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The purpose of this paper is to offer a blueprint, or outline considerations for the continuing evolution of the Chinese food safety system.

The paper begins with the review of the current food safety system in China and the demonstration of the successes in national food safety programmes. It goes on to identify the specific problems through food sully China, and further to analyse the potential for implementing the key learnings from other national food safety programmes in the Chinese context.

The paper suggests a five-point Blueprint for food safety in China and other countries, allowing for the development of a robust food safety system, by combining the elements with best practice from system created by food safety practitioners internationally.

It should be noted that even since the authors began developing this model China has already adopted a number of the recommendations covered by this Blueprint and is actively considering others.

This paper fulfills an identified information/resources need and offers a blueprint, or outline of considerations for the continuing evolution of the Chinese food safety system.

Both neoclassical and Keynesian economists have widely favored the use of equilibrium models to understand economic activity, but dramatic periods of change such as the current global economic downturn are poorly understood by assuming equilibrium. The economist Joseph Schumpeter tried to inject dynamism and disequilibrium into economic models by arguing for the role of entrepreneurs in creating microeconomic change, and for examining long-term macroeconomic change as represented in business cycles. No economist, including Schumpeter, has ever connected these two approaches to change and these approaches are not typically used as alternative and complementary ways of viewing transformation over time. We suggest that these theories can be connected in a “mesoeconomic” institutional analysis rooted in economic sociology; we demonstrate this connection by examining the US commercial building industry. This industry has changed in qualitatively distinct ways over the past two centuries in what we call market orders, economic orders sometimes lasting for decades or more. In each market order, entrepreneurs of different sorts are able to flourish and push forward institutional changes that result in long-term economic shifts. Credit and finance have been pivotal influences in each market order, a factor supporting Schumpeter's focus on entrepreneurial action and speculation and one not largely discussed today. We view the recent disruption of financial markets as a signal of the destruction of a reigning market order.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

Students with developmental/intellectual disabilities (ID/DD) often have serious health issues that require additional medical care and supervision. Serious health issues also mean increased absence and additional lags in academic achievement and development of adaptive and social skills. The incorporation of artificial intelligence in the education of a child with ID/DD could ameliorate the educational, adaptive and social skill gaps that occur as a direct result of persistent health problems.

The literature regarding the use of artificial intelligence in education for students with ID/DD was collected systematically from international online databases based on specific inclusion and exclusion criteria. The collected articles were analyzed deductively, looking for the different gaps in the domain. Based on the literature, an artificial intelligence–based architecture is proposed and sketched.

The findings show that there are many gaps in supporting students with ID/DD through the utilization of artificial intelligence. Given that the majority of students with ID/DD often have serious and chronic and comorbid health conditions, the potential use of health information in artificial intelligence is even more critical. Therefore, there is a clear need to develop a system that facilitates communication and access to health information for students with ID/DD, one that provides information to caregivers and education providers, limits errors, and, therefore, improves these individuals' education and quality of life.

This review highlights the gap in the current literature regarding using artificial intelligence in supporting the education of students with ID/DD. There is an urgent need for an intelligent system in collaboration with the updated health information to improve the quality of services submitted for people with intellectual disabilities and as a result improving their quality of life.

This study contributes to the literature by highlighting the gaps in incorporating artificial intelligence and its service to individuals with ID/DD. The research additionally proposes a solution based on the confounding variables of students’ health and individual characteristics. This solution will provide an automated information flow as a functional diagnostic and intervention tool for teachers, caregivers and parents. It could potentially improve the educational and practical outcomes for individuals with ID/DD and, ultimately, their quality of life.

The conclusion of the Cold War's U.S.‐Soviet superpower rivalry may have ended the threat of a global nuclear military confrontation involving these powers. It did not, however, result in the termination of international regional conflicts or of military threats to U.S. national security. The collapse of a world political and strategic system ostensibly polarized between two ideologically contrasting superpowers has resulted in the emergence of numerous threats to regional and global order.

The conclusion of the Cold War rivalry between the United States and former Soviet Union in the late 1980s and early 1990s created new areas of opportunity and concern for U.S. national security policy. No longer menaced by the threat of nuclear war from Soviet military might, the United States emerged from the Cold War as the world's preeminent military power. Successful developments such as this often produce elation in the pronouncements of U.S. officials as a recent Clinton administration declaration demonstrates:

The purpose of this paper is to ask whether ethics can be taught? Can we teach how to make decisions in issues involving ethics? Preliminary results suggest we can.

The paper describes how managerial ethical decision making is taught using a tool called the JUSTICE framework. Each letter introduces a decision making criterion: J for Justice, U for Utilitarian, S for Spiritual Values, T for TV Rule, I for Influence, C for Core Values, and E for Emergency.

It is not known if ethics can be taught, but we now believed we can teach our students learn ways to face managerial ethical decisions. What the JUSTICE model lacks in theoretical underpinning it makes up for in pragmatic results. Students learned (memorized) all seven criteria, and learned to select their three favorites, and then to use the model to decide in numerous cases. It works.

The paper introduces the JUSTICE approach.