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Risk management (RM) is now widely accepted as an important tool in the management of projects. Through a series of semi‐structured interviews with RM facilitators, current practice is explored. The findings provide a number of soft benchmarks. Interest in RM comes largely from educated clients and is regularly adopted as an integrated front‐end service. Ongoing RM studies throughout the project life cycle are limited largely to the public sector and utilities. The use of RM workshops and the production of risk registers are commonplace. The use of Monte Carlo simulation through specialist software is widespread as a means of obtaining a greater degree of confidence in project budgets. There is scepticism regarding the usefulness of complex risk analysis techniques and a predisposition to rely on judgement based on experience. The use of historical data is limited. Evaluation of the service is informal and there is a relative lack of training and skills development underpinning RM provision.

Construction is a project‐oriented industry that benefits from both the technical and interpersonal skills that a project manager has to offer. Increasingly, project management is viewed as being an integrated process relevant throughout the project lifecycle, which necessarily draws upon a broad range of knowledge and abilities. It is imperative that project managers, therefore, have ready access to education and training programmes that enable them to update their skills. This paper compares a new distance learning project management educational software application with a traditional multiple‐media resource and a well‐established postgraduate module delivered in part‐time mode to establish the pedagogic effectiveness of distributed interactive multimedia. An analysis of quantitative data generated over a two‐year period finds that whilst learning and confidence gains occur in all delivery modes, there is no significant difference in the academic performance of students between the traditional control and distance learning experimental groups.

In this paper, three research topics are presented referring to different aspects of multifield problems in civil engineering. The first example deals with long term behaviour of wood under multiaxial states of stress and the effect of moisture changes on the deformation behaviour of wood. The second example refers to the application of a three‐phase model for soils to the numerical simulation of dewatering of soils by means of compressed air. The soil is modelled as a three phase‐material, consisting of the deformable soil skeleton and the fluid phases – water and compressed air. The third example is concerned with computational durability mechanics of concrete structures. As a particular example of chemically corrosive mechanisms, the material degradation due to the dissolution of calcium and external loading is addressed.

Monsters, from ghouls and zombies to shoggoths and Cthulhu, have always fascinated humans and have a prominent presence in cultural production. This is made clear by how much people enjoy Halloween events and dressing up as their favourite monster or the most recent trend of horror themed escape rooms, that include haunted houses, a zombie apocalypse or Lovecraftian monsters. Monstrous creatures represent the fears and desires of society and often embody the allure of danger, transgression and power. Monsters have long been used to construct certain images of the different/unconventional and thus represent anything diverse as the Other. Monsters, however, can be employed to invert or even overturn this relationship by empowering the Other and thus provide us with a more critical view on society in regard to our values, fears and attitudes. The stories and folklore about monsters and the monstrous that incite fear and remind us to always check under our beds before we sleep have also found their way into our everyday lives. Within the mainstream media, criminality is indicative of moral corruption, and is attributed with notions of monstrosity. These monsters do not have claws, instead, they are unpredictable, different and deviate from social and cultural norms. Like the mythical creatures in folklore, monstrosity in its human form reminds us to fear the future, the unknown, Others and society. The monstrous is centrally defined by its unfixedness, its resistance to conformity or to convenient schematic identification. It is somatically and intellectually uneasy, a restless disturbing embodied thought that unsettles, and whose greatest value to us is its very indeterminacy. This chapter illustrates the shifting shapes of the monstrous, their makers, and offers insight about what we can learn from studying these cautionary noetic chimeras. Drawing on the diversity of our academic backgrounds, ideological perspectives and the research from our individual chapters, we address the contemporary narrative of the figure of the monster. Rather than an essay style examination, our chapter explores this narrative through a question and answer format. The flexibility of this format allows readers an intimate glimpse into the ways in which the monstrous can be conceptualised and understood in various frameworks.

This chapter describes how the anticipation of connected content relegates cognitive spacing, which opens the possibility for schema acquisition. Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development.

Understanding information input and output is central to providing meaningful instructional opportunities. This chapter describes the three phrases of cognitive spacing: ready, set, and go.

Information organization does not simply involve putting new data into folders, but instead cognitively preparing for knowledge development. This is accomplished by ongoing reorganizations where new information, known information, and assumed information are evaluated against current stimuli. The subsequent shifts in understanding are the fundamental crux to instilling lifelong learning within students.

The importance of spacing theory in literacy development is significant to skill development and content acquisition.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.

Economic ideas are the product of contemplation, but also of our economic lives. In the history of ideas, Gérard Debreu’s shining book of 1959, Theory of Value, represents the pinnacle of purity in contemplating economic life. Rather than contextualizing this oeuvre through his intellectual life, as is usually done, this essay describes his axiomatic analysis by contextualizing it through his economic life. What do we learn about Debreu’s axioms on consumption when thinking of his own consumption? What do we learn about his theory of value when thinking of his own values? Historiographically, this approach permits the use of a widely neglected source in the history of economics: anecdotes. Epistemologically, blending axioms and anecdotes offers a description of how axioms regulate an economic discourse. Finally, this essay offers a language for the material dimensions of economic life that are so underexposed in Debreu’s own work.

The purpose of this paper is to explore enterprise diversification amongst wetland farmers in Zambia as a way of reducing poverty and improving sustainability. This paper identifies ways in which such entrepreneurial activities can be supported and applied more widely.

A qualitative study of Zambian farmers, based on a series of workshops and interviews held in Zambia with farmers and farm business advisers.

Despite adopting new technologies most farmers are restricted to the local market where their increased production holds down prices. However, a very small number of farmers are able to progress to production and marketing for markets in major urban centres hundreds of kilometres away, and considerably more are able to use the capital accumulated from wetland farming to diversify their household enterprises to reduce poverty and improve the sustainability and resilience of their livelihoods.

No work has previously been undertaken in diversification strategies of small-scale farmers in Zambia.

This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.

We explore how, and how accurately, people assess their influence over others’ behavior and attitudes. We describe the process by which a person would determine whether he or she was responsible for changing someone else’s behavior or attitude, and the perceptual, motivational, and cognitive factors that are likely to impact whether an influencer’s claims of responsibility are excessive, insufficient, or accurate.

We first review classic work on social influence, responsibility or blame attribution, and perceptions of control, identifying a gap in the literature with respect to understanding how people judge their own responsibility for other people’s behavior and attitudes. We then draw from a wide range of social psychological research to propose a model of how an individual would determine his or her degree of responsibility for someone else’s behavior or attitude.

A potential influencer’s beliefs about the extent of his or her influence can determine whether he or she engages in an influence attempt, how he or she engages in such an attempt, and whether he or she takes responsibility for another person’s behavior or beliefs.

For decades, scholars researching social influence have explored how one’s behavior and attitudes are shaped by one’s social environment. However, amidst this focus on the perspective of the target of social influence, the perspective of the influencer has been ignored. This paper addresses the largely neglected question of how much responsibility influencers take for the impact their words, actions, and presence have on others.