This paper raises questions about the ways in which social workers try to "explain" or make sense of their practice in interviewing. It is concerned with the ways that they "construct reality" in their day to day work and how they ascribe order or patterns to this reality. The discussion is based on a tape recorded transcript of a social worker — applicant interview and a transcript of a talk between the social worker and the writer about the interview. It seems that "theory" and "practice" are regarded as discrepant as theoretical knowledge is lost sight of in the action setting of the intake team where taken for granted routines take precedence.
Integrated propulsion plays a major role in future civil and military aircraft design. A key component of these systems are highly bent intake geometries. As the flow passes through such ducts, combined total pressure and swirl distortions are generated which have a negative impact on compressor performance, safety margin, and durability. Due to weight and space limitations, a close coupling of intake and compressor is necessary. An experimental test case including a highly bent intake geometry and a state of the art turbofan engine was established and extensive measurement data was acquired. This publication compares results of three different numerical approaches to this test data: Isolated intake simulations, isolated compressor simulations with distorted inflow conditions, and a coupled simulation of intake and three stage compressor. The isolated intake simulation is able to reproduce the static wall pressure field of the intake as well as the occurring flow separation. Towards the interface plane to the compressor however, significant deviations are observed. The upstream effect of the compressor working under the combined pressure swirl distortion is assessed via the second simulation approach. The influence of the swirl and total pressure distortion on the compressor is first simulated separately and than compared to the impact of the combined distortion. The coupled intake- compressor simulation reveals the manipulation of the intake flow field by an upstream static pressure field. In contrast to experiments a slightly unsteady operation point and an asymmetric intake flow field were observed
The case study subjected in this paper was designed to illuminate how school leadership strategies and interventions mediate external demands, in the form of the academic press, for raised outcomes, imposed from the policy environment on a school with a heterogeneous pupil population. The Norwegian research site is situated in a demographic environment of low pupil socioeconomic status, a group of factors that in other systems predicts 60%—70% of academic achievement. More specifically, the intake environment in which the school is situated is characterized by high ethnic heterogeneity and, for some parts, low scores on parents' social welfare indicators. Data was collected from a school characterized as low performing, defined by pupil achievement on national tests, yet these outcomes had been progressing over time. Find-ings are based on observations as well as interviews with school leaders, teachers, the superintendent in the municipality, and pupils, together with a pupil survey. The paper analyzes various leadership strategies and interventions as mediating functions between the external academic press from the school district level and the internal cultural context of the school. Specifically, the findings suggest that building a core culture of inclusive ethos for all pupils, paired with pedagogical collaboration, and democratic and servant leadership, are important devices for mastering this form of diversity. The leadership practices and collaborative focus were furthermore anchored in a systemic and more integrative school organization that purposefully com-bined hierarchical structure with horizontal elements in a matrix-like design. ; publishedVersion
The case study subjected in this paper was designed to illuminate how school leadership strategies and interventions mediate external demands, in the form of the academic press, for raised outcomes, imposed from the policy environment on a school with a heterogeneous pupil population. The Norwegian research site is situated in a demographic environment of low pupil socioeconomic status, a group of factors that in other systems predicts 60%—70% of academic achievement. More specifically, the intake environment in which the school is situated is characterized by high ethnic heterogeneity and, for some parts, low scores on parents' social welfare indicators. Data was collected from a school characterized as low performing, defined by pupil achievement on national tests, yet these outcomes had been progressing over time. Find-ings are based on observations as well as interviews with school leaders, teachers, the superintendent in the municipality, and pupils, together with a pupil survey. The paper analyzes various leadership strategies and interventions as mediating functions between the external academic press from the school district level and the internal cultural context of the school. Specifically, the findings suggest that building a core culture of inclusive ethos for all pupils, paired with pedagogical collaboration, and democratic and servant leadership, are important devices for mastering this form of diversity. The leadership practices and collaborative focus were furthermore anchored in a systemic and more integrative school organization that purposefully com-bined hierarchical structure with horizontal elements in a matrix-like design.
The scholar, the administrator, and the manager are adrift on a sea of informa tion. They must live from it without being swamped. An elaborate, mechanized service to fill individual "prescriptions" for different types of information will be technically feasible in the near future.
The effects of the mass media can be understood better if the role of other elements of the social system in passing along and interpreting ideas also is considered. The author, a member of the Wisconsin journalism faculty, is working toward the Ph.D. in sociology at the University of North Carolina.
