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David Altheide reflects on his long career, noting the role of family, friends, colleagues, organizational culture, and luck.

Lockheed Martin has been a premier builder and developer of manned aircraft and fighter jets since 1909. Since then, aircraft design has drastically evolved in many areas including the evolution of manual linkages to fly-by-wire systems, and mechanical gauges to glass cockpits. Lockheed Martin's knowledge of manned aircraft has produced a variety of Unmanned Aerial Vehicles (UAVs) based on size/wingspan, ranging from a micro-UAV (MicroStar) to a hand-launched UAV (Desert Hawk) and up to larger platforms such as the DarkStar. Their control systems vary anywhere between remotely piloted to fully autonomous systems. Remotely piloted control is equivalent to full human involvement with an operator controlling all the decisions of the aircraft. Similarly, fully autonomous operations describe a situation that has the human having minimal contact with the platform. Flight path control relies on a set of waypoints for the vehicle to fly through. This is the most common mode of UAV navigation, and GPS has made this form of navigation practical.

Concern about special education's future is widespread. Now there are calls for special education's abandonment or its nonexistence in any environment other than general education (i.e., for full inclusion or some form of general education only). Some advocates for reform consider special education obsolete, to be rejected in favor of newer ideas known as inclusionary education, and they advocate abandoning special education.

Now may be the time for a second revolution in thinking about what special education is and does so that it evolves into a service that more consistently realizes its promise. Special education is likely to become extinct if its devolution continues. Its collapse would hasten the abandonment of public education. Alternatively, it could evolve to become a viable part of public education, a distinct entity, a clearly identifiable and viable part of educating all children appropriately in public schools.

Among the many causes of special education's devolution, some stand out prominently: (1) confusing must and may; (2) accepting illogic and imprecision of language; (3) responding to all diversities in the same way; (4) spurning science; (5) confusing attribute and person; (6) putting the worst possible face on special education; and (7) misconstruing least restrictive environment.

Better thinking and clearer communication are required to achieve special education's revitalization. These include calling things what they are and relying on new, younger leaders. Clear and wide understanding – consensus – about what special education is and does and acceptance of the idea that we must have it as a separate and distinct part of universal public education would be revolutionary.

This chapter analyzes the semiotic construction of US claims to sovereignty in Hawai‘i. Building on semiotic theories in sociology and theories within critical Indigenous and settler colonial studies, it presents an interpretive analysis of state, military, and academic discursive strategies. The US empire-state attempts to construct colonial narratives of race and sovereignty that rehistoricize the history of Hawaiians and other Indigenous peoples. In order to make claims to sovereignty, settler-colonists construct narratives that build upon false claims to superiority, advancement, and discovery. Colonial resignification is a process by which signs and symbols of Indigenous communities are conscripted into the myths of empire that maintain such sovereign claims. Yet, for this reason, colonial resignification can be undone through reclaiming such signs and symbols from their use within colonial metanarratives. In this case, efforts toward decolonial resignification enacted alternative metanarratives of peoples' relationships to place. This “flip side” of the synecdoche is a process that unravels the ties that bind layered myths by providing new answers to questions that underpin settler colonial sovereignty.