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In spite of highly publicized competitions where computers have prevailed over humans, the intelligence of computer systems still remains quite limited in comparison to that of humans. Present day computers provide plenty of information but lack wisdom. The purpose of this paper is to investigate whether reliance on computers with limited intelligence might undermine the quality of the education students receive.

Using a conceptual approach, the authors take the performance of IBM's Watson computer against human quiz competitors as a starting point to explore how society, and especially education, might change in the future when everyone has access to desktop technology to access information. They explore the issue of placing excessive trust in such machines without the capacity to evaluate the quality and reliability of the information provided.

The authors find that the day when computing machines surpass human intelligence is much further in the future than predicted by some forecasters. Addressing the problem of dependency on information technology, they envisage a technical solution ‐ wiser machines which not only return the search results, but also help make them comprehensible ‐ but find that although it is relatively simple to engineer knowledge distribution and access, it is more difficult to engineer wisdom.

Creating computers that are wise will be difficult, but educating students to be wise in the age of computers may also be quite difficult. For the future, one might explore the development of computer tools that demonstrate sensitivity to alternative answers to difficult questions, different courses of action, and their own limitations. For the present, one will need to train students to appreciate the limitations inherent in the technologies on which they have become dependent.

Critical thinking, innovation, and wisdom require skills beyond the kinds of answers computers give now or are likely to provide in the coming decade.

Implementing enterprise resource planning (ERP) is a challenging task for small- and medium-sized enterprises (SMEs). The purpose of this paper is to develop an integrated decision support system (DSS) for ERP implementation (DSS_ERP) to facilitate resource allocations and risk analysis.

Analytical regression models are developed using data collected through a survey conducted on 400 SMEs that have implemented ERP systems, and are validated by a simulation model. The validated analytical regression models are used to construct a nonlinear programming model that generates solutions for resource allocations, such as time and budget.

ERP implementation cost increases along the time horizon, while performance level increases up to a point and remains unchanged. To maximise or achieve a certain level of performance within a budget limitation, CSFs are prioritised as: project management (highest), top management, information technology, users and vendor support (lowest). SMEs are recommended to concentrate effort and resources on CSFs that have a greater impact on achieving their desired goals while optimising utilisation of resources.

DSS_ERP proves to be beneficial to SMEs in identifying required resources and allocating resources, but could be further tested in case studies for its practical use and benefits.

DSS_ERP serves as a useful tool for SMEs to predict required resources and allocate them prior to ERP implementation, which maximises the probability of achieving predetermined targets. It also enables SMEs to analyse risk caused by changes to resources during ERP implementation, and helps them to be better prepared for the risks.

The research contributes to the scarce research on ERP implementation using scientific methods. A novel nonlinear programming model is constructed for ERP implementation under time and budget limitations, facilitating resource allocations in an ERP implementation, which has not been reported in any previous research. The research offers a theoretical basis for empirical studies of resource allocations in ERP implementation.

This study aims to provide insights into the scale and use of information and communication technology (ICT) in managing medical devices in the National Health Service (NHS), with a focus on reverse exchange (RE) systems as a part of the broader reverse logistics (RL) systems, within which medical devices are returned and exchanged.

Two case studies were conducted with NHS Hospital Trusts, whilst another was built upon secondary resources. Primary findings were triangulated with the information collected from the NHS Trusts’ reports, direct observation and a preliminary round of consultations with 12 health-care professionals working in other NHS Trusts or Integrated Equipment Community Services.

The findings of this paper suggest that the sophistication of ICT implementation increases with the risks and value associated with medical devices. Operational attributes are derived from ICT implementations which can positively affect RE performance. The forces that drive the adoption of ICT in the NHS include pressure from government, business partners and patients; competitive pressure; perceived benefits; organisation size; top management support; and the availability of sufficient resources. Obstacles are mainly centred around the lack of sufficient resources.

Although the trusts that participated in this research are representative of different regions, the generalisation of the study results may be limited by the size of the sample organisations, so the results can only provide insights into the research problem. As this work is exploratory in nature, there is insufficient data on which to form definitive recommendations.

