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Technology for training military teams has evolved through a convergence of advances in simulation technology for individual and collective training, methods for analyzing teamwork and designing training solutions, and intelligent tutoring technologies that adapt training to the student, to accelerate learning. A number of factors have slowed this evolution toward intelligent team tutoring systems (ITTS), including the challenges of processing communications data, which are the currency of teamwork, and the paucity of automated and generalizable measures of team work. Several systems fulfill a subset of the features required of an ITTS, namely the use of team training objectives, teamwork models, measures of teamwork, diagnostic capability, instructional strategies, and adaptation of training to team needs. We describe these systems: the Advanced Embedded Training System (AETS), Synthetic Cognition for Operational Team Training (SCOTT), the AWO Trainer, the Benchmarked Experiential System for Training (BEST), and the Cross-Platform Mission Visualization Tool. We close this chapter with recommendations for future research.

To understand the importance of coordination and collaboration for ROV teams, let us examine some of the typical tasks that ROV operators might be required to perform (Cooke & Shope, 2004; Gugerty, DeBoom, Walker, & Burns, 1999). To do so, we will use the members of a U.S. Air Force Predator crew as an example. The team consists of three members: an Air Vehicle Operator (AVO) who pilots the aircraft, a Payload Operator (PLO) who operates the surveillance equipment, and a Data Exploitation, Mission Planning, and Communications Operator (DEMPC) who is responsible for mission planning. In the course of a mission, the AVO is responsible for the take off and landing of the aircraft. Because they fly the aircraft from a remote location, AVOs are generally required to use visual input from a camera mounted on the nose of the aircraft to guide their flight. Once in the air, the PLO can operate cameras and sensors mounted on the belly of the plane to gather information. The DEMPC, who is in contact with the upper echelons of the organization, provides the AVO with the desired heading and the PLO with target coordinates.

This chapter provides a theoretical framework that links ecojustice education to concepts of eco-intelligence and collective social intelligence. This theoretical framework informs the creation of innovative university academies that highlight sustainability and the revitalization of the cultural commons. The culture commons or those intergenerational face-to-face practices are evident in all communities worldwide. These practices include craft knowledge, the knowledge of growing, cultivating and preparing food, medicinal practices, and other forms of knowledge that are largely non-monetized and do not contribute to environmental degradation. Academies are sustained multiday events that incorporate the knowledge and work of activists, community members, faculty, and students who come together for the purpose of providing a platform for the discussion and resolution of critical environmental issues. Two examples are provided and details about the construction and execution of these events are provided.

Cultural heritage carries two sets of tangible and intangible assets. The relationship between tourism and intangible cultural heritage is a young but growing discourse. However, tourism planning and strategy development for intangible cultural heritage have so far remained undervalued. This gap looks much bigger within the Persian context. The aim of this chapter is to explore how the roles of Persian intangible cultural heritage in tourism are perceived, and whether the intended roles can be promoted as practicable tourism strategies. Data analysis suggests intangible cultural heritage as a tool that contributes positively to developing tourism strategies through promoting destination attraction and marketing opportunities and sustainability in tourism.

Purpose – This chapter focuses on the role evolution has played in our development of politics and public policy and reviews the theoretical approaches and studies of the last decade that address biopolitics and evolution, such as the “gene-culture co-evolution theory.”

Design/methodology/approach – In this chapter some of these theoretical developments will be reviewed, including what has been called the “Synergism Hypothesis,” with particular emphasis on what is relevant for understanding the role of politics and public policy in the evolutionary process.

Findings – A new, multileveled paradigm has emerged in evolutionary biology during the past decade, one which emphasizes the role of cooperative phenomena in the evolution of complexity over time, including the evolution of socially organized species such as humankind. I refer to it as “Holistic Darwinism.”

Practical implications – This study develops an understanding of the complicated relationship between human biology and the role of evolution in shaping politics and public policy.

Originality/value – This study addresses several existing biopolitical concepts and presents new explanations and terminology for its understanding.

There is no argument among serious researchers that a mongoloid stock first colonized the New World from Asia. Nor is there controversy about the fact that these continental pioneers used the Bering Land Bridge that then connected the Asian Far East with Alaska.– Gerald F. Shields, et al.American Journal of Genetics (1992)