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This chapter chronicles the experiences of a community engaged Latina and Wayuu science education faculty member who worked in a rural village in south central Alaska with Cup’ik teachers, Elders, and parents. The work began in the summer of 2012 and continues five years later. The chapter includes a series of vignettes that chronicle experiences shared during trips to the village in the summer, fall, winter, and spring. The mentioning of seasons is crucial because in the Arctic activities are determined by the seasons. These experiences emote metaphors that are related to my personal and professional identity and help chronicle a transformation that is deeply tried to how place and the activities that take place in the company of community members and mentors generate new insights related to the incommensurable western and Alaska Native paradigms of pedagogy, research, and educational policy in contexts where the language, culture, and place are at stake.

The number of individuals with ASD is growing tremendously since autism was recognized as a category for special education services in IDEA. While the disorder was first described by Kanner in 1943 and again by Asperger in 1944, it did not receive substantial attention until 1981, when Dr. Lorna Wing wrote an influential article which revived the early work of Kanner and Asperger (Nash, 2002). Since then there has been an increase in research related to etiology, prevalence, educational and social-emotional intervention, and assessment and diagnosis. This research has highlighted that: ASD appears to run in families; their may be as many as 20 genes involved in autism; individuals with ASD think, socialize and emote differently; there appears to be some neurological misconnection present in the brains of individuals with ASD (Nash, 2002). Positively, there have been advances in educational, therapeutic and medication management that has allowed individuals with ASD to be more inclusively involved in our society.

The organizational learning and learning organization literatures lack empirical support in delineating the role leaders play in fostering or hindering learning. This study aims to build upon previous research on facilitative leadership in learning organizations to consider how leaders contribute to and detract from learning at the individual and organizational levels in the corporate context.

Preliminary survey research confirmed that the Fortune 500 company being considered for the study was perceived as a learning organization by its employees. The study then proceeded with critical incident interviews with managers and their direct reports, resulting in a cross‐case content analysis of four categories: triggers, beliefs, behaviors, and outcomes, which prompted the development of a preliminary model of the learning process depicted by participants.

The findings revealed that learning leaders have several distinct characteristics and skills, but the participants gave the most emphasis to emotionally intelligent communication, a prominent feature of facilitative leadership.

The study represents the perceptions of participants within a particular context at a specific time. Future research could include longitudinal, cross‐cultural studies that focus on communication processes related to learning.

The study confirmed the importance of facilitative leadership while highlighting both cognitive and emotional aspects of learning. It also pinpointed mechanisms for institutionalizing learning.

The study offers empirical support for the centrality of facilitative leadership while pinpointing communication competence and emotional intelligence as essential aspects of effective learning leadership.

The role of M in the Bond films has altered radically in the modern Bond franchise – due in part to the casting of Dame Judi Dench as M. This chapter argues that M as portrayed by Dench asserts a monarch-like power and authority in her role as Bond’s commander, an authority that can be compared to that of the current monarch Queen Elizabeth II in both her real and imagined performances. It will examine how M as depicted by Dench fits into the legacy of the male M’s that came before her. It then compares the problematic relationship for both women with motherhood; their common refusal to employ emotive feminine manipulation to maintain their authority and how this authority utilises language and address. In doing so it will assert that both Dench’s M and Queen Elizabeth II put duty and their professional lives first – devoting themselves to the service of others.

In September 2019, Booking.com changed from the smiley-based scoring system (2.5–10) to the purely 10-point evaluation system (1–10). The smiley-based service evaluation is based on the multi-dimensional (M-D) system, whereas the purely 10-point service evaluation is based on the single-dimensional (S-D) system. This paper aims to focus on how a change in review posting policies impacts service evaluations regarding review generation and distribution.

The authors exploit the natural experiment using Booking.com when the site changed its scoring system from a multidimensional smiley-based service evaluation system to an S-D scoring system. The authors collected online reviews posted on two travel agencies (Booking.com and Priceline.com) between September 2019 and October 2020. A quasi-experimental approach, Difference-in-Differences, was used to isolate the impacts of the new scoring system from the impacts of the change in the service evaluation environment, i.e. COVID-19.

The change in the scoring system considerably alters review distributions by decreasing the portion of positive reviews but increasing the portion of highly positive reviews. Using the theory of emotion work (Hochschild, 1979, 2001), DID is also the reason that the former M-D smiley-based system could have underrated, highly positive reviews of services. Using the information transfer theory (Belkin, 1984), the authors reason the asymmetric transfer of information when users consume reviews from the older (M-D) system but are required to generate reviews on a newer (S-D) system.

The findings would provide online review platform management with a deeper understanding of the consequences of changes in service evaluations when the scoring system is changed.

Though the change in the scoring system would affect how customers evaluate the services of hotels, the causal impacts of switching to the new S-D scoring system have not yet been thoroughly covered by prior hospitality and service evaluation literature, which this research aspires to do.

To review Peter Plantec's book Virtual Humans: A Build it Yourself Kit.

This book is meant to be read by one willing to actively engage with the technologies that Plantec introduces. While the technology that enables virtual agents is stable, many agents are annoyingly non‐humanlike in their interactions. Plantec encourages his readers to enter the world of virtual humans by providing the resources and coaching necessary to create a digital agent. He challenges the reader to throw off the notion that she is creating a technical implementation, a piece of software, and instead persuades her to approach the task as a scriptwriter would in creating a character.

Only through the application of artifice can developers hope to create deeply engaging virtual humans with recognizable, engaging personalities. But once people start to believe in their virtual companions, where might it lead them as a society?

Provides information about virtual humans.

This article describes in some detail reader development project work targeting 16‐25 year old young people carried out in 18 library authorities in the North West of England during 2000‐2002. The context of the project is set, focusing on the aim of increasing library use by young people. Key national reading agencies are briefly described, as well as the regional Time To Read partnership. The project description is detailed, including aims and objectives, delivery, training, new partnerships and the impact of the work locally and nationally. Some key conclusions are of significant practical value for future reader centred projects. The article concludes by describing a new co‐ordinator’s post which is taking reader development work forward in the region and offers a model for future cross‐authority working.