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This paper aims to trace the tectonic effects of openings as Heideggerian “built-things”.

This study has been organized in two phases. The first phase attempts to set up the theoretical framework through exploring the links between Heidegger’s notion of “built-thing” and contemporary tectonic discourses on dialectics between the values of matheme (construction, technology) and poetics (representation, meaning) to identify the key indicators in tectonic effects of openings. Accordingly, as the term “tectonic effects” is concerned with feelings and emotions that tectonics may evoke in people, the author searches for the indicators based on the poetic aspects of tectonic values and applies them within the phenomenological method implemented in the second phase of the research to explore the indicators in the designated case of the “Çavuşoğlu house”.

The results of this study indicate the significance of ontological nexus between tectonics as “poetic revealing” and the ability of the “built-thing” to generate tectonic effects within the embodied experience of dwellers. In fact, an opening can generate ontological tectonic effects in space only if it is brought about through a truthful build-dwell process which responds in a poetic way to the daily-life needs of the dwellers. The tangible examples of this fact are evident in the openings of the Çavuşoğlu house.

The theory of tectonics of openings as a separate “built-thing”, which is put forward in the present study, is a subject that has not been sufficiently studied so far and has the potential to be developed through further research. In light of this, the theoretical results of this study can contribute to tectonic thinking during the design process.

The following paper details a “Q&A interview” conducted by Joanne Pransky, Associate Editor of Industrial Robot Journal, to impart the combined technological, business and personal experience of a prominent, robotic industry engineer-turned successful business leader, regarding the commercialization and challenges of bringing technological inventions to the market while overseeing a company. The paper aims to discuss these issues.

The interviewee is Dr William “Red” Whittaker, Fredkin Research Professor of Robotics, Robotics Institute, Carnegie Mellon University (CMU); CEO of Astrobotic Technology; and President of Workhorse Technologies. Dr Whittaker provides answers to questions regarding the pioneering experiences of some of his technological wonders in land, sea, air, underwater, underground and space.

As a child, Dr Whittaker built things and made them work and dreamed about space and robots. He has since then turned his dreams, and those of the world, into realities. Dr Whittaker’s formal education includes a BS degree in civil engineering from Princeton and MS and PhD degrees in civil engineering from CMU. In response to designing a robot to cleanup radioactive material at the Three Mile Island nuclear plant, Dr Whittaker established the Field Robotics Center (FRC) in 1983. He is also the founder of the National Robotics Engineering Center, an operating unit within CMU’s Robotics Institute (RI), the world’s largest robotics research and development organization. Dr Whittaker has developed more than 60 robots, breaking new ground in autonomous vehicles, field robotics, space exploration, mining and agriculture. Dr Whittaker’s research addresses computer architectures for robots, modeling and planning for non-repetitive tasks, complex problems of objective sensing in random and dynamic environments and integration of complete robot systems. His current focus is Astrobotic Technology, a CMU spin-off firm that is developing space robotics technology to support planetary missions. Dr Whittaker is competing for the US$20m Google Lunar XPRIZE for privately landing a robot on the Moon.

Dr Whittaker coined the term “field robotics” to describe his research that centers on robots in unconstrained, uncontrived settings, typically outdoors and in the full range of operational and environmental conditions: robotics in the “natural” world. The Field Robotics Center has been one of the most successful initiatives within the entire robotics industry. As the Father of Field Robotics, Dr Whittaker has pioneered locomotion technologies, navigation and route-planning methods and advanced sensing systems. He has directed over US$100m worth of research programs and spearheaded several world-class robotic explorations and operations with significant outreach, education and technology commercializations. His ground vehicles have driven thousands of autonomous miles. Dr Whittaker won DARPA’s US$2m Urban Challenge. His Humvees finished second and third in the 2005 DARPA’s Grand race Challenge desert race. Other robot projects have included: Dante II, a walking robot that explored an active volcano; Nomad, which searched for meteorites in Antarctica; and Tugbot, which surveyed a 1,800-acre area of Nevada for buried hazards. Dr Whittaker is a member of the National Academy of Engineering. He is a fellow of the American Association for Artificial Intelligence and served on the National Academy of Sciences Space Studies Board. Dr Whittaker received the Alan Newell Medal for Research Excellence. He received Carnegie Mellon’s Teare Award for Teaching Excellence. He received the Joseph Engelberger Award for Outstanding Achievement in Robotics, the Advancement of Artificial Intelligence’s inaugural Feigenbaum Prize for his contributions to machine intelligence, the Institute of Electrical and Electronics Engineers Simon Ramo Medal, the American Society of Civil Engineers Columbia Medal, the Antarctic Service Medal and the American Spirit Honor Medal. Science Digest named Dr Whittaker one of the top 100 US innovators for his work in robotics. He has been recognized by Aviation Week & Space Technology and Design News magazines for outstanding achievement. Fortune named him a “Hero of US Manufacturing”. Dr Whittaker has advised 26 PhD students, has 16 patents and has authored over 200 publications. Dr Whittaker’s vision is to drive nanobiologics technology to fulfillment and create nanorobotic agents for enterprise on Earth and beyond (Figure 1).

