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A new form of learning space has emerged across the world, marking a shift from Do-It-Yourself to Do-It-Together. This space, generically known as a makerspace, is located in accessible and affordable venues, both within communities and serving communities. It offers a resource that allows people to discover their latent capabilities through exploration, experimentation and iteration, alongside the knowledge openly shared by those around them. The underlying rationale is found in the work of John Dewey, notably Democracy and Education (D&E, 1916). This chapter examines this newer form of space to gain insight into what it implies for learning and education. It commences with a reflection of salient aspects of Dewey’s D&E (1916) and how this informs understanding on what is desirable in a learning space. This is followed by a reflection upon research on makerspaces to establish how they can be conceptualized. A case study provides rich insights into characteristics, ethos and practices, while acknowledging that each space is unique and not representative of them all. Nevertheless, it foregrounds the essence of what defines a makerspace. The chapter closes with discussion of the implications and what may be concluded.

Whatever has transpired between the publication of Dewey’s D&E (1916) and the present, his vision of the empowered individual clearly manifests in the makerspace. It allows individuals to break free from the limitations of the formal educational system and, as part of a social learning community, discover their potential in new, natural, non-linear and often unexpected ways. Further, and perhaps only just beginning to be understood, is its wider potential to ignite alternative approaches on how to contribute to society and catalysing new directions for the future of work. With increasing research insights alongside broadened awareness of the possibilities, individuals can gain the capability to design and build for their future – that is only limited by their capacity to imagine it.

This chapter introduces the book through discussing the context in which it came about, namely a conference to mark the centenary of the publication of Dewey’s Democracy and Education. The first section relates to the book’s subtitle by describing and analysing the context in which speakers at the conference engaged in a ‘fightback’ against educational policies found to be narrowly based on economic aims, and to have lost sight of the humanistic aims of education, aims which Dewey analysed and championed. The book is structured around three key areas, all related to Dewey’s philosophy of education – the first concerns technology, the second, embodiment and the third, democracy and development. A discussion on the significance of each of these areas for contemporary educational theory is followed by detail on the individual chapters within them. This chapter concludes with an introduction to the cautiously optimistic and forward-looking epilogue by Gert Biesta on the matters and issues raised in the book.

The purpose of this paper is to review the strategy literature in such a manner as to identify the key approaches and themes of current interest and thus provide a platform to position organisational cybernetics, in particular, the viable system model (VSM), as a complement to these established approaches.

The paper reviews the dominant themes of three conceptual strands to the business strategy domain (the resource‐based view, the strategy‐as‐practice approach and the strategy‐structure debate) to ascertain how they inform about the notion of strategy as the content of the process of strategising. Concepts from organisational cybernetics are examined to reveal how they can enrich our understanding of strategy, and complement the strategy domain conceptualisations.

This analysis presents the view of strategy as discourse for action. The VSM provides a device to support discussions about the organisational implications both of the process of strategising, as well as of considered strategies.

The different themes found within the strategy literature (e.g. the process of strategising, internationalisation, collaborative ventures and mergers and acquisitions) offer a rich domain within which organisational cybernetics and the VSM can enrich through its systemic epistemology. Likewise, the strategy domain can inform interpretations of the VSM. Together, this offers the opportunity for a new stream of enquiry.

The insights provided suggest that assistance can be given to organisations for them to improve, not only their strategy‐related activity, but also how they evaluate the organisational implications of considered strategies.

The paper bridges the two conceptual domains of strategy and organisational cybernetics to promote the view that they usefully enrich each other when attempting to understand strategy.

The purpose of this paper is to review characteristics and functions of an advance payment guarantee (AP-Bond), and to analyse some legal and practical issues concerning a “reduction clause” in an AP-Bond under an overseas construction contract.

This paper compares relevant provisions of the URDG 758, the UN Convention, the ISP 98, and the FIDIC Silver Book, and also cites relevant case laws of the USA, UK and Korea. This paper also refers many Korean scholars’ views on characteristics of an independent guarantee including an AP-Bond.

A demand for payment under an AP-Bond shall not be honoured in the event that an employer wrongfully refuses to issue documents required for reduction of an AP-Bond. A beneficiary shall not be favoured by independence nature of an AP-Bond in case of fraud or abuse of right.

This paper originally analyzes a “reduction clause” in an AP-Bond. This paper provides logics that a demand for payment shall not be honoured in the event that a beneficiary wrongfully refuses to issue documents required for reduction of an AP-Bond.

The purpose of this case study was to increase the knowledge base of how research librarians experience and cope with the turbulence of change within their library system. A library belonging to the Association of Research Libraries was selected for case study investigation. Seventeen librarians participated in on-site interviews, utilizing a protocol composed of a clustering technique and semi-structured interviewing. Instrumental case studies of each individual were then developed through a collective case method. The findings presented in this chapter include: the competing tensions between the physical and virtual environments, the speed of change, the search for professional meaning, and coping with the experiences of professional change. Analysis of the findings suggest: the emergence of a hypercritical state, the limiting nature of negative feedback, a complex systems framework for professional thinking, and coping in the hypercritical organization.

We present ten patterns and design examples in this paper, revealing some of the most relevant trends in educational design, drawn from our research on charter schools. An interdisciplinary team of students in architecture, urban planning, business, education, and psychology have completed a series of case studies of best practices, as well as profiled charter schools locally, to develop patterns and guidelines for the facility planning and educational development of charter schools. Charter schools are public schools of choice in the United States that receive more administrative and pedagogical autonomy and flexibility than district schools in exchange for meeting the performance goals specified in each school's charter. Charter schools often have innovative curriculum, challenging traditional education methods and facility design. This research addresses the connections between the designed physical environment and the learning innovations it supports, while encouraging the entrepreneurial charter school vision, emphasizing creativity in the renovation, adaptive reuse, and non-traditional use of existing buildings, efficiently maximizing student safety and learning, and adhering to best-practice standards of ecological design.

The purpose of this paper is to describe the perception and psychosocial impact of caregiving for Latino family caregivers of patients with Alzheimer's disease and related dementias and compare them to non-Hispanic (NH) white caregivers.

The paper opted for a survey design using the Screen for Caregiver Burden, Perceived Stress Scale, Short Form 36 Health Survey, Symptom Questionnaire, Center for Epidemiologic Depression, Sense of Coherence, Coping Resources Inventory, and the Personal Resource Questionnaire (PRQ-85). A total of 202 participants with 53 Latino caregivers (majority were Mexican-Americans) and 149 NH white caregivers also completed an in-depth qualitative interview describing their experience as caregivers.

Latino caregivers, as compared to NH white caregivers, have higher subjective and objective caregiver burden and lower general health, social function, and physical function. They also reported higher levels of bodily pain and somatic symptoms. Caregivers experience a great deal of stress that can adversely affect their emotional and physical well-being. Latino cultural values influence the meaning ascribed to caregiving and how caregivers attempt to balance a perceived duty to family.

The sample was a convenience sample of caregivers responding to an invitation to participate. The Latino sample included primarily caregivers of Mexican-American descent and represented Latinos living in the South West section of the USA. Future research needs to include Latinos of diverse nationalities.

The paper points out crucial differences between NH white and Latino caregivers. Understanding how Latino cultural values influence how Latinos perform and feel about caregiving duties may facilitate support for caregivers.

This paper fulfills an identified need to study Latino caregiving. Two bilingual and bicultural researchers were part of the research team facilitating the collection and analysis of qualitative data.