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The purpose of this paper is to discuss changes to MIL-STD-1530C “Aircraft Structural Integrity Program” to account for the increased usage of composites in aircraft structures.

The evolution of the Aircraft Structural Integrity Program is presented and the five tasks that comprise the program are assessed for compatibility with composite aircraft structures.

This paper identifies a number of recommended changes to MIL-STD-1530C to ensure that the unique behaviour of composites is considered within the Aircraft Structural Integrity Program.

This paper recommends changes to MIL-STD-1530C to account for composite aircraft structures, thus providing assurance compatibility of the Aircraft Structural Integrity Program with composite materials.

This article provides a plain language commentary on the distributive equity structure of the English Premier League (EPL) with the aim of introducing sport business practitioners to a foundational challenge facing professional leagues as they grow financially with market opportunities, namely financial inequality between clubs.

Introducing and discussing data from seasons 2009/10–2018/19, the article reveals that despite maintaining a consistent distribution of the EPL prize fund over time, the financial imbalance within the league has grown throughout the period.

The EPL's financial distributive equity is exacerbated by growing imparity in the acquisition of sponsorship revenues, the distribution of broadcasting revenues and the implications of policies concerning financial fair play and parachute payments, leading to a problematic differential in the talent distribution and win–wage relationship experienced by the top six teams and the remainder.

The EPL's market-driven continuation of its revenue allocation policies has led to a broadening financial imbalance, in favour of the top clubs, which could paradoxically undermine the financial security of the teams and league. Sport business practitioners should be familiar with this fundamental challenge for sport leagues that accompanies financial growth.

Whilst the percentage difference in prize fund allocation between top and bottom clubs appears minor, there is a significant financial variation across the league, primarily due to the large increase in broadcasting income. This is compounded by positive feedback via the relative dominance of the top six clubs receiving the larger share allocated to higher finishing teams.

The purpose of this paper is to illustrate the plans for and implementation of critical dramatic inquiry with middle school youth. The authors also provide a theoretical frame for understanding dramatic inquiry as an embodied, persuasive and reflexive practice that can inform and transform the ways youth and their teachers experience their own and others’ worlds. Throughout, the authors argue for the centrality of imagination in youth literacies and critical inquiry.

Working with Stetsenko’s (2008) concepts of contribution and agency, the authors considered the different ways youth “found [their] place among other people and ultimately, [found] a way to contribute to the continuous flow of sociocultural practices” (p. 17). Further, the authors considered Stetsenko’s (2012) reference to moral philosophy and the idea that “humans are understood as being connected with the world precisely through their own acts – through what has been termed “engaged agency” in moral philosophy (Taylor, 1995, p. 7)”. The authors read and annotated documents, noting key moments in the videos where youth collaborated in “finding a place among other people” and became “connected with the world […] through their own acts”.

The authors identified three ways dramatic inquiry orients youth in time-space, offering addresses and possibilities for answerability that direct their actions toward critical, ethical questions: creating a life through embodied positioning, reflecting on action through transformation of representations and establishing a direction for one’s own becoming through persuasion and answerability. These three modes of contributing to a dramatic inquiry extend current research and thought about drama by pointing to specific contributions to and purposes for action in drama experiences.

This work represents a single two-session workshop of teacher research with middle school youth engaged in dramatic inquiry, and is, therefore, the beginning of a conceptual framework for understanding dramatic inquiry as critical sociocultural practice. As such, this work will need to be developed with the aim of extending the dramatic inquiry work across several days or weeks, to trace youth insights and subsequent actions.

Critical literacy educators who want to implement dramatic inquiry will find clear descriptions of practices and an analytic framework that supports planning for and reflection on social change arts-based experiences with youth.

The authors argue that educators who aim to support youth actions, in relation to multiple viewpoints and possible futures, need to pose imagined and dramatized addresses to which youth can imagine and embody possibilities and express possible answers (Bakhtin). Based on Stetsenko’s transformative activist stance, the authors argue that drama-based experiences disrupt the everyday so youth may collectively explore and contribute to an emerging vision of equity and belonging.

Few studies have engaged Stetsenko’s transformative activist stance as a way to understand learning, social change and the role of imagination. This study describes and explores a unique instantiation of process drama informed by critical sociocultural theory.

