5,078 research outputs found
Bringing Hidden Organizations Out of the Shadows: Introduction to the Special Issue
No full textThis introduction to the special issue describes hidden organizations, offers several reasons for the lack of research on these collectives, and explains how this collection of articles helps move us forward in efforts to empirically study hidden organizations. After providing background information on the history of this special issue, the five articles published here are described in terms of the type of collective examined, the theories and methods used, and the key research questions addressed. Three observations about the published pieces are made: being hidden requires communicative effort; hiddenness is usefully understood in terms of identity management; and any discussion of hidden organizations raises ethical considerations. The piece closes with acknowledgements and a call for continued conceptual/theoretical and empirical research into hidden organizations.This is an introduction to a special issue on Hidden Organizations edited by the author. Published online before print: July 19, 2015
Marine protected areas, marine spatial planning and the resilience of marine ecosystems
No full text[Extract] At first blush, a concern for improving ocean resilience—or, more properly, the resilience of marine ecosystems—might seem misdirected. Oceans cover 71 percent of the Earth's surface and, because of their depth, provide 99 percent of the habitat available for life (Ogden 2001). Biological diversity in the oceans exceeds that on land (Craig 2005). In addition, the seas moderate and buffer the most fundamental physical and chemical processes of the planet, including temperature regulation, the hydrological cycle, and carbon sequestration. Changes in ocean temperature and ocean currents in one part of the world affect weather over a much greater area, as the La Niña/El Niña oscillation, or ENSO, demonstrates through its three-to-seven-year cycles, driven by temperature and current changes in the eastern Pacific Ocean off the coast of South America. Barriers to dispersal are less prevalent in the sea than on land, promoting larval connectivity and migration over very large scales
Rhizophora mangle, R. samoensis, R. racemosa, R. X harrisonii (Atlantic-East Pacific red mangrove)
No full textDistribution: Native to American west and east coasts and African west coast. One species, Rhizophora mangle, was introduced to the central Pacific, including Hawai‘i and the Society Islands. Closely allied with Indo-West Pacific stilt mangroves whose ranges naturally overlap AEP mangroves only in the southern Pacific.
Size: Can reach 30–50 m (100–160 ft) in height, although commonly attains 5–8 m (16–26 ft).
Habitat: Inhabits the intertidal wetland zone, 0–6 m (0–20 ft) elevation between mean sea level and highest tides, with variable rainfall.
Vegetation: Commonly associated with other mangrove species.
Soils Adapted to a very wide range of soils but thrives best in fine mud sediments of downstream river estuaries.
Growth rate: Grows less than 1 m/yr (3.3 ft/yr) in height.
Main agroforestry uses Soil stabilization, coastal protection, wildlife/marine habitat for marine fauna.
Main products: Timber, fuelwood, charcoal, dyes and traditional medicine.
Yields: Estimated yields of timber volume under bark were 100–150 m3/ha/yr (1,400–2,100 ft3/ac/yr).
Intercropping: Recommended for planting together with other mangrove species.
