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The purpose of this paper is to analyze the thermal, hydraulic and entropy generation characteristics for the magneto-hydrodynamic (MHD) pressure-driven flow of Al₂O₃-water nanofluid through an asymmetric wavy channel.

Galerkin finite element method is used to solve the governing transport equations numerically within the computational domain using the appropriate boundary conditions. The temperature and flow fields are computed by varying Reynolds number (Re), Hartmann number (Ha) and nano-particle volume fraction (ϕ) in the following range: 10 ≤ Re ≤ 500, 0 ≤ Ha ≤ 75 and 0 ≤ ϕ ≤ 5%.

The formation of the recirculation zones in the wavy passages, the size of it and the strength of the vortices formed can be modulated by the application of the magnetic field. The overall heat transfer rate increases with Ha for all ϕ both for a lower and higher regime of Re although the enhancement is more for lower values of Re and nanofluids as compared to base fluid and for intermediate values of Re, the effect of a magnetic field is almost insignificant. The magnetic performance factor (PF_magnetic) decreases with Ha although the rate of decrement varies with Re. The increase ϕ also enhances PF_magnetic especially at lower and higher values of Re. The addition of nano-particle enhances the entropy generation at lower values of the Re, while the opposite effect is seen for higher values of Re.

The present study has enormous practical relevance for the design of heat exchanger applied for solar collectors, process plants, textile and aerospace applications.

The combined effects on the heat transfer rate and the associated pressure drop penalty due to the applied magnetic field for the flow of nanofluid through an asymmetric wavy channel have not been reported to date. The effect of the magnetic field on the formation of recirculation zones and hot spot intensity in the asymmetric wavy channel has been examined in detail. The PF_magnetic is investigated first time for the MHD nanofluid flow through a wavy channel.

This article is concerned with the manager whose interest in people being “motivated” constitutes a wish to see that not only is a job done, or done faster, but that the people concerned are committed to it, committed, in that for them, the quality of the outcome matters. How well they do the work is at least as important as the fact of its completion. Yet the managers who are concerned to generate commitment, continue to ask “What motivates people?” when so much appears to have been said or written on the subject. This persistence suggests that the question is one to which they have still not found an answer they can be happy with. The theme of this paper is that the explanation for this persistence is to be found, not in the limitations of the various motivational theories, but in the politics of the managers' role. In order to find out just why this question is asked so persistently, an approach is first summarised which provides a way of understanding motivation by exploring managers' own experience of commitment to their work.

Although parenting skills can improve the management and behaviour of children, it is not clear if such changes alter the fundamental sense of relationship within the family, particularly when used with young teenagers. This study reports the impact upon family functioning, as measured by the Family Adaptability and Cohesion Questionnaire (FACES), of a parenting programme and a self‐esteem programme for young people.The family functioning of young people with conduct difficulties was assessed before and after intervention with either the young person attending a self‐esteem programme, or the mother attending a parenting programme. The results show that despite changes in behaviour and parenting approaches, underlying family functioning was little changed, either from the parents' or the young people's perspective. For older children at least it is important to combine parenting programmes with interventions that change underlying emotional links within the family.

To understand the political economy of export restrictions for grain commodities in Vietnam and India.

Two theoretical models were developed (one for each country) to analyze government policies for export restrictions in Vietnam and India based on price fluctuations. In Vietnam, there was one choice variable – export tariffs. In India, there were two choice variables – export tariffs and procurements. In both cases, the elite were assumed to maximize expected rents.

Export restrictions have become an important feature of trade policy in Vietnam and India and are unlikely to be eliminated in the foreseeable future because to do so would be costly both politically and economically to local elites. The impact of food price increases can be particularly large given the importance of loss aversion.

Understanding export restrictions as the outcome of a political-economic calculation is important because it suggests that efforts to limit export restrictions in countries like Vietnam and India are unlikely to be successful.

