LOCAL EXISTENCE OF SOLUTIONS 865given in terms of the field at the origin point P. Thus, we can calculate r;k(R)[and by similar arguments gij (R)] provided a consistent set of qk exists at P. A consistent set of r; k at P must satisfy the requirement that the mixed derivatives 6 of all functions of q k and gJj be symmetric. These relations are just given by t;qs. (8) and (9). Thus, we conclude that local existence depends on being able to obtain solu-1 M. Muraskin, Ann. Phys. (N .Y.) 59,27 (1970). This reference gives background material for the present paper.2 We shall make a few comments about the r;k = rikJ situation.For symmetric r i k' we can make a general coordinate transformation so that Jrik '" 0 at the origin. Then it might appear that r i k ", 0 at all point~ as a consequence of (1) It is shown how a new class of stationary electromagnetic vacuum fields can be generated from solutions of Laplace's equation. These fields are a stationary generalization of the static electromagnetiC vacuum fields of Weyl, Majumdar, and Papapetrou, and are plausibly interpreted as exterior fields of static or steadily moving distributions of charged dust having numerically equal charge and mass densities.

This paper investigates sustainability competences through the eyes of professional practitioners in the field of sustainability and presents empirical data that have been created using an action research approach. The design of the study consists of two workshops, in which professional practitioners in interaction with each other and the facilitators are invited to explore and reflect on the specific knowledge, skills, attitudes and behaviours necessary to conduct change processes successfully towards sustainability in a variety of business and professional contexts. The research focuses on the competences associated with these change processes to devise, propose and conduct appropriate interventions that address sustainability issues. Labelled ‘intervention competence’, this ability comprises an interlocking set of knowledge, skills, attitudes and behaviours that include: appreciating the importance of (trying to) reaching decisions or interventions; being able to learn from lived experience of practice and to connect such learning to one’s own scientific knowledge; being able to engage in political-strategic thinking, deliberations and actions, related to different perspectives; the ability for showing goal-oriented, adequate action; adopting and communicating ethical practices during the intervention process; being able to cope with the degree of complexity, and finally being able to translate stakeholder diversity into collectively produced interventions (actions) towards sustainability. Moreover, this competence has to be practised in contexts of competing values, non-technical interests and power relations. The article concludes with recommendations for future research and practice.

2 SUMMARYThis article examines mutuality and difference in partnerships. Partnership is a widelydebated concept: it can represent collaboration based on equality and mutuallybeneficial processes and outcomes; it can also involve highly unequal power relations and determination of means and ends. This article examines the construction of mutuality based on difference in practitioner to practitioner partnerships between local governments in Uganda and the UK. It argues that some of the lessons from these partnerships can help to rethink partnerships in other contexts. First, practitioner to practitioner partnerships can pose an alternative to partnerships based simply on divisions of labour between organisations. Second, partnerships conceived as learning models that build on mutuality and difference offer the potential to challenge power relations. Rethinking how practitioner to practitioner partnerships can be made more effective in this respect can provide models for other types of partnership.

IntroductionActive transport to school (ATS) is a convenient way to increase physical activity and undertake an environmentally sustainable travel practice. The Built Environment and Active Transport to School (BEATS) Study examines ATS in adolescents in Dunedin, New Zealand, using ecological models for active transport that account for individual, social, environmental and policy factors. The study objectives are to: (1) understand the reasons behind adolescents and their parents' choice of transport mode to school; (2) examine the interaction between the transport choices, built environment, physical activity and weight status in adolescents; and (3) identify policies that promote or hinder ATS in adolescents.Methods and analysisThe study will use a mixed-method approach incorporating both quantitative (surveys, anthropometry, accelerometers, Geographic Information System (GIS) analysis, mapping) and qualitative methods (focus groups, interviews) to gather data from students, parents, teachers and school principals. The core data will include accelerometer-measured physical activity, anthropometry, GIS measures of the built environment and the use of maps indicating route to school (students)/work (parents) and perceived safe/unsafe areas along the route. To provide comprehensive data for understanding how to change the infrastructure to support ATS, the study will also examine complementary variables such as individual, family and social factors, including student and parental perceptions of walking and cycling to school, parental perceptions of different modes of transport to school, perceptions of the neighbourhood environment, route to school (students)/work (parents), perceptions of driving, use of information communication technology, reasons for choosing a particular school and student and parental physical activity habits, screen time and weight status. The study has achieved a 100% school recruitment rate (12 secondary schools).Ethics and disseminationThe study has been approved by the University of Otago Ethics Committee. The results will be actively disseminated through reports and presentations to stakeholders, symposiums and scientific publications.

This article traces the use of the term 'technocratic' to describe development practice, and the concomitant use of 'technocrat' to describe professional experts who engage in development work. It locates the use of these terms as pejorative labels within understandings of professional experts as part of an apparatus of governmentality that depoliticizes development intervention. It argues, however, that such understandings miss the crucial point of engagement in development practice between these agents and other actors which opens 'learning spaces' that have the potential for a range of outcomes.