Power and Agency in the Local Domain: A Reflection on the Debates and Pointers for Research

Cylindrical magnetic nanowires show great potential for 3D applications such as magnetic recording, shift registers, and logic gates, as well as in sensing architectures or biomedicine. Their cylindrical geometry leads to interesting properties of the local domain structure, leading to multifunctional responses to magnetic fields and electric currents, mechanical stresses, or thermal gradients. This review article is summarizing the work carried out in our group on the fabrication and magnetic characterization of cylindrical magnetic nanowires with modulated geometry and anisotropy. The nanowires are prepared by electrochemical methods allowing the fabrication of magnetic nanowires with precise control over geometry, morphology, and composition. Different routes to control the magnetization configuration and its dynamics through the geometry and magnetocrystalline anisotropy are presented. The diameter modulations change the typical single domain state present in cubic nanowires, providing the possibility to confine or pin circular domains or domain walls in each segment. The control and stabilization of domains and domain walls in cylindrical wires have been achieved in multisegmented structures by alternating magnetic segments of different magnetic properties (producing alternative anisotropy) or with non-magnetic layers. The results point out the relevance of the geometry and magnetocrystalline anisotropy to promote the occurrence of stable magnetochiral structures and provide further information for the design of cylindrical nanowires for multiple applications.

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CSR Initiatives and Practices: Empirical Evidence From Indian Metal and Mining Companies

SAGE Open ◽

10.1177/21582440211032674 ◽

2021 ◽

Vol 11 (3) ◽

pp. 215824402110326

Author(s):

Ajay K. Singal

Keyword(s):

Environmental Sustainability ◽

Annual Reports ◽

Local Domain ◽

Internal Governance ◽

Domain Experts ◽

Analysis Technique ◽

Extractive Sector ◽

Second Tier ◽

Corporate Social ◽

Text Network Analysis

This study investigates the corporate social responsibility (CSR) discourse on community and environment by Indian metal and mining (extractive) sector. Specifically, we examine the change in internal governance and external implementation mechanisms in response to affirmative CSR policy actions. Applying text network analysis technique on CSR related expenditures provided in the annual reports and CSR annexures (2014–2018), our study reveals that CSR discourse of extractive firms improved significantly and became more focused after the introduction of post-affirmative policy. CSR initiatives in the extractive sector are primarily focused toward local social development, with little emphasis on the environmental sustainability. Furthermore, companies have adopted two-tier governance structures for managing CSR. The top tier comprises board members who formulate the CSR programs, while the second tier has executives responsible for the implementation. Another tier of governance involving local domain experts is emerging. The three-tier implementation mechanisms give firms a tighter control on spending and enhance the effectiveness of initiatives. We present the results visually in the form of network graphs.

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Instructional improv to analyze inquiry-based science teaching: Zed’s dead and the missing flower

Smart Learning Environments ◽

10.1186/s40561-021-00156-9 ◽

2021 ◽

Vol 8 (1) ◽

Author(s):

Maggie Dahn ◽

Christine Lee ◽

Noel Enyedy ◽

Joshua Danish

Keyword(s):

Mixed Reality ◽

School Science ◽

Second Grade ◽

Science Lesson ◽

Instructional Decisions ◽

Case Study Analysis ◽

Second Grade Students ◽

Lesson Context ◽

Power And Agency

AbstractIn inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to present a translated model for analysis of teaching in an inquiry-based, elementary school science lesson context. We call our model instructional improv, which shows how a teacher spontaneously synthesizes rules of improv with teaching practices to support student learning, engagement, and agency. We illustrate instructional improv through case study analysis of video recorded classroom interactions with one teacher and 26 first and second grade students learning about the complex system of honey bee pollination in a mixed reality environment. Our model includes the following defining features to describe how teaching happens in this context: the teacher 1) tells a story; 2) reframes mistakes as opportunities; 3) agrees; 4) yes ands; 5) makes statements (or asks questions that elicit statements); and 6) puts the needs of the classroom ensemble over individuals. Overall, we show how instructional improv helps explain how teachers can support science discourse and collective storytelling as a teacher (a) shifts power and agency to students; (b) balances learning and agency; and (c) makes purposeful instructional decisions. Findings have immediate implications for researchers analyzing interactions in inquiry-based learning environments and potential future implications for teachers to support inquiry learning.

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