The buoyancy‐driven magnetohydrodynamic flow in a cubic enclosure was investigated by three‐dimensional numerical simulation. The enclosure was volumetrically heated by a uniform power density and cooled along two opposite vertical walls, all remaining walls being adiabatic. A uniform magnetic field was applied orthogonally to the gravity vector and to the temperature gradient. The Prandtl number was 0.0321 (characteristic of Pb–17Li at 300°C), the Rayleigh number was 10⁴, and the Hartmann number was made to vary between 0 and 2×10³. The steady‐state Navier–Stokes equations, in conjunction with a scalar transport equation for the fluid's enthalpy and with the Poisson equation for the electrical potential, were solved by a finite volume method using a purposely modified CFD code and a computational grid with 64³ nodes in the fluid. Emphasis was laid on the effects of increasing the Hartmann number on the complex three‐dimensional flow and current pattern.

The domain of study on mediated suffering is ensconced within an Orientalist paradigm which ideologically structures our visuality and gaze. The consignment of suffering through bodies of alterity and the geo-politics of the Global South encodes the coloniality of power as a dominant reading. It then naturalizes the West as the voyeur in its consumption of the abject bodies of the Global South. Creating a binary through this East-West polarization in the oeuvre of suffering as a realm of study, it creates the hegemony of the West as the moral guardian of suffering, imbuing it with the right to accord pity and compassion to the lesser Other. Beyond elongating the Orientalist trajectory which lodged the body politic of the Global South as a sustained ideological site of suffering, it hermeneutically seals the East as irredeemable, ordaining it through the gaze over the Other as a mode of coloniality. In countering this Eurocentric proposition, this chapter contends that this coloniality of gaze needs further rumination and new sensibilities in the study of mediated suffering, particularly following 9/11 and the shifting of the geo-politics of suffering in which the West is dispossessed through its own manufactured ideologies of the ‘War on Terror’ such that it is under constant threat of terrorist attacks and through the movement of the displaced Other into the Global North. Besieged and entrapped through its own pathologies of risks and threats, the West is projected through its own victimhood and the politics of the Anthropocene within which risks are seemingly democratized by environmental degradation as an overarching threat for all of humanity. Despite these shifts in the global politics, the scholarship of suffering is locked into this polarity. The chapter interrogates this innate crisis within this field of scholarship.

David Maines established himself as one of the premier symbolic interactionists who did not attach himself to any particular interactionist school of thought. In creating an extensive and intensive legacy via his publications, Maines looked into issues that other interactionists, bound to particular schools of thought, either took for granted or neglected to examine. In so doing, Maines resembled Simmel's Stranger not only as one who fits into a community but also as one who remains distant from the community. One of the key areas of investigation that defined Maines' work and that separated him from other interactionists pertained to his interest in social structure and specifically, how people become structurally situated as social-structural interactors. This chapter examines, in detail, Maines' interest in getting structurally situated and uses a television series, Dopesick, to discuss the relationships between institutional actors as a way to substantiate Maines' theoretical interest in social structure and the activities involved in the process of getting structurally situated.

The field of entrepreneurial education has struggled with fundamental questions in regards to the subject’s nature and purpose – to whom and for what means are educational agendas ultimately directed; these questions have become of central importance to policy makers, practitioners and academics alike in the context of the dynamic nature of the business world. Concerns have been expressed about University Business schools engaging more critically with the lived experiences of practicing entrepreneurs through alternative pedagogical approaches and methods, seeking to account for and highlighting the social, political and moral aspect of management practice. For example, in the United Kingdom where funding in higher education has become increasingly dependent on student fees there are renewed pressures to educate students for management practice as opposed to educate them about management and what it does. This latter point will be the main focus of this workshop and one which demands the inclusion of critique. Government and EU policies are calling on Business Schools to develop and enhance entrepreneurial skill sets, in order to meet these challenges entrepreneurial focused education programs must be more proactive in providing innovative educational practices that helps and facilitates life experiences and experiential learning.