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The purpose of this paper is to examine the role that fashion played in the Cold War competition between the USA and the Soviet Union during the period from 1945 to 1959.

This paper begins by situating fashion within the larger American efforts of cultural diplomacy. It then examines the American and Soviet approaches to fashion. Finally, it focuses on the fashion show at the 1959 American National Exhibition in Moscow. This paper utilizes primary sources, including archival sources and period newspapers and magazines.

Both American and Soviet leaders tried to use fashion to embody the ideological values of each political and economic system. Both also acknowledged a “fashion gap”, whereby Americans enjoyed clear superiority thanks to a well-developed mass production system of ready-made, stylish clothing, that some termed the American Look. Americans hoped the fashion gap would demonstrate that only capitalism could provide women with an abundance of the necessary – but also desirable – consumer goods that enhanced their feminine beauty. Thus, fashion played an important part in the Cold War cultural struggle, in which American and Soviet women were key participants.

Much has been written about the Cold War cultural diplomacy, especially the Moscow exhibition, but fashion is often left out of the analyses. Meanwhile, both the American Look and Soviet efforts to create socialist fashion have been examined, but no work has been done to look at the two together to understand fashion’s larger implications for the Cold War.

AK During the past academic year the Computer Board, which is the controlling body for the financing of university computers, has issued its first report, covering the period up to October 1968, which was published as a Command paper in June 1969. Perhaps more significant, in its immediate effects, was that the Board introduced a procedure, in February 1969, whereby each university will be asked to submit, each year, forward estimates of its computing equipment requirements for each of the following three years. The first of such three‐year forward estimates were called for, by the end of the academic year 1968/69, to cover the financial years 1970/71 to 1972/73. Such a rationalization of the Board's procedures must be applauded warmly for it will certainly simplify the Board's own task of producing its five‐year programme. Inevitably though, it has been noticeable that specific applications already in the hands of the Board before the introduction of this new procedure have been held in limbo awaiting an overall assessment of university needs generally. The timing too, and the interplay of academic and financial years, has accentuated this delay.

During the past five years it has become increasingly apparent that the media of communication have been used in isolation. Teachers have been conditioned to think in terms of a film or text book rather than an integration of the benefits of both in a learning system. This of course can be extended to include programmed learning, television, teaching machines etc.

Since the first electronic computers were constructed some 20 years ago, the Universities of this country have been intimately associated with their development, first with their actual construction and design, then with the implementation of autocodes and other high level languages for simpler programming, and they are now about to embark on a phase of exploitation of the possibilities of multi‐access working in which many typewriter devices can appear to give immediate access for different users at the same time. In fact, of course, the multi‐access users are only sharing part of the computers time, but if the system is correctly designed the response to any individual user is rapid enough to give him the impression that he has the monopoly of the computer's attentions.

In June of this year the Computer Board published its first report and the National Council for Educational Technology produced an action paper, Computer based learning: two documents which do much to identify and illustrate the present confusion surrounding the role of the computer in education in this country. The Computer Board, set up in 1966 under the chairmanship of Professor (now Sir) Brian Flowers in direct response to the recommendations of the Flowers report on Computers for Research, has a specific primary concern with ‘the central computing facilities for research purposes in universities’. Within this brief it must plan, provide and, to a disturbing extent, supervise the installations. Beyond the provision of individual university needs, planning extends to the establishment of regional centres, (initially at London, Manchester and Edinburgh with possible additions in the South‐West, the Midlands and the North‐East) to provide large back up computer power for comprehensive area networks. At both provision and supervision levels, however, this has proved slower than anticipated.

There are to date some 180 computers installed or on order for university and technical college use — excluding the small digital machines, the analogues, and the hybrids. Some are first‐generation machines, ten or 11 years old, valve‐operated, expensive to maintain, and mainly of historical interest. More are newer, second or third generation digital machines made possible by the development in the early '60s of the transistor and micro‐miniaturization. They vary both in power and cost, according to the installation and its purpose. At between £30 000 and £2 million, they are not cheap.

Family learning is now acknowledged by both government and non‐government bodies as being an important aspect of lifelong learning. It is of direct relevance to public libraries, yet little information is available about the specific role the public library can play. The main aim of the paper is to investigate the levels and types of current provision in UK public libraries, and to find out what influences the services on offer. In addition, the research tries to establish whether family learning can be of benefit to libraries, and if current provision meets the key recommendations as outlined in recent reports. The majority of library services surveyed offer family learning on a regular basis. Social inclusion, funding and partnership working are key issues, but their influence does vary between library services. Overall library services seem to be making a valuable contribution to family learning, perhaps more so than the literature suggests.

The purpose of this paper is to revisit the conceptualization and measurement of entrepreneurial intentions. Significant studies anchored in the Theory of Planned Behavior use causal statistical approaches to entrepreneurial intentions. This methodological approach, leads to the conclusion that there is a single pathway for all groups of people to achieve business start-up. Even though theory suggests approaches by women entrepreneurs to start a business may be influenced by different factors from those influencing men, results are inconclusive in these analyses. The authors argue that methodological preferences for linear, causal analytical approaches limit the understanding of gender similarities and differences in the business start-up process. The authors propose that when considering diverse samples, it is unreasonable to assume there is only a single pathway leading to business start-up.

Building on fuzzy-set Qualitative Comparative Analysis (fsQCA) and data set of 2,038 respondents, the authors investigate factors predicting the intentions to start a business and evaluate the alternative conjunctive paths that emerge.

The fsQCA results shows that the relationship among conditions leading to entrepreneurial intentions is complex and is best represented as multiple and conjectural causation configurations. In other words, there are multiple significant pathways (refers to equifinality) that predict intentions to start a business start-up, and there are significant differences by gender.

This study is one of the first to examine the roll of gender as a sperate condition in the analysis. This paper offers implications for theory and future research and highlights the complexity of this domain.