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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.

This chapter is building conceptual background of psychological risk for international tourists. Drawing on Place Attachment Theory, Moral Disengagement Theory, Followership Theory, Job Demands-Resources, Acculturation Theory and Goal Progress Theory of Rumination, this chapter proposes a framework of psychological risks with six psychological risks that tourists could encounter in foreign destination: destination detachment risk, moral disengagement risk, risk of false risk assessment, burnout risk, risk of loneliness and risk of rumination. High destination detachment could lead tourists to behave less environmentally friendly, while high moral disengagement could lead tourists to behave less ethically friendly. Followership to the influencers in social media could lead tourists to engage in risk-taking behaviours and false risk assessment, leading to burnout risk, risk of loneliness and risk of rumination, where negative autobiographical memory is created and forming memory-related distress when they arrive homes. Place detachment and moral disengagement risk local environmental and social health, while burnout, loneliness and rumination pose risks for the tourists' psychological health. Several studies propose suggestions for the destination manager and tourists to manage the risk effectively and adequately, including place attachment and moral engagement campaign, careful travel planning and social support.

The pandemic entering our lives globally challenges us to think about questions related to the cities and new forms of social life as the cities are never seen last any longer without a crisis. There have been various debates among philosophers on this issue. Some philosophers reject the new administration policies by claiming that the ‘physical distance’ required for health has been used for power under the name of ‘social distance’ with the custody of the street and point out that these policies have created new forms of control, among economically, politically, and socially. Some others are more hopeful and believe that the crisis can build a new economic and social life; it can be an opportunity to find a new starting point; especially from being confined in the pandemic process. The author will refer to Agamben’s thoughts to understand how the state of exception turned into a rule and how it affects street politics. In this context, COVID-19 is seen as a ‘state of exception’ that normalises all the dominative practices, strengthens sovereignty by designing the social/economical life like a camp. In the pandemic process, people were accustomed to isolation by the administrations under the name of social distance, just like in a camp life. At this point, Agamben’s analysis should be understood in relation to a biopolitical paradigm and can be expanded to reflect on street economy, street politics, and the life of cities.

This chapter illuminates the impact of providing informal learning experiences for students pursuing Science, Technology, Engineering, and Mathematics (STEM) teaching careers at a time when there is a considerable shortage of qualified teachers in America's urban centers. Preservice STEM teachers were provided with the opportunity to participate in a National Science Foundation (NSF) grant funded Noyce Internship Program prior to serving as counselors and teaching assistants in a STEM camp for underrepresented middle school students. Through the Noyce Internship Institute, participants were introduced to interactive sessions that model promising teaching practices including inquiry-based and project-based learning. This narrative inquiry examines the impact of these experiences on preservice STEM teachers' self-efficacy and highlights outcomes in three areas: increase of preservice teachers' confidence, classroom management, and strengthening their desire to teach STEM.

Before it was fully nationalized in 1945, the Banque de France was a listed company that distributed dividends to its shareholders and was listed on the Paris stock exchange. By comparing with other stocks and indexes, I show that, in spite of large earnings, Banque de France’s stock was a lackluster but popular investment. By examining the distribution of profits between the state and ordinary shareholders, I show that the state began to exert an influence over the Bank well before its nationalization, in the nineteenth century, amounting to a stealthy takeover. I then go on to analyze the Bank’s formal governance framework and the power of its regents (directors). Using a novel method to compute the shareholders’ statistical distribution, I conclude that small new shareholders who were less sophisticated bought predominantly shares from old larger shareholders. Eventually, most of the shareholders were “petit-bourgeois” passive rentiers who accepted the mediocre performance and kept reelecting the regents. I conclude by saying that the power of the 200 largest shareholders (“200 families”) was a political myth with little foundation in reality.

In this paper, we reflect on the origins and development of our theory of cultural entrepreneurship. We highlight the serendipity that was part of its genesis, and note how our arguments and thinking evolved over time with the literature. We conclude by suggesting some fruitful lines of scholarly focus moving forward, and emphasize the importance of context and cultural process in understanding our own ideational development as well as those of all entrepreneurs – whether they are involved in creating a high tech venture, solving a social problem, transforming a corporation or public agency, or contributing to some other socio-economic process.

This chapter describes why safe spaces are needed in education settings for full inclusion of gendered identities as they intersect with categories such as race/ethnicity, class, sexual orientation, and ability. This discussion briefly addresses varying and intersecting levels and domains of privilege or marginalization such as identity, inter-/intraaction, organization, society, and knowledge, and how safe spaces in education can support learning as it is entwined with gender, gendered biases, and power dynamics and structures.