NHS Trusts may use the six operational attributes identified and verified by the case studies to benchmark their ICT implementation for device management. The actual and potential benefits of ICT implementation could inform technology development and encourage the uptake of ICT in healthcare. Governmental bodies can utilise this information to develop directives to actively drive ICT adoption in device management and the associated RE system. A well-considered training programme is needed to improve staff ICT skills to fully realise the potential of ICT systems which support the effective RE of medical devices.

The results of this paper suggest that the reverse management of medical devices backs up the supply chain attained through using ICT, which in turn reduces capital costs, medical risk and increases the finance available for frontline medical treatment.

The Ukraine crisis, which began with Russia's military intervention, has violently jolted the modern world. The egregious Russian invasion of Ukraine, on the other hand, has arguably altered the trajectory of the world order. This whiff of war does not exclude any state because all states in the world system are economically, politically, and socially interconnected and dependent on one another. Bangladesh is also feeling the effects of the Ukraine crisis. The crisis has highlighted some challenging aspects of Bangladesh's foreign policy, testing the robustness and independence of its decision-making process regarding United Nations resolutions. Myanmar, like Bangladesh, has appeared befuddled in its response to the crisis. This paper examines how Bangladesh and Myanmar's foreign policy anticipated an unwanted labyrinth by the crisis, which made its moral credibility critical to some extent. Furthermore, the paper discusses how these two countries’ foreign policy trajectories became entangled at a difficult crossroads. We used secondary data sources backed up by scholarly works on Bangladesh and Myanmar foreign policy, relevant books, recent reports, and writings on the subject for this article. This paper also sheds light on Bangladesh's U-Turn in supporting and speaking out in support of the UN resolution on Ukraine's humanitarian crisis.

Those who believe that the effects of micro‐electronics are due to the working of technical imperatives, or to the mechanisms of the capitalist system, are prone to neglect national differences. Our suggestion is that micro‐electronics, and specifically CNC, may have different con‐sequences and be used to different ends, according to the prevailing traditions within society. We expressly include, under such traditions, technical, organisational, and labour variables. We then conjecture that the stability of work traditions will not be changed by the incidence of micro‐electronics; it will only be expressed in new ways. We thus see the development and application of supposed‐ly “high technology” as constrained by an unchanging socio‐technical tradition.

Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping Australian Education: Beyond Nostalgia. His publications include several books over 50 refereed book chapters and articles in academic journals. His particular research and teaching interests include education equity and policy.Eve Gregory is a Professor in the Department of Educational Studies at Goldsmiths’ College, University of London She joined the Department of Educational Studies in 1987, after having taught for nine years in schools and two years at Nene College, Northampton. During her years at Goldsmiths, she has co-ordinated language and literacy programmes for the BA Ed, taught across Early Years programmes and established student exchanges in France, Spain and Austria. Recent research has included studies on family literacy history, on siblings (both funded by the ESRC) and children’s home and school literacy practices (funded by the Leverhulme Trust).Kathleen Gwinner began her career in education as a high school art teacher in rural areas near Kansas City, Missouri and El Paso, Texas, and then in Houston’s urban schools. Travel and a continuing interest in art history prompted her to return to university for a Masters degree in European history, and she subsequently taught history and art history courses at private and public schools with a great variety of student populations. Her doctoral research was conducted at a specialized vocational school within the Houston metropolitan district where she was a teacher. She now teaches at a school for the gifted and talented where she is continuing her research on high achieving girls.Martyn Hammersley is Professor of Educational and Social Research, Faculty of Education and Language Studies, the Open University. His early work was in the sociology of education. Much of his more recent work has been concerned with the methodological issues surrounding social and educational research. He is currently investigating the representation of research findings in the mass media. He has written several books, including: (with Paul Atkinson) Ethnography: principles in practice (Routledge, 1995); The Dilemma of Qualitative Method (Routledge, 1989); Reading Ethnographic Research (Longman, 1998); What’s Wrong with Ethnography? (Routledge, 1992); The Politics of Social Research (Sage, 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer, 1996); Taking Sides in Social Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002).Sam Hillyard is a lecturer in sociology at the Institute for the Study of Genetics, Biorisks and Society and a member of Nottingham’s Institute for Rural Research. Her research interests include ethnographic research and theorising; the Sociology of Education; the history of symbolic interactionism and the sociology of Erving Goffman. At Nottingham, she teaches rural sociology and recently finished a research project studying images of farming in children’s literature.Caroline Hudson is Basic Skills Advisor in the Home Office National Probation Directorate. Caroline has published on offending and education, evidence-based policy, and family structure (intact nuclear, reordered nuclear, single parent and care) and young people’s perceptions of family and schooling. Her principal research interest is issues related to social exclusion. Prior to working in the Home Office, Caroline was a researcher at Oxford University Department of Educational Studies and Oxford University Centre for Criminological Research. Before doing a Master’s and doctorate at Oxford University, Caroline was a secondary school English teacher for 12 years.Bob Jeffrey’s ethnographic research at The Open University has focussed on the effects of policy reform and managerialism on the creativity of primary teachers in England. Together with Peter Woods, he has identified their dilemmas and tensions, their creative responses, identity reconstructions, and changes in professional role. He has, together with Geoff Troman, and Dennis Beach, established an extensive European network of ethnographic research interests and his current research project involves ten European partners focussing on the student’s perspectives of their learning experiences with particular reference to their creativity. He has maintained a regular flow of articles concerned with ethnographic methodology.Susi Long is an Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina in the U.S. Her research interests include language and literacy learning in marginalized populations and teacher education. In 1997, she received the National Council of Teachers of English (NCTE) Promising Researcher Award for her ethnographic study of cross cultural learning in Iceland. She continues similar work in the United States with projects that include a study of professional development at the University of South Carolina’s Children’s Center, a six month study of Mexican American kindergartners, and a long-term study of new teachers during their first three years of teaching. Key publications can be found in the journals, Research in the Teaching of English; The Journal of Teacher Education; Reading, Language and Literacy; NCTE’s Primary Voices; and in an upcoming issue of the NCTE’s Language Arts. Her most recent work is coedited with Eve Gregory of Goldsmiths College and Dinah Volk of Cleveland State University. The volume, Many Pathways to Literacy (Routledge Falmer, 2004) is a collection of studies that illuminate mediators of language and literacy learning in the lives of young children across a range of cultural settings in the U.S. and in the U.K.Colton Paul worked as a primary school teacher for a number of years in the London Borough of Haringey and Tower Hamlets. He is now employed as a lecturer at Goldsmiths College educational department. Colton Paul is primarily concerned in his research with culture, identity and education, in particular the ways in which notions of race, power, and representation interact to influence cognitive development. his current area of research for his PhD thesis is focused on the effects of mythologies and power relations on the educational development of children of Caribbean heritage.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Ruth Silva teaches at the College of Education, University of North Texas having completed her doctorate in teacher education at the University of Houston. She has been a teacher and administrator in high schools in Australia and an administrator with the Department of Education (Independent and Catholic Schools) in Sydney. Her research focuses on the role of the classroom teacher as researcher, instructional supervision, and pre-service teacher education.Katie Van Sluys is a doctoral research student at Indiana University.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Wendy Sutherland-Smith is a lawyer turned teacher and an Associate- Lecturer in the Faculty of Business and Law at Deakin University. She has taught in secondary and tertiary institutions for the past fourteen years. Currently, she is teaching Corporations and Business Law to international students, whilst also undertaking doctoral studies in the Faculty of Education at Monash University in Australia. Her Ph.D is a cross-disciplinary investigation of notions of plagiarism, from perspectives of Legal and Literary theory. She is particularly interested in the Internet literacy practices of tertiary undergraduate ESL students. In her doctoral work, Sutherland-Smith is focuses on Bourdieu’s notions of symbolic violence, cultural capital, habitus and field. She applies these critically in analyses of international ESL students’ academic writing, both print-text and Web-text based, with respect to plagiarism and intellectual property. She has published articles in The Reading Teacher (2002), Prospect (2002), and TESOL Journal (2003) on her research of international students’ reading practices in paper-text compared to hyper-text environments. She has also published in the broader area of the nexus between linguistic and legal theory. Her email address is wendyss@deakin.edu.au.Dinah Volk is a Professor and Coordinator of the Early Childhood Program, Cleveland State University, Cleveland, Ohio, USA. She has taught young children in the U.S. and Latin America and her research interests include sibling and peer teaching and the language and literacy practices of young bilingual children and their families. Volk is co-editor, with Gregory and Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities (RoutledgeFalmer, 2004) and is co-author, with DeGaetano and Williams, of Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice Hall, 1998). Her articles have been published in Research in the Teaching of English, the Journal of Early Childhood Literacy, Reading: Language and Literacy, and the Early Childhood Research Quarterly.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, Ed.). Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) Doing Qualitative Educational Research (Continuum, 2001) and British Private Schools: Research on policy and practice (Woburn Press, 2003, Ed.). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, private schools, religiously-based schools and ethnographic research methodology. He is editor of the Oxford Review of Education and has recently completed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.Sue Walters completed her DPhil research in the Department of Educational Studies at Oxford University and is now a Research Fellow in the Faculty of Social Sciences, The Open University, Milton Keynes (researching Ethnicities and Contemporary Rural Identities). She was previously a Secondary School English teacher and an English as an Additional Language specialist and has academic degrees in Literature, Women’s Studies and Educational Research Methods. Her current research interests lie in issues concerning academic achievement and Bangladeshi pupils, ethnic minority and bilingual pupil’s experiences of schooling and ethnicities and identities.

