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This chapter uncovers the destabilizing and transformative dimensions of a legal process commonly described as assimilation. Lawyers working on behalf of a marginalized group often argue that the group merits inclusion in dominant institutions, and they do so by casting the group as like the majority. Scholars have criticized claims of this kind for affirming the status quo and muting significant differences of the excluded group. Yet, this chapter shows how these claims may also disrupt the status quo, transform dominant institutions, and convert distinctive features of the excluded group into more widely shared legal norms. This dynamic is observed in the context of lesbian, gay, bisexual, and transgender (LGBT) rights, and specifically through attention to three phases of LGBT advocacy: (1) claims to parental recognition of unmarried same-sex parents, (2) claims to marriage, and (3) claims regarding the consequences of marriage for same-sex parents. The analysis shows how claims that appeared assimilationist – demanding inclusion in marriage and parenthood by arguing that same-sex couples are similarly situated to their different-sex counterparts – subtly challenged and reshaped legal norms governing parenthood, including marital parenthood. While this chapter focuses on LGBT claims, it uncovers a dynamic that may exist in other settings.

This chapter makes the case that school-related material and informally used content need to be considered equally important as complete, higher education (HE)-level courses when exploring how open education (OE) is used in practice. It provides a brief overview of several key HE and school-related OE projects, what they offer, their approximate reach and the significance of established brands, with short case studies of TES Connect, Khan Academy and TESSA. It also examines the evidence of impact on students, and how some of the projects counter criticism that they promote ‘closed’ forms of traditional, instructor-led education through blended and flipped teaching approaches or peer-led learning.

The purpose of the chapter is to explore how OE sites are used in practice by examining some of the key projects that provide free materials to students and teachers.

This chapter provides an overview of some of the biggest OE providers online, drawing particular attention to those that provide school-level material instead of just HE-level resources. It examines the motives of open education resources (OER) users, and provides mini case studies of a selection of HE-level and school-level projects. It also explores the reach and impact of the schemes, the significance of brand and the criticism that they simply provide a new form of ‘closed’ education. This provides a handy overview of key OE projects and an introduction to the significance of school-related projects. It should be a source of material of special interest to those involved in teacher training or development, or in OE from either a school or a university.

This chapter makes an original case for school teachers to have greater recognition in the discussion about OE, and reveals a finding from an international poll of more than a quarter of million teachers who use OE resources with their students.

Findings of this chapter indicate that the significance of school-level OE has been underestimated, given the extent of user-generated teaching material available and teachers’ powers to multiply the reach of a single downloaded resource to several classes of students.

The overview however is not exhaustive, and the author stresses the problematic nature of attempting to compare projects that deliver different kinds of content for different contexts.

This chapter studies Digital (or Electronic) Government in Latin American (LatAm) countries from a comparative perspective. It analyzes a group of countries with a significant degree of economic diversity and public administration heterogeneity. This chapter presents data about the development of the Information Society in Latin America, regarding the diffusion of Information and Communication Technologies (ICTs) and the Internet in the countries of the region and taking into account the digital divide phenomenon. It also analyzes Digital Government from a regional perspective, pinpointing intergovernmental institutions and international organizations devoted to design and define, and, in some cases, implement, shared perspectives and a common agenda within this region. This overview is brought forward by a comparative approximation to the development of e-Government readiness in LatAm countries, using data from the United Nations reports. Additionally, this chapter analyzes sectional e-Government dimensions, including digital public administration national agendas, electronic public service delivery websites, interoperability initiatives, social media technologies, open data and open government strategies, and the future of technology in public sector of the region. Therefore, this chapter is important to understand the role of ICTs as one of the most recent sources of innovation and reform in public administrations Latin America.

Many companies worldwide are currently involved in open innovation processes (OIPs), through which they aim to collect innovative insights and ideas from the crowd. The phenomenon has grown – and is destined to continue to grow – massively. As a result, there is strong interest from scholars and practitioners in rebuilding the relevant processes and developing a set of best practices. What seems to be missing from this developing topic of research is a focus on its antecedents and consequences. Since the phenomenon is so new, a focus on its consequences seems untimely. A focus on its antecedents, on the other hand, seems both promising and intriguing.

