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June 28, 1972 Limitation of action — Asbestosis — Workman contracting insidious disease over number of years through employers' breach of statutory duty — Action commenced more than one year after giving up work — Lack of knowledge that disease attributable to breach of duty — Whether workman entitled to bring action outside period — Limitation Act 1963 (c.47) ss. 1(3), 7(3).

May 26, 1971. Limitation of action — Asbestosis — Workmen contracting progressive and insidious disease over number of years due to employers' breaches of statutory duty — Actions commenced pursuant to leave in extended time — Whether workmen entitled to bring action outside satisfactory three‐year period — Limitation Act c.47, 1963, ss. 1 and 7.

January 21, 1969 Limitation of action — Personal injuries — Extension of time — Industrial disease — Knowledge after 10 years of injury caused by work with asbestos — Death from asbestosis eight months later — Whether constructive knowledge of attributability of injury to fault of former employer — Whether reasonable for dying man to seek legal advice — Limitation Act, 1963 (c.47) ss.l(l) (2) (3), 7(3) (4) (5) (8).

March 29, 1968 Limitation of Action — Personal injuries — Extension of time — Knowledge after six years of silicosis through working in mines — Subsequent knowledge of attributability to negligence or breach of duty — Whether attributability or causation a “material facts… of a decisive character” — Whether reference to trade union reasonable — Limitation Act, 1963 (c.47), ss.1(1)(2)(3), 7(3)(4)(5).

Explains that Limitation of Actions is extended where there are latent defects by s.14A of the Limitation Act 1980. Notes that, in relation to negligent surveys, the recent case of Spencer Ward and another v. Humberts gives an interesting example of how the courts construe the meaning of knowledge within the Act which starts the three‐year period running in cases of latent defect. Explores the courts’ interpretation of relevant parts of the Act, and suggests that the courts’ attitude in recent cases may be erring on the side of the professional and draws property managers to the practical implications of this.

How can people with lived experiences of marginalisation actively participate in contesting their marginalisation? This article aims to review the literature on PAR as a research approach. It will first describe what PAR means and consider this approach's particular features. The paper will go on to explore the advantages, limitations and criticisms of this approach to research.

How can people with lived experiences of marginalisation actively participate in contesting their marginalisation? The approach of this paper is to provide needed viewpoint discussion on Participatory Action Research (PAR) advantages, limitations and criticisms. PAR is mostly a qualitative research approach that takes account of researchers and participants collaborating to investigate social issues and take actions to bring about social change.

The aim of (PAR) is to systematically collect and analyse data to take action and make a change by generating practical knowledge. However, PAR as an approach to research has advantages and disadvantages. Also, PAR as an approach can be a problematic tool for facilitators and communities to apply due to power relations within the research process. However, PAR can help the praxis of collective critical consciousness of the participation and democratisation of participants presented in studies where this approach is used. Although a PAR approach can be an unknown and challenging tool, it is a path through which communities can explore their society and ignite to change it.

This paper provides a discussion of the critical consciousness value of PAR that seeks to bring academics, researchers and practitioners to the approach to primarily qualitative research methodology that should be understood with advantages, limitations (ethical challenges) and criticisms.

The purpose of this paper is to interrogate the forms of activist organisation at the United Nations Framework Convention on Climate Change COP16 in Cancún and reveals their attempts to create alternatives to a seemingly “depoliticised” response to climate change. The paper argues that existing attempts to challenge depoliticisation face problems in the form of governmental opposition, limitations on forms of organising, and internal conflicts between activists.

This paper utilises “scholar-activist” engagement with actors at alternative “popular” spaces established outside the COP16 in Cancún, Mexico. It draws upon extensive participant observation and in-depth interviews with 20 English-speaking activists.

Common among activists was a concern to try and model alternative forms of social relations, to the depoliticised and hierarchical forms found in the formal Conference of Parties, via forms of anarchist-influenced “prefigurative” practice. In spite, or perhaps because, of perceived challenges to attempts to organise their political praxis along non-hierarchical lines, many people were ambivalent about the scope of their action, revealing highly reflexive accounts of the limitations of these whilst simultaneously remaining pragmatic in trying to make the most of their involvement.