This study aims to update and extend previous efforts gauging the status of the quickly evolving field of digital humanities (DH). Based on a sample of directly relevant DH literature during 2005–2020 from Web of Science, the study conducts a longitudinal examination of the research output, intellectual structures and contributors.

The study applies bibliometric methods, social network analysis and visualization tools to conduct a longitudinal examination.

The research output and scope of DH topics has grown over time with a widening and deepening field in four major development stages. Through both term frequency and term co-occurrence relationship networks, this study further identifies four major reoccurring topics and themes of DH research: (1) collections and contents; (2) technologies, techniques, theories and methods; (3) collaboration, interdisciplinarity and support and (4) DH evolution. Finally, leading DH research contributors (authors, institutions and nations) are also identified.

This study utilizes a greater number of and richer subject sources than previous efforts to identify the overall intellectual structures of DH research based on key terms from titles, abstracts and author keywords. It expands on previous efforts and furthers our understanding of DH research with more recent DH literature and richer subject sources from the literature.

The purpose of this chapter is to analyse the interplay between fathers’ perceptions of the workplace and how they enact fatherhood. Data were derived from qualitative in-depth interviews with seven elite, professional fathers employed at multinational manufacturing corporations in Detroit, Michigan. Fathers are highly educated, have a significant income and all but one have wives in the paid labour market. This study shows how the persistence of the ideal worker norm and penalties for using work-family policies (WFP) perpetuate the gendered division of paid and unpaid work. First, fathers who are ideal workers are rewarded; fathers who do not face criticism and obstacles to promotions. Second, management and supervisor’s discretion results in uneven access to WFP, penalizing fathers for asking and preventing most from using them. Third, fathers express desire to be ‘involved’, but their engagement is largely visible fatherhood.

This study extends our theoretical understandings of work, WFP and fatherhood from a distinct departure point – the elite fathers highlighted here have been parenting for at least three years, and live and work in circumstances that seemingly would allow them to disrupt normative expectations of work and family. The United States provides a unique backdrop to examine the navigation of competing work and family demands because reconciliation is largely left to employees and their families. Public and individual company policies are not enough; there must be a corresponding supportive family-friendly culture – supervisor support and penalty-free WFP – to disrupt gendered work and family.