Second Life is a user‐created online virtual world, which is a place where people with shared interests can meet and be together and share information. The purpose of this study is to investigate whether Second Life communities foster and nurture social capital, whether social capital within Second Life is related to social capital outside the virtual world, whether some characteristics affect the likelihood of users having social capital, and whether some existing measure of social capital can be modified and used to study social capital in Second Life.

The study was based on a statistical analysis of data gathered in a web survey of a convenience sample (n= 67) of Second Life residents. The social capital measure used was based on Bullen and Onyx.

Second Life is an environment that fosters the emergence of social capital. Residents who consider themselves producers have higher levels of social capital than those who consider themselves non‐producers. Having social capital within Second Life is unrelated to having social capital outside the virtual world. The consistency of the instrument proved to be excellent for measuring social capital within Second Life and good outside the virtual world.

The small sample size and the composition of the research population limit the ability to generalise the findings.

Second Life is a potent environment for community building and collective action. However, communities and collective action within Second Life cannot be based on social activity outside the virtual world.

The present study is the first systematic investigation of social capital in Second Life.

This paper aims to provide insight for higher education leaders about how to navigate the immediate needs and long-term needs of an institution. COVID-19 disrupted higher education in unprecedented ways, but the post-pandemic world is proving to be just as challenging – if not more so. Presidents and higher education leaders must be nimble, prepared and multi-skilled to address immediate challenges while making the tough strategic decisions to ensure that colleges and universities remain viable and sustainable for generations to come.

This discussion focuses on the dual vision and the leadership skills that are essential in addressing both the short-term and long-term threats to colleges and universities resulting from the COVID pandemic (wearing leadership bi-focals). It analyzes the post-pandemic trends that are adversely impacting the future of higher education and details how the President is guiding her team at the University of La Verne through this generational crisis – a process she describes as wearing leadership bifocals.

What began as a sudden global health crisis has shaken institutions of higher education to their core, challenging some of the very foundations upon which they were built. By adopting a bifocal strategy, the University of La Verne can more clearly assess the challenges it faces in the post-pandemic world and the new opportunities around the corner. While this approach ultimately is a team effort, effective implementation requires leadership from the top. The entire campus community is depending on the President to inspire and lead.

Much has been written about leadership during these troubling times in higher education. This paper is intended hoped to offer a best-practices approach for college and university Presidents in engaging their campus communities in addressing the short- and long-term challenges facing them.

The author’s lengthy experience as a University president and Provost – along with a focus on communication skills – provides a unique framework for addressing the complex challenges confronting higher education.

Today we find ourselves in an environment where we are constantly caught by surprise. Sometimes we miss profound opportunities because we fail to see them — and they are there to be seen. One of the principle roles of good scenario planning is to condition people to see the world more thoughtfully and insightfully, to recognize the signals of surprise as such and to act upon them.

Extensive efforts have been conducted on the real-time strategy (RTS) games. The purpose of this paper is the specific artificial intelligence (AI) challenges posed by RTS games; non-player character (NPC) is started out by collecting game-map resources to build up defenses and attack forces, to upgrade combat deployment.

The authors used weak AI fuzzy theory as the foundation for tunable development. With the fuzzy theory, the AI was more humanistic in its judgment process.

Well-developed AIs have been used brilliantly in various aspects in RTS games, especially in those developed by large production teams. For small production teams, how to develop an AI system in less time and at a lower cost is extremely important.

This study aimed to develop a system using player unit threat levels for NPC deployment and arrangement so that the further strategy would be adopted for NPCs in response to player actions.

The RTS games would become more challenging for players to play.

This qualitative research articulates the perspective that educational institution directors have on the meaning of management action and the need for training in this area. Significant research findings include the importance of training in three specific aspects: technical knowledge, virtues, and managerial competencies. Study participants emphasized that experience alone is insufficient to run a school, which is an important job not only for educating students, but also for the impact it has on the entire educational community (i.e., managers, administrative and service staff, teachers, and parents).

The purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and mathematics (STEAM)-related making and to garner students perspectives. We offer a valid way for researchers to understand collaborative processes and for educators to create opportunities for collaboration. Additionally, the feedback from the assessment offers students a way to reflect on their CPS skills.

This qualitative study evaluated 52 elementary students’ CPS skills using co-measure, a validated rubric assessing students’ CPS when working in STEAM-related makerspace activities. Students worked in collaborative groups to “make” artifacts when solving a problem posed by their teacher. They were assessed using co-measure’s four dimensions: peer interactions, positive communication, inquiry rich/multiple paths and transdisciplinary approaches and scored via each dimension’s associated attributes. Student interviews provided their perspectives on CPS.

A majority of students scored in the acceptable or proficient range in the social dimensions of peer interactions and positive communication. Students scored slightly lower on the cognitive dimensions of inquiry rich/multiple paths and markedly lower on transdisciplinary approaches when collaborating. Findings suggest to increase CPS skills, teachers might develop “making” activities fostering greater inquiry and model ways to strategize and verify information, approach the problem drawing on student interest and prior knowledge and collaboratively use tools, materials and methods that mimic the real world when problem-solving.

Much of the current research on assessing CPS during making is in the early stages of considering appropriate assessment approaches, especially in schools. To expand this literature the study includes elementary students between the ages of 6-10, the focus is on assessing their collaboration using an observational rubric. The authors use preliminary findings from young children’s perspectives on making to position the future work.