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Tonya and Anete are new players at sc’MOI, but this theme emerges at the tail end of sc’MOI so they are best to explicate it. This chapter describes the theoretical contributions of quantum storytelling theory (QST) and practice. Building on the application of complexity theory in the hard sciences as well as social contexts and theory on multimodal constituency, this chapter considers the areas of overlap and difference between quantum storytelling and its theoretical fellows, with special attention given to sociomateriality, storytelling, feminism, fractal, and complexity theory.

It is common knowledge that people like to associate with those who behave, look, speak, and act like themselves. Anyone who does not fall in that norm is traditionally perceived, treated, and educated differently (James, 1958; Obiakor, 2008, 2009). Clearly, students with exceptionalities have been discriminated against, ostracized, labeled, and called demeaning names (e.g., stupid, imbecile, and little dummies). Today, it has become increasingly clear that differences are a part of life. Advocates of students with exceptionalities have pressed for ways to positively respond to their needs in quantifiable ways (Obiakor, Harris, & Beachum, in press). In the United States, it is impossible to divorce the education of these students from the Civil Rights Movement and the subsequent events that followed. To a great extent, the education of these students has been historically influenced by social developments and court decisions in the 1950s and 1960s. For example, the landmark Brown v. Board of Education of Topeka (1954) case was a civil rights case that declared separate education as unequal education and unconstitutional (Obiakor, 2009). This was significant because it had the goal of ending racial segregation in schools. Logically, this opened doors of advocacy for students with exceptionalities. The ruling of this case became a catalyst that prompted parents and professionals to lobby for equitable education for their students.

The purpose of this paper is to extend the existing literature on the causal dynamics between entrepreneurship and the unemployment rate (UR) in the use of the Kauffman Foundation index of entrepreneurial activity.

Recently developed panel unit root tests with recognition of cross-sectional dependence and panel cointegration/error correction modeling techniques are applied to US States.

The results indicate that the rate of entrepreneurship, the UR, and real per capita personal income are cointegrated. The panel error correction model reveals that bidirectional causality exists among the variables in both the short run and long run. With respect to entrepreneurship, an increase in the UR increases the rate of entrepreneurship, in turn, an increase in the rate of entrepreneurship lowers the UR. Moreover, the results also show a positive bidirectional relationship between the rate of entrepreneurship and real per capita personal income.

Unlike other standard measures of entrepreneurship, this is the first empirical study of the causal dynamics between entrepreneurship and the UR using the Kauffman Foundation index of entrepreneurial activity.

The character of Miss Moneypenny, whilst minor, is a staple in the cinematic universe of the James Bond film franchise, and she has been portrayed by various actresses throughout the years. Her character forms an indispensable part of the MI6 office. However, Miss Moneypenny remains sexually unattainable and the one woman that James Bond has not managed to bed: ‘The muffled eroticism of Moneypenny and Bond has survived for over [fifty] years, forming the longest unconsummated screen relationship’ (Brabazon, 1999). Fans of the James Bond film franchise, however, may feel differently about the relationship between 007 and Miss Moneypenny, hoping for a romantic conclusion to the banter and flirting that has continued throughout the film franchise. This chapter will analyse comments made on two fan-made YouTube videos that are supercuts of all the scenes between James Bond and Miss Moneypenny, in order to understand fans’ opinions of the relationship between the two characters. This chapter will make use of fan studies and participatory culture in order to understand the manner in which fans perceive the relationship between James Bond and Miss Moneypenny, and how these two characters will always be in the ‘friend-zone’.

The identification criteria, service provision, and prevalence rates of individuals with emotional and behavioral disorders (EBD) vary across state jurisdictions in the United States despite being governed by the same general rules. Therefore, it is unlikely that nations with different histories, economic circumstances, and attitudes toward social norms will demonstrate similarity regarding identification and treatment of individuals with EBD. The fields of anthropology, sociology, and psychology provide conceptual frames for understanding how EBD might be considered across cultures. The present chapter reviews a number of these conceptual considerations. Although there is considerable evidence for variability across cultures, there is also evidence for a shared basis that appears to be part of human characteristics, regardless of culture. The chapter concludes by considering special education services in general as a subset of the education systems provided to all citizens in several nations with diverse cultures and economic situation.

This chapter focuses on the critical work of Dorothy Lipsky and Alan Gartner’s Inclusion and School Reform: Transforming America’s Classrooms, specifically through their 1987 piece, Beyond Special Education: Toward a Quality System for All Students. The chapter explores the five broad, interrelated areas of: (1) The Separate Special Education System; (2) Inclusive Education; (3) School Restructuring; (4) The Reform of Education and the Remaking of American Society; and (5) Amplification of Inclusion Issues. The chapter shows how the work of Lipsky and Gartner examines each theme in a discrete way whilst also showing how they are interrelated, analogous to jigsaw pieces that ultimately create a more comprehensive analysis of inclusive education scholarship and practice.

In 2004 and 2007, the Kauffman Foundation awarded 18 universities and colleges $3–5 million dollars each to develop radiant model entrepreneurship education programs and campus-wide entrepreneurial ecosystems. Grant recipients were required to have a senior level administrator to oversee the program who reported to the Provost, President, or Chancellor. Award recipients included Syracuse University (2007) and the University of Rochester (2004). Cornell was not a Kauffman campus. This chapter explores three case studies in the radiant model of university-wide entrepreneurship education as deployed at Cornell University, The University of Rochester, and Syracuse University. The authors examine the history, accelerators, and challenges of the radiant model of university-wide entrepreneurship education.

This paper presents base‐line data about the incumbency or length of time spent in office by Australian vice‐chancellors who held appointments in the years 1963 to 1983. Principal findings of the analysis are that the average length of incumbency has declined from 13.6 years for 1963 to 8.0 years for 1983 vice‐chancellors, that the period 1983 to 1987 will witness an unprecedentedly high rate of turnover among vice‐chancellors, and that an increasing proportion of vice‐chancellors no longer regard their incumbency as their final full‐time professional appointment. The conclusions are related to apparent stratification and ranking among Australian universities in an emerging system of higher education which is becoming more complex.