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The purpose of this paper is to demonstrate that an implication of Holcombe’s (2002) model is a “revolution trap.” This paper extends Holcombe’s model adding Klein’s concept of entrepreneurship as judgment concerning the use of heterogeneous political capital. The authors use the case of the USA presidential election of 1800 to demonstrate the utility of the extension, and to discuss how political entrepreneurship served to prevent a revolution trap. The political entrepreneurship of 1800 established the precedent of peaceful transition of power in the USA, which opened the door to the rapid economic development of the early nineteenth century.

This is a historical case study using letters, newspapers, pamphlets, and other pieces of empirical evidence to highlight an important moment of political entrepreneurship.

Many contemporary observers predicted that the USA would devolve into continuous revolution, which the authors argue Holcombe’s (2002) model predicts. However, political entrepreneurship ended the revolutionary period in the former British North America. Moreover, the political entrepreneurship ending the election crisis established the precedent of peaceful political succession. This precedent comparatively elevated the returns of productive, market entrepreneurship (Baumol, 1990). As a result, the USA experiences a prolonged period of entrepreneurially driven economic growth.

To the authors knowledge, no one has developed the implication of a “revolution trap” from Holcombe’s (2002) model, nor has anyone applied Klein’s (2008) model to extend Holcombe’s model of political entrepreneurship. Although the disputed presidential election of 1800 has been extensively researched, no one has analyzed the election and its resolution from the perspective of political entrepreneurship.

The objective of this discussion is to present an intersectional framework to better inform our reading and understanding of contemporary reports of sexual assault and sexual harassment. I posit that contemporary incidents of sexual violence must be read within the historical framework of slavery, where plantations served as the first site of sexual exploitation that has provided the ideological and practical scaffold for the continued erasure of the abuses of Black women and men in the workplace and under the law. This legacy, nonetheless, has yielded a coded language for according visibility to the “deep story” of rape and race in the United States.

Communications professor, Norman Denzin, describes interactional moments that create potentially transformational experiences as epiphanies, which are subdivided into the major, the minor, the cumulative, the illuminative, and the relived. In his paradigm for the examination of racialized identity formation, psychologist William Cross offers a Nigrescence Model with a four-stage approach to understand the development of Black racial identity. Cross’ model has been modified to assess other aspects of identity formation such as gender consciousness. My story illuminates how the convergence of these theories offers a new lens through which to view the maturation of raced and gendered subjectivities. This performance text uses an Africana feminism performance pedagogy rooted in Yoruba feminist philosophy to expose the reproductive violence perpetuated against Black women and recover the healing, generative force of female power.

The eternal question posed by students, “Why do I have to learn this?” is being answered for them every day in the newspapers and on television with respect to the balance of liberty and security in time of war. Teachers often express the need for focused materials that approach this question from both historical and modern perspectives, and this high-school lesson provides that. The Latin maxim, Inter arma enim silent leges, translated, “In time of war the laws are silent” expresses the doctrine that security trumps liberty in wartime, but in this lesson, student will ask, “Is liberty necessarily the price of security? How have United States governments justified the curtailment of liberty in wartime?” This lesson presents students and teachers with hands-on focus activities, student manipulatives and role-plays, and primary source document analyses that will lead students to appraise the cost of security and whether the Constitution can be preserved by being abridged.

The state of interactive digital technology is evolving rapidly and has shifted the ways in which customers shop dramatically. This trend heightens the need for research that examines the latest interactive digital technology tools adopted in fashion retailing. In response, the purpose of this paper was to examine fashion retailers’ incorporation of new interactive digital technology – in both online and offline retailing formats, and including new hybrid contexts – and its results in providing new experiential quality that contributes strongly to engage with customers.

The paper first reviews the literature and then proposes the research questions. This is followed by exploratory substantiation of those propositions with the findings from case studies that examined the new interactive digital technology implemented by six leading fashion retailers.

