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Suspicions about space technologies can be regarded as instances of “space skepticism,” i.e. the broadly pessimistic view that human activities in space are untimely or liable to be counterproductive. Section 1 will explain that contemporary space skepticism is focused upon negative societal role rather than the physical possibility of the activities proposed. Such skepticism is a complex pool of familiar claims unevenly drawn upon rather than a single theory. Section 2 will suggest that contemporary space skepticism tends to integrate with a broader set of doubts and fears about technologies of the Anthropocene. Section 3 will draw out a tension within the skeptical complex between the idea that concern for space is irrelevant to our societal problems and the idea that it is likely to make such problems worse. Section 4 will briefly outline why the publicly dominant forms of space skepticism carry a growing capability for merger with political activism and why the publicly dominant skepticisms are not necessarily those with the greatest plausibility, but rather those with the strongest motivational force. Finally, Section 5 will set aside the issue of popular motivational force and focus instead upon the skepticisms with the greatest plausibility. It will briefly outline why the relevant fears and suspicions (about military tensions and geoengineering) are outweighed by other considerations. This response to plausible skepticisms will not aim to be comprehensive but indicative of the direction of travel for more detailed critique. It will provide a framing context for a large metaphor about space technologies allowing the Earth to breathe.

This chapter critically examines the unique challenges and opportunities faced by family-owned startups in emerging economies, a topic that has received limited attention in existing literature. Recognizing the high failure rate of startups, particularly in family firms, this study seeks to understand the factors contributing to their success or failure. Employing a qualitative analysis, the chapter explores various economic, legal, and cultural dimensions that influence these businesses. It provides a comparative perspective, drawing insights from various emerging economies to identify patterns and differences in the experiences of family-owned startups. The chapter aims to fill the knowledge gap by offering a comprehensive view of the success and failure dynamics in family-owned startups, with a focus on strategic, managerial, and operational aspects. This approach offers valuable insights for both academics and practitioners, aiming to guide future research and practical interventions to support the sustainability and growth of family firms in these dynamic markets.

As the today's world is leading toward the digital dependency and after the world pandemic of COVID-19, the dependency of students and the university is completely through a digital medium, in context with that the higher education according to the demand of the generation is leading towards digital transformation. The digital transformation in the sector of education is the road map for the sustainable management and development of education. The digital transformation is the new pillar of education in which the students are mostly reliable. The digitalization in the field of education will lead to simple and clarified as well as multiple way for acquiring the knowledge. As the integration of the new model of education system is applied and implemented throughout the globe, the digital medium plays a significant role for the smooth and the systemic development of the model. In this chapter, the pathway for the development of the well-stable and well-developed strategies is considered in which the integration of the essential requirements, proper guidance, and advantages of the model is dependent for the transformation to digital medium of the higher education that will be leading to the development of the management and the education system. The foundation of that transformation model is detailed in the paper for the digitalization of higher education.

The issues raised in this chapter are primarily those of obfuscation regarding social and economic inequality in the UK. The chapter is about the way discourse in various forms serves to disguise and justify the huge inequalities in this society; legitimising and ‘naturalising’ them, or in Arendt's words ‘lying’ about them so that they are seen as ‘natural and self-evident’ (Alvesson & Deetz, 2006, p. 261). Issues looked at are the institutional arrangements by which government ministers give or withhold resources to and from certain categories of its citizens. This includes the UK Treasury in relation to which economic groups the Chancellor of the Exchequer decides how much to tax or not to tax. In particular what are examined are the discourses justifying these measures and establishing certain ‘truths’ about how things are economically and socially; which categories are entitled to or deserving of certain kinds of resources and which are not – argued here as constituting obfuscations of the ‘actual’ situation. Obfuscation has been defined as the action of making something obscure, unclear, or unintelligible. This, arguably, is not far removed, from the action of being deliberately untruthful or lying. The question then arises as to how close these discourses come to lying and how serious the inequalities are.

The recent COVID-19 pandemic underscores the need for educational innovation and digitalization during crises where many educational institutions were forced to shift to online and remote learning. This chapter is a discursive review of problems and solutions and key trends that have emerged because of crises. One of the key benefits of educational innovation and digitalization during crises is the ability to continue providing education and learning opportunities to students even when traditional face-to-face learning is not possible. Educational institutions need to invest in building resilient online learning ecosystems to ensure that education can continue uninterrupted even in the face of unforeseen disruptions. This ecosystem should include robust technological infrastructure, a diverse range of digital resources and tools, and training and support for educators. Ultimately, a resilient online learning ecosystem is not just a response to crises but a proactive investment in the future of education.