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This study uses a microanalysis of interaction approach to study how interactive service workers collaborate with one another in conversations to construct their professional identity in the face of the rapid contextual change. The data consist of (1) a complex written exchange downloaded from an Internet listserv and (2) a mechanically recorded conversation and detailed transcript showing the exact sequence of turns in the conversation, overlapping utterances, laughter, and speech errors. Everyday descriptions in these conversations reveal how knowledge workers produce and reproduce professional identity and a shared culture in the ways they: (1) categorize themselves and other workers, (2) amend or collaborate on each other's characterizations of clients, and (3) negotiate local policies and rules as they intersect with professional values and emotional boundaries. The results demonstrate a need for opportunities to integrate the increasing complexity of interactive service into professional identity as a response to technological and social change.

The overall aim of this chapter is to investigate whether the notion of cultural value can have utility as a context for urban and regional development strategies. It does this by proposing a conceptualisation of ‘cultural assets’ that encompasses both tangible and intangible resources, as well as resources existing and yet to be created. The purpose of the conceptualisation is to establish a framework within which we can better understand how cultural value might be activated or generated in urban and regional areas and so become a context for developmental strategies. Importantly, this paper also sets out to provide further insight into the notion of cultural value itself, particularly in relation to matters of definition, and the notion's utility in other areas of theory and practice.

The chapter Technological Advances in Special Education provides information on advances of technology and how such technological advances have influenced students with disabilities and special education across the globe. The chapter presents technological advances that benefited students with disabilities in developed countries as well as potential technologies to support students with disabilities in developing countries. The scant exiting literature on developing countries suggests some universal themes regarding technology for students with disabilities including access and training. Additional attention and research is needed on assistive technology to support students with disabilities in both developed and developing countries, with recognition that what works is developed counties may not work in developing.