The paper helps us to better understand the potential to politicise climate change. Understanding the challenges faced by activists is important for trying to organise more effective political responses to climate injustice. It is suggested that we must understand activists’ responses to these challenges and limitations in terms of the pragmatism in response that allows them to continue to invest in activism in the face of unsuccessful actions.

This paper offers a novel approach for conducting impactful research on emerging topics or practices. This method is particularly relevant in the face of emerging phenomena and new dynamics, such as the impact of the COVID-19 pandemic on supply chain risks. Because these new phenomena and dynamics are relatively unexplored, little prior knowledge exists in literature and industry, and they represent a large opportunity and/or challenge to practitioners.

The action principles research (APR) approach, as a newer version of critically engaged research (CER), offers comparison against more traditional empirical or intervention-based research. The authors illustrate the approach with a pandemic risk-management study.

The APR approach originated in the information technology field. It is highly applicable for researchers who are seeking to more expeditiously support decision making and actioning on new dynamics and emerging topics and practice in supply chain management than is allowed by traditional methods and longitudinal CER.

In the context of ongoing calls for relevance, impact and actionable findings on pandemic risk management, this paper describes an approach to developing timely findings that are actionable for practitioners and that advance science around dynamic and emerging topics or practices. We hope this will grow societal value of research, particularly in the face of the COVID-19 pandemic and the new dynamics and uncertainties that managers face in modern supply chains.

The aim of this paper is to report on the development and implementation of two student-centred teaching approaches, not usually thought to be appropriate for large group situations. These projects involved adapting teaching methods to facilitate a move away from the conventional lecturer-centred approach (the “chalk-and-talk” of earlier generations) and to respond to an environment challenged by the perpetually changing requirements of professional bodies, increasingly large classes and high student-staff ratios.

Two student-centred projects were implemented at a South African residential university in the discipline of auditing, and the topic of general controls in the information technology (IT) environment was addressed. This study reports on two cycles of the development and implementation of the projects following an action research methodology.

It was found that “non-standard” teaching practices can be implemented successfully and that active student involvement, even in a large class environment, is achievable and is therefore recommended, not least because this could positively impact on students’ overall skills development. The action research methodology was successfully used to incorporate changes, enforced by the challenges accounting academics are faced with.

Limitations associated with this study are that it was conducted at only one South African university, and that it was in a specific and technical topic within the single field of auditing. The study also did not measure whether deep or surface learning had taken place. As various factors contribute to learning, it was also not possible to report on whether positive changes to students’ normal learning processes have been achieved as a result of the initiatives.

The contribution this study makes is twofold. First, it adds to the field of accounting education research by indicating that student-centred projects can successfully address the abovementioned challenges faced by accounting academics. Second, it demonstrates that action research, as a methodology for examining and developing accounting education, can be used effectively by academics to improve their teaching practices.

This study aims to study the implementation of lean thinking at the strategic level of an Italian manufacturing company. Companies implementing continuous improvement (CI) projects in their production processes often take the monitoring phase for granted. This research deploys an A3 lean thinking project in the monitoring phase of strategic KPIs upon completion of several ongoing improvement projects.

The research methodology is action research aiming at disseminating the problems that the company is facing. The study relies on the lean action plan developed by Womack and Jones (2003): Planning for lean and Lean action. Lean planning consists of the following steps: find a change agent; get the knowledge; find a lever. Lean action uses the A3 lean approach.

The company reached high-performance improvements due to the proposed lean action plan.

This study contributes by presenting a lean action plan in the monitoring phase, highlighting the importance of the lean thinking-monitoring continuum in reducing time waste for faster diagnosis and using action research to analyze and instill reflective learning.

The research relies on the A3 methodology to showcase the benefits that a mature paradigm, often coined to production, still has unexplored potentials.