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In this paper, I demonstrate an alternative explanation to the development of the American electricity industry. I propose a social embeddedness approach (Granovetter, 1985, 1992) to interpret why the American electricity industry appears the way it does today, and start by addressing the following questions: Why is the generating dynamo located in well‐connected central stations rather than in isolated stations? Why does not every manufacturing firm, hospital, school, or even household operate its own generating equipment? Why do we use incandescent lamps rather than arc lamps or gas lamps for lighting? At the end of the nineteenth century, the first era of the electricity industry, all these technical as well as organizational forms were indeed possible alternatives. The centralized systems we see today comprise integrated, urban, central station firms which produce and sell electricity to users within a monopolized territory. Yet there were visions of a more decentralized electricity industry. For instance, a geographically decentralized system might have dispersed small systems based around an isolated or neighborhood generating dynamo; or a functionally decentralized system which included firms solely generating and transmitting the power, and selling the power to locally‐owned distribution firms (McGuire, Granovetter, and Schwartz, forthcoming). Similarly, the incandescent lamp was not the only illuminating device available at that time. The arc lamp was more suitable for large‐space lighting than incandescent lamps; and the second‐generation gas lamp ‐ Welsbach mantle lamp ‐ was much cheaper than the incandescent electric light and nearly as good in quality (Passer, 1953:196–197).

Many forms of modern life are united by their fragility, temporary nature, vulnerability, and inclination to constant change (Bauman, 2012). The complex and fluid nature of 21st century society requires expansion of competence and skills focused university curricula. Academic institutions are challenged to rejuvenate curricula to encompass – besides the development of students’ technical and cognitive skills – the development of students’ ability to engage with and drive their own learning, thereby developing graduates who can thrive in a fluid world. Work-integrated learning (WIL) is increasingly being embraced as a possible remedy to answer this call for career-ready graduates (Goulter & Patrick, 2010). Consideration of specific work-integrated learning pedagogies underpinned by situated and workplace-learning theories that privilege student participation in workplace activities is required (Patton, Higgs, & Smith, 2013). The critical contribution of student disposition to the shaping and reshaping of workplace learning spaces and the central position of students in driving – not just receiving – workplace learning must be part of the pedagogical change. Building on my doctoral research that used photo-elicitation techniques to explore physiotherapy students’ learning in clinical workplaces (Patton, 2014), as well as contemporary literature, this chapter introduces visual spaces as a pedagogical strategy to assist students to drive their own unique learning in workplaces.

Adam Smith sees religion both as having a useful and a dangerous role. People create gods to explain what they do not understand and appease their desire of justice when human justice is perceived to fail. These are socially useful functions of religion. But when religion is used as a political tool and is used for state capture purposes, then it becomes a dangerous and destructive force in society.

Resurgent interest in the life and work of the Italian Cambridge economist Piero Sraffa is leading to New Directions in Sraffa Scholarship. This chapter introduces readers to some of these developments. First and perhaps foremost is the fact that as of September 2016 Sraffa’s archival material has been uploaded onto the website of the Wren Library, Trinity College, Cambridge University, as digital colour images; this chapter introduces readers to the history of these events. This history provides sharp relief on the extant debates over the role of the archival material in leading to the final publication of Production of Commodities by Means of Commodities, and readers are provided a brief sketch of these matters. The varied nature of Sraffa scholarship is demonstrated by the different aspects of Sraffa’s intellectual legacy which are developed and discussed in the various entries of our Symposium. The conclusion is reached that we are on the cusp of an exciting phase change of tremendous potential in Sraffa scholarship.

This study presents an analysis of the evolution of advertising's portrayal of women in motorsport. The construct of source credibility is examined and used as a framework to better understand the limitations and opportunities of female athlete endorsers in general and female racing car drivers in particular. The advertising images of pioneer drivers Janet Guthrie, Lyn St. James and Sarah Fisher are discussed and compared to that of Danica Patrick, a media star in the Indy Racing League (IRL). Patrick has been successful in capitalising on her expertise and attractiveness to enhance her image and endorse products. Attitudes towards using sex appeal to sell products are presented and discussed.

There is a growing recognition that participation in ‘shadow’ structures such as youth councils, forums and parliaments does not meet all of young people’s needs for action and engagement, and a growing emphasis on finding and recognising opportunities for young people to move out of these structures and initiate their own forms of democratic action for change. This chapter, co-written by academics and young researchers recruited from a youth council, tells the story of an action research project set up under the auspices of PARTISPACE which aimed to learn about the dynamics of self-initiated and autonomous youth participation beyond the confines of formalised youth participation structures. In this chapter, the authors explain what we all brought to the project, reflect from different perspectives on the process we went through, the challenges we encountered, the outcomes we achieved, and make sense of what we, collectively and individually, learned from the experience about different processes of participation.