Invasive potentia: These plants are ready colonizers of new mud banks, making them opportunistically invasive with a high potential to invade alien environments; generally not recommended for planting outside of their natural range
Birthday Party for Mrs R V Ferguson
No full textLarge group of people atteding a birtday party honoring Mrs R V Ferguson, given by John Sleeper at the Boating and Fishing Club in Waco on December 15, 1938. They are dressed formally, some are seated in chairs in front row and some are standing in back. Those attending: Mrs Allen D Sanford, Mr John Sleeper, Mrs R V Ferguson, Mr Allen D Sanford, Miss Minnie Killough, Judge P S Hale, Mrs R L Baldridge, Mr H J Cureton, Mrs A J Hall, Mr Tom M Sleeper, Mrs Jennie Crow, Judge W M Sleeper, Mrs P S Hale, Mr R L Baldridge, Mrs W M Sleeper, Mr R V Ferguson, Mrs John Sleeper, Dr A J Hall, Mrs Ida E Lumpkin, Mr R M Killough, Mrs Tom M Sleeper, Mr Frank Woodruff, Miss Mary Pearl Hale, Mrs Hattie Bush, Mrs Craig Logan, Miss Marjorie Hale, Mr Craig Logan, Mrs H J Cureton, Miss Susie Sleepe
Correction: Identifying untapped legal capacity to promote multi-level and cross-sectoral coordination of natural resource governance (Sustainability Science, (2023), 10.1007/s11625-023-01424-y)
No full textCorrection: Sustainability Science In the original publication of the article, the following reference belongs to the reference citation “Garmestani et al. 2019” was published incorrectly as “Garmestani A, Craig RK, Gilissen HK, McDonald J, Soininen N, van Doorn-Hoekveld W, van Rijswick HFMW (2019) The role of social-ecological resilience in coastal zone management: a comparative law approach to three coastal nations. Front Ecol Evol 7:410. ”. The correct reference should read as “Garmestani A, Ruhl JB, Chaffin BC, Craig RK, van Rijswick HFMW, Angeler DG, Folke C, Gunderson L, Twidwell D, Allen CR (2019) Untapped capacity for resilience in environmental law. Proc Natl Acad Sci 116: 9899–19904. ”
Craig interpolation for semilinear substructural logics
No full textThe Craig interpolation property is investigated for substructural logics whose algebraic semantics are varieties of semilinear (subdirect products of linearly ordered) pointed commutative residuated lattices. It is shown that Craig interpolation fails for certain classes of these logics with weakening if the corresponding algebras are not idempotent. A complete characterization is then given of axiomatic extensions of the >R-mingle with unit> logic (corresponding to varieties of Sugihara monoids) that have the Craig interpolation property. This latter characterization is obtained using a model-theoretic quantifier elimination strategy to determine the varieties of Sugihara monoids admitting the amalgamation property. © 2012 WILEY-VCH Verlag GmbH & Co. KGaA, Weinheim.The first author was supported by the Spanish projects TASSAT (TIN2010-20967-C04-01) and Agree-
ment Technologies (CONSOLIDER CSD2007-0022, INGENIO 2010), the Generalitat de Catalunya grant 2009-SGR-1434, and the Marie Curie IRSES Project (FP7-PEOPLE-2009). The second author was supported by Swiss National Science Foundation grant 20002 129507 and Marie Curie Reintegration Grant PIRG06-GA-2009-256492.Peer Reviewe
Vulnerability to climate change: people, place and exposure to hazard
No full textThe Human Dimension of the Twinning European and South Asian River Basins to Enhance Capacity and Implement Adaptive Management Approaches Project (EC-Project BRAHMATWINN) is aimed at developing socio-economic tools and context for the effective inclusion of the "Human Dimension" or socio-economic vulnerability into the overall assessment of climate risk in the twinned basins of the Upper Brahmaputra River Basin (UBRB), and the Upper Danube River Basin (UDRB) . This work is conducted in the light of stakeholder/actor analysis and the prevailing legal framework. In order to effectively achieve this end, four key research and associated activities were defined: 1. Identifying stakeholders and actors including: implement an approach to ensure a broad spread of appropriate stakeholder input to the assessment of vulnerability undertaken in Asia and Europe within the research activities of the project.2. Contextualising legal framework: to provide an assessment of the governance framework relating to socio-environmental policy development within the study site administrative areas leading to the specific identification of related policy and legal recommendations.3. Spatial analysis and mapping of vulnerability: providing a spatial assessment of the variation of vulnerability to pre-determined environmental stressors across the study areas with an additional specific focus on gender.4. Inclusion of findings with the broader context of the BRAHMATWINN risk of climate change study through scenarios of hazard and vulnerability (subsequent chapters). This study utilises stakeholder inputs to effectively identify and map relative weightings of vulnerability domains, such as health and education in the context of pre-specified hazards such as flood. The process is underpinned by an adaptation of the IPCC (2001) which characterizes Risk as having the components of Hazard (physiographic component) and Vulnerability (socio-economic component).<br/
An exact solution for steady state magnetic reconnection in three dimensions
No full textAn exact three-dimensional solution is derived for the steady state magnetic reconnection of incompressible, resistive plasmas. The analysis provides a natural extension of the analytic, two-dimensional reconnection solution of Craig & Henton. The solution shows how advective motions through the separatrix “spine-curve” lead to global current sheets aligned to the separatrix “fan.
