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![Figure 1: The SECI spiral of knowledge creation [source A. Naeve (2005)]](profile/Milos-Kravcik/publication/278815603/figure/fig1/AS:643885973897217@1530525787364/The-SECI-spiral-of-knowledge-creation-source-A-Naeve-2005_Q320.jpg)
Research report of the ProLearn Network of Excellence (IST 507310), Deliverable 12.12
Context in source publication
Context 1
... already argued in the deliverable 12.10 "Envisaged future states of Technology Enhanced Professional Learning" (Kamtsiou 2003) the context of NoE Prolearn roadmapping is a knowledge creating process that spirals outwards from the core partners of the PROLEARN Network (individuals, groups, the whole Network) via the Network's associated partners, to the entire scientific community and industry. Therefore, it is both a learning activity and a knowledge creation process for the community that builds the roadmap. We have modelled this knowledge creation process using the general SECI process framework, known as the "SECI Spiral". The principles of the knowledge creation spiral are applied to the gap-analysis phase of the Prolearn Roadmapping. Naeve (2005)] In our roadmapping process framework (Figure 2) we combined process modelling with the SECI theory of knowledge creation. Our framework is derived from the general SECI process framework (figure 1) by replacing the triplet of social entities {Individual, Group, and Organization} with {Core Partners, Associate Partners, and Scientific Community & Industry}. According to Nonaka (Nonaka 2003) the key to knowledge creation lies in the following four SECI modes of knowledge conversion, which occur when tacit knowledge and explicit knowledge interact with each ...
Citations
... TM2-RIA adapted piecewise constant function for solving point kinetics equation linked with thermal-hydraulic equations. It was benchmarked against the experimental data provided in (GA, 1979) and against EUREKA-2/RR code calculated results (Allaf, 2019). Furthermore, it should be emphasized that none of the highlighted literature were compared with the experimental data of TRIGA Mark II research reactors specifically, and benchmarked for different pulsing experiment scenarios. ...
... At the first phase, 250 kW steadystate operation with natural circulation cooling has been simulated for 500 s. The results are compared with the experimental data provided in (Barutcu, 2001) and (GA, 1979) where in the former the equipment and measuring procedure is explained. At the second phase, simulation of pulsing operation was performed and the results are compared with the experimental data by General Atomics (GA, 1979). ...
... The results are compared with the experimental data provided in (Barutcu, 2001) and (GA, 1979) where in the former the equipment and measuring procedure is explained. At the second phase, simulation of pulsing operation was performed and the results are compared with the experimental data by General Atomics (GA, 1979). The pulsing operation involves fast increase of power from a cold start-up case (very low power) by withdrawing the control rod in a short period of time. ...
This work presents the development of indigenous code TM2-RIA for steady-state and transient analyses of TRIGA type research reactor at Istanbul Technical University Energy Institute. The 2-dimensional code adapts piecewise constant function for solving point kinetics equation linked with thermal–hydraulic equations for cylindrical fuel type. TM2-RIA provides flexibility of implementing different delayed neutron parameters, it also offers different thermal-hydraulics structure options (number of channels and control volumes). The code is tested against the experimental data and calculations of EUREKA-2/RR code. Considering many experimental uncertainties, the TM2-RIA 5-channels model agrees acceptably with the steady-state experimental results. In the transient analyses, three pulsing scenarios are investigated, based on the results, the code has performed differently with different neutronic sets and thermal-hydraulics structures. That indicates how the reactor kinetics is being influenced by the differences in the recorded thermal history, and it shouldn’t be neglected even for small deviation. Besides, the constant overestimation of the fuel temperatures implies the need for modelling the heat sink induced by central Zirconium rod in fuel element and investigating its effect. That being said, the code agrees fairly well in many cases corresponding to those changes, when it predicts the peak power and fuel centerline temperature. Moreover, the gap between the experimental and the numerical results for the fuel temperature gets smaller with the increase of the pulsing reactivity. Another promising aspect is that the adapted point kinetics approach shows similar performance, in comparison with the common Cohen’s approach used by EUREKA-2/RR, while providing relative simplicity in developing and implementing the TM2-RIA code.
This research examines teachers’ conceptualisations of diversity and intercultural education. It also investigates the teaching approaches adopted by teachers within their culturally diverse classrooms. More specifically, the current project investigates the following research questions: how do teachers define and understand the concept of intercultural education; what practices do they adopt (or not) to promote intercultural education in their classrooms; what barriers do they perceive in their efforts to teach in more intercultural ways; what are their suggestions for implementing intercultural education in more successful ways? Observations and interviews took place with twenty teachers from ten schools in Cyprus. Our data shows that two ideological positions co-existed in teachers’ discourses, namely: the monocultural approach (cultural-deficiency perspective), and the multicultural approach (cultural-celebratory perspective). We also examined how the ambiguities and contradictions in teachers’ ideologies influenced their teaching and practices. In their daily routines, teachers seemed to adopt a teaching-as-usual approach, while occasionally engaging in ‘intercultural moments’, which included their rare attempts to differentiate or add cultural content to their teaching.
Purpose
The overarching purpose of this paper is to explore the transformation of intercultural education in Cyprus in the context of European integration. More specifically, it indicates the ways in which intercultural policy has been formed by complex and often counteractive influences. The analysis draws upon policy documents collected from the Ministry of Education and Culture (MEC) and interviews carried out with Cypriot policy-makers. Europe has come to play an important role in the development of Cypriot intercultural policy by becoming a mechanism of pressure for educational change. Through monitoring processes, Europe has indicated problems deriving from the culturally pluralistic character of the Cypriot society that should be addressed by national policies. In this context, Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Nonetheless, the findings of this research assert that there is a gap between policy rhetoric and practice.
Design/methodology/approach
This study reports on an analysis of the policy dynamics influencing intercultural education in the Greek–Cypriot context. The authors aim to examine the context and content of educational policies and directives which have been initiated and/or developed at the Greek–Cypriot level. To this end, the authors drew upon policy documentary and data derived from interviews conducted with Greek–Cypriot policy-makers and education officers.
Findings
It appears that intercultural education became an important part of the state’s rhetoric. Cyprus has initiated an educational reform, including a reform of the national curriculum towards a more intercultural orientation. Therefore, since 2008, the state and particularly the MEC have replaced the previously used term of multicultural education with the rhetoric of intercultural education and inclusion as the preferable educational responses to immigration.
Research limitations/implications
The findings of this study suggest that the development of intercultural education requires the re-conceptualisation and re-structuring of the Cypriot educational system and schooling. The state should adopt a balanced governance model between school autonomy and centralised management.
Practical implications
This paper can help schools and teachers to improve their intercultural education approach.
Social implications
The findings could be helpful for improving the intercultural education policy in Cyprus.
Originality/value
These research finding are the first that deal with intercultural education policy in Cyprus.
The element-free method (EFM) simplifies the pre-processing and has high calculation efficiency since it requires only the information of nodes and boundaries instead of elements. By taking the adaptive influential radius and arranging nodes flexibly, homogenization could be reduced significantly. Such method was applied in this paper to calculate the steady seepage field of a core wall dam with anti-seepage curtain and concrete cushion. The comparison of the calculation results with that calculated by the finite element method shows they match well and both the seepage field and free surface distribution accord with the general rules, which mean the element-free method can be applied to solve the seepage problem of complex earth dam.
