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At a time when the gradual collapse of democratic norms and processes is obvious to anyone who cares to read the headlines, the tension between self and society is fertile soil for understanding democratic decay. While we may wish to see democracy refortified, the fact remains that citizens equipped to handle democratic practices are a necessary precondition for democratic revitalization. Yet, the deterioration of democracy suggests breakdown in the gears of democratic production of the democratic citizen. The following chapter examines a particular cancer that is antithetical to democracy and has afflicted your author – the authoritarian personality. Critical theorists and social scientists in the mid-twentieth century identified this personality disposition as one that cultivates receptivity to fascism and is today the beating heart of right-wing extremism in its particular incarnation as Trumpism. I develop the theory of the authoritarian personality as it shaped and inflamed at the familial, societal, and global levels. Contributing to the project of planetary sociology, I demonstrate how the changes occurring on the world stage incite the most pernicious and antidemocratic features of the authoritarian personality. All the while, I subject myself to critical scrutiny in order to illustrate the inner-workings of this personality disposition. Your author stands before you as a recovering authoritarian and hopes that by reading this chapter, you will begin to see authoritarianism all around you, perhaps even within yourself.

This paper aims to highlight lessons from the COVID-19 pandemic for planning for the future of our ageing society. It looks at trends, changes in our society and implications for people of all ages. It focusses on the importance of planning and whether COVID-19 will lead to long-term changes.

This paper draws on the author’s experiences running an intergenerational organisation during the pandemic and other work associated with ageing well.

This paper highlights some of the risks and unknowns we face going forwards and points to lessons and opportunities for “building back better”.

This paper is based on a review of published articles and viewpoints.

The COVID-19 pandemic has challenged people of all ages in different ways, some of which have tested intergenerational solidarity. At the same time, the pandemic has raised issues which we must all address going forward: planning for future pandemics, planning for an ageing society and ensuring that future planning works for all generations. This paper explores all these themes in the light of lessons from COVID-19. Firstly, despite much risk assessment and scenario planning, we were not well placed in the UK or across the world to respond to the multiple challenges of COVID-19. Have we learned the lessons to be able to deal better with the inevitable pandemics that will follow in the future? It is also well documented that the pandemic has exacerbated existing inequalities in our society. What will the long-term impact be for longevity and will less healthy lives reverse the trend of increasing life expectancy? Secondly, what are the lessons for our ageing society? As life expectancy rises, what will the quality of life be like in those added years? Many of today’s babies can expect to have a 100-year life. What does that mean for the way we lead our lives and can we ensure that everyone can age well? Third, these are not just issues for older people, but for people of all ages and generations. The Covid-19 experience has been different for younger and older people – whether it has been health or job security, income, taxation or housing. Questions of intergenerational fairness have again raised their heads, alongside the longer term impact for future generations.

Firstly, despite much risk assessment and scenario planning, we were not well placed in the UK or across the world to respond to the multiple challenges of COVID-19. Have we learned the lessons to be able to deal better with the inevitable pandemics that will follow in the future? It is also well documented that the pandemic has exacerbated existing inequalities in our society. What will the long-term impact be for longevity and will less healthy lives reverse the trend of increasing life expectancy? Secondly, what are the lessons for our ageing society? As life expectancy rises, what will the quality of life be like in those added years? Many of today’s babies can expect to have a 100-year life. What does that mean for the way we lead our lives and can we ensure that everyone can age well? Thirdly, these are not just issues for older people, but for people of all ages and generations. Measures that bring older and younger people together and encourage meaningful mixing will help increase understanding and awareness between generations. This has huge implications for our society and communities.

This paper reaches two main conclusions. Firstly, the well-known saying: “failing to plan is planning to fail”. This applies to all the issues discussed in this paper re future pandemics, our ageing society and future generations. Secondly, the experience of the COVID-19 pandemic should be the catalyst for changing the way we live and lead to new beginnings. We cannot just carry on as before.

The purpose of this article is to examine the impact of the shift to a knowledge society, where information and communication technology (ICT) and the widening spread of internationally distributed information are creating a “skill revolution”, as O'Hara suggests, there is a widening culture mismatch between what members of the knowledge society need to succeed and what current systems of higher education are geared to offer and to adequately prepare people and communities to thrive in the global knowledge society.

For universities, as the scope and complexity of the actual business environment grows, the changing landscape of business education needs to come to terms with a developing global environment that has impacted on business, demographics and culture which demands a change in managerial skills to lead sustainable enterprise.

Students need to master higher‐order cognitive, affective, and social skills not central to mature industrial societies, but vital in a knowledge based economy that include “thriving on chaos” (making rapid decisions based on incomplete information to resolve novel situations); the ability to collaborate with a diverse team – face‐to‐face or across distance – to accomplish a task; creating, sharing, and mastering knowledge through filtering a sea of quasi‐accurate information.

These skills, according to Galerneau and Zibit, are “the skills for the twenty‐first century”, as they are “the skills that are necessary to succeed in an ever changing global society where communications is ubiquitous and instantaneous, and where software tools allow for a range of creative and collaborative options that yield new patterns and results that we are only beginning to see”.

