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This article contributes new understanding to a small but critical body of research indicating that high-stakes testing in reading/language arts and mathematics is contributing to marginalization of social studies in the elementary school curriculum across the US. It provides evidence from interviews with fifth-grade teachers that the “squeeze” on history-social science occurs disproportionately in low-performing schools with large minority and low-income populations, where curricular mandates prevail. The interviews shed light on elementary teachers' decision-making in history-social science and how it is influenced by state testing, local community pressures, as well as other influences. It indicates the need for more extensive qualitative study and concludes with a research design to guide future investigations.

Social studies may be taught in relevant and powerful ways regardless of the current barriers and challenges teachers encounter with this subject. While it would be best to give social studies the same importance and time as other subjects, schools today often do not teach social studies or it is taught within an integrated topic. The purpose of this paper is to address current issues regarding integrating social studies in elementary classrooms. The authors then provide one example of an attempt to integrate social studies and mathematics. Finally, the authors conclude with important points to consider while integrating social studies and mathematics using a critical multicultural lens.

The authors engaged in the social studies and mathematics day to support teacher candidates in their practicum experience. In this study, the authors followed the Action Research paradigm; constantly reflect on the practices while preparing elementary school teachers. The authors understand action research as “a continuous process of inquiry, reflection, and evaluation to understand and improve practice” (Goenaga Ruiz de Zuazu, 2016, p. 8). As teacher educators, the authors particularly focused on self-study research, as indicated by Pine (2009), which can be implemented to improve educators’ own teaching to facilitate personal-professional growth.

Reflecting on the authors’ experiences and the barriers to teaching social studies, the authors continuously return to discussing the importance of balancing both content areas. In the activities designed by teacher candidates, the authors found they put more emphasis on the mathematics portion, leaving the social studies portion till the end and only if time permitted. In not addressing this situation with them, the authors perpetuated the low status of social studies. The authors needed to permit more time for teacher candidates to allow students to reflect on social and critical issues and promote discussions throughout the lesson, giving social studies equal status to mathematics.

This paper contributes to the teacher education literature and how students planned and implemented a social studies and math day.

To describe several key legal and regulatory considerations for initial coin offering (ICO) issuers and investors seeking to navigate some of the regulatory waters in the rapidly developing space of Bitcoin, Ether, and other cryptocurrencies.

Explains securities law, commodities law, tax and anti-money laundering considerations. Introduces the SAFT (Simple Agreement for Future Tokens) and provides a future outlook.

The dramatic rise in value of Bitcoin, Ether, and other cryptocurrencies in 2017 generated great interest in initial coin offerings as a new form of financing on the part of both investors and companies seeking to raise funds. At the same time, ICOs raise a myriad of complex legal issues in a rapidly evolving regulatory environment in the United States and around the world. Recent regulatory actions make it more likely that most ICOs will be considered to be securities offerings.

Practical guidance from experienced finance, investment management, consumer financial service, tax, and payment systems lawyers.

Students need to learn and practice creative thinking skills to ensure success in solving everyday, national, and global problems that include those affecting economic issues. The global economy requires workers to have research and innovation skills that depend upon creativity. However, many current educational programs focus mostly on factual content, doing little to inspire or apply the creative process. The project presented here shows an engaging activity that combines creative thinking skills with economic content. Although the activity occurred in a college course on creativity theory and practice, this challenging game can be easily adapted and embedded in the Kindergarten-12 social studies curriculum. This article discusses the set-up of the activity and its connection to creativity theory and curriculum standards. It showcases the work of eleven participants who each made a unique object or scene from a given set of craft and recycled materials, subsequently relating the resulting product to a current economic issue. Photographs of the resulting products are provided along with descriptions of the theme of each item, its connection to economics, and creative aspects of the work. Suggestions for adaptation to the Kindergarten-12 classroom are given.

Innovation is widely considered critical for organization’s success. We know that innovation happens in the presence of certain values and behaviors, hence it is a question of culture. Culture in turn has one critical influence: the leaders of an organization. That is why understanding how to design leadership for innovation should be of interest to anyone who wants to improve their organization’s innovation performance.

While leading by example is generally the best way to establish the desired values and behaviors, it is not in every leader's ability and comfort zone to exhibit the kind of leadership that emulates innovation. Therefore, I have started to differentiate between “leadership of” and “leadership for” innovation. Each has a different skill and mindset, and a different role to play in making innovation happen.

This chapter starts by looking at the drivers behind the context of the twenty-first century to answer the question: “Why innovation matters more in the twenty-first century than ever before?” This is followed by an introduction of a framework that focuses on areas where innovative companies do something different from their less innovative counterparts. The chapter continues with some insights on why organizations and their leaders struggle with embracing innovation before taking a look at “leading of” and “leading for” innovation and introducing the concept of “ARTISTIC Leadership.”

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

The following annotated bibliography of materials on orienting users to the library and on instructing them in the use of reference and other resources covers publications from 1979. A few items from 1978 were included because information about them had not been available in time for the 1978 listing. Some entries were not annotated because the compiler was unable to secure a copy of the item. The bibliography includes publications on user instruction in all types of libraries and for all types of users from children to adults. To facilitate the use of the list, it has been divided into categories by type of library. Even though the library literature includes many citations to items on user instruction in foreign countries, this bibliography includes only publications in the English language.