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Family policies are for the most part inextricably linked to state intervention in other aspects of public policy. Also, support to families is based on numerous historical and social rationales. These include assisting parents with the costs of raising children, fighting against social inequality, tackling market-driven poverty and unemployment, supporting lone parents, helping parents combine family and working life, and encouraging families to have more children. The hierarchical ordering by level of importance of these rationales can vary considerably according to the country concerned.

African-American and Hispanic students are underrepresented in gifted education. In many cases, African-American and Hispanic students are underachieving in the classroom setting and lack interest in what is being taught. This chapter will discuss the underrepresentation of African-American and Hispanic students in gifted programs, curricula and program challenges within general and gifted classrooms, Bloom’s taxonomy and James Banks’ multicultural curriculum model. The chapter will also provide an overview of the Ford–Harris matrix, and introduce a color-coded layout of the matrix and provide pros and cons for each matrix level.

This chapter explores the origins of the theme of competitive advantage in 19th and early 20th century economics. This theme, which forms the core of modern Strategic Management, was a battleground for debates about the value of abstract theory versus observations about real-life events. Intellectual genealogies, citations, and other sources show the central roles played by the University of Vienna and Harvard University. These two institutions strongly influenced the theory of monopolistic competition as well as all three modern views of competitive advantage – the industrial as expressed by Porter, the resource-based as expressed by Penrose, and the evolutionary as expressed by Schumpeter.

Science discovering a divinely designed world is fundamentally different from science investigating a “dappled world” (Cartwright, 1999). The first world is written in elegant mathematics which describes the simple laws that rule them, the other world is too complex and messy – a “patchwork of laws” – for any unified treatment. While the first world is lighted by itself and principally transparent, the second world is much darker, so we need lanterns to have a look at it:The effort of the economist is to see, to picture the interplay of economic elements. The more clearly cut these elements appear in vision, the better; the more elements he can grasp and hold in mind at once, the better. The economic world is a misty region. The first explorers used unaided vision. Mathematics is the lantern by which what before was dimply visible now looms up in firm, bold outlines. The old phantasmagoria disappear. We see better. We see also further. (Fisher, 1925, p. 119)Today, these mathematical pictures are called models.

This chapter details a practice-based investigation of a 19th-century astronomical device known as ‘Janssen’s apparatus’. It questions traditional narratives of linear technological advancement and ‘sole inventor’ to reframe the historical artefact as a site which makes visible a network of technological knowledge interconnecting astronomy and visual culture. Approached from this perspective, the Janssen artefact is reframed as an ‘intersite of knowledge’, exploring how the various know-how contained within the device is located across disciplines rather than within a single field. Originally developed to calculate the Astronomical Unit during the 1874 Transit of Venus, Janssen’s apparatus failed in its endeavour as a measuring instrument, but its motion mechanism was successfully adapted into early cinema technologies. This chapter applies praxis through the development of a prototype artwork and the concept of ‘techne’ as speculative means of understanding how this mechanism was transferred from astronomy to the Western cultural realm. It proposes that the development of the apparatus was partially gleaned from moving image techniques already in use within 19th-century visual culture. The development of the prototype artwork is discussed in relation to the specific timing mechanism of the Janssen apparatus and how it establishes its own ‘intersite of knowledge’ relevant to its contemporary context. Finally, this chapter elaborates on how witnessing the Janssen mechanism in motion provided unique insight and how creating a dialogue between historical and contemporary apparatus facilitates a reconsideration of how galleries, libraries, archives, and museums [GLAM] and other host institutions that contain artefacts might share their hidden stories.