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Describes concepts for a method of organising logistics systems termed “virtual logistics”. With virtual logistics, the physical and information aspects of logistics operations are treated independently from each other. In such operations, ownership and control of resources is effected through Internet (or intranet) applications rather than direct physical control and resources can, thereby, be owned and utilised remotely. Goes on to describe the means through which virtual logistics systems can be realised, and it also provides examples of where virtual logistics concepts are already being employed. The article concludes by suggesting the most likely initial implementations of virtual logistics and suggests that, in the long term, the application of such concepts could allow for the efficiency of many logistics operations to be greatly increased and for lead times to be significantly reduced. It is also suggested that there could be distinct environmental benefits due to better coordinated goods flows, particularly in city centres.

The purpose of this paper is to explore the experience of older people and their sense of developing wellbeing, including consideration of the strategies they employ to respond to perceived risk.

An Appreciative Inquiry study was used, which collected data with 58 participants in focus group and individual interviews. Interviews focussed on ways in which older people in South Africa, Australia, Germany and the UK understand and seek to maintain wellbeing.

The changing time horizons of older people lead to perceptions of risk and concerns that embrace societal as well as individual concerns. Often, this leads to a sense of societal responsibility and desire for social change, which is frustrated by a perceived exclusion from participation in society.

In mental health practice and education, it is imperative to embrace the shift from ageist concerns (with later life viewed as risky and tragic in itself) towards a greater sensitivity for older people’s resilience, the strategies they deploy to maintain this, and their desire for more control and respect for their potential to contribute to society.

Variation in time horizons leads to changes in temporal accounting, which may be under-utilised by society. Consequently, societies may not recognise and support the resilience of older people to the detriment of older people as individuals and to the wider society.

The political campaigns of Una Clarke and Major Owens show an interesting display of ethnic politics. In this paper, I argue that the presence of a Caribbean population in Brooklyn New York presents itself as a challenge to the already present African-American structure. The Caribbean politicians do not subscribe nor fully ally with the African-American politicians, and instead, seek to carve out a niche for themselves and utilize their ties to home in an effort to cajole the Caribbean populace for support. Through the purview of a political campaign in Brooklyn between an African-American incumbent and a Caribbean insurgent, I attempt to contribute to the transnationalist literature through illustrating the concept of the nation−state, which can be explained as an immigrant’s continual bond to their home country while living abroad.

This chapter is about primary and secondary school teachers of history in England, and how they negotiate policy in order to teach sensitive and controversial issues which feature as part of the history curriculum. We present research conducted in two phases that used a bounded case study (Stake, 1995) as a methodological approach. In Phase One, two focus group interviews were undertaken; in Phase Two, six unstructured individual interviews were conducted. Participants were teachers of history in England from Key Stage 1–5 (children aged 4–18 years).

Thematic analysis was used to analyse the data which were informed by reflections on positionality and being a socially conscious researcher (Pillow, 2010). Three key policies were explored as part of this research: the National Curriculum (DfE, 2013), the Teachers' Standards (DfE, 2012) and the Prevent Duty (DfE, 2015). Research findings demonstrate how the context of the school is fundamental in how teachers enact policy in relation to their practice, particularly in light of political changes in society. Self-surveillance was identified as a key strategy, adopted in the teaching of sensitive and controversial issues. We frame this context around Kitson and McCully's (2005) theoretical continuum which indicates that there is a reluctance by some teachers to engage with the teaching of sensitive and controversial issues due to concerns with policy enactment.

The findings of this research illustrate that policy impacts on teachers in numerous ways. Policy was demonstrated to be ambiguous for teachers, and recommendations are made relating to policy and the need for clearer guidance for teachers to support them with their practice.

This paper focuses on the strategic role of elites in managing institutional and organizational change within English public services, framed by the wider ideological and political context of neo-liberalism and its pervasive impact on the social and economic order over recent decades. It also highlights the unintended consequences of this elite-driven programme of institutional reform as realized in the emergence of hybridized regimes of ‘polyarchic governance’ and the innovative discursive and organizational technologies on which they depend. Within the latter, ‘leaderism’ is identified as a hegemonic ‘discursive imaginary’ that has the potential to connect selected marketization and market control elements of new public management (NPM), network governance, and visionary and shared leadership practices that ‘make the hybrid happen’ in public services reform.

The chapter details the development of one of the most lucrative professional sports for women in the world, while drawing attention to institutionalised issues of racism and sexism in the sport. We discuss the history of women in professional golf, from the roots of the Ladies Professional Golf Association (LPGA), through the modern-day game where women now play for large sums of money each week. We then shed light on the development of a global tour which started with the likes of Annika Sorenstam, Lorena Ochoa, and Se Ri Pak dominating a once Americentric tour, and how the LPGA struggled to embrace this cultural shift via the Five Points of Celebrity marketing plan and the contentious English-speaking rule. The discussion then moves to focal point of the chapter: the US media's reaction to long-time American professional golf coach and former radio broadcaster Hank Haney's disparaging comments before and at the conclusion of the 2019 Women's US Open. Twenty-five articles were collected from US golf and sport media outlets and coded resulting in four themes: (1) a downplaying of the remarks, (2) ambivalence to the women's game, (3) a privileging of men, and (4) a global tour. The chapter concludes with remarks that highlight the media's struggle to find the appropriate framing and language to cover the incident and how an intersectional approach reveals that oppression of women on the LPGA Tour exists beyond gender.