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Technology for training military teams has evolved through a convergence of advances in simulation technology for individual and collective training, methods for analyzing teamwork and designing training solutions, and intelligent tutoring technologies that adapt training to the student, to accelerate learning. A number of factors have slowed this evolution toward intelligent team tutoring systems (ITTS), including the challenges of processing communications data, which are the currency of teamwork, and the paucity of automated and generalizable measures of team work. Several systems fulfill a subset of the features required of an ITTS, namely the use of team training objectives, teamwork models, measures of teamwork, diagnostic capability, instructional strategies, and adaptation of training to team needs. We describe these systems: the Advanced Embedded Training System (AETS), Synthetic Cognition for Operational Team Training (SCOTT), the AWO Trainer, the Benchmarked Experiential System for Training (BEST), and the Cross-Platform Mission Visualization Tool. We close this chapter with recommendations for future research.

In an era of global economic expansion, the harsh underside of capitalism clearly affects human subjectivities and consciousness.¹ Emotions, which both express and structure subjectivity and consciousness, reflect and manifest the social reality of human life in its various globalized dimensions. My argument in this chapter thus concerns the ways in which the contradictions as the harsh underside of capitalism affect the subjectivities of racial minorities. For this reason, the relationship between emotions and commodity capitalism is an especially pressing concern for the formation and expression of racial identity in the United States today. To understand the social reality of race in the U.S. capitalist system is to take seriously the affects that express and constitute the critical social thought of racial minorities. As African Americanist scholars such as Cornel West (1994, p. 42) have argued, the ideology of unregulated capital in corporate consumerism creates market moralities and market mentalities that “erode civil society.” The critical thought of black Americans, West (1992, p. 42) avers, suffers irreparable damage by images that relentlessly commercialize the so-called good life:These seductive images contribute to the predominance of the market-inspired way of life over all others – and thereby edge out nonmarket values – love, care, service to others – handed down by preceding generations. The predominance of this way of life among those living in poverty-ridden conditions, with a limited capacity to ward off self-contempt and self-hatred, results in the possible triumph of the nihilistic threat in black America.Corporations thus capitalize on civil rights gains while commodifying the activist politics of communities and governmental organizations. In effect, the “status quo” of government that promotes economic justice and civil rights protections is fragmented and replaced by corporate domination and the rule of the free market. Instead of turning to non-commercial avenues of civil society to change oppressive relations of power, Americans opt for consuming social change in a laissez-faire economy that equates individualism and free choice with purchasing merchandise. In her powerful critique of class privilege and consumption-based individualism, Bell Hooks (2000, p. 81) explains how the media's use of race to promote a “shared culture of consumerism” vitiates community values and deflects attention from class antagonism. Such consumerism, Hooks maintains, promotes ambitions for lifestyles of conspicuous consumption and celebrity that renders incoherent and undesirable a democratic sensibility that made civil rights gains for women and minorities possible in the first place (Bell Hooks, 2000, p. 77).

During the COVID-19 pandemic, working from home (WFH) has become the norm for many employees and their families in Germany. Although WFH has been suggested as a form of flexible work to foster work–life integration (especially for workers with greater care responsibilities), studies have also pointed to its risks when the boundaries between these two life spheres become blurred. To help disentangle these inconsistent findings in relation to work–family conflict, this study focuses on two main concerns: the relevance of additional forms of flexibility for those who work from home (i.e., temporal flexibility, job autonomy, fixed rules about availability) and the implications of WFH for employees’ social relationships with co-workers and supervisors. Based on linked employer–employee data collected in the spring of 2021, the study examined work-to-family conflict (WFC) and family-to-work conflict (FWC) among a sample of 885 employees who worked from home. The results indicate that three factors – temporal flexibility, job autonomy, and fixed rules about availability as a way to set boundaries between work and family life – are important predictors of fewer work–family conflict. This equally applies to employees with caring obligations who overall experience more work–family conflicts while WFH. For those who cared for relatives, autonomy contributed even to fewer work–family conflicts. Supportive relationships with supervisors and co-workers are certainly directly beneficial when it comes to avoiding conflict, but they also reinforce the positive implications of flexible work, whereas poor relationships counteract the benefits of such flexibility. Thus, employers need to provide additional forms of flexibility to employees who work from home and should pay attention to social relationships among their employees as a way to support families and other individuals.

