Search results

Fractional Fokker-Planck equation (FFPE) and time fractional coupled Boussinesq-Burger equations (TFCBBEs) play important roles in the fields of solute transport, fluid dynamics, respectively. Although there are many methods for solving the approximate solution, simple and effective methods are more preferred. This paper aims to utilize Laplace Adomian decomposition method (LADM) to construct approximate solutions for these two types of equations and gives some examples of numerical calculations, which can prove the validity of LADM by comparing the error between the calculated results and the exact solution.

This paper analyzes and investigates the time-space fractional partial differential equations based on the LADM method in the sense of Caputo fractional derivative, which is a combination of the Laplace transform and the Adomian decomposition method. LADM method was first proposed by Khuri in 2001. Many partial differential equations which can describe the physical phenomena are solved by applying LADM and it has been used extensively to solve approximate solutions of partial differential and fractional partial differential equations.

This paper obtained an approximate solution to the FFPE and TFCBBEs by using the LADM. A number of numerical examples and graphs are used to compare the errors between the results and the exact solutions. The results show that LADM is a simple and effective mathematical technique to construct the approximate solutions of nonlinear time-space fractional equations in this work.

This paper verifies the effectiveness of this method by using the LADM to solve the FFPE and TFCBBEs. In addition, these two equations are very meaningful, and this paper will be helpful in the study of atmospheric diffusion, shallow water waves and other areas. And this paper also generalizes the drift and diffusion terms of the FFPE equation to the general form, which provides a great convenience for our future studies.

This case is based on primary and secondary data collection. ABCo’s Founder, Jocelyn Sheppard, sat down with the author for a 75-min recorded interview in July 2022, and she provided follow-up information via email. Interview data was supplemented with secondary data from publicly available sources to fill in portions on the founder, the company’s history and its location; and triangulate the collected interview data (Creswell and Poth, 2018). There are no conflicts of interest that the author needs to disclose related to the founder or company.

The case was piloted at one institution in the Fall 2022, Spring 2023 and Fall 2023 semesters, with 59 undergraduates in an in-person social entrepreneurship course and 165 undergraduates and 33 graduate students in an online asynchronous social entrepreneurship course. All students worked through the case in groups, and as a requirement of their corresponding assignment submission, they provided feedback that was de-identified. In total, 60 groups reported their feedback, which was considered during the subsequent drafts of the case and instructors’ manual IM.

According to the anonymized feedback, the protagonist, product line, desired social impact and experienced challenges of ABCo were all said to be interesting, approachable and relatable for students, and the case piqued the interest of students coming from different majors (e.g. business, environmental issues, human services and criminal justice). Students from rural areas, or those who have family in rural areas, felt the case was particularly interesting; a handful of the students in the asynchronous online class who were unfamiliar with such settings suggested providing students with some additional contextualization of rural environments, either through class discussion with other students who had experience in those environments or additional media or text-based supports. Further adjustments also included removing a reading and a corresponding question and revising elements within the Teaching Approaches section of the IM to support the additions they suggested within the feedback (i.e. spending time to define and walk through the provided model and highlight the differences of rural entrepreneurship and entrepreneurship in the rural as a class before engaging in the related write-ups for that question).

Jocelyn Sheppard, Founder of Appalachian Botanical Company (“ABCo”), had built her company not just on a vision of revitalizing reclaimed coal mine land through planting and producing products with lavender, but also to have a social impact on the rural town of Ashford and its greater region of Boone County in West Virginia, USA. While she understood that hiring workers in need of a second chance would present its challenges, she was shocked by the depth of social need her new employees presented, which contributed to many employees’ disruptive behaviors and turnover. To approach the problem at hand, Sheppard needed to reflect on the resources around her, namely, other entities and organizations who might be able to support her efforts to improve how ABCo delivers on its social mission and, thus, helps to improve the local community and its economy. The case draws upon literature and models within rural entrepreneurship and community development to have students advise Sheppard on what she should do next to improve the social outcomes for ABCo and its employees.

This case is geared for both upper-level undergraduate and graduate courses in entrepreneurship, including in social, environmental and rural entrepreneurship courses and course modules. The case introduces students to a social enterprise struggling to get its footing in a rural context. The case would be suitable for both introductory and advanced courses, especially when placemaking/place-based entrepreneurship or ecosystem building are discussed.

The study directs attention to the psychological conditions experienced and knowledge management practices leveraged by faculty in higher education institutes (HEIs) to cope with the shift to emergency remote teaching caused by the COVID-19 pandemic. By focusing attention on faculty experiences during this transition, this study aims to examine an under-investigated effect of the pandemic in the Indian context.

Interpretative phenomenological analysis is used to analyze the data gathered in two waves through 40 in-depth interviews with 20 faculty members based in India over a year. The data were analyzed deductively using Kahn’s framework of engagement and robust coding protocols.

Eight subthemes across three psychological conditions (meaningfulness, availability and safety) were developed to discourse faculty experiences and challenges with emergency remote teaching related to their learning, identity, leveraged resources and support received from their employing educational institutes. The findings also present the coping strategies and knowledge management-related practices that the faculty used to adjust to each discussed challenge.

The study uses a longitudinal design and phenomenology as the analytical method, which offers a significant methodological contribution to the extant literature. Further, the study’s use of Kahn’s model to examine the faculty members’ transitions to emergency remote teaching in India offers novel insights into the COVID-19 pandemic’s effect on educational institutes in an under-investigated context.

By providing an overview of the existing knowledge on public governance in the context of Construction 4.0, this review serves as a valuable resource for researchers, policymakers and practitioners interested in understanding the current state of public governance in the context of Construction 4.0 and identifying avenues for future research and practical implementation.

This article presents a systematic and comprehensive review of the academic literature on public governance in the context of Construction 4.0. To ensure a systematic and rigorous selection of source material, the study adopts the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines.

By examining a wide range of scholarly works, the review identifies and discusses eight recurring themes that are crucial for understanding the role of public governance in Construction 4.0. These themes include policy and regulation, infrastructure and investment, skill development and education, digital inclusion and access, collaboration and partnerships, data governance and privacy, interactions with environmental and societal goals and the impact of Construction 4.0 on public governance itself. The review highlights a significant disparity between the normative debates on the importance of public governance in Construction 4.0 and the empirical knowledge available regarding its practical implementation. While the literature emphasizes the need for effective governance mechanisms to address the challenges and opportunities presented by Construction 4.0, there is a notable lack of empirical research examining the actual implementation and outcomes of public governance strategies.

This is the first systematic review of academic literature on public governance in the context of Construction 4.0.

We articulate cycles of creative storying and data analysis and the wonder that motivated the project by detailing our reading, thinking and writing processes to contribute to the conceptual and practical literature on collaborative writing as method.

This paper documents a process of collaborative writing as method that produced a co-written fictional narrative that evokes questions about schooling.

Our process began with world-building for our fictional future, creating characters to serve as a lens for analysis. From our discussions of the data, we crafted a plotline to present our themes in coherent story. As we explored and shared our readings, interdisciplinarity shaped our project in unique ways.

Throughout, our collaboration and fiction-writing opened spaces for wonder, interdisciplinarity and joy that may inspire other researchers to engage in collaborative and/or creative writing processes.

Adding to the rich literature of arts-based research methods, we contribute our reflections on the pragmatics of incorporating reading, writing and thinking for collaboration and creative writing as qualitative research methods for document analysis.