Various digital technology tools implemented in brick-to-click, click-to-brick and brick-and-mortar retailing offer customers a variety of experiential qualities that allow them to co-create products, engage in emotion-driven sensational and personalized shopping experiences and seamless shopping virtually, all of which derive from interactive digital technology implemented to enhance customer engagement.

This research examined the implementation of interactive digital technologies across the full spectrum of the fashion retail settings above. This paper makes an original contribution by adopting a customer-centric perspective and assessing the advantages technology provides to customer’s engagement quality in shopping, which differs from the traditional firm-centric perspective that views technology as a way to innovate retailers’ operations.

Any librarian who has been faced with the problem of cataloguing the course unit booklets supplied by the Open University as the framework of its teaching will have discovered how bibliographically intractable they are. This article seeks first to describe some of the problems thus encountered, and secondly to describe how one institution has attempted to solve them.

Learning object developers need to understand that presently there are powerful organizations of “intellectual property” owners, and vendors of music, videos, books and software that are making a concerted attack on copyright, attempting to convert it from a law to promote knowledge and the useful arts into a mechanism to protect and serve their special interests. This paper represents an attempt to overturn the misconception that copyright is simply about protecting the rights of authors and re‐introduce an understanding of the original foundational role of copyright in “promoting science and the useful arts” and inform U.S. and international readers of the concerted assault on our “fair use” copy rights as educators in the digital environment. The paper argues for the need to put an end to the “quasicopyright” laws that have severely curtailed the traditional rights of educational institutions and passed on responsibilities that previously were the purview of the copyright owners. It calls for a restoration of the balance returning copyright to its original educational focus.

This opening chapter sets a frame for the chapters of this volume, dealing with how the dynamic dialectic interplay between forceful global societal forces and context shape humanity’s education response in various parts of the world. “Context” as a perennial threshold concept in Comparative and International Education is explicated. It will then be explained how, during its long historical evolution, scholars in the field each time had to contend new contexts, or reconceived the notion of “context” in a new way. Subsequently the problems of an overly fixation on the historical and the present, to the detriment of the future, and inertia are extant in the field, will be explained. The unprecedented, seismic changes currently impacting on the societal context worldwide, will then be enumerated. These changes can be subsumed under the collective name of globalization. The concept globalization is then clarified, and the take of the scholarly community on the impact of globalization on education is then mapped and interrogated. The authors’ stance on this is stated, namely that a dynamic interplay between global focus and contextual realities shape education in various parts of the world. It is in this theoretical frame that the remainder of the chapters of the volume is presented, combing out the main features of education development in each part of the world, as a dialectic between global forces and contextual imperatives.

History-based trade books are an essential classroom option for social studies and English teachers. Professional organizations in history, social studies, English, reading and literature promote these engaging, age-appropriate secondary sources. Research suggests that misrepresentations appear often within history-based curricula, yet the majority of empirical studies have been completed on textbooks. The purpose of this paper is to examine the historical representation of Thomas Jefferson within trade books.

The data sample included trade books targeting various ages to make comparisons within and between grade ranges; the authors selected books published in distinctly different years to examine how Jefferson’s historical representation changed over time. The mixed methods content analysis used both open coding and axial coding.

Findings included sanitized versions of slavery at Monticello and omissions of his relationship with Sally Hemings. Date of publication, particularly those published after 1999 as new scientific evidence emerged linking Hemings and Jefferson, and intended audience shaped patterns of representation about Jefferson’s privileged social position, authorship of the Declaration of Independence, political philosophy and involvement in the American Revolution, to mention a few. Heroification, a common historical misrepresentation, did not appear.

Limitations included: uneven portions of the data pool as children’s and young adult trade books were not common in early and mid-twentieth century; organization of books by grade range is problematic due to inexact nature of ranking narratives’ complexity; and definitive conclusions cannot emerge from a single study. Future research should consider how trade books represent other historical figures, particularly slave-owning American presidents.

Practical suggestions, such as how to address misrepresentations using primary sources, are offered.

Thomas Jefferson, undoubtedly an impactful American, is frequently included in elementary, middle level and high school curriculum. The authors examined Jefferson’s historical representation within trade books.