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The purpose of this paper is to examine the impact of the abrupt transition from attending school face-to-face to participating in online learning in response to the COVID-19 pandemic as reported by a parent of a student with autism spectrum disorder (ASD).

A phone interview was conducted with the parent of a child with ASD. The semi-structured interview focused on how the child’s family was impacted when classes shifted to virtual from face-to-face learning in response to the COVID-19 pandemic.

A total of four themes emerged from the interview. Three of these included adjustments to changes in routines and roles, instruction, and social interactions. A final theme involved the benefits and challenges that emerged following the transition to online learning for students with ASD. While we are in an unprecedented time with the COVID-19 global pandemic presenting understandable challenges, opportunities for and examples of effective virtual learning environments for students with ASD were reported in the parent interview and supported by the literature.

This research provides insight regarding the impact of COVID-19 and highlights elements that should be considered involving technology for students with ASD. Increased awareness regarding the benefits and contraindications of technology while teaching students with ASD can minimize the adverse effects and enhance the positive impact of technology in students with ASD.

This paper shares the experiences of one parent of a child with ASD and their experiences with technology and learning during COVID-19.

The case compares two U.S. Department of Defense (DoD) programs from the 1970s and 1980s: (1) “stealth” combat aircraft, capable of evading detection or engagement by anti-aircraft systems, and (2) precision attack of hardened ground vehicles from “standoff” distances, i.e., far behind the battle lines. Conceived at roughly the same time, motivated by the same strategic challenge, and initially driven by the same DoD organization, stealth combat aircraft progressed from idea to deployment in less than eight years---an astounding pace for a complex military system---while a demonstrated system for standoff precision strike against mobile ground targets was not fully implemented. The case highlights the critical role of the Defense Advanced Research Projects Agency (DARPA), part of the DoD, regarded as one of the most innovative entities in the U.S. federal government.

The case highlights factors that facilitate rapid, successful implementation of radically innovative or disruptive concepts. Students are introduced to the organizational realities facing such projects, including issues of strategic clarity, interdepartmental competition and cooperation, executive leadership, and timing. Comparing the differences in implementation of the two programs in the case reveals issues relevant to any large organization seeking to bring innovative concepts to fruition.

When William Faulkner sent off his manuscript of Sanctuary in 1929 to the publisher Cape and Smith, Harrison Smith responded, “Good God, I can't publish this. We'd both be in jail.” From its very inception, Sanctuary, Faulkner's shocking novel of a young co‐ed initiated through rape and murder into the criminal world of hoodlums, was controversial. When Smith sent Faulkner the galleys, the author decided to revise the manuscript. This revised version of Sanctuary, published in 1931, went on to become his most scandalous and, not coincidentally, his best selling work. While The Sound and the Fury and Light in August languished and went out of print, the horrific tale of Temple Drake and the gangster/thug, Popeye, generated sustained sales as well as a flurry of popular interest in the young writer from Mississippi.

Massively Multiplayer Online Role Playing Games (MMORPGs) have become complex social worlds. As such, playing these games requires more than accomplishing simple objectives: it is also a process of socialization into a community of gamers. Through our observation of players’ activities we describe how MMORPGs provide opportunities for learning social skills such as: how to meet people; how to manage a small group; how to coordinate and cooperate with people; and how to participate in sociable interaction with them. We show how this social learning is tied to three important types of social interaction that are characteristic of MMORPGs: players’ self‐organization, instrumental coordination, and downtime sociability. We conclude by discussing the societal impacts of our findings and how the features of MMORPGs could be repurposed in environments specifically designed for social learning.

In the United States of America many employers use a polygragh and other tests to attempt to ascertain the honesty of potential employees. The history of polygraph testing with all the associated difficulties is examined, as is the validity of these tests. The evidence suggests that is not difficult to fake the results.

Most Western nations ascribe to the belief that equal opportunity of the sexes is a worthy objective even if it has rarely been realised in practice. The overriding cause of sex discrimination is the persistence of customs that harken back to an age when work roles were justified by physical differences. This same division of labour can be found in the most economically advanced nations even though technology has supplanted all but a few vestiges of this pre‐industrial argument. The intellectual justification for opening up opportunities for women are remarkably ineffective in the face of sheer habit.