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The changing role of technology in the virtual workplace has been accompanied by a proliferation of research activity focusing initially on the technical aspects and, more recently, on the social and political aspects of the diffusion process, including power and politics. This paper builds on the work of Kling and Markus on power and politics in IT, extending it to e‐mail and more specifically, to the use of e‐mail for petty tyranny. Reviews the literature on petty tyranny and its implications to IT and e‐mail. Presents a case study in which e‐mail was used by a department chair to manipulate, control, and coerce employees. The discussion links the events in the case with the literature on petty tyranny. In conclusion, demonstrates that e‐mail features make it amenable to political abuse and elaborates on the more general, theoretical, practical and ethical implications from this research.

Based on a description of the national features of the Israeli society and educational system, this chapter will briefly describe various attempts conducted since the 1970s to decentralize the Israeli educational system and promote school autonomy. It will focus specifically, on the School-Based Management (SBM) policy, borrowed by educational policymakers and implemented in the Israeli educational system during late 1990s. The decision to borrow this policy did not follow policymakers’ recognition in the limitations and shortcomings of the centralized structure of control, which characterized the educational system since Israel became an independent state in 1948. Rather, it followed pressures coming from various stakeholders who considered centralized policy plans irrelevant and not enough sensitive to the variety of local circumstances and needs (David, 1989; Hanson, 1984; Nir, 2002; Nir et al., 2016). Therefore, more than 20 years later, it appears that the implementation of SBM created limited effects in terms of teachers and school leaders’ degrees of freedom and that the educational system still maintains its centralized structure and features. The main argument the present chapter will attempt to make is that borrowed policies have a limited capacity to promote significant change in the borrowing system when policymakers do not fully believe in the policy’s values and ideas and are reluctant to abandon current patterns of organizational behavior. Specifically, it will describe the process that characterized the borrowing and implementation of the SBM policy in the Israeli educational system and will discuss the main symptoms that characterized the policy borrowing process when policymakers were not fully committed to the values and mode of operation brought by the borrowed policy.

The chapter will review significant changes in information technology (IT) affecting research over the 30-year history of Communication, Information Technology, and Media Sociology. It compares broad overviews of computers and the social sciences published shortly after the beginning of the section (1989 and 1990) with a contemporary overview of online research methods from 2017. It also draws on my own experiences from 1981 to the present as both an academic and a software entrepreneur. The author will discuss how changes in the section parallel developments in social science computing over this period, identifying some of the significant ways IT has transformed both the methods of research and the substantive foci of research. Finally, the author extrapolates into the future to consider how continuing changes in the Internet, big data, artificial intelligence, and natural language understanding may change how sociological research is conducted in the foreseeable future.

Three levels of learning developed by Gregory Bateson in the tradition of second-order cybernetics have in-part been translated in terms of double-loop and triple-loop learning (TLL), particularly in the tradition of systems thinking. Learning III and TLL have gained less popularity since they deal with less tangible issues regarding virtues of wisdom and justice, respectively. The purpose of this paper is to provide a learning device – the systems thinking in practice (STiP) heuristic – which helps to retrieve the cybernetic concern for wisdom in association with an often forgotten systems concern for real-world power relations.

Using “conversation” as a metaphor the heuristic is introduced based on three orders of conversation. Drawing on ideas of systemic triangulation, another heuristic device – the systemic triangulator – is used to surface issues of power in the three orders of conversation. Some manifestations in using the STiP heuristic for supporting postgraduate systems learning are demonstrated.

Some key complementarities between conventionally opaque cybernetic issues of wisdom and systems issues of power are revealed, and used proactively to explore more effective coaching of STiP.

Cybernetics and systems thinking may benefit from being grounded more in understanding, engaging with, and transforming social realities. The heuristics provide practical experiential and meaningful learning through conversation, and more social premium for the study of cybernetics and systems thinking.

The heuristics – STiP, and the systemic triangulator – provides an innovative cyber-systemic space for learning and action.

This issue is a selected bibliography covering the subject of leadership.

Despite the title of this bibliography, there was not a truly underground press in the United States during the 1960s and 1970s. The phrase is amisnomer, reputedly coined on the spur of the moment in 1966 by Thomas Forcade when asked to describe the newly established news service, Underground Press Syndicate, of which he was an active member. The papers mentioned in this bibliography, except for the publications of the Weather Underground, were not published by secretive, covert organizations. Freedom of the press and of expression is protected by the First Amendment to the Constitution, although often only symbolically as the experience of the undergrounds will show, and most of the publications that fall into the “underground” described herein maintained public offices, contracted with commercial printers, and often used the U.S. Postal Service to distribute their publications.

This chapter focusses on food systems' vulnerability. In a rapidly and unpredictably changing world, vulnerability of farming and food systems becomes a key issue. The conceptual bases for food vulnerability analysis and food vulnerability assessment are discussed in a systemic perspective with an eye to the transition approach (Geels, 2004) as a perspective capable to analyze how novelties can develop and influence the system capability to fulfil societal functions, and food and nutrition security in particular. A framework for assessing people's food vulnerability is presented together with a simple vulnerability model based on the three dimensions of exposure (the degree to which a system is likely to experience environmental or sociopolitical stress), sensitivity (the degree to which a system is modified or affected by perturbations) and adaptive capacity (the ability to evolve in order to accommodate environmental hazards or change) (Adger, 2006). Then, other sections are dedicated to discuss the general questions that should be answered by a vulnerability assessment exercise, and the specific challenges emerging when the assessment concerns a food system. These elements are then used in the Annex to this chapter as a base for the development of a detailed method based on seven distinct steps for conducting participatory assessments of the vulnerability of food systems.