The article was written as a consequence of the COVID-19 pandemic in Poland, which had an impact not only on public health, but also on the functioning of the educational sector. The text is an attempt to summarize the challenges of crisis e-learning from the perspective of the challenges faced by teachers in Poland in the period of March-December 2020. The article reveals a number of new phenomena not present in the literature in the context of e-learning implemented in an intuitive, non-linear way, without methodological support, and thus referred to as crisis e-learning. The aim of the research was to explore the characteristics of crisis e-learning in Poland from the perspective of teachers' experiences. Due to epidemiological limitations, the research area was narrowed down to cyberspace. This text presents the results of research relating to statements made by teachers posting in the largest Polish discussion group on education. The group currently consists of over four thousand people. The study uses an analysis of several thousand posts and then identifies and categorizes statements related to crisis e-learning along with a phenomenological interpretation. The analyses made it possible to identify seven categories of challenges attributed to crisis e-learning, such as: technical problems, use of non-standard solutions, the search for solutions to increase the effectiveness of e-learning, the transfer of proven applications and programmes, problems with students, problems with parents, and the modernisation of workstations. The data presented show teacher micro-worlds in the time of the pandemic in Poland. The article is a response to the need to understand the processes occurring in the Polish educational system under the influence of crisis events related to the pandemic. The text may prove valuable for educating future generations of teachers in the field of e-learning and increasing the effectiveness of training activities aimed at strengthening the digital competence of current teachers.

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Innovation is the successful exploitation of new ideas. It is about adding value to products and services, to ways of undertaking tasks, and developing policies through the application of ideas that are new in a particular context. The importance of innovation flows from an understanding that the future of advanced economies lies in exploiting knowledge. This application of new ideas is essential in creating and maintaining high-value products and services which are prized within global markets. Policymakers increasingly recognise that their ability to address urgent social issues also rests on a wholesale commitment to innovation. Solutions to social problems such as terrorism, climate change, public health issues and ageing populations will require fresh thinking and the combined use of technological, cultural, social and economic change. The aim of this paper is to investigate the role that arts and humanities research plays in innovation and the challenges faced in making the most of its knowledge. It then goes on to explore the public funding structures that support this research in the UK, and the work of the Arts and Humanities Research Council (AHRC) in particular.

In , the Wallace-Reader's Digest Funds launched a major national initiative to encourage community foundations to invest in broadening, deepening, and diversifying cultural participation in  communities in the United States. The Community Partnerships for Cultural Participation (CPCP) initiative enlisted  community foundations as partners and local leaders in encouraging participation in arts and cultural life. These community foundations raised local funding to invest in programs and institutions intended to spur broader, deeper, and more diverse cultural participation in their communities through a wide range of activities. In January , the Funds commissioned the Urban Institute to evaluate the initiative. This monograph follows our first report from the evaluation-Community Partnerships for Cultural Participation: Concepts, Prospects, and Challengeswhich presented our early findings from the first round of field investigations. On the following pages, Urban Institute researchers present findings from a telephone survey of cultural participation in five communities served by three of the community foundations. We offer these findings to inform those who aim to broaden and diversify cultural participation and promote the role of arts and culture in strengthening American communities.

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