Search results

Fig. 1 presents the interface used by our pilots to fly the UAV simulation.

University methods instructors emerging from disciplinary silos (art, English, mathematics, science, and foreign language) co-created a seminar to support candidates’ using video reflection. They explored how the Inquiry into My Practice protocol (IMP) could be used as a vehicle to surface Three Durable Practices critical for educators: intentional collaboration, instruction, and reflection.

Grounded in an interactional ethnographic perspective, this analysis draws on two telling cases to examine how the faculty team and teacher candidates co-constructed an intentional ethnographic learning community using physical and video-based practices (TeachingChannel.org).

Three Durable Practices came to life in the IMP, and through this shared and coherent conceptual approach, candidates made visible their process for bridging the disconnected worlds of theory and practice as they took up video analysis of their teaching.

Orienting across disciplinary boundaries to a shared conceptual language with associated protocols, faculty and candidates are afforded approaches to navigate their face-to-face and virtual worlds of practice.

World poverty is well documented. It is estimated that 1.2 billion people live on less than a dollar a day (Bryant & Kappaz, 2005, p. 17). Another one and a half billion people, who are not among the “extreme poor”, suffer “chronic financial hardship and a lack of basic amenities such as safe drinking water and functioning latrines”. Together, these two groups makeup around 40 percent of humanity (Sachs, 2005, p. 18). Nor is the position improving: Joseph Stiglitz notes that “over the last decade of the twentieth century, the actual number of people living in poverty actually increased by almost 100 million”, at a time when total world income was increasing by an average of 2.5 percent annually (Stiglitz, 2002, p. 5). The position of children – the generation of the future – is of particular concern.

The transformation from an industrial to a knowledge economy and society are underway. In the knowledge economy, the knowledge of people and organizations—their intellectual capital assets—are the primary factors of production and the source of wealth. This is in contrast to other kinds of capital that fueled the industrial and the agricultural economies. Librarians have understood the knowledge society as one characterized by an increased focus on digital resources and an expanded use of virtual channels to deliver those resources. However, the nature of the knowledge society and economy is far more expansive than a digital environment. A knowledge society is one in which all members of a society engage in knowledge transactions—in the business environment, in the social sphere, in civic activities, and in everyday environmental actions. This view of the knowledge society presents new opportunities for librarians to leverage their intellectual capital. This chapter profiles the intellectual capital assets of librarians, considers how they align with professional competencies, and presents use cases that illustrate the value of these assets. Future scenarios illustrate how traditional functional competencies might shift in the knowledge economy. These also suggest contexts which highlight undervalued or new competencies. Seven observations describe how librarians might prepare for expanded roles in the knowledge society.

LGBT educators have historically experienced various challenges in their schools, while school leaders have needed to balance the rights and needs of LGBT educators with sometimes unwelcoming community norms. The three iterations of this study that spanned across a decade aimed to gain an understanding of the ongoing climate for LGBT educators so that administrators utilize best practices related to policy enactment, advocacy, and enforcement – and in this chapter, relating specifically to creating an LGBT-inclusive climate in schools. Overall, the school climate for many LGBT educators continues to vary. In some respects, it has not changed dramatically from 2007 to 2017. Many participants over the three studies easily described positive and negative consequences of being out. Additionally, LGBT educators working with younger students consistently feel most unsafe being out to students to any degree, and they are experiencing an intense dichotomy of more policy and administrative support with more vehement opposition to being out as teachers. While there are still places for principals and other administrators to demonstrate stronger support for LGBT educators, these results show that their level of support is moving in the right direction.

The successful culmination of missions based on Unmanned Aerial Vehicles (UAV) can be measured with two main parameters: (1) successful mission completion: all objectives of the mission (e.g., maneuvering and navigation, reconnaissance and targeting or search and rescue, and return) were accomplished and (2) safety: no damage to the vehicle and no fatalities or injuries to any human were sustained throughout the mission. Automation of the UAV's control and operations increasingly becomes a determining factor in successful mission completion and increased safety. However, in this day and age of automatically launched and retrieved swarms of UAVs, the human operator still has a critical role. Human-controlled UAVs will persist for a long time and human error is a factor that still needs addressing in the age of automation. Even a single person, who has flown radio-controlled model aircraft as a hobby since childhood, can still cause the crash of an expensive UAV in a matter of seconds. Moreover, there are aspects of human error in UAV control that can have important implications to the implementation of automation and to keeping the human operator in the control loop.