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Purpose – This chapter examines the central and potent role of ‘micro-moments’ in relation to the development and construction of corporately responsible cultures and environments.

Methodology/approach – The chapter engages a participant observational method set within an interpretivist methodology. The data generated take the form of vignettes which are used to explore the issues.

Findings – The discussion and argument demonstrate that while much worthwhile attention has been paid to the macro aspects and dimensions of corporate social responsibility, less scrutiny has been focused on the myriad micro-moments that operate to ultimately create macro-settings. The chapter illustrates the nature of micro-moments and shows their interactive nature combined with their consequences and implications for building corporately social irresponsible or corporately social responsible environments.

Research limitations/implications – The chapter underlines the vital role of micro-moments for corporate social responsibility. The data consist of a number of vignettes which illustrate a particular circumscribed setting. As is commonly the case with inductive research, further work, mindful of on-going reliability and validity measures, will be required to assess the generalisability of the findings across other sectors and organisations.

Practical implications – The chapter affords people working in organisations the opportunity to reflect on their actions in the micro-moment and scale them towards corporately social responsible outcomes.

Social implications – Improvement of micro-moment interactions should work to improve corporate social responsibility across a range of organisational settings.

Originality/value – The chapter constructs a novel argument in relation to micro-moments and demonstrates through original vignette data the impact and interplay of micro-moments for corporate social responsibility/irresponsibility.

This paper's aim is to examine the catalytic and pivotal role of micro‐moments in organizations and their role in producing the possibility of sustainable or unsustainable change and transformation.

The paper employs participant observation within an interpretivistic methodological approach. This provides critical incident vignettes with which to explore issues.

The argument contends that macro‐events in relation to either (un)sustainable and (ir)responsible events are rooted in “micro‐moments” centred on behaviour and choices. These myriad choices occur repeatedly – a dilemma captured by the metaphor of Janus. Underpinned by templates of Aristotelian virtue ethics and Kantian deontology, the paper argues that consistent “good” character” and “good behaviour” are central to ensuring sustainable change. Alternatively, “bad” character and behaviours have a propensity to engender ambivalent unsustainable and irresponsible environments.

The work heightens awareness of seemingly “insignificant” micro‐behaviour in organizations undergoing processes of change. If allowed to occur without redress, negative micro‐moments lead to negative impacts on the macro‐aspects of the organization whereas positive moments tend to engender more sustainable and responsible environments.

The paper builds an amalgam of extant literatures on business ethics, organizational behaviour, corporate culture, organizational change management and sustainability and focuses attention on the under‐developed phenomenon of the micro‐moment.

The rigid spherical particle models proposed in the literature for modeling fracture in rock have some difficulties in reproducing both the observed macroscopic hard rock triaxial failure enveloped and compressive to tensile strength ratio. The purpose of this paper is to obtain a better agreement with the experimental behavior by presenting a 3D generalized rigid particle contact model based on a multiple contact point formulation, which allows moment transmission and includes in a straightforward manner the effect of friction at the contact level.

The explicit formulation of a generalized contact model is initially presented, then the proposed model is validated against known triaxial and Brazilian tests of Lac du Bonnet granite rock. The influence of moment transmission at the contact level, the number of contacts per particle and the contact friction coefficient are assessed.

The proposed contact model model, GCM‐3D, gives an excellent agreement with the Lac du Bonet granite rock, strength envelope and compressive to tensile strength ratio. It is shown that it is important to have a contact model that: defines inter‐particle interactions using a Delaunay edge criteria; includes in its formulation a contact friction coefficient; and incorporates moment transmission at the contact level.

The explicit formulation of a new generalized 3D contact model, GCM‐3D, is proposed. The most important features of the model, moment transmission through multiple point contacts, contact friction term contribution for the shear strength and contact activation criteria that lead to a best agreement with hard rock experimental values are introduced and discussed in an integrated manner for the first time. An important contribution for rock fracture modeling, the formulation here presented can be readily incorporated into commercial and open source software rigid particle models.

