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Business (industry and commerce) creates our real national wealth. The more wealth it creates, the stronger it becomes. As we have seen, when too many people reject this principle then the harsh realities of unemployment, falling — or at best static — living standards, and lower standards in our essential and social services result.

Between early November and mid‐December last year a substantial press and television advertising campaign took place in the North West of England. Promoting ‘The Facts of Life — Your Guide to How We Work Together’, it marked the end of the first stage of an enterprise now some two years old — an attempt to use the mass communication media to inform, and by informing, create an environment in which the creation of wealth by business is seen as a desirable objective worth individual support, and the support of the nation as a whole. The results cf this pilot campaign are now being evaluated; as this evaluation is favourable it is hoped to spread the campaign as widely as funds will permit.

Children experience toxic stress if there is pronounced activation of their stress-response systems, in situations in which they do not have stable caregiving. Due to their exposure to multiple poverty-related risks, African American children may be more susceptible to exposure to toxic stress. Toxic stress affects young children’s brain and neurophysiologic functioning, which leads to a wide range of deleterious health, developmental, and mental health outcomes. Given the benefits of early care and education (ECE) for African American young children, ECE may represent a compensating experience for this group of children, and promote their positive development.

Presents the scientific methodology from the enlarged cybernetical perspective that recognizes the anisotropy of time, the probabilistic character of natural laws, and the entry that the incomplete determinism in Nature opens to the occurrence of innovation, growth, organization, teleology communication, control, contest and freedom. The new tier to the methodological edifice that cybernetics provides stands on the earlier tiers, which go back to the Ionians (c. 500 BC). However, the new insights reveal flaws in the earlier tiers, and their removal strengthens the entire edifice. The new concepts of teleological activity and contest allow the clear demarcation of the military sciences as those whose subject matter is teleological activity involving contest. The paramount question “what ought to be done”, outside the empirical realm, is embraced by the scientific methodology. It also embraces the cognitive sciences that ask how the human mind is able to discover, and how the sequence of discoveries might converge to a true description of reality.

“GIVE a dog a bad name and hang him,” is an aphorism which has been accepted for many years. But, like many other household words, it is not always true. Even if it were, the dog to be operated upon would probably prefer a gala day at his Tyburn Tree to being executed in an obscure back yard.

The purpose of this study was to examine major issues and perspectives emanating from teaching and learning during the COVID-19 pandemic and proffer ways to reimagine P-12 (Pre-Kindergarten to 12th grade) education to achieve equity. The research question was “What major issues/challenges arose from COVID-19 pandemic teaching, and in what ways if any can these be ameliorated?” Tierney's concept of global meaning making provided a framework for the study in addition to critical digital pedagogy. Data for the study were collected from eight P-12 teachers drawn from both urban and rural school districts in the United States. Data sources were two questionnaires administered to teachers at the beginning and end of the study as well as teachers' reflective entries. Data analysis was done using thematic analysis. The major findings indicate that poverty and digital divide were the biggest challenges that impacted teaching and learning among the urban and rural students. Another major issue was teacher and student technology proficiency. In addition, there was a low level of student engagement which was caused by family dynamics, lack of accountability, and lack of self-regulation skills. Social emotional learning received great attention because students faced anxiety and stress. Findings from this study suggest the need to create equitable learning opportunities through equitable distribution of resources to disadvantaged students. Second, there is need to train teachers and students to effectively use digital tools for teaching and learning. We need to emphasize caring relationships and reconceptualize learning spaces.

Education has been shown to have myriad effects on people, from increasing their incomes to changing their views of the world. In the area of entrepreneurship, education creates opportunities and increases the rate of entrepreneurial activity. This study explores educationʼs effects on the immigrant entrepreneurship development processes and outcomes in the context of Korean-Americans by comparing a national sample of Korean-Americans with differing amounts of education. The sample is part of the National Minority Business Owners Surveys (NMBOS) carried out by the Lawrence N. Field Center for Entrepreneurship at Baruch College between 2003 and 2005. The authors hypothesize that high-education Korean-Americans will have larger and more successful businesses, have more varying types of businesses, and follow differing paths to business formation. In addition, the authors hypothesize that motivations, goals, and attitudes toward their businesses, families, and their lives generally will be different. Among other things, confidence and level of satisfaction with their business will be higher for the high-education group. The study finds that while the low- and high-education groups vary in their types of businesses, the paths followed into those businesses, and the size of their businesses, they are very similar as to their attitudes, motivations, and family interactions. Implications for future research are discussed.

Due to discontent arising from the application of Modernism's totalitarian and homogenising logic to house design, recent research has concentrated on differences between cultures, societies and ethnic groups to the extent that today's students of architecture have difficulty finding sources which point to any universally valid values and preferences adopted by contemporary populations. In this study seventeen major design principles stemming from man-environment relationships, such as privacy, territoriality, personal space, backstage behaviour, orientation, and so on, as deduced from Turkish traditional houses, are investigated in terms of similarities among cultures. Samples of contemporary houses are selected from Turkey and elsewhere. Between local and international house designs full matches are depicted and verified by way of statistical analyses across fourteen items, such as living space subdivisions for guests and family, indirect access to the house (modulation), multi-purpose living space subdivisions (hierarchical living space), individualized bathrooms in bedrooms, independent family rooms, semi-closed spaces on the first floor, larger fenestration on upper floors as opposed to opacity of ground floors, segregated garden space, powerful demarcation of the garden space, orientation toward the house's own territory, bathrooms being situated in night time domains, differentiated status of spaces, multiple uses for stair landings (such as for hiding places for goods). Only three items showed some variance: closed balconies on upper floors were local, and semi-open spaces on ground floors were international tendencies. The practice of allowing direct access from the main entrance to a vertical circulation area was also predominantly a local choice.