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The long delay between the publication of Bernt Stigum's magnum opus and this review owes not only in part to personal reasons of no interest to anyone but the reviewer, but also to the sheer heft and density of the book itself. It is a long (768 pages) and difficult book. In fact, it is really two books: the first is Stigum's treatise on the philosophy of econometrics and the second is an anthology of contributions, constituting 8 of its 27 chapters, from a distinguished group of 16 econometricians, including two Nobel Prize winners (Granger and McFadden). The anthology sits somewhat uneasily alongside the treatise. The inclusion criteria seem to be either that the topic is one that Stigum thought ought to be covered or one that illustrates his larger points. Yet, it is unclear that the contributors fully subscribe to Stigum's analysis or that their contributions do not rather obscure than clarify his own position. The work would have been stronger and more readable had Stigum chosen to publish the treatise and the anthology separately. Even broken up in this way, Stigum's own 329 page contribution would be a formidable and erudite work. Although it is rare enough to find a scholar who is comfortable in mixing such disparate thinkers as Aristotle, Carol Gilligan, and E.E. Evans-Pritchard in the same work, it is, I am sure, unprecedented when that work is principally concerned with econometrics.

This chapter is concerned with examining the families that play Pokémon Go together within the context of spatial practices. The chapter begins by outlining the general approach to spatiality that we adopt throughout this book, which is predicated on the ‘spatial turn’ within the social sciences. Here, spatial practices are understood as being socially constructed in day-to-day live, as opposed to being something simply given. In other words, ‘the concept of the city’ and the ‘urban fact’ (de Certeau, 1984, p. 1, italics in original) are not one and the same thing. Instead, the phenomenology of space is moulded in the social realm as part of the practice of everyday life, which has consequences for hybrid reality games (HRGs) like Pokémon Go. After delineating between ‘space’ and ‘place’ à la the ‘mobilities turn’, we shift our attention to embodied approaches to urban life. This begin with an examination of the art of the flânerie, which has been reimagined to account for the ubiquity of mobile media, and more recently, locative games. A review of the literature surrounding locative games demonstrates that, for the most part, concerns about spatiality have not extended to the kind of intergenerational play that is the focus of this book. Drawing on our original study of Pokémon Go, as outlined above, then, the chapter is driven by the following research questions. First, to what extent does Pokémon Go lead to families spending more time outside and how is this reshaping experienced. Second, what effect does this HRG has on the routes and pathways families choose to follow while traversing their physical setting, as well as the sites they frequent. Third, to what extent do families engage with the various elements of Pokémon Go and what does this suggest about the evolution of locative play in the context of earlier location-based social networks (LBSNs).

This chapter is concerned with exploring the various ways in which Pokémon Go complements or challenges family life. The chapter begins by explicating the multisided concept of play and the myriad definitions that surround this term. Having established the various way in which this phenomenon can improve the lives of those who engage in it – physically, emotionally and cognitively – we go on to consider how play has gradually shifted from public spaces and into designated playgrounds, and how this trend corresponds with children concurrently moving away from the streets and into their bedrooms. Following this, we explore the impact digital technologies are having on the practice of parenting, paying particular attention to video games as a significant facet of youth culture that is often associated with a range of negative connotations. Yet, video games are not intrinsically bad. As we outline, research on intergenerational play and joint-media engagement (JME) readily demonstrate the many benefits families can experience when these games are played together. What is missing from this developing body of work is the familial playing of locative games and the extent to which this practice adds contours to our understanding of this field. The chapter is, therefore, driven by the following research questions. First, why and how do families play Pokémon Go? This includes the different roles that family members adopt, alongside motivations for families playing this game, how the playing of this game complements the rhythms of family life and the extent to which this hybrid reality game (HRG) is suited to intergenerational play. Second, what impact does locative familial play have on families, collectively speaking, and regarding individual family members? Here, we are not just interested in whether this game allows families to bond and how this bonding process is experienced, but also whether the familial play of Pokémon Go provides families with any learning opportunities that might facilitate personal growth beyond the game. Third, what worries might parents have about the familial playing of Pokémon Go and to what extent does the locative aspect of this game reshape their apprehensions?

