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Abstract
This article explores the development of Beirut's innovation ecosystem in the context of its social composition, complementing popular narratives of informal power in Lebanon. Drawing on ethnographic research, this article explores the extensions of existing institutions and practices—how universities, banks, and diaspora returnees collaboratively developed a context for venture development. By focusing on diaspora returnee expertise as a key driver for innovation ecosystem founding, the article also qualifies a key element of Lebanese economic development—the loops of emigration and return immigration of Lebanese people and the resulting economic and managerial cosmopolitanism inherent in their involvement in their country's commercial and financial settings. The emergent innovation ecosystem is a function of existing Lebanese cultural and organisational tendencies.

President Johnson's recent initiatives in interna tional education signal the further emergence of education as a characteristic form of American involvement in world affairs. Education is the key to economic progress in the developing countries. It is also the only solid basis for freedom, social jus tice, and equal opportunity. Almost by definition the "gospel of development"—the so-called revolution of rising expecta tions—will be accompanied by conflict and dissension. But there will be little hope of resolving the conflicts and of achiev ing peace in our century unless the world makes heroic efforts in education—sustained, imaginative, and ever greater efforts. The viewpoint must be long range. Education holds no quick promise of peace or even of understanding. Further, the prob lems of bridging the world's vast educational gap are too com plex to yield to an immediate or massive educational crusade. For example, nowhere are there enough teachers. The poten tialities of the new techniques of education—of radio, televi sion, programmed instruction, and film-must be drawn upon more and more if educational efforts in developing countries are to begin to meet the needs.

President Johnson's recent initiatives in internat'l educ signal the further eniergence of educ as a characteristic form of US involvement in world affairs. Educ is the key to econ progress in the developing countries. It is also the only solid basis for freedom, soc justice, & equal opportunity. Almost by definition the `gospel of development' - the so-called revolution of rising expectations - will be accompanied by conflict & dissension. But there will be little hope of resolving the conflicts & of achieving peace in our cent unless the world makes heroic efforts in educ - sustained, imaginative, & ever greater efforts. The viewpoint must be long range. Educ holds no quick promise of peace or even of understanding. Further, the problems of bridging the world's vast educ'al gap are too complex to yield to an immediate or massive educ'al crusade. For example, nowhere are there enough teachers. The potentialities of the new techniques of educ -of radio, TV, programmed instruction, & film - must be drawn upon more & more if educ' al efforts in developing countries are to begin to meet the needs. HA.