How do we write from the sensory body in ways that can convey the lived experience of the researcher and the researched, which can allow other researchers to make sense of their lived experience as well? What alternative writings could transform disembodied academia through dialogue and relational reflection? The aim of this chapter is to reflect on the value of the researcher’s embodied reflexivity in academic writing. More specifically, this chapter explores the ways in which we can write differently about organisational phenomena by experiencing aesthetic moments in the field. To accomplish this, I share examples of the aesthetic moments that I, as a researcher, experienced while undertaking three ethnographic projects: a study on professional dance, a study on academic motherhood and a study on female-canine companionship. This chapter identifies three aspects that allow the researcher to experience aesthetic moments – namely, appreciating sensory cues, writing ‘in and from the flesh’ and allowing vulnerability to flourish. Paying attention to the social micro-dynamics that exist between researchers and research phenomena and addressing the analytically marginalised experiences of researchers, therefore, allows for developing academic writing practices in more reflexive and sensory-appreciative directions.

The purpose of the presented aileron modification analysis is the improvement of the flight handling by eliminating adverse phenomena in the aileron area, such as aileron shaking movements, without the risk of deterioration of flow characteristics during manoeuvres. It was also crucial to reduce aileron forces acting on the control stick.

Numerical CFD analysis of the aileron system with modifications of sealing in the aileron gap area were performed. The effect of the caulking strip at the upper surface of the aileron gap was determined, as well as caulking at the entrance to the aileron gap on the bottom surface. A solution has also been proposed, consisting of completely closing the aileron gap by using a diaphragm. The three-dimensional flow analysis was carried out, allowing localization of the flow disturbances in the aileron gap at cruising speed. The result of the analysis are the aerodynamic and the hinge moment coefficients determining forces on the control stick, depending on the type of seals.

It has been shown that the use of subsequent sealing means has a direct impact on the hinge moment value. The results of the CFD analysis showed that the more closed aileron gap is, the higher aileron forces are generated on the control stick. Completely closing the flow in the aileron gap changes the character of the force generated on the control stick.

Through CFD analyses of the aileron gap sealing in the PZL-130 Orlik aircraft, the impact of successive aileron gap sealing on the aileron efficiency was determined. It has been shown that simple change of the aileron gap size by the slat sealing can significantly affect the value of the forces generated on the control stick.

The research using CFD methods allowed to verify the impact of the particular type of aileron gap sealing on the hinge moment value and thus to determine proper sealing configuration for the PZL-130 Orlik aircraft at low computational cost.

The purpose of this paper is to illuminate the way in which pre-service teachers adopt ways of thinking critically about learning and practice. It highlights the unfolding of critical dialogue, knowledge and artful action as a way of “reading the scene” (Pahl and McKenna, 2015). The focus concerns mindshifts that occur while learning to be a teacher. The study sets out to seek factors that contribute towards development as professional practitioner.

As part of a much larger study involving ten pre-service teachers, this paper focusses on just one participant named Meredith, a pre-service teacher in her fourth year of her teacher education course. The design constructed draws on the data from Meredith’s interview and conversation, art making and gestural activity while painting and communicating her stories. These narratives from interviews exist in this paper as vignettes and privilege of the interplay of art making, interview and gestural responses. Implementing a framework by Denzin (2001) enables a way of reading to note learning and epiphanic moments that exist for Meredith.

Moment of learning and themes are indicated and suggest that from the original interview there are 11 important moments of epiphanic mindshifts for Meredith.

The method as practice intends to make cogent links to new levels of consciousness by presenting innovative ways in which qualitative research data can be gathered and analysed. Meredith engages in mindshifts that occur as learner and also embraces experiences of praxis as a means of understanding self and teacher identity.

