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When comparing pre-school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional, while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven + one common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators.

Over several years, the authors observed patterns in the ideas and comments surrounding ethically resilient teaching that have arisen in teacher training sessions in both the pre-school and university domains. Through these reflexive communal conversational training sessions, attributes that are commonly associated with ethics and resilience in teaching and learning were identified. These attributes were then clustered into seven groups or qualities which represent the authors (and their participants’) compilation of ethically resilient teachers.

Ethically resilient teachers are not specific to a single educational level with there being considerable overlap in the qualities that describe ethically resilient teaching in both the pre-school and university levels.

The study considers two educational contexts: pre-schooling and tertiary education only. The outcomes arise from an urbanised South African multicultural context.

The qualities (seven + one) that describe ethically resilient teachers may be used as predictors for ethical resilience in teaching in both the pre-school and university levels.

There are many ethical teachers who leave the vocation as they are not resilient. There are many resilient teachers who would not be labelled as ethical. It is proposed that ethics should be a qualifier to the term resilience in terms of teaching and learning for highly effective sustainable pedagogy.

The topic of ethically resilient teaching has not been found in the literature. The authors have proposed that an ethically resilient teacher is one who for various reasons, has found a strategy for continuing in a self-fulfilling vocation as a teacher in which his or her students achieve their goals in a sustainable manner. These teachers are steadfast, hardy and committed, even in the face of turbulence and are deeply concerned with their students’ results and experiences within the classroom.

The purpose of this paper is to determine if there is value in performing studies comparing a cybernetic approach over a traditional teaching approach in regards to improved pre-school tuition.

A two independent groups design was implemented with each group receiving a different treatment. The first group had their lesson presented in the traditional teaching approach while the second group were part of a cybernetic approach. After each group had their lesson, each child was assessed and asked a series of ten questions. The total correct answers for the traditional group was compared to the total correct answers of the cybernetic group. The results were statistically examined using a t-test and Pearson r correlation.

The group who took part in the cybernetic lesson had a 46 per cent increase in the total number of correct answers. The cybernetic approach to the pre-school lesson was an improvement in terms of memory retention. This initial study justifies a series of further experimental designs.

This study provides a basis for further studies of comparative educational approaches to pre-school education and learner memory performance. A cybernetic approach to pre-school instruction has a lot to offer and is especially beneficial for children who are learning language, whether first or second language. This is a model to develop further, for use in the teaching-learning environment.

The use of Teachback within a pre-school context may have additional benefits such as improved language acquisition through additional practice of verbal expression. A practical method of addressing the challenge of cybernetics training was also presented in this study.

When the Teachback is performed, the person creates a verbal expression based on their language and background. As the Teachback occurs in a social context amongst peers, an opportunity for an exploration into the diverse backgrounds of the individual pre-school children can take place, especially beneficial when in a multi-cultural setting.

There are few cybernetics studies conducted on pre-school aged children. This is the first study whereby cybernetic tools such as Teachback have been used in pre-school education.

The word witch conjures up a black-cloaked figure with a pointed hat flying on a broomstick, often with green skin and a hooked nose: the epitome of feminine evil. Although this version of witches was popularised in The Wizard of Oz (1939) and commercialised in mid-twentieth-century North American Halloween costumes, conjecture is that it originated from the slightly greenish hue of applying botanical remedies, or the appearance of witches who had endured bruising and painful torture. During the height of the European witch hunts (about 1450–1750, with the greatest intensity 1550–1650), an estimated 40,000–60,000 witches were executed (Levack, 1987). Although some men factored into this death toll, estimates are that 75–80% of witches executed were women (Gibbons, 1998). Fear and persecution of witches exists globally, dating to Ancient Rome, but the more systematic purges were the result of complex forces, including rapid social and economic changes of the Early Modern era, the Reformation, the Little Ice Age and the Plague (Federici, 2014; Golden, 2006). Those perceived as witches, often impoverished, older, single women, were easy scapegoats for society's ills.

In recent decades, the depth and accuracy of archival research into witch hysteria have improved. Drawing on this research, this chapter examines the place of witch persecutions in the contemporary context. Although people often recognise the injustice of these persecutions, few countries have granted legal pardons or erected memorials to their victims. Why is the acknowledgement of these injustices so slow coming? What fears about witches do we still harbour?

This study aims to identify the political alignment and political activity of the 11 Presidents of Britain’s most important scientific organisation, the Royal Society of London, in its early years 1662–1703, to determine whether or not the institution was politically aligned.

There is almost no information addressing the political alignment of the Royal Society or its Presidents available in the institution’s archives, or in the writings of historians specialising in its administration. Even reliable biographical sources, such as the Oxford Dictionary of National Biography provide very limited information. However, as 10 Presidents were elected Member of Parliament (MP), The History of Parliament: British Political, Social and Local History provides a wealth of accurate, in-depth data, revealing the alignment of both.

All Presidents held senior government offices, the first was a Royalist aristocrat; of the remaining 10, 8 were Royalist or Tory MPs, 2 of whom were falsely imprisoned by the House of Commons, 2 were Whig MPs, while 4 were elevated to the Lords. The institution was Royalist aligned 1662–1680, Tory aligned 1680–1695 and Whig aligned 1695–1703, which reflects changes in Parliament and State.

This study establishes that the early Royal Society was not an apolitical institution and that the political alignment of Presidents and institution continued in later eras. Furthermore, it demonstrates how the election or appointment of an organisation’s most senior officer can be used to signal its political alignment with government and other organisations to serve various ends.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

Shortly before the Second World War, a woman who had never accepted her orphan status, Gabrielle Bonheur Chanel, nicknamed ‘Little Coco’ by her father and known as ‘Coco’ to her relatives, became the first women in history to build a world-class industrial empire. By 1935, Coco, a fashion designer and industry captain, was employing more than 4,000 workers and had sold more than 28,000 dresses, tailored jackets and women's suits. Born into a poor family and raised in an orphanage, she enjoyed an intense social life in Paris in the 1920s, rubbing shoulders with artists, creators and the rising stars of her time.

Thanks to her entrepreneurial skills, she was able to innovate in her methods and in her trendsetting approach to fashion design and promotion. Coco Chanel was committed and creative, had the soul of an entrepreneur and went on to become a world leader in a brand new sector combining fashion, accessories and perfumes that she would help shape. By the end of her life, she had redefined French elegance and revolutionized the way people dressed.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.