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US: Stasis on digital trade pacts benefits Beijing
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DOI: 10.1108/OXAN-ES279624
ISSN: 2633-304X
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Water has in recent years become a major issue in Iran, provoking frequent anti-government protests, as available resources have fallen to below 1,600 cubic metres per person from…
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DOI: 10.1108/OXAN-DB280096
ISSN: 2633-304X
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Geographic
Topical
The crypto industry has long seen the establishment of spot-cryptocurrency-based ETFs as a significant milestone on the road to acceptance of crypto as mainstream retail…
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DOI: 10.1108/OXAN-DB282081
ISSN: 2633-304X
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Jessica Smith, David John Edwards, Igor Martek, Nicholas Chileshe, Susan Hayhow and Chris J. Roberts
This study aims to excoriate, define and delineate the main drivers of “change” in commercial construction projects and generate guidelines on how to minimise exposure to the…
Abstract
Purpose
This study aims to excoriate, define and delineate the main drivers of “change” in commercial construction projects and generate guidelines on how to minimise exposure to the associated adverse effects upon project stakeholders.
Design/methodology/approach
The research adopts mixed doctrines through a combination of epistemological lenses, embracing two primary philosophical stances: interpretivism, to identify the primary drivers of change based on a systematic literature review and a post-positivist, inductive approach to analyse the results of change within a Joint Contracts Tribunal (JCT) Design and Build (D&B) construction project case study.
Findings
The causal nexus of change during the construction phase is assessed and delineated; the key affecting factors are thematically grouped under headings: extent and severity; time in relation to implementing; instigating party; individual(s) responsible for managing the change; reason for the change; available resource; recoverable or non-recoverable; contract/project type; and type of client. Following this, the effects of change on key elements of the project are encapsulated and recommendations for adaptations which may provide improved experiences are offered.
Originality/value
The study tackles the common issue of managing the deleterious effects of change on commercial construction projects, defining management techniques to minimise stakeholder tribulation.
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Eloise Labaz, Julie Nichols, Rebecca Agius and Quenten Agius
This chapter explores the Aboriginal artefacts ‘clapsticks’ as a form of cultural data – a means of disseminating cultural knowledge in the galleries, libraries, archives, and…
Abstract
This chapter explores the Aboriginal artefacts ‘clapsticks’ as a form of cultural data – a means of disseminating cultural knowledge in the galleries, libraries, archives, and museums [GLAM] sector. How might alternative methods of curation animate clapsticks as active objects that deliver effective knowledge transfer? This research aims to explore and extend current industry practices of the curation of clapsticks, within the existing parameters of technology, spatial capacity, financial support, and governance as part of the operation of the GLAM sector. The research problem, therefore, explores the past limitations of colonial framing of cultural institutions that once hindered the revealing, the disseminating, and the ‘awakening’ of the complexities of knowledge intrinsic to Aboriginal cultural artefacts. Informal communication with Aboriginal community members and academics was critical to providing cultural context as well as personal beliefs and aspirations vital to conceptualising the future of cultural representation. This investigation explores how a cultural centre offers a space and an opportunity to facilitate the clapsticks datasets in its capacity as a performance-focussed building rather than solely an exhibition space or keeping place. This potential represents a shift in thinking around the clapsticks being a lens through which the stories of Aboriginal culture can be disseminated.
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Benjamin Zonca and Josh Ambrosy
Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and…
Abstract
Purpose
Government primary schools in Australia increasingly take up the International Baccalaureate's Primary Years Programme (IB-PYP) to supplement government-mandated curriculum and governance expectations. The purpose of this paper is to explore how teachers navigate and contest dual policy-practice expectations in the Victorian Government IB-PYP context.
Design/methodology/approach
This study used a narrative inquiry approach. The narratives of two teachers were generated through a narrative interview and then re-storied with participants through a set of conceptual lenses drawn out of the policy assemblage and affect studies theoretical spaces.
Findings
The stories participants told show that competing mandatory local policy expressions are experienced and contested both to stabilize a technocratic rationality and produce alternative critical-political educational futures.
Originality/value
There a few accounts of teachers' policy experience in government school settings implementing the IB-PYP. In addressing this gap, this paper directly responds to prior claims of the IB's failure to promote an emancipatory pedagogy, showing instead that when teachers who bring a more critical understanding of educational purpose to their work take up the IB-PYP policy to support the enactment of that purpose.
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Linda M. Waldron, Danielle Docka-Filipek, Carlie Carter and Rachel Thornton
First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based…
Abstract
First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.
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US: Epic Games-Google case underlines role of courts