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How might deeply embodied student experiences and nonhuman agency change the way we think about learning theory? Pushing the conceptual boundaries of practice-based learning and communities of practice, this chapter draws on student experiential fieldwork ‘on Country’ with Indigenous people in the Northern Territory (NT), Australia, to explore the peculiar silence when it comes to more-than-human ¹ features of situated learning models. As students engage with, and learn from, Indigenous epistemologies and ontologies, they become open to the ways their learning is co-produced in and with place. The chapter builds a case for an inclusive conceptualisation of communities of practice, one that takes seriously the material performativity of nonhuman actors – rock art, animals, plants and emotions in the ‘situatedness’ of socio-cultural contexts. As a co-participant in the students’ community of practice, the more-than-human forms part of the process of identity formation and actively helps students learn. To shed light on the student experiences we employ Leximancer, a software tool that provides visual representations of the qualitative data drawn from focus groups with students and field diaries.

Stakes are raised in online market This month's news roundup is dominated by a series of announcements which raise the stakes significantly in the online consumer market, as well as having potential ramifications in the professional market.

Information scholars frequently make use of “conceptual imports” – epistemological and methodological models developed in other disciplines – when conducting their own research. The purpose of this paper is to make the case that social semiotics is a worthy candidate to add to the information sciences toolkit.

Both traditional and social semiotics are described in detail, with key texts cited. To demonstrate the benefits social semiotic methods may bring to the information sciences, the digital display screen is then employed as a test case.

By treating the display as a semiotic resource, the author is able to demonstrate that, rather than being a transparent window by which the author may access all of the data, the screen actually distorts and conceals a significant amount of information, and severely restricts the control users have over software packages such as online public access catalogues. A programming paradigm known as language-oriented programming (LOP), however, can help to remedy these issues.

The test case is meant to provide a framework by which other information sciences issues may be explores via social semiotic methods. Social semiotics, moreover, is still evolving as a subject matter, so IS scholars could also potentially contribute to its continued development with their work.

THIS year marks the centenary of the publication of the most significant paper every written in the field of tribology. It is therefore timely to recall the nineteenth century developments in mechanical engineering science which prompted Osborne Reynolds to undertake his studies of fluid‐film lubrication, to consider the essence of his contribution, to review one hundred years of further progress and to comment on the current position.

However well‐intentioned are public sector reform movements, they are often compromised by misunderstandings about meanings and directions and by the organisational amnesia that comes from too rapid change and too little attention to the past. A better appreciation of these problems is needed. This paper aims to address these issues.

The paper combines discussion about factors that inhibit successful outcomes of many reform programmes with examples drawn mostly from the Australian experience.

Reform programmes are likely to have better outcomes if they are designed with these possible impediments in view. Similarly theoretical understandings will be safer and sounder if more attention is given to administrative history and more care is taken to reconcile conflicting views.

The paper focuses on issues that have not been given much attention in the literature of public sector reform.

Emergency remote teaching is not the same as a systematic, carefully thought out, and designed online learning system. Emergency remote teaching is best perceived as merely a first step towards migrating into a fully fledged, and carefully designed, virtual or online mode of study. Notwithstanding, this chapter provides a theoretical explanation that justifies the relevance and importance of emergency remote teaching in higher education practice, in light of the global COVID-19 pandemic and related discontinuities. It asserts that emergency related teaching is justified by the urgent need to maintain continuity of teaching and learning and to avoid knowledge and skills decay. A systematic approach to evaluate the effectiveness of emergency remote teaching involves measuring variables across four dimensions; that is, context, input, process, and outcomes. Weighting these dimensions is necessary to ensure that context, input, and process are prioritised above outcomes because the essence of the teaching model, when implemented, is to get it in place swiftly in order for teaching and learning to continue. The effectiveness of emergency remote teaching is best assessed on the basis of its speedy set-up and implementation to maintain continuity of teaching, not on student outcomes. The chapter investigated the approach that a sample of colleges and universities have followed to evaluate their model of emergency remote teaching and contrast it with theory. The approach found in practice was not aligned to best practice. Based on the evidence, the chapter proposes an evaluation framework that institutions can adopt specifically for evaluating emergency remote teaching practice.

Power without authority is fragile; to be effective, leaders must appear to deserve their positions. This sense of legitimacy is the most important end product of going through Prep school. This sense of legitimacy is magnified by the sense of collective identity that Prep schools generate among their students, and much of the bonding process essential to upper‐class solidarity begins in this institution. This is the social glove that holds together the privileged classes, often at the expense of individuality but to the long‐term gain of upper‐class hegemony.

This study investigates the relationship between family incivility (FI) and burnout in line with the conservation of resources theory and work–home resources model. The authors also examine the conditional indirect effects of psychological capital (PsyCap) and life satisfaction (LS) in the aforementioned relationship. The purpose of this paper is to address these issues.

Data were collected using a time-lagged methodological design by administering a structured questionnaire among 296 rural doctors. The collected data were analyzed using PROCESS macro in Statistical Package for the Social Sciences (SPSS) 23.

The study indicates that FI is an emotional home demand and influences burnout at the workplace through the depletion of LS. At the same time, PsyCap proves to be a vital resource that mitigates the adverse effects of FI and burnout.

This study adds to the work–family and well-being literature by exploring the underlying mechanism through which FI connects to different outcomes. The implications of these findings for applications and extension of the work–home resources model to the family domain is elaborated in detail.

This study is among the first to empirically substantiate the long-term adverse consequences of FI and its potential for negatively affecting the work domain by inducing long-term psychological disorder “burnout.”

While sports have historically provided a space for Black males to experience a high sense of self-efficacy, the question about whether or not it transfers to educational endeavors persists. A challenge for practitioners is to ensure that Black males also thrive educationally as well as in their athletic pursuits. The author presents a brief history of Black males’ participation in sport, along with the historical implications of such participation. The utility of empowerment theory is explored within the context of promoting the college and career readiness of Black male student-athletes in high school. High school counselors’ use of empowerment theory is specifically highlighted. Specific indicators of college and career readiness are discussed, and the author posits the use of empowerment theory in counseling and advising can facilitate positive change in this process, assuring that sports remains the positive mobilizing mechanism that it can be for all student-athletes.