F. A. Hayek’s macroeconomic theory and policy ideas have gained renewed attention since the cheap-money boom until 2007, and subsequent bust, followed the basic Hayekian narrative. Only to a very limited extent, however, do we find Hayek’s ideas on the agenda of mainstream macroeconomic researchers since Robert Lucas’s research program gave way to “Neoclassical” and “New Keynesian” DSGE models. We find examples of deeper interest on the periphery of the mainstream. Hayek’s influence on today’s macroeconomic policy discussions remains similarly limited, although he has become an icon to some opponents of loose monetary policy.

Lesson study has become a popular approach for supporting the development of student-teachers within initial teacher education (ITE) programmes. In a short space of time, the original model of lesson study, originating in Japan, has been adapted to fit into the work contexts of different national systems and ITE provider structures. This chapter classifies the different emerging models of lesson study into three main groups, university and hybrid approaches, practicum approaches and heterodox approaches. Learning study is also considered, due to its developing popularity, as a practice development approach. Having outlined the different models of lesson study used in ITE, the authors go on to outline some of the main challenges and advantages of participating in lesson study which have been identified in the literature.

This chapter examines early childhood pedagogy in Germany. It developed in the wake of the Programme for International Student Assessment (PISA) education debate, and the expansion of higher education led to new types of application-oriented courses. For a long time, child day care in Germany was not seen as a subject of theoretical worth. Vocational training for kindergarten teachers, overwhelmingly employed in day care centers, has not yet been academized. The academic study of childhood pedagogy is a thereof separate project, taught especially at universities of applied science. Nevertheless, constructions of new disciplines are directed toward professional fields, for which they claim relevance with their academic training. With its focus on “Bildung” childhood pedagogy in Germany claims to offer a scientifically based solution to the practical problems of action in child day care. This chapter discusses the specific content of the curricula statistical figures of graduates at universities and in the fields of practice. It provides first empirical clarification on observable phenomena of a scientific “penetration” of cognitive rationality in kindergartens. It fosters an academic habitus that induces a distancing from direct interaction with children, leads to a diversification of tasks in day care centers, and promotes hierarchical processes of professional role differentiation in the field of childcare.

Upon reviewing relevant literature, this chapter aims to give an insight into the importance and popularity of the concept of sustainable development. Accordingly, the chapter provides an insight into the evolution and development of the concept of sustainable development, its various definitions, key dimensions and fundamental indicators, with an overview of the progress on key issues that are important economically, socially and environmentally. The chapter concludes with the principles needed in order to seek sustainability and the advantages of practising it.

In 1993, Congress eliminated the business deduction for lobbying. The disallowance extends to dues paid to tax-exempt trade and labor associations when those organizations conduct lobbying activities. Associations are required to notify members regarding the portion of their dues that is non-deductible or pay a flat 35% tax on their lobbying expenditures. This study examines the factors considered by associations in making the pay-or-notify decision, looking for evidence that associations consider the marginal tax rates of their members to insure that the party with the lowest marginal rate pays the tax. Data is obtained from the IRS and is supplemented by data collected in a mail survey. The evidence suggests that associations do not necessarily attempt to minimize the total tax cost to all parties. This study identifies a situation where non-profit firms might fail to implement an optimal tax planning strategy, and where the absence of a competitive market allows this inefficiency to persist.

This chapter focusses on the role of reflective practices within initial teacher education courses and the context of the practicum and the role that school-based mentors have in helping student-teachers to learn the skills of ‘reading’ the classroom. It will also discuss how lesson study can support student-teachers and their school-based mentors in their collaborative planning, execution and discussions so that their reflections can be used to further their professional development. Finally, suggestions will be made to support the reflective development of student-teachers.