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Investigations into ground effect phenomena about aerofoils are typically conducted on either an upright (lift‐producing) or inverted (downforce‐producing) configuration, in isolation. This limited approach does not promote a holistic understanding of how ground effect influences aerofoils. This paper aims to address this issue.

A two‐dimensional computational fluid dynamics investigation was conducted on the highly cambered Tyrrell aerofoil, in both its upright and inverted configurations, in order to better understand ground effect phenomena by observing how it influences each configuration differently. The trends in force and flow field behaviour were observed at various ground clearances through observation of the normal and drag forces and pressure coefficient plots. The aerofoil was held stationary and at a constant angle of attack of 6 degrees, with a moving ground plane to simulate the correct relative motion.

The different ground effect mechanisms that occur on each configuration are highlighted and explained. It is shown how ground effect manifests through these different phenomena and that there are general or overarching mechanisms that influence both configurations. These general mechanisms allow unintuitive phenomena, such as the downward movement of the stagnation point on both configurations, to be explained.

Overarching mechanisms of ground effect are discovered which are of value in any situation in which ground effect aerodynamics is to be exploited.

THE responsibility for materials handling methods, as for all other production methods, should be made the clear responsibility of the head of Work Study. The reasoning behind that firm conclusion is very logical. Industry in general depends for its success upon the application of some process such as machining or finishing of raw materials. Every such operation adds to its value and builds up a firm's turnover. It is therefore obvious that the more time there is devoted to conversion the less will be wasted on profitless storage or unproductive transport from one part of the works to another.

This paper aims to investigate spontaneous movement of single droplet on chemically heterogeneous surfaces induced by the net surface tension, using the improved three-dimensional (3D) lattice Boltzmann (LB) method.

D3Q19 Shan-Chen LB model is improved in this paper. Segmented particle distribution functions coupled with the P-R equation of state are introduced to maintain the higher accuracy and greater stability. In addition, exact difference method (EDM) is adopted to implement force term to predict the droplet deformation and dynamics.

The numerical results demonstrate that spontaneous movement of single droplet (=1.8 µm) along wedge-shaped tracks is driven by net surface tension. Advancing angle decreases instantaneously with time, while receding angle changes slightly first and then decreases rapidly. Wetting length is affected by vertex angle and wetting difference, whereas the final value is only dependent on the stronger wettability. Although the velocity of single droplet on wedge-shaped tracks can be increased by the larger vertex angle, it has a negative influence on the displacement. For the same wetting difference, vertex angle equal to 30º is an optimization strategy in this model. If the simulation length is extended enough, then the smaller vertex angle is beneficial for the droplet movement. In addition, a larger wetting difference is beneficial to spontaneous movement, which can speed up the droplet movement.

The proposed numerical model of droplet dynamics on chemically heterogeneous surfaces provides fundamental insights for the enhancement of drop-wise condensation heat transfer.

The purpose of this paper is to investigate the role of knowledge leader readiness within large companies operating in a changing environment.

A conceptual framework emerged from an analysis of four large companies and a review of the knowledge management literature. Secondary research was conducted to compare the four large companies against the proposed framework.

The conceptual model is a support to understand an organizations’ reaction to external changes and the role of the knowledge leader’s readiness in managing these changes and adjusting the knowledge management accordingly. From the analysis, it emerged that a knowledge leader’s readiness plays a relevant role in a changing organizational environment owing to his ability to acquire, handle and diffuse knowledge within the company.

The study emphasizes the significance of internal knowledge in managing changes. Practitioners could use this framework as a conceptual guide for their daily challenges and to recruit future leaders.

This study aims to contribute to the knowledge management literature by providing a practical model for organizations facing a changing environment. The originality of the model is the design of different managerial profiles that combine the leaders’ disposition to knowledge and their ability to drive change.

This chapter briefly discusses the postmodern critique of developmental psychology and then presents a Vygotskian-influenced alternative understanding of development as a non-linear, relational, improvised activity engaged in by groupings of people. This reconstruction of development was the basis of a professional development project in which early childhood teachers participated in a 6-week improv workshop. The goal of the project was to reconnect the teachers with their ability to improvise or to participate in process-oriented, meaning-making activity. The project was based on the hypothesis that developing teachers’ ability to improvise would give them an alternative to relating to children as being on, or off, a developmental trajectory.

The purpose of this article is to build a framework for thinking about radical program redesign as a broad, forward‐looking, sustainable institutional change process rather than a traditionally narrow, periodic “project” aimed primarily at comparisons with past performance. The paper seeks to examine the transformational journey of a US public research university's AACSB‐accredited business school during its efforts to reinvent itself for the long term after decades of unsatisfactory continuous improvement initiatives. The key success factor is developing more of a learning‐oriented culture to enable ongoing performance monitoring and corresponding variations in strategies, structure, and action.

The paper takes the form of a qualitative case study.

Initiating radical change in educational institutions requires some type of crisis without which there is a remarkable deficiency in faculty members' motivation to learn. Once awakened by compelling data that disconfirm their illusions of effectiveness, a critical mass of faculty members can readily lead cultural and structural changes that enable ongoing advances in their programs and colleges. Sustainable planned change depends on a culture of disciplined commitment to data, information, and knowledge that are effectively communicated by the principal change agent and swiftly translated into new, appropriate action.

This is a single case study of a US business school whose cultural and political nuances may differ from non‐US educational institutions, thereby limiting the value of the learning process and outcomes that are reported. In addition, the paper describes and explains a relatively short‐term four‐year change process whose assessment would no doubt benefit from a seven to eight‐year retrospective analysis.

The paper illuminates many of the commonly observed cultural and political dynamics in educational institutions that both promoted and inhibited the faculty's progress during the redesign, and considers the faculty's future path based on perceptions about the challenges that emerged from its recent transformation. Other business school faculty can distil insight from the report to guide their own journeying.

This is one of a very small number of theoretically grounded reports of a graduate faculty's efforts to redesign its MBA program for a creative, good fit with twenty‐first century global economic realities. More and more business schools are starting to move in a similar direction to this and their faculties could gain a great deal from the experience reported here.

The Factor-augmented Error-Correction Model (FECM) generalizes the factor-augmented VAR (FAVAR) and the Error-Correction Model (ECM), combining error-correction, cointegration and dynamic factor models. It uses a larger set of variables compared to the ECM and incorporates the long-run information lacking from the FAVAR because of the latter’s specification in differences. In this paper, we review the specification and estimation of the FECM, and illustrate its use for forecasting and structural analysis by means of empirical applications based on Euro Area and US data.

Suggests why anticipating your boss’s reactions is important: it helps you to perform better, keeps you out of trouble and makes your job more pleasant. Proposes a four‐step process for understanding your boss (select a framework, understand and determine behaviour styles, and decide how to work with the boss’s style) and discusses each step in detail.