The 2020 COVID-19 pandemic forced the world to rapidly translate our face-to-face interactions to remote, often computer-mediated ones. Many of us struggled to adapt since many instructors have built careers on in-person relationships. How would we maintain the humanity of an emergency remote classroom? How would we support our students’ growth when a rapid venue change was demanded? Our small, liberal arts college, like so many others, took up this challenge. In this chapter, we attempt to answer these questions using our reflections and student perceptions of successful and unsuccessful experiences. Following the switch to remote learning, we scrambled to develop and gain Institutional Review Board’s approval for a protocol which surveyed a rolling sample of our student population daily. The brief window of opportunity prevented piloting the protocol which was based primarily upon our team’s collective knowledge and experience as scholars and educators. The following fall, we followed up with a survey (aligned with the prior survey) and focus groups. We found that empathy within the classroom in this time of stress made all the difference. We relate what we’ve learned with respect to compassionate communications, course design, and adaptation. In each section, we offer a set of specific recommendations.

A proposed typology of moral exemplars in business highlights instances selected to illustrate standards for inclusion. The typology distinguishes among champions, heroes, and saints as different kinds of business exemplars. The typology reflects variations in both specific decision conditions and moral value emphases of business actors. The typology also differentiates moral exemplars from moral neutrals (i.e., amoral actors) and moral sinners (i.e., moral value scofflaws). The objective is to advance understanding of moral character and moral courage in business settings.

The methodology combines original conceptual argument and brief case summaries taken from available literature. The chapter is not a systematic survey of literature but cites key works. Construction of the typology involved iteration between conceptual development and case interpretation.

The chapter separates business cases into private business and public business, and applies Adam Smith’s distinction between citizenship and good citizenship. An additional distinction is made between extreme conditions and normal conditions. Moral heroism in business is restricted to life-and-death or strongly analogous situations in extreme conditions such as hazardous whistleblowing. Moral sainthood in business involves extreme maximization of a single value going far beyond simple compliance with legal requirements and typical ethical norms – Smith’s definition of citizenship. Moral championing in business concerns some degree of lesser self-sacrifice in defense of important values reflecting Smith’s definition of good citizenship.

The chapter is a selection of literature undertaken in iteration with the conceptual development effort. The original research aspect of the chapter is thus quite limited. The author is not positioned to judge the accuracy of published information, for or against a particular instance. The classifications thus depend on whether the instance would, if the generally reported facts are basically accurate, serve as a reasonable illustration of standards for inclusion. Criticisms have been made concerning some of the instances discussed here.

The emphasis is on providing standards for defining moral exemplars for business to suggest how much can be accomplished in business through moral influence.

The conceptual contribution is original, although drawing on the philosophical literature debate about saints and heroes. The chapter treats exemplar as the overarching construct, separated into three kinds: heroes, saints, and champions. Sinner is implicit in the notion of saint. The chapter adds moral champions and moral neutrals to isolate moral heroism. The cases exist in the literature, but have been combined together here for the first time.

Deriving pleasure and meaning from one’s job is especially potent in the cultural industries, where workers routinely sacrifice monetary rewards, stability, and tidier careers for the nonmonetary benefits of self-expression, autonomy, and contribution to the greater good. Cultural labor markets are consequently characterized by the continual churning of its workforce; the lure of “cool” employment attracts an oversupply of aspirants while precariousness and routinized work lead to short careers. This article draws on qualitative data to further conceptualize the appeal and limits of nonmonetary rewards over time. Why do workers stay in precarious “cool” jobs? More specifically, how do workers stay committed to their jobs and perform the requisite deep acting for their roles? Through qualitative research on two sets of workers – music industry personnel and craft cocktail bartenders – this article examines patterns in these workers’ “experiential careers.” We identify three strategies cultural workers use to re-enchant their work lives: (1) deep engagement, (2) boundary work, and (3) changing jobs. In doing so, we show how the experiential careers of cultural workers resemble more of a cycle of enchantment than a linear path to exiting the field.

The purpose of this paper is to explore the methodological practice of shadowing and its implications for ethnographic fieldwork. Furthermore, the paper challenges the label of “shadowing” and suggests a new label of “spect‐acting.”

This paper is based in a feminist and interpretive‐qualitative approach to methods, and uses the author's experience with shadowing as a case study. The author argues that fieldwork is always intersubjective and as such, the research site emerges out of the co‐construction of the relationship between researcher and participant.

The author argues that reflexivity is a required but neglected aspect of shadowing, and that spect‐acting as a new term would require the researcher to take reflexivity more seriously, thereby opening up emancipatory possibilities in the field.

Findings are based on a limited time span of shadowing.

The paper is original in that it imports “spect‐acting” from performance studies into the organizational methods lexicon. The value of the paper is that it provides reflection and discussion of one‐on‐one ethnography, which is a relatively underutilized method in research on organizations and management (but beginning to grow in popularity).