For sociological perspectives on globalization to do justice to its many facets, they must be informed by an understanding of modern societies as simultaneously complex, contingent, and contradictory – as modern capitalist societies. As is becoming ever more apparent, such an understanding of modern societies is the necessary precondition for identifying the defining features of globalization. Yet, for the most part, the history of the social sciences did not produce research agendas, theories, and methods designed to grasp complexity, contingency, and contradiction as core dimensions of modern social life that continually reinforce each other. The social sciences did not evolve as ongoing efforts to grasp the gravity each dimension exerts on concrete forms of political, economic and cultural life, and how the force of each depends on the constant exchange of energy with the other two. To the extent that scrutinizing the impact of globalization on the future – and possible futures – of human civilization is the primary challenge for social scientists to confront today, the current condition presents a unique, and perhaps most unusual opportunity to conceive anew the promise of each and all the social sciences, as elucidating how the complex, contingent, and contradictory nature of modern societies, in the name of advancing social justice, has engendered a regime of managing “social problems.”

For perspectives on globalization to do justice to its many facets, they must be informed by an understanding of modern societies as simultaneously complex, contingent, and contradictory – as modern capitalist societies. As is becoming ever more apparent, such an understanding of modern societies is the necessary precondition for identifying the defining features of globalization. Yet, for the most part, the history of the social sciences did not produce research agendas, theories, and methods designed to grasp complexity, contingency, and contradiction as core dimensions of modern social life that continually reinforce each other. The social sciences did not evolve as ongoing efforts to grasp the gravity each dimension exerts on concrete forms of political, economic, and cultural life, and how the force of each depends on the constant exchange of energy with the other two. To the extent that scrutinizing the impact of globalization on the future – find possible futures – of human civilization is the primary challenge for social scientists to confront today, the current condition presents a unique, and perhaps most unusual opportunity to conceive anew the promise of each and all the social sciences, as elucidating how the complex, contingent, and contradictory nature of modern societies, in the name of advancing social justice, has engendered a regime of managing “social problems.”

The present exploratory study aimed (1) to explore the traditional dietary habits of local communities, (2) to analyze the shift in traditional eating practices and (3) to examine the changes observed in socio-cultural beliefs system due to climate change.

A cross-sectional study was conducted with purposive sampling of 210 households in the select ten villages of the western Himalayan region. Open-ended interview questionnaires and a close-ended survey on a 5-point Likert scale are used. Statistical Package for the Social Sciences (SPSS) version 24 is used for the exploratory factor analysis. Further, Atlas-ti version 8 is also employed for thematic analysis.

The exploratory and thematic analysis illustrated that socio-ecological beliefs are crucial in food choices, but cultural beliefs are also changing due to climate change. Thus, the shift in socio-cultural beliefs can significantly affect the nutritional security of the indigenous societies during climate-induced emergencies in the mountain regions.

Therefore, the findings of the study are significant for a comprehensive understanding of the traditional dietary practice of the indigenous community for an evidence-based inclusive food security and climate change adaptation policy.

The inclusion of cultural practices is evident for ensuring the nutritional security. But, the magnitude of the climate-induced impacts on customary societies is not yet fully understood. Thus, the current study was conducted.

Family, like other social institutions within society, has undergone changes that have impacted its structure, form, and dynamics over the years. This chapter, through an in-depth review of family and relationship literature, investigates the complexities, dynamics, and changes in the Nigerian family structure. These changes are argued to be influenced among other things by various cultural, social, political, and economic factors that have shaped the twenty-first century. As such, the contemporary Nigerian family structure has witnessed transformations such as an increase in single parenting, separation, divorce, baby-daddy and baby-mama arrangements, and the salient practice of homo-sexual relationships, among others. These changes have not only impacted family structures and formations but also have attendant consequences on relationship patterns in marriages, intimate relationships, and children’s socialization.

The idea that education should be made relevant to students is long-standing and pervasive in American society. Recently, motivation scientists have clarified important characteristics of students’ relevance beliefs, ways to intervene, and individual characteristics moderating intervention effects. Yet, there has been little consideration of the role of situational constraints and sociocultural influences on students’ relevance appraisal processes. We describe how societal changes and broader educational purposes affect the issues that students consider to be relevant to their educational experiences and the values they subsequently attribute to their studies. After differentiating components of relevance and highlighting ways in which particular components may be influenced by changing sociocultural milieus, we consider the implications of these processes for the development of subjective task value beliefs. Specifically, we show how the proposed model of relevance helps to parse out aspects of relevance appraisals that can be used to differentiate between components of subjective task value and argue that there is need to expand current models proposed in expectancy-value theory (EVT). Finally, we explore how recent global events may impact the social construction of educational relevance and constrain students’ developing beliefs about the value of their educational opportunities and implications for future research and educators.

The article seeks to shed light on the effects of recent developments in financial services on the organisational structure and strategic planning process in banks and building societies. Evidence is used from a survey of the sector to assess the nature and relative importance of problems experienced by banks and building societies; and evidence is presented on developments in strategic planning techniques and the problems caused by the introduction of new products.