Guo, Jane K. Miller, Melissa S. Woodard, Daniel J. Miller, Kirk D. Silvernail, Mehmet Devrim Aydin, Ana Heloisa da Costa Lemos, Vilmante Kumpikaite-Valiuniene, Sudhir Nair, Paul F. Donnelly, Robert D. Marx and Linda M. Peters

The purpose of this paper is to test a mediated model of the relationship between self-concept orientation (individualist and collectivist) and organizational identification…

833

Abstract

Purpose

The purpose of this paper is to test a mediated model of the relationship between self-concept orientation (individualist and collectivist) and organizational identification (OrgID, Cooper and Thatcher, 2010), with proposed mediators including the need for organizational identification (nOID, Glynn, 1998) as well as self-presentation concerns of social adjustment (SA) and value expression (VE, Highhouse et al., 2007).

Design/methodology/approach

Data were collected from 509 participants in seven countries. Direct and mediation effects were tested using structural equation modeling (AMOS 25.0).

Findings

Individualist self-concept orientation was positively related to VE and collectivist self-concept orientation was positively related to nOID, VE and SA. VE mediated the relationship between both self-concept orientations and OrgID. In addition, nOID mediated the relationship for collectivist self-concept orientation.

Practical implications

This study identifies underlying psychological needs as mediators of the relationship of self-concept orientation to OrgID. Understanding these linkages enables employers to develop practices that resonate with the self-concept orientations and associated psychological needs of their employees, thereby enhancing OrgID.

Originality/value

This study provides a significant contribution to the OrgID literature by proposing and testing for relationships between self-concept orientations and OrgID as mediated by underlying psychological needs. The results provide support for the mediated model as well as many of Cooper and Thatcher’s (2010) theoretical propositions, with notable exceptions.

Details

Journal of Managerial Psychology, vol. 33 no. 4/5
Type: Research Article
ISSN: 0268-3946

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Book part
Publication date: 16 November 2018

Radhi H. Al-Mabuk and Abdullah F. Alrebh

The focus of this paper is to compare access to higher education by Syrian refugees in Jordan and Germany. Background of the Syrian refugee crisis and its scope are provided…

Abstract

The focus of this paper is to compare access to higher education by Syrian refugees in Jordan and Germany. Background of the Syrian refugee crisis and its scope are provided before delving into a description of the university-age population among Syrian refugees in both countries. The nature of access to higher education in both countries is first examined before conducting a comparative analysis of the two. Implications and recommendations for policy and practice are provided.

Details

Strategies, Policies, and Directions for Refugee Education
Type: Book
ISBN: 978-1-78714-798-0

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Book part
Publication date: 25 April 2017

Colleen Fadale and Pamela Powell

An important process for teachers is shaping professional identity. Using narrative approaches to examine complexities of teaching and learning can be beneficial in both…

Abstract

An important process for teachers is shaping professional identity. Using narrative approaches to examine complexities of teaching and learning can be beneficial in both performing and understanding this shaping process. For teachers to develop a positive professional identity, they need to perceive that others view them as possessing those characteristics of a quality teacher and need to perceive that others view them as embodying the characteristics (Korthagen, 2004). Researching identity development of Health/Physical Education (HPE) preservice teachers as well as HPE teachers with various years of experience may provide insight regarding shaping teacher identity.

One key aspect is to look at how history has influenced Physical Education status and what can be done to increase PE status as an academic core discipline. By looking at how and why PE has been marginalized, as well as what can be done to decrease marginalization, is key to avoiding further devaluation of PE and its potential removal from the curriculum.

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Book part
Publication date: 3 June 2015

Morris R. Council, Lori S. Robinson, Robert A. Bennett and Prince M. Moody

There is a great deal of discussion involving Black male college athletes, particularly at Division I colleges and universities in revenue-generating sports. However, there is…

Abstract

There is a great deal of discussion involving Black male college athletes, particularly at Division I colleges and universities in revenue-generating sports. However, there is little discussion with regard to the unique role and complex challenges faced by Black male personnel who have the task of supporting student-athletes, especially athletes who are also Black males. The authors of the chapter extensively review the role of student-athlete academic support departments and the competencies needed to work in the profession. In addition, the chapter authors discuss how Black male identity can affect the Black male’s role in academic support positions.

Details

Black Males and Intercollegiate Athletics: An Exploration of Problems and Solutions
Type: Book
ISBN: 978-1-78441-394-1

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