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After World War II, an educational modernization process gained ground worldwide. International organizations such as UNESCO began to play a key role in the creation, development and dissemination of a new educational vision in different countries. This article examines the origin and development of this modernization process under the dictatorship of Franco. More specifically, we will show how the adoption of this conception in Spain must be understood from the perspective of the interaction between UNESCO and Franco's regime, and how the policies of the dictatorship converged with the proposals suggested by this international organization. Our principal argument is that the educational policies carried out in Spain throughout the second half of the 20th century can be better understood when inserted into a transnational perspective in education.

This article uses documents from archives that until now were unpublished or scarcely known. We have also analyzed materials published in the preeminent educational journals of the dictatorship, such as the Revista de Educación, Revista Española de Pedagogía, Bordón and Vida escolar, as well as documents published by the Spanish Ministry of National Education.

Franco's dictatorship built an educational narrative closely aligned with proposals put forward by UNESCO on educational planning after World War II. The educational policies created by the dictatorship were related to the new ideas that strove to link the educational system with economic and social development.

This article is inspired by a transnational history of education perspective. On the one hand, it traces the origins of educational modernization under Franco's regime, which represented a technocratic vision of education that is best understood as a result of the impact that international organizations had in the second half of the 20th century. On the other hand, it follows the intensifying relationship between the dictatorship and the educational ideas launched by UNESCO. Both aspects are little known and studied in Spain.

Inventory management systems in health-care supply chains (HCSC) have been pushed to breaking point by the COVID-19 pandemic. Unanticipated demand shocks due to stockpiling of medical supplies caused stockouts, and the stockouts triggered systematic supply chain (SC) disruptions inconceivable for risk managers working individually with limited information about the pandemic. The purpose of this paper is to respond to calls from the United Nations (UN) and World Health Organization (WHO) for coordinated global action by proposing a research agenda based on a review of current knowledge and knowledge gaps on the role of collaboration in HCSCs in maintaining optimal stock levels and reinforcing resilience against stockout disruptions during pandemics.

A systematic review was conducted, and a total of 752 articles were analyzed.

Collaborative planning, forecasting and replenishment practices are under-researched in the HCSC literature. Similarly, a fragmented application of extant SC collaborative risk management capabilities undermines efforts to enhance resilience against systematic disruptions from medical stockouts. The paucity of HCSC articles in humanitarian logistics and SC journals indicates a need for more research interlinking two interdependent yet critical fields in responding to pandemics.

Although based on an exhaustive search of academic articles addressing HCSCs, there is a possibility of having overlooked other studies due to search variations in language controls, differences in publication cycle time and database search engines.

The paper relies on COVID-19's uniqueness to highlight the limitations in optimization and individualistic approaches to managing medical inventory and stockout risks in HCSCs. The paper proposes a shift from a fragmented to holistic application of relevant collaboration practices and capabilities to enhance the resilience of HCSCs against stockout ripple effects during future pandemics. The study propositions and suggestion for an SC learning curve provide an interdisciplinary research agenda to trigger early preparation of a coordinated HCSC and humanitarian logistics response to future pandemics.

The purpose of this paper is to scope the field of child-related online harms and to produce a resource pack to communicate all the different dimensions of this domain to teachers and carers.

With children increasingly operating as independent agents online, their teachers and carers need to understand the risks of their new playground and the range of risk management strategies they can deploy. Carers and teachers play a prominent role in applying the three M’s: mentoring the child, mitigating harms using a variety of technologies (where possible) and monitoring the child’s online activities to ensure their cybersecurity and cybersafety. In this space, the core concepts of “cybersafety” and “cybersecurity” are substantively different and this should be acknowledged for the full range of counter-measures to be appreciated. Evidence of core concept conflation emerged, confirming the need for a resource pack to improve comprehension. A carefully crafted resource pack was developed to convey knowledge of risky behaviors for three age groups and mapped to the appropriate “three M’s” to be used as counter-measures.

The investigation revealed key concept conflation, and then identified a wide range of harms and countermeasures. The resource pack brings clarity to this domain for all stakeholders.

The number of people who were involved in the empirical investigation was limited to those living in Scotland and Nigeria, but it is unlikely that the situation is different elsewhere because the internet is global and children’s risky behaviors are likely to be similar across the globe.

Others have investigated this domain, but no one, to the authors’ knowledge, has come up with the “Three M’s” formulation and a visualization-based resource pack that can inform educators and carers in terms of actions they can take to address the harms.

In the transition to more inclusive societies, design, far beyond traditional design domains dealing with form shaping, can contribute to organizational and social transformation (Jones & Van Patter, 2009) through projects for new meanings, new services and new processes. In this sense, the chapter aims to discuss the practice of ‘Costruire Bellezza (Crafting Beauty), an experiment (Binder & Redström, 2006) of design for social inclusion. It focuses on both the empowerment of homeless people (Sen, 1999) and the development of skills – mainly relational – of university students (Margolin & Margolin, 2002) via Design Anthropology–led creativity. Participants include researchers, homeless people, students in design and social sciences, social workers, educators and creative talents. Through regularly organized ‘design initiatives’ (Manzini, 2015, p. 91) they as a group work on projects, languages and co-creation processes. Design and Anthropology shaped this strong relational and community-based apparatus of collaborative experiences thanks to which all participants' backgrounds are valued. The participatory experience becomes the context where experiments are carried out to develop more effective services for homeless people and new models of active and responsible citizenship.

Es ist mir eine besondere Freude, Sie nach 1965, wo wir die Probleme der Expansion im Fremdenverkehr diskutierten, zum zweitenmal in Ungarns Kapitale Budapest zum 39. AIEST‐Kongress zu begrssen und willkommen zu heissen.

In a dynamic environment where underlying competition is “for the market,” this chapter examines what happens when entrants and incumbents can instead negotiate for the market. For instance, this might arise when an entrant innovator can choose to license to or be acquired by an incumbent firm (i.e., engage in cooperative commercialization). It is demonstrated that, depending upon the level of firms’ potential dynamic capabilities, there may or may not be gains to trade between incumbents and entrants in a cumulative innovation environment; that is, entrants may not be adequately compensated for losses in future innovative potential. This stands in contrast to static analyses that overwhelmingly identify positive gains to trade from such cooperation.