From one Graduate Diploma Secondary student taking a pro-diversity course that both authors had a connection with there was a very angry response, encapsulated by the statement “This course made me feel guilty to be an Australian”. We are aware that negative student evaluations can be part of the territory for tertiary teachers working in diversity courses. The purpose of this paper is to explore the students’ confronting comment which will be construed as a type of offer that is being extended to us – an offer that we are refusing. We draw on Deleuze and Guattari’s notion of “exterior assemblages”, and we shift our gaze to consider “what constitutes the territory” that is our response to the pre-service teacher’s evaluative claim.

The specific methods we deployed involved an eclectic appropriation of various tools. We embarked on this process of exploration by journaling, collective reflection and informal discussions with other colleagues. Our journals responded to the question: What constitutes the place that is the territory that is our refusal of the student’s offer? In order to explore this place we: kept a hand-written journal; used conventional text and arts based practice techniques in our journaling; discussed our journal entries periodically (face to face, via Skype and via e-mail); discussed this project with colleagues – giving them knowledge that we were doing this – and that we might write journal entries about these conversations; and read a variety of relevant texts We engaged in these processes for a three month period. At the end of this period we shared journals, and set about the task of analysing them. We engaged in a number of analyses and detailed our findings over the next month. Further, over a longer period of time we engaged with this incident and our journal entries and presented a series of in progress papers at a variety of conferences and seminars. The analysis of the data generated involved discourse analysis and dialogue.

A series of key discourses were identified and listed in the paper.

The key identified ideas are briefly linked to a series of implications for practitioners.

One of the key practical implications is the suggestion that where disagreements surface in education that one response to such moments might be for the parties to consider where they are located.

The paper outlines a way of thinking about disagreements that has useful implications when considering issues relating to pedagogical strategies aiming to work towards social justice.

The paper is an original response to a critical moment that occurred for two lecturers in pre-service teacher education.

This paper presents first sight on the longitudinal control strategy for an aircraft in the tandem wing configuration. It is an aerodynamic strongly coupled configuration that needs a lot of detailed aerodynamic analysis which describes the mutual impact of the main parts of the aircraft. The purpose of this paper is to build the numerical model that allows to make an analysis of necessary flaps (front and rear) deflection and prepare the control strategy for this kind of aircraft.

Aircrafts’ aerodynamic characteristics were obtained using the MGAERO software which is a commercial computing fluid dynamics tool created by Analytical Methods, Inc. This software uses the Euler flow model. Results from this software were used in the static stability evaluation and trim condition analysis. The trim conditions are the outcome of the optimisation process whose goal was to find the best front and rear flap deflection to achieve the best lift to drag (L/D) ratio.

The main outcome of this investigation is the proposal of strategy for the front and rear flap deflection which ensured the maximum L/D ratio and satisfied the trim condition. Moreover, the analysis of the mutual impact of the front and rear wings and the analysis of the control surface impact on the aerodynamic characteristic of the aircraft are presented.

In terms of aerodynamic computation, MGAERO software uses an inviscid flow model. However, this research is for the conceptual stage of the design and the MGAERO software grantee satisfied accurate respect to relatively low time of computations.

The ultimate goal is to build an aircraft in a tandem wing configuration and to conduct flying tests or wind tunnel tests. The presented result is one of the milestones to achieve this goal.

The aircraft in the tandem wing configuration is an aerodynamic-coupled configuration that needs detailed analysis to find the mutual interaction between the front and rear wings. Moreover, the mutual impact of the front and rear flaps is necessary too. Obtaining these results allowed this study to build the numerical model of the aircraft in the tandem wing configuration. It allows to find the best strategy of flap deflection, which allows to obtain the maximum L/D ratio and satisfy the trim condition.

This essay registers the intimations of narrative and dialogue I perceive in G. H. Mead's account of social becoming developed in Mind, Self and Society (1934). I examine interrelationships of narrative and dialogic temporality and describe how dialogue and narrative activity potentially shape and reflect social responsibility, creativity, and imagination. I argue that the ongoing communicative achievement of social relationships can embody a dialogue of narratives and a narrative of dialogues (Rawlins, 2009).