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While the use of long-endurance remotely piloted aircraft systems (LE-RPAS) is frequently associated with military operations, their core capabilities of long-range, low-cost and high-quality optics and communications systems have considerable potential benefit in supporting the work of humanitarian logisticians. The purpose of this paper is, therefore, to demonstrate how LE-RPAS could be used to improve the logistic response to a rapid onset disaster.

Using the response to the Cyclone Pam that struck Vanuatu in March 2015 as an example, this paper provides an overview of how LE-RPAS could be used to support the post-disaster needs assessment and subsequent response processes. In addition, it provides a high-level route map to develop the people, process and technology requirements that would support the operational deployment of the LE-RPAS capabilities.

On the basis of the analysis of the published literature and the resultant assessment of the benefits of LE-RPAS to support humanitarian logistic (HL) operations, it is concluded that a formal “proof of concept” trial should be undertaken, and the results be made available to the humanitarian community.

This paper is conceptual in nature, but has been developed through an analysis of the literature relating to remotely piloted aircraft systems (RPAS) and HLs. A route map through which the paper’s conclusions can be validated is also offered.

LE-RPAS have great potential to provide a swifter understanding of the impact of a disaster, particularly those where the location is remote from the main centres of population. This would allow the affected country’s National Disaster Management Organisation, together with those of supporting countries, to react more efficiently and effectively. In particular, it would allow a swifter transition from a “guess-based” push approach to one that more accurately reflects the disaster’s impact – i.e. a pull-based logistic response.

Given the military genesis of RPAS, it will be important to ensure that those engaged in their operation are sensitive to the implications of this. In particular, it will be essential to ensure that any humanitarian operations involving RPAS are undertaken in an ethical way that respects, for example, the privacy and safety of the affected population.

While there is some emerging discussion on the humanitarian-related use of RPAS in the literature, this generally reflects the operation of small aircraft with limited range and payload capabilities. Useful though such RPAS unquestionably are, this paper expands the discussion of how such systems can support the humanitarian logistician by considering the benefits and challenges of operating long-endurance aircraft.

The endpoint and hallmark of the success of intercultural teaching is often seen as the attainment of intercultural competence. Yet, there is a need for a detailed examination of some of the enduring personal and professional identity and culture aspects of cross-cultural teaching. In this chapter, I deliberate over the application of narrative inquiry tools for unpacking teachers' experiences of immersion in a foreign country and culture of schooling. I reflect on my own experiences as a teacher in Japan and draw on an inquiry into the experiences of novice Canadian teachers in Hong Kong or Japan to shed light on fluid conceptions of culture shock and reverse culture shock in terms of cultural identity transformations. I also raise to the forefront inquiry puzzles about the phenomenon of intercultural competence acquisition.

This chapter explores the theme of symbolic violence (Bourdieu, 2001; Thapar-Björkert et al., 2016), a central theme in my doctoral thesis.

My thesis looked at the experiences of a group of female undergraduate students in their first year of Initial Teacher Education in Primary Education at the university where I teach. I explored the perceived choices my participants made in terms of choosing to become primary school teachers, arguing that symbolic violence is a controlling force in society so powerful and insidious that ‘individuals do not question their own role in the production and reproduction of domination and subordination’ (Thapar-Björkert et al., 2016, p. 9). Through class and gender, primary school teaching has insidiously presented itself to be a suitable profession for young women.

I position myself as a woman from working-class origins who made the choice to become a primary school teacher and who has recognised the impact of symbolic violence. As a result, some of this chapter is written from an autoethnographic perspective. My overarching methodological approach is narrative inquiry and I have used poetry to present my data throughout. My co-author, Catherine, was one of my doctoral supervisors and we were drawn together by our shared investment in narrative and the impact of early experiences on our subsequent selves. For this chapter, we present our own narrative poems describing the impact of symbolic violence on our own lives alongside that of the participants.

