922017 research outputs found
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Fitting the bill? (Dis)embodied disclosure of sexual identities in the workplace
No full textThe disclosure of lesbian, gay or bisexual identity is generally presented as a conscious act of leaving heterosexuality (Ragins, 2004). Such interpretation fails to take into account the dynamic processes involved in constructing non-heterosexual identities and to what degree such identities are embodied or disembodied. Supported by interview data among lesbian and gay employees in six British workplaces, this article explores how non-heterosexual identities become known in organisational settings by arguing that lesbians and gay men continue to collide with social expectations and stereotypical ideas of how sexual identities should be “worn” and performed. These both shape colleagues’ assumptions about their non-heterosexual identities and can expose lesbians and gay men to negative behaviour at work in highly gendered ways
Ecologies of educational reflexivity and agency – a different way of thinking about equitable educational policies and practices for England and beyond?
No full textThe current UK education policy for Englandemphasis on equity and social mobility focuses on narrowing the educational attainment gap between more and less advantaged groups of young people – an approach that has strong parallels in many Anglophone countries around the world. We argue that these policy and associated practice proscriptions tend to privilege an individualised narrative of agency for young people, teachers and schools more generally. Our paper argues that this individualised approach is highly problematic in that it decontextualizes the complex and real agentic work of young people in schooling, making it difficult to empirically and theoretically account for differences in educational outcome between and within groups of young people. Informed by a social realist perspective, and in particular the work of Margaret Archer, we propose a theoretical model that we suggest provides greater explanatory and predictive power. The model focuses on the way ecologies of development emerge for young people. We suggest that such ecologies reflect different structural and cultural factors and processes, combining in ways that enable and/or constrain young people’s educational reflexivity and agency and their ensuing educational engagement and attainments. We believe that building a typology of such ecologies of educational reflexivity and agency provides improved ways of developing equitable educational policies and practice - ones that relate clearly to the compositional mix of young people in schools and enable the development of interventions that better relate to such ecologies
Storing renewables in the gas network: modelling of power-to-gas (P2G) seasonal storage flexibility in low carbon power systems
Full text linkThe power-to-gas (P2G) process, whereby excess renewable electrical energy is used to form hydrogen and/or synthetic natural gas that are injected, transported and stored in the gas network, has the prospect to become an important flexibility option for the seasonal storage of low-carbon electricity. This paper is the first to model and assess the potential of P2G when combined with gas seasonal storage operation accounting for the two networks’ characteristics and constraints (including the amount of hydrogen that can be blended with natural gas under different gas network conditions). Power system operation with P2G is analysed via a two-stage optimisation based on DC power flow in order to assess the gas production from otherwise curtailed renewables, also considering impact of P2G on short-term and long-term gas prices. Additionally, impact of P2G on gas network operation and its potentially required re-dispatch are evaluated with a steady-state gas flow model. Case studies conducted on the Great Britain gas and electrical transmission networks quantify benefits and limitations of the integrated usage of P2G with seasonal gas storage under different scenarios. The proposed model thus sets the fundamentals for further development of this emerging technology as a seasonal storage option in low-carbon power systems
Day-ahead Prediction and Shaping of Dynamic Responses of the Demand at Bulk Supply Point
No full textPollicisation of the index finger in Fanconi anaemia: Functionality and appearances forty years after the intervention
No full textA novel technique to incorporate structural prior information into multi-modal tomographic reconstruction
No full textOpen innovation evaluation for Internet-enabled services in smart cities
No full textThis article is focused on public service innovation from an innovation management perspective. It presents research experience gained from a European project for managing social and technological innovation in the production and evaluation of demand-driven internet-enabled services in the public sector. It is based on 5 pilot initiatives, which sought to operationalise a new approach to co-producing and co-evaluating civic services in smart cities – commonly referred to as open innovation for smart city services. Research suggests that the evidence base underpinning this approach is not sufficiently robust to support claims being made about its effectiveness. Instead evaluation research of demand-driven internet-enabled urban services is in its infancy and there are no tested methods or tools in the literature for effectively supporting this approach. The paper reports on the development and trialling of a Co-evaluation Framework, indicators and reporting categories, used to support the co-production of citizens-driven smart city services in an EU-funded project. Our point of departure is that innovation of services is a sub-set of innovation management that requires effective integration of technological with social innovation, supported by the right skills and capacities. The main skills sets needed for effective co-evaluation of open innovation services are the integration of stakeholder management with evaluation capacities
Evaluation of ballistic performance of STF impregnated fabrics under high velocity impact
No full textShear thickening fluid (STF) impregnated fabrics offer improved ballistic performance against impacts, but the effect becomes not obvious at high impact velocity (e.g. 300m/s) as reported by some. This paper presents findings from an investigation of STF-impregnated fabric panels against ballistic impact, and attempts to identify the failure mechanisms of such panels under high velocity impact, which will shed light on effects of STF-impregnated fabrics for low and high velocity impacts. Single-ply and 10-ply neat and STF-impregnated aramid fabric panels were experimented on at impact velocities around 500m/s. The results indicated that the specific energy absorption of the single-ply and 10-ply STF impregnated fabric panels was 44.8% and 64.1% lower than that of their neat counterparts respectively. The mechanisms were studied theoretically and morphologically. It was found that the projectile velocities perforating the fabrics were decreased by STF impregnation due to the total movement constraint of the primary yarns. This changes the failure mode from tensile dominant to shear dominant, increases the possibility of earlier damage and failure of the primary yarns, and reduces the pull out distance, causing decrease in the energy absorption. The findings are significant for guiding further design of STF impregnated fabric panels for ballistic protection
Ecologies of educational reflexivity and agency – a different way of thinking about equitable educational policies and practices for England and beyond?
No full textThe current UK education policy for Englandemphasis on equity and social mobility focuses on narrowing the educational attainment gap between more and less advantaged groups of young people – an approach that has strong parallels in many Anglophone countries around the world. We argue that these policy and associated practice proscriptions tend to privilege an individualised narrative of agency for young people, teachers and schools more generally. Our paper argues that this individualised approach is highly problematic in that it decontextualizes the complex and real agentic work of young people in schooling, making it difficult to empirically and theoretically account for differences in educational outcome between and within groups of young people. Informed by a social realist perspective, and in particular the work of Margaret Archer, we propose a theoretical model that we suggest provides greater explanatory and predictive power. The model focuses on the way ecologies of development emerge for young people. We suggest that such ecologies reflect different structural and cultural factors and processes, combining in ways that enable and/or constrain young people’s educational reflexivity and agency and their ensuing educational engagement and attainments. We believe that building a typology of such ecologies of educational reflexivity and agency provides improved ways of developing equitable educational policies and practice - ones that relate clearly to the compositional mix of young people in schools and enable the development of interventions that better relate to such ecologies