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This study aims to identify the financial attributes of non-fungible tokens (NFTs) as safe havens, hedges or diversifiers against traditional (stock indices, foreign exchange, gold and government bonds) and digital (Bitcoin and Ethereum) assets.

The quantile via moments was utilized, and the data spanned from 20 September 2021 to 31 January 2022. The authors incorporated feasible generalized least squares (FGLS) and difference-generalized method of moments (diff-GMM) as the robustness check.

Overall, NFTs offer strongly safe havens, hedging and diversifier attributes against cryptocurrencies, while weak properties for traditional assets. The specific findings are: (1) Bored Ape Yacht Club (BAYC) serves as a strong hedge for Bitcoin during market rise; (2) Mutant Ape Yacht Club (MAYC) serves as a strong safe haven against Bitcoin during market bull; (3) Crypto punk (CP) provides strong safe havens properties for gold during market turmoil while serving as a strong hedge against gold and Bitcoin on average and (4) the three blue-chip NFTs are powered by Ethereum blockchain, thus serving as a diversifier against Ethereum.

Bitcoin investors are suggested to include NFTs in their investment portfolio to mitigate the losses when Bitcoin falls. Meanwhile, the inclusion of crypto punk is advised for risk-averse investors who invest in gold. NFTs are powered by the Ethereum blockchain, indicating co-movement among them and thus, serve as diversifiers. Policymakers and regulators are suggested to watch closely over NFTs' great development and restructure the existing policies and thus, stabilization of asset markets can be achieved.

The originality aspects are: (1) focusing on the three blue-chip NFTs (i.e. BAYC, MAYC and CP) that are categorized as the largest NFTs by floor market capitalization; (2) testing the NFT attributes (safe havens, hedges or diversifiers) against traditional and digital assets, a.k.a., cryptocurrencies and (3) panel setting on 14 countries with the highest NFT users.

Functional areas within a firm must effectively interact and work together to plan, coordinate, and implement strategic initiatives. Interfunctional integration is believed to be directly related to a firm's competitiveness and profitability. The current research was undertaken to gain a greater understanding of the association between interdepartmental integration and performance. Results of a recent survey examining the marketing/logistics interface are reported. Analysis provided support for positive associations between the frequency of collaborative integration between marketing and logistics departments and logistics managers' perceptions of the effectiveness of the relationship between departments, as well as, departmental performance relative to competitors.

The impact of information exchange on suppliers' performance is investigated in the context of trade relationships formed between manufacturers and third party providers of international logistics services. A conceptual model that predicts the important linkages among information exchange, responsiveness and performance is introduced and tested. The research shows that information exchange positively affects customers' perceptions of third party logistics providers' performance; information exchange also positively affects logistics providers' service responsiveness; and logistics provider responsiveness affects customers' perceptions of the providers' performance. These linkages provide a fuller understanding of why and how information exchange influences manufacturers' perceptions of the performance of third party logistics providers. Logistics providers that used information obtained from trading partners to develop more responsive operations were viewed as better performers.

In this paper, I compare Theodore Schatzki’s practice theory, the existential phenomenology of Martin Heidegger upon whom Schatzki drew in its formation, and my own theory of institutional logics which I have sought to develop as a religious sociology of institution. I examine how Schatzki and I both differently locate our thinking at the level of practice. In this essay I also explore the possibility of appropriating Heidegger’s religious ontology of worldhood, which Schatzki rejects, in that project. My institutional logical position is an atheological religious one, poly-onto-teleological. Institutional logics are grounded in ultimate goods which are praiseworthy “objects” of striving and practice, signifieds to which elements of an institutional logic have a non-arbitrary relation, sources of and references for practical norms about how one should have, make, do or be that good, and a basis of knowing the world of practice as ordered around such goods. Institutional logics are constellations co-constituted by substances, not fields animated by values, interests or powers.

Because we are speaking against “values,” people are horrified at a philosophy that ostensibly dares to despise humanity’s best qualities. For what is more “logical” than that a thinking that denies values must necessarily pronounce everything valueless? Martin Heidegger, “Letter on Humanism” (2008a, p. 249).

This study aims to investigate how British Pakistani people talk about their social identity, in the context of mental health, and how this shapes their experiences and perceptions of care delivered by the National Health Service, UK.

Eight narrative interviews were conducted among members of the Pakistani community living in a city in the UK. The data were analyzed using a narrative analysis approach using “social identity” as a theoretical lens.

