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Energy is a driving force of economic development in the modern world, while as a commodity group it holds the greatest share of the world seaborne trade. Oil, natural gas and coal are the three most important sources of energy for the European Union which, as a bloc, represents 17% of the total energy consumption. The aim of the present paper is to explore the economics and trade issues of these three major energy commodities and investigate the role of the maritime transport in the energy trade within the context of the EU-25. A number of factors are considered in order to discuss contemporary opportunities and challenges that arise in this context for the shipping business. The examination reveals the critical dependence of EU-25 energy supply on seaborne trade and the considerable reliance of the maritime transport on such commodities for the generation of shipping business within the realms of the EU-25. Among the parameters regarded as conducive to the demand of shipping services in the context of the EU energy trade are the energy demand factor, the import dependency factor, the cost effective production element, and seaborne trade related parameters while consideration is also given to environmental issues.

The purpose of this paper is to concentrate on investigating the role of gender on educational leadership in the context of two differing cultures. The focus will be on exploring whether gender appears to impact on the leadership roles in education by examining the extent of female participation in leadership across educational levels in Greece and the UK, highlighting differences and similarities between them.

This paper examines secondary data on a number of issues, like the proportion of women in lower and higher ranking teaching posts across education sectors. Such data are retrieved from official national and international statistics, such as UNESCO, Eurostat, the Office of National Statistics UK and the Higher Education Statistics Agency, UK, as well as previous academic studies.

The results of the analysis reveal that in both countries, fewer women than men reach top rank positions in education, particularly in secondary and higher education.

The investigation will rely on the use of secondary data collected from a number of diverse national and international sources as well as from existing literature. The choice of secondary data is judged to bae appropriate on the basis of this paper and its research aim. Examination of women's presence across educational sectors in the two selected countries required obtaining information about actual and not representative, overall numbers or percentages of women in educational posts. Such information can only be positively retrieved by national or international, official statistics, while even these, the investigation revealed, can show variations between them.

The paper should raise awareness to women's under‐representation in leadership positions in education, especially at the secondary and the tertiary education levels.

Leadership has been acknowledged as a decisive component in education namely due to the improvements it brings in many areas. The complexity and diversity surrounding leadership has turned attention to the effect of a number of factors on the practice of leadership educational context, such as gender and culture. Therefore, the present paper concentrates on an exploration of the effect of gender in leadership in education. Also, the cross‐cultural investigation between Greece and the UK, allows for constructive comparisons to take place where appropriate.