This chapter focuses on the early history of feminist explorations in criminology in the UK in particular, but with reference to developments elsewhere. The chapter discusses the achievements of early feminist perspectives in criminology and assesses their impact in terms of ‘transforming and transgressing’ the criminological enterprise. In particular, the author focuses on the case for transformations in traditional research methodologies and looks at the different ways in which feminist writers in criminology grappled with the question of how to produce good quality knowledge. The chapter takes a chronological approach, identifying developments pre-1960s in a phase which might be described as an ‘awakening’ and then describing initiatives in the 1960s and 1970s. The discovery that ‘woman’ was a conceptual term which could be incorporated into the criminological framework really took off in the 1970s with the publication of Carol Smart’s pioneering work. Notwithstanding faster developments in other disciplines, slowly, mainstream criminology took stock of feminism’s early claims.

The study here responds to the view that the crucial problem in strategic management (research) is firm heterogeneity – why firms adopt different strategies and structures, why heterogeneity persists, and why competitors perform differently. The present study applies complexity theory tenets and a “neo-configurational perspective” of Misangyi et al. (2016) in proposing complex antecedent conditions affecting complex outcome conditions. Rather than examining variable directional relationships using null hypotheses statistical tests, the study examines case-based conditions using somewhat precise outcome tests (SPOT). The complex outcome conditions include firms with high financial performances in declining markets and firms with low financial performances in growing markets – the study focuses on seemingly paradoxical outcomes. The study here examines firm strategies and outcomes for separate samples of cross-sectional data of manufacturing firms with headquarters in one of two nations: Finland (n = 820) and Hungary (n = 300). The study includes examining the predictive validities of the models. The study contributes conceptual advances of complex firm orientation configurations and complex firm performance capabilities configurations as mediating conditions between firmographics, firm resources, and the two final complex outcome conditions (high performance in declining markets and low performance in growing markets). The study contributes by showing how fuzzy-logic computing with words (Zadeh, 1966) advances strategic management research toward achieving requisite variety to overcome the theory-analytic mismatch pervasive currently in the discipline (Fiss, 2007, 2011) – thus, this study is a useful step toward solving the crucial problem of how to explain firm heterogeneity.

The rise of a performativity discourse in education in England emanates from the importation of an economic ‘market’ structure for schools in order to improve the effectiveness and efficiency of the outputs of learning and to increase the opportunity of choice for the ‘consumers’ of education (Ball, 1998). Institutions focus their policies and practice, on improving performance and survival to maintain and develop their market share. This is due to the competitive nature of a market structure. The performativity criterion of efficiency and effectiveness is an optimisation of the relationship between input and output (Lyotard, 1979). In the case of education this means both ensuring a favourable qualitative award from a national inspection service and raising the achievement levels of pupils in national tests to ensure a high position in published tables of educational performance. High ratings on these two performativity indicators improve a school’s attraction to parents and students in the educational market place. This results in improved resources, increasing the opportunity for the school to be more selective about the students it accepts and the quality of the teachers it employs.

This paper reports on the ways in which a group of middle school students who received character education in elementary school define and experience character. The research was designed to improve our understanding of the meanings that the children ascribe to their character lessons in the long term, and to determine whether they see connections between these lessons and their experiences with character in middle school. The data come from interviews with 24 children who attended five different elementary schools in one town that used the Character Counts! curriculum at the time of the study. The students were questioned about their understanding of the curriculum and their own personal experiences with character-related issues in middle school. The results demonstrate that the elementary school character lessons are carried forward. Children are able to recall the formal meaning of many of the character traits that they studied. As they graduate to middle school, however, peer culture assumes an increasingly important role and their lived experience of character become more complex. Thus, the preteens studied here are actively working to reconcile the differences between character as a “learned,” and then a “lived” experience. While maturation and character lessons received beyond school may confound these findings, the results presented here suggest the need to bridge, and then perhaps adapt character programming to empower adolescent input and embrace the role of peer culture in defining and then redefining character.

The purpose of this chapter is to suggest ways for early childhood teachers to teach science content knowledge, vocabulary, respect, and an appreciation for nature while children engage in meaningful outdoor nature activities. Science concepts such as nature, life cycle, observation, and experimentation can be woven into outdoor activities as children pretend to be nature scientists. Intentional planning provides teachers with the opportunity to integrate science content knowledge and vocabulary learning during the nature study. The careful selection of content vocabulary related to the scientific process and science content knowledge helps children learn new words in meaningful and developmentally appropriate ways. This chapter provides several examples of outdoor nature activities with science content knowledge and vocabulary embedded into each activity.