Considering Pakistani service users as a single social entity, and responding with generic approaches in meeting their mental health needs, may not be helpful in achieving equitable treatment. Study participants reject a simple conceptualization of race and ethnicity and how a response based upon stereotypes is woefully inadequate. The study revealed that people from one ethnic or national background cannot be assumed to have a fixed social identity.

This study broadens understanding of how people from a single ethnic background may construct and view their social identities markedly different to others from the same ethnic group. This has implications for service providers in understanding how their clients’ social identity is treated and understood in practice.

In this piece, the author invokes Beck’s (1997) conception of “zombie categories” to discuss how the virus of neoliberalism has infected ideas and key actors within a highly stratified teaching community in Malaysia. Drawing from the recent COVID-19 pandemic, the author employs a zombie metaphor as a heuristic to trace the stages of a neoliberal apocalypse. The author first considers how neoliberal ideologies have mutated into a new strain of virus that have infiltrated the teaching landscape by comparing teachers employed by the Ministry of Education against teachers who have been recruited by Teach For Malaysia in the public schooling system. The author then explores how sources of zombification have contaminated actors using governmentality (Foucault, 1991) through intensification, corporatization, marketization, metricization, and performativity. This is followed by an attempt to construct a survival response to the apocalypse by suggesting how specific neoliberal competencies are coveted and the implications behind it. Finally, the author outlines how the forces of neoliberalism engender a crisis in education that mirrors a zombie culture of breeding a contagion that could widen existing educational inequalities and inequities. The author concludes by offering a tentative containment plan that considers existing alongside this neoliberal virus that refuses to die.

This study is based on the premise that Soviet civilization represented a concerted effort to harness emotions to an ideological cause, to reshape human affect according to the Communist Party's political agenda. Even though these efforts largely failed, they left deep scars on the Russian psyche. The emotional culture that evolved during some 75 years of Soviet rule continues to persist after the coercive institutions supporting it have broken down, and this inertia greatly complicates the transition to a democratic society in Russia.

Every April thousands of “pilgrims” from all over the world flock to the Great Smoky Mountains National Park for the annual Spring Wildflower Pilgrimage. This region of the country, lavish with colorful flora, richly rewards the nature lover's devotion. Wildflowers can be found almost anywhere, if one knows what to look for and how to look. Field guides provide the keys the nature lover needs to become acquainted with the flora of a particular region. There are currently well over 100 books in print that offer guidance, through illustrations, descriptions, and various methods of identification, in recognizing the most representative wildflowers of every part of the United States. This review will examine 15 of these guides, chosen to exemplify the books available on the wildflowers of major regions.

While assessment and user experience (UX) have been identified as areas of growing focus in all types of libraries, there is currently little infrastructure to prepare students for these roles (Applegate, 2016; Askew and Theodore-Shusta, 2013; Nitecki et al., 2015; Oakleaf, 2013; Passonneau and Erickson, 2014). As a step toward addressing this gap, a team from an American Library Association-accredited master’s program situated at a large public land-grant institution (LGU) worked with practitioner partners from academic libraries and information agencies to develop a new model for preparing information professionals with assessment and UX expertise. The paper aims to discuss these issues.

In fall of 2015, faculty members applied for funding from the US Institute for Museum and Library Services Laura Bush 21st Century Librarians program for a program to develop formalized assessment and UX training in Library and Information Science (LIS) education. The student cohort would have interests in two areas: academic libraries and specialized information agencies. The two groups would complete much of the same coursework, earn the ALA-accredited master’s degree and have the opportunity to engage in co-curricular activities focused on UX and assessment. However, each sub-group would also pursue a subject-specific curriculum. In April 2016, IMLS funded the program.

In addition to reviewing the literature related to best practices in curriculum development, the authors describe the process of designing the program, including the curriculum, co-curricular mentoring and practicum opportunities, and the tools developed to evaluate the program’s effectiveness.

At a time in which the library practitioner and LIS educator communities are contemplating how best to prepare professionals with much-needed expertise in assessment and UX, UX-A represents an innovative approach in professional preparation. Although the UX-A program is grant-funded, several of the program components could be adapted and incorporated without such support.

This paper discusses the structure and history of the program, issues related to developing a new curricular program for LIS education, and the educational and professional development needs of the assessment and UX professional community. It includes an extensive review of literature related to LIS curriculum development, practica, and professional mentoring, as well as suggestions for implementing elements of the program in other settings.