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The purpose of this paper is to present the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges; discusses the conceptual framework and key principles underpinning the curriculum; and presents the six major content areas of the curriculum. Finally, it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries.

The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers and focus groups with students.

The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totalling 1,935 students across six countries indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full-time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behaviour related to the theme implemented and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback.

This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as Roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.

The deficiency of the mapping between fashion color (FoCo) value and linguistic color expression causes the difficulty of machine-based fashion understanding tasks that are heavily associated with color matching. The purpose of this paper is to propose the FoCo system and construct it with four steps, in order to bridge this gap.

The color distribution in HSB color space is analyzed to estimate the rough number of color categories. Similar color values are grouped to obtain the initial HSB value range for each color category. The intra-category color differences are calculated to determine their final HSB value ranges and Pantone color is used for fine-tuning.

With practical applications in mind, the FoCo system is designed as a hierarchical structure with three layers.

The FoCo system is designed as a hierarchical structure with three layers: color units for color matching-related tasks, color categories for style analysis tasks and color tones for color recognition tasks. Extensive experiments demonstrate the effectiveness of the FoCo system.

While working with clients in the last years of his life, Gordon Pask produced an axiomatic scheme for his Interactions of Actors Theory which is a development of his well known Conversation Theory. These axioms are interpretable as a general theory of self‐organisation and are discussed as characteristic of field concurrence and as part of the second‐order cybernetics canon. An application to population density is reported supported by both kinematic and kinetic simulation. Implications for cardiovascular anti‐coagulation therapy and planetary evolution are discussed.