UA-R-GC-1914-01-01-1930-11-14_Page-008
No full text229 '
Committee on Grounds
and Buildins:
Committee on Spiritual
Resources:
J. M. Steele, Chairman
R. J. Frackelton
R. Killough
J. W. Walker
G. jnnes
W. 1. Chariberlain, Chairman
R. J. Frackelton
R. Killough
G. Innes
Committee on Charter
and Rules: W. B. Hill
C. R. Watson
Conulittee on Nominations: G. L. Robinson
E. "I. Craig
Committee on Resolutions: W. I. Chamberlain
G. Innes
253. REPORTS ON THE Dr. Hill presented to the Trustees Messrs. Worth Howard and
% ORK IN CAIRO Leonard Allen, who talked informally on the work in Cairo
and answered various cuestions put to them by the Trustees.
This informal discussion was continued at the luncheon which followed immediate-ly
after the adjournment of the meeting.
254. ADJO i1RIEENT The Twelfth Annual Meeting of the Board adjourned at
1:00 P.M.
(Signed) EARLE M. CRAIG
Recording Secretary
A NARRATIVE INQUIRY INTO TEACHING PHYSICS AS INQUIRY: AN EXAMINATION OF IN-SERVICE EXEMPLARS
No full textStudies show that teachers who have experienced inquiry are more likely to practice the inquiry method in their own classrooms (McDermott, 2007; Olson, 1995; Pereira, 2005; Windschitl, 2002). This study explores changes in science teachers’ personal practical knowledge (Clandinin, 1986) after participating in a graduate level physics inquiry course and subsequent professional development throughout the school year. In addition, teacher participants were studied to determine the roadblocks they encountered when altering curriculum mandates in ways that would enable them to work with the inquiry method. The results of this course and subsequent professional development sessions were analyzed for the benefits of using the inquiry method to teacher learning and to ascertain whether the teacher participants would be more apt to employ the inquiry method in their own classrooms. Moreover, the results of this study were analyzed to inform my personal practice as a leader preparing undergraduate science teachers in the teachHOUSTON program as well as in my continuing work with in-service teachers. An inquiry course may be added to the teachHOUSTON course sequence, based on the discoveries unearthed by this thesis study.
This research study is conducted as a narrative inquiry (Clandinin & Connelly, 1992, 2000; Craig, 2011; Polkinghorne, 1995) where story works as both a research method and a form of representation (Connelly & Clandinin, 1990). Narrative inquiry is strongly influenced by John Dewey (1938) who believed that one must rely on past experiences and knowledge to solve current and future problems and that life experience is in fact education. This study inquires into the narratives of two teachers who are teaching secondary science in public schools. These stories illuminate the teachers’ lived experiences as they co-constructed curriculum with their students. The images of teacher as a curriculum maker vs. teacher as a curriculum implementer (Craig & Ross, 2008; Craig, 2010) demonstrate what needs to be taken into account when teachers live physics curriculum alongside their students in physics classroom settings. The exemplars featured in this thesis illuminate teachers’ developing knowledge as they expand their understandings of inquiry in a physics inquiry course undertaken for professional development purposes and their subsequent enactment of science curriculum in their own classrooms with their students as they, too, inquire into physics.Curriculum and Instruction, Department o
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