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This chapter provides information on using virtual worlds for faculty and teacher professional development. The information presented in this chapter has been discovered through an examination of relevant literature with regard to utilizing virtual worlds in higher education. Among topics explored, the authors discuss the following: information regarding theoretical frameworks of teaching and learning, including social constructivism, experiential learning, and problem-based learning; the process for teaching instructors how to use virtual worlds across a variety of curricula; modeling of good practices in teaching and learning in a simulated environment; and the process of teaching faculty how to teach with virtual worlds. In addition, issues of access, technology needs, student training, expectations, and assessment within virtual worlds are discussed. Examples of faculty development including single workshops and entire conferences are shown with specific focus on successes and challenges of conducting these activities within a virtual worlds. In presenting these examples, it is hoped that individuals in higher education will gain a better perspective of utilizing virtual worlds in their practice.

In this paper, we offer insights that combine a network perspective of the multinational company (MNC) with an analysis of different types of interdependencies. We develop and illustrate our arguments with a company case (LIMO) and argue that types of interdependencies have consequences for the orchestration of MNC activities. The experience from LIMO suggests that extreme organizational designs, where orchestration is either purely local or mostly global, fail to capture the nuances necessary to ensure efficiency and profitability. The main theoretical contribution in this paper is to show that the search for orchestration through an organizational design must involve the combination of several perspectives of activity combinations and their interdependencies. Simply optimizing through a tight network or looking at the firm as a loose federation is too simple to understand the complex trade-off facing modern MNCs.

Lockheed Martin has been a premier builder and developer of manned aircraft and fighter jets since 1909. Since then, aircraft design has drastically evolved in many areas including the evolution of manual linkages to fly-by-wire systems, and mechanical gauges to glass cockpits. Lockheed Martin's knowledge of manned aircraft has produced a variety of Unmanned Aerial Vehicles (UAVs) based on size/wingspan, ranging from a micro-UAV (MicroStar) to a hand-launched UAV (Desert Hawk) and up to larger platforms such as the DarkStar. Their control systems vary anywhere between remotely piloted to fully autonomous systems. Remotely piloted control is equivalent to full human involvement with an operator controlling all the decisions of the aircraft. Similarly, fully autonomous operations describe a situation that has the human having minimal contact with the platform. Flight path control relies on a set of waypoints for the vehicle to fly through. This is the most common mode of UAV navigation, and GPS has made this form of navigation practical.

The full ‘storytelling’ paper was written in 1978 and was influential in its time. It is reprinted here, introduced by an Author's reflection on it in 2014. The chapter describes the author’s early disenchantment with traditional approaches to educational research.

He regards educational research as, at best, a misnomer, since little of it is preceded by a search. Entitled educational researchers often fancy themselves as scientists at work. But those whom they attempt to describe are often artists at work. Statistical methodologies enable educational researchers to measure something, but their measurements can neither capture nor explain splendid teaching.

Since such a tiny fraction of what is published in educational research journals influences school practitioners, professional researchers should risk trying alternative approaches to uncovering what is going on in schools.

Story telling is posited as a possible key to producing insights that inform and ultimately improve educational practice. It advocates openness to broad inquiry into the culture of the educational setting.

Potentially major shifts in privacy norms are taking place as a result of advances in genetic technologies. This chapter identifies a spillover effect in the form of the inadvertent emergence of new norms and introduces an original typology developed in response to these new norms regarding privacy. It focuses on the emerging practice of compelling access to genetic information of biologically related persons to gain information about a particular individual. This chapter highlights the recent practice in child lead paint poisoning cases in which defendants seek to discover medical and I.Q. records of biologically related non-parties to establish alternate genetic causation of low I.Q. It concludes that greater attention should be given to the spillover effect and the emergence of shadow norms.

This chapter draws on 10 years of ethnographic fieldwork collected in gay bars from three American cities to explore the strategies LGBTQ subcultures deploy to recreate meaningful places within the vestiges of local queer nightlife. As gentrification and social acceptance accelerate the closures of LGBTQ-specific bars and nightclubs worldwide, venues that once served a specific LGBTQ subculture (i.e., leather bars) expand their offerings to incorporate displaced LGBTQ subcultures. Attending to how LGBTQ subcultures might appropriate designated spaces within a gay venue to support community (nightlife complexes), how management and LGBT subcultures temporally circumscribe subcultural practices and traditions to create fleeting, but recurring places (episodic places), and how patrons might disrupt an existing production of place by imposing practices associated with a discrepant LGBTQ subculture(place ruptures), this chapter challenges the notion of “the gay bar” as a singular place catering to a specific subculture. Instead, gay bars increasingly constitute a collection of places within the same space, which may shift depending on its use by patrons occupying the space at any given moment. Beyond the investigation of gay bars, this chapter contributes to the growing sociological literature exploring the multifaceted, unstable, and ephemeral nature of place and place-making in the postmodern city.

Over the past decade the policy debate over improving U.S. public education has focused on market solutions (charter schools, privatization, and vouchers) and teacher evaluation through high stakes standardized testing of students. In this debate, teachers and their unions are often characterized as the problem. Our research offers an alternate path in the debate, a perspective that looks at schools as systems – the way schools are organized and the way decisions are made. We focus on examples of collaboration through the creation of long-term labor-management partnerships among teachers’ unions and school administrators that improve and restructure public schools from the inside to enhance planning, decision-making, problem solving, and the ways teachers interact and schools are organized. We analyzed how these efforts were created and sustained in six public school districts over the past two decades, and what they can teach us about the impact of significant involvement of faculty and their local union leadership, working closely with district administration. We argue that collaboration between teachers, their unions, and administrators is both possible and necessary for any meaningful and lasting public school reform.