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Microfoundations of institutions are central to constructing place – the interplay of location, meaning, and material form. Since only a few institutional studies bring materiality to the fore to examine the processes of place-making, how material forms interact with people to institutionalize or de-institutionalize the meaning of place remains a black box. Through an inductive and historical study of Boston’s North End neighborhood, the authors show how material practices shaped place-making and institutionalized, or de-institutionalized, the meaning of the North End. When material practices symbolically encoded meanings of diverse audiences into the church, it created resonance and enabled the building’s meanings to withstand environmental change and become institutionalized as part of the North End’s meaning as a place. In contrast, when the material practices restricted meaning to a specific audience, it limited resonance when the environment changed, was more likely to be demolished and, thus, erased rather than institutionalized into the meaning of the North End as a place.

Diagrams are ubiquitous in economics and are uncontestably among the most used, if not the most important workhorses of economists, though they come in many forms. This essay examines the different uses of graphs and diagrams in the pioneering work of two Victorian economists, Stanley Jevons and Alfred Marshall. We stress the difference between their use as representations and as visual reasoning tools, a difference that became obscured in the twentieth century with the rise of econometrics.

In this chapter the author discusses some insights lost in a lost ethnomethodological study of parkour. The author introduces parkour, before critically engaging with some of the existing theoretical treatments of the practice. The author then considers some of the materials drawn on by those existing studies in reconsidering what is getting done in ‘parkour talk’. In further outlining what was lost, the author considers some of the aspects of the study that would have positioned parkour in terms of its engaging ordinariness. The chapter concludes with a summary of these avenues of inquiry and closes with a plea for the continued recognition of basic social inquiry and ethnography.

Morality is primarily a system of values, meanings, convictions, beliefs, principles, and drivers of good behavior and good outcomes in any organization. Using systems thinking concepts and applications introduced and developed during the last 50 years or so by various scholars from MIT, Stanford, and Wharton, such as Chris Argyris, Russell Ackoff, G. K. Forrester, Peter Senge, Stephen Covey, and Jim Collins, this chapter seeks to explore various past and contemporary market systems and challenges in terms of specific inputs, processes, and outputs. Systems thinking reckons everything in the cosmos (usually classified as subjects, objects, properties, and events) as a system (composed of two or more interactive parts with individual and interactive effects) that is connected to every other system in the universe. Various systems thinking laws and archetypes that have been developed thus far by systems thinkers will be introduced in order to identify basic patterns, structures, and constraints of human thinking and reasoning that create market phenomena. The academic and managerial challenge is to identify, explore, and capitalize such nonobvious connections for creating and developing new markets and corporate growth opportunities in the highly turbulent markets of today. In a globalized, digitized, and networked planet and universe, systems thinking is a very effective tool for analyzing turbulent market systems holistically and in an inclusive and integrated manner, with their specific inputs, processes, and outcomes. Several contemporary market cases will be included to illustrate the contents of this chapter.

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.

This chapter reviews the challenges facing educational research and knowledge production, in the independent post-Soviet Central Asia through examination of the case of Tajikistan. The chapter revisits issues discussed in Niyozov and Bahry (2006) on the need for research-based approaches to with these challenges, taking up Tlostanova’s (2015) challenge to see Central Asian educational history as repeated intellectual colonization, decolonization, and recolonization leading her to question whether Central Asians can think, or must simply accept policies and practices that travel from elsewhere. The authors respond by reviewing Tajikistan as representative in many aspects, if not all particulars, of the entire region. Part one of the review describes data sources, analyses, and our positionalities. Part two reviews decolonization in comparative, international, and development education and in post-Soviet education. Part three describes education research and knowledge production types and their key features. Thereafter, the authors discuss additional challenges facing Tajikistan’s and the region’s knowledge production and link them to the possibilities of decolonization discourse. The authors conclude by suggesting realistic steps the country’s scholars and their comparative international education colleagues may take to move toward developing both research capacity and decolonization of knowledge pursuits in Tajikistan and Central Asia.

The turbulent phase of COVID-19 has caused uncertainty as governments fail to develop coherent strategies for cutting emissions and are struggling to match the rhetoric of sustainable activities with actions (Barbier & Burgess, 2020; Cawthorn, Kennaugh, & Ferreira, 2021). In the recent past, firms have failed in their plans to decarbonise their key sectors such as the retail sector in the United Kingdom So far, retailers' commitment to achieving net zero emissions has been an important pledge but delivery is nowhere closer to their promises (Henriques, 2020). The firms' climate targets are not going to be met by magic as serious action is needed to fulfil the promises.

Fossil fuels have led to a drastic increase in carbon emissions in the world over the last decade. Firms championing cleaner energy and low carbon technologies are needed to cut emissions. Renewable energy sources such as wind energy can help reducing the dependency of fossil fuels (Boretti, 2020; Ebhota & Jen, 2020). Wind is an indirect form of solar energy which can provide environment-friendly option in uncertain times and can provide long-term sustainability of global economy. Solar energy technologies have the potential to decrease climate change through energy-related emissions (Li, Dai, & Cui, 2020). Increasing energy demand has initiated a focus on using hydrogen from water as a substitute for oil and fossil fuels (Boretti, 2020).

The first part of the chapter discusses theoretical perspectives of sustainable development and environmental performance with regards to three main issues: energy, water and carbon emissions, whereas the later part highlights the importance of solar technology as a low-polluted alternative to fossil fuels in the retail sector. Sustainable development of energy, water and environmental precautions such as reducing carbon emissions are of interest to wider branches of industries including retail, energy and water sector, governmental policymakers, researchers, educators and society. The purpose of this chapter is to increase the debate of the key issues of sustainable development regarding environment, energy and water in the modern times.