Illustrated through ethnographic data drawn from a case study of a full-day kindergarten in Ontario, Canada, this chapter argues for an approach to inclusive curriculum that places the ethical relation at the center and promotes children’s rights through opportunities for multimodal communication. Theoretically, this case drew on multimodal literacy and ethical curricula. The study used ethnographic tools such as class observations, semi-structured interviews, and collection of children’s work. Findings indicate that responsive, ethical curricula through multimodal pedagogies were intrinsically inclusive of all children’s funds of knowledge and encouraged children to become curricular informants and take control of their choices of meaning making.

This conceptual paper aims to explore biases in reading textbooks that have been used to teach generations of Americans, including children in urban communities. While these texts are no longer used, the images they present and the ideas embedded in these texts unfortunately contribute to who we are as a nation.

These texts were identified by Catherine Compton-Lilly as she trolled the historical archives of a major university.

In addition to an analysis of historic texts, more recent attempts to create culturally responsive texts often designed to serve children in urban communities are examined, and the learnings from these attempts are being explored.

This conceptual paper points to the need for systematic analyses of biases operating in textbooks that are currently used in schools.

This work reveals and explores one way in which historical bias has historically infected the early learning experiences of young children in the USA.

This study explores how a group of middle school social studies teachers at a school, whose student population is primarily affluent and white, include multicultural content in their curriculum. Interviews and observations along with an analysis of the textbooks, state standards, and the school’s scope and sequence were the main sources of data collection. Three common themes arose in this study in relation to the incorporation of multicultural content into the social studies curriculum: (a) There is a discrepancy between teachers’ perceptions and practices; (b) the teachers’ background in multicultural education is limited, and (c) though there is some inclusion of multicultural content, it is not put into practice in any substantial way because it is not seen as applicable to their school environment.

The purpose of this paper is to re-examine the phenomenon of leadership at the intersection of aesthetics, identity and self within a dynamic, fluid and interactive compositional mixture which is part of a leader’s continuous process of invention and reinvention.

The methodology of this paper is a conceptual analysis and presentation involving some of the extant literature in the field of aesthetics, identity and leadership, including Harold Bloom’s theory of poetry that provides an entrance point to understand the problem of identity. The authors argue that a person, such as a leader, has multiple identities and interactions with others which lead to the co-construction of the self. To demonstrate this argument, the authors explore a case study of the life of the opera diva, Maria Callas.

An exploratory conceptual model demonstrating the relationship between identity and self, and insights and Bloom’s theory are applied to illuminate the case study of Maria Callas’ life. A key finding of the analysis is that identity is linked to performance and co-constructed in relation to others.

The paper concludes by discussing two implications for developing school leadership performance: the need for an aesthetic perspective of leadership and the need to provide a range of teaching approaches to teach leadership.

There have been few, if any, significant breakthroughs in understanding more about leadership from the traditional methods of social science. It is argued that until and unless researchers move towards working in aesthetic traditions there is not likely to be new understandings of it.

The key characteristics that eventually came to be considered to be Australian ‘heavy metal’ emerged between 1965 and 1973. These include distortion, power, intensity, extremity, loudness and aggression. This exploration of the origins of heavy metal in Australia focusses on the key acts which provided its domestic musical foundations, and investigates how the music was informed by its early, alcohol-fuelled early audiences, sites of performance, media and record shops. Melbourne-based rock guitar hero Lobby Loyde’s classical music influence and technological innovations were important catalysts in the ‘heaviness’ that would typify Australian proto-metal in the 1960s. By the early 1970s, loud and heavy rock was firmly established as a driving force of the emerging pub rock scene. Extreme volume heavy rock was taken to the masses was Billy Thorpe & The Aztecs in the early 1970s whose triumphant headline performance at the 1972 Sunbury Pop Festival then established them as the most popular band in the nation. These underpinnings were consolidated by three bands: Sydney’s primal heavy prog-rockers Buffalo (Australia’s counterpart to Britain’s Black Sabbath), Loyde’s defiant Coloured Balls and the highly influential AC/DC, who successfully crystallised heavy Australian rock in a global context. This chapter explores how the archaeological foundations for Australian metal are the product of domestic conditions and sensibilities enmeshed in overlapping global trends. In doing so, it also considers how Australian metal is entrenched in localised musical contexts which are subject to the circulation of international flows of music and ideas.