The fact that more and more companies are involved in OIPs suggests that they have already developed an organizational open innovation (OI) culture. If an OI culture already exists, how widespread is it and to what extent is it shared among those involved in knowledge ecosystems? With this question in mind, it seems worthwhile to investigate whether OI is supported culturally at both social and individual levels.

Finally, this chapter summarizes the state of the art of OI culture at social, organizational and individual levels and considers how an OI culture developed at company level may serve to drive its development at the social and individual levels.

Research focuses on factors that affect nascent entrepreneurs’ decision to create a start-up but research in the field of open data contests has not been investigated yet. So, there are no conclusions about the enhancement of entrepreneurship through the hosting of contests. This chapter aims to examine the factors that affect the decision of establishing a start-up by developers who have participated in open data contests. Interviews were conducted with developers who participated in hackathons and they aimed to launch their apps and establish start-ups. The obstacles were the limited support, marketing activities, and the lack of free data.

This chapter explores the data exchange relationships between stakeholders in a tourism domain as a means of assessing the potential application of open data initiatives. Social network analysis is utilized to analyze network relationships and explain the pattern and consequences of these relationships. Based on centrality and other network attributes, the analysis highlights the key influencers in the tourism data ecosystem examined, and suggests that initial steps towards implementing a tourism open data policy should focus on opening up tourism asset data, and relaxing current restrictive data exchange practices. The agency with responsibility for collecting and disseminating tourism asset data, is well positioned to become the data broker in an emergent tourism open data ecosystem.

In this chapter, the title theme of “Disaster by Design” is explored and justified. Even from early times, the Aral Region was subject to alterations of natural conditions due to human intervention, often deliberate and designed. After the final conquest by Russia, the region became a fixed colony as part of the Soviet Union, ripe for exploitation characteristic of the Soviet approach to nature broadly and to stigmatized areas specifically. The Aral region was selected for irrigated cotton and other cultivation even though the consequences for desiccation of the sea, desertification, and salinization were understood. The decision was so calculated that even a cost–benefit analysis was offered to show that the Aral fishery was worth but a fraction of the cotton potential. The destruction of the region was made possible by a Soviet system of central planning and peripheral control. The brief glimmer of hope for the region evidenced during glasnost was the only moment where the Aral's fate was not sealed. The outcome is a model of ecological disaster by design, an environmental injustice, and an indication of the abusive nature of authoritarian power.

This chapter traces the history of intellectual disabilities by exploring significant historical periods and personalities who impacted the disability field and specifically the area of intellectual disability. Like other documented histories, the purpose of this chapter is to instruct and inform readers about the historical underpinnings of the labels, practices, and programs related to intellectual disability that are in effect today. While this chapter is not intended to be prescriptive in how the information presented here is to be interpreted, we are acutely aware that historical accounts are often interpreted based upon contemporary ideologies, knowledge, and practices. As such, as a historical account, this chapter is no exception. Current belief and practices about intellectual disabilities indeed influence the choices that, we as the chapter authors, made about the relative importance of the events that we select to highlight in this chapter. Nonetheless, this account reflects the events and personalities who, in our estimation, transformed and/or advanced the field of intellectual disability. We open with a brief prologue of the representations of the intellectual disability in popular culture and its potential impact on perceptions of persons with intellectual disability.

In this chapter, we apply the new measure of speculative activities (hereafter, named the speculative ratio) in Chan, Nguyen, and Chan (2013) to study the relationship between those activities and volatility in the oil futures market. We document that the speculative ratio (trading volume divided by open interest) can isolate speculative elements from total trading activities. Using the oil futures data and dividing the data into two subperiods surrounding Hurricane Katrina, we find an increased speculative trades in the post-Hurricane Katrina period. Our results show that speculative activities create a more volatile oil futures market and they lower the information flow between volatility and speculative activities in the post-Hurricane Katrina period.