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1 – 10 of 11Benjamin O.L. Bowles, Kate Bayliss and Elisa Van Waeyenberge
Despite the fact that recent anthropological interest in infrastructure has done much to illuminate the infrastructure asset as an assemblage of actors, technologies and ideas, an…
Abstract
Despite the fact that recent anthropological interest in infrastructure has done much to illuminate the infrastructure asset as an assemblage of actors, technologies and ideas, an interdisciplinary approach is required to unpack how the infrastructure project comes together as an assemblage and to define the role that financial technologies and discourses play in shaping it. Here, an interdisciplinary approach is applied to a novel infrastructure asset, London's Thames Tideway Tunnel, in order to show how multiple actors and visions of the world are brought together to make the infrastructure asset come to fruition. The paper concludes that this interdisciplinary approach to infrastructure can allow us to keep multiple sides of the infrastructure project in sight simultaneously. This includes both the creation of a rhetorical vision and spectacle around the asset, and the underlying financial arrangements that bind it together. If we do so, we can understand how new infrastructural forms utilise particular financial technologies and ideas to change the relationship between the public and the private, and between consumers and providers, and act towards the creation of a new ‘public good’ that normalises private provision.
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Michelle Tytherleigh and Hannah Dunn
This chapter has been specifically written for readers interested in incorporating positive education into practice. Expanding on concepts and models first introduced in Chapter…
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This chapter has been specifically written for readers interested in incorporating positive education into practice. Expanding on concepts and models first introduced in Chapter 1, it starts with an overview of commonly used wellbeing models and frameworks from positive psychology adapted for application in schools. The chapter also explores the significance of positive education in enhancing educator wellbeing and shares experienced-based insights on how positive education has been implemented effectively, or not. As part of this, the chapter identifies common implementation challenges and offers key recommendations for achieving success. Aligned to this book’s overarching objective of connecting theory with practice, it provides empirical and practical insights, including a Positive Psychology in Practice case study of a UK educator’s experience with embedding positive education in further education (FE).
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Jared C. Carbone and Snorre Kverndokk
Empirical studies show that years of schooling are positively correlated with good health. The implication may go from education to health, from health to education, or from…
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Empirical studies show that years of schooling are positively correlated with good health. The implication may go from education to health, from health to education, or from factors that influence both variables. We formalize a model that determines an individual’s demand for knowledge and health based on the causal effects, and study the impacts on the individual’s decisions of policy instruments such as subsidies on medical care, subsidizing schooling, income tax reduction, lump-sum transfers, and improving health at young age. Our results indicate that income redistribution policies may be the best instrument to improve welfare, while a medical care subsidy is the best instrument for longevity. Subsidies to medical care or education would require large imperfections in these markets to be more welfare improving than distributional policies.
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Constantin Bratianu, Alexeis Garcia-Perez, Francesca Dal Mas and Denise Bedford
Organizational studies fail to examine organizations in terms of the several environments in which they operate, both internally and externally. That is, studies tend to focus on…
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Organizational studies fail to examine organizations in terms of the several environments in which they operate, both internally and externally. That is, studies tend to focus on climate, or time, or trust, or leadership. This chapter builds on academic research that discusses organizational environments in ways that show all of these environments are important for organizational understanding, especially for organizational leadership. In particular, this chapter offers a paradigm of understanding organizational leadership realities through multi-level understanding of the organizational environments of climate, knowledge, ethnos, and time.
The chapter first discusses five enviroscapes – climate, knowledge, ethos, time, and leadership. Each of these enviroscapes has two phenotypes – business and commerce. Each of these enviroscapes, with its concomitant phenotypes, is used differently at multiple levels of management and leadership by senior managers, middle managers, and entry-level managers. The scope of organizational reach, in terms of global, regional, and local levels of analysis, provides additional context for the use of enviroscapes. After a review of the theoretical bases for each enviroscape, the chapter applies appropriate theory and models to an extended time case study of land purchase in Indonesia.
Patrick Lo, Robert Sutherland, Wei-En Hsu and Russ Girsberger