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The purpose of this chapter is to propose a theory which may lead to a holistic description of the mechanism of touristic phenomena. In so doing, the central discussion is to provide descriptive answers to basic questions. It will not be a sociological or anthropological discourse. Instead, it will use perspectives from environmental psychology, genetics, and a theory of information energy in elementary particle physics. The study of tourism, though it is not a distinct disciplinary field, must provide a grand theory. In this chapter, the discussions mainly focus on the concept of tourist to provide several ideas to amend its definition, which may directly correspond to an overall view of touristic phenomena.

Organizational researchers live in two worlds. The first demands and rewards speculations about how to improve performance. The second demands and rewards adherence to rigorous standards of scholarship (March & Sutton, 1997, p. 698).Those of us who study organizations and are professors of management work on the front lines, so to speak, where the beliefs we have about how to improve managerial performance get passed directly on to practitioners. The question is, What right do we have to put our beliefs in a privileged position? Beliefs, by definition, are supposed to be true. According to Webster’s (1996) a belief is a conviction about the truth of some statement and/or reality of some phenomenon, especially when based on examination of evidence. Are all of our lectures based on consensually agreed upon evidentiary standards? What are these standards and who should maintain them?

This chapter conceptualises a link between Industrial Revolution 4.0 (IR 4.0), big data, data science and sustainable tourism.

The author adopts a grounded theory and conceptual approach to endeavour in this exploratory research.

The outcome shows a significant rise of big data in the tourism sector under three major dimensions, i.e. business, governance and research. And, some exemplary evidence of institutions promoting the use of big data and data science for sustainable tourism has been discussed.

The conceptualised interlinkage of concepts like IR 4.0, big data, data science and sustainable development provides a valuable knowledge resource to policy-makers, researchers, businesses and students.

West Papua is a non-self-governing territory without much prominence in international debates. While offering an overview of the province’s political, social and environmental troubles, this chapter chiefly focuses on concrete issues in the field of education (such as its literacy and early school drop-out rates, inequality in opportunities and access to education, poor infrastructure or the low quality of teaching) through analysis of the educational resources that Indonesia, as administrator of the region, offers to West Papuans. In general, the control that Indonesia exerts over West Papua could be said to rely on the use of violence, repression, expropriation, depopulation, and even indiscriminate killings. Therefore, the chapter also encourages debate on the geopolitical status of West Papua by placing it within the framework of postcolonial studies and suggesting that the notions of necropolitics and necroeducation should be taken as a complementary perspective from which to approach its situation in the study of comparative and international education.

In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system at all levels including schools. This chapter, based on two studies, focuses on principals and their mission to adjust their schools in order to fulfil their responsibilities concerning newly arrived students’ education during that period. The number of newly arrived students the principals received ranged from a few students over a period of months to a constant influx of 60 and 150 in total. But the reaction among the principals and staff wasn’t necessarily related to the number of students in question. More telling was the school’s history, the principal’s leadership and the school’s experience in matters of diversity important. The way the principals managed the situation had an impact on how the situation developed. The findings also revealed problematic attitudes toward the ‘other’ among educators, attitudes that conflict with the school’s democratic mission. The reception of newly arrived students is a matter of a joint responsibility at all levels to guarantee equal education for all students, irrespective of their background.

In this chapter, the author provides an overview of some central issues of the book. First she shows the similarities in the challenges to increase the participation and success of Roma people in education and lifelong learning in the selected European countries; then she discusses their policies and support programmes, which on the one hand try to improve the social situation of the Roma while promoting minority language and culture on the other hand. The author finds the reason for their similarities regarding the wording, defining and communicating and also concerning the main ideas and concrete projects for possible solutions, in the Roma inclusion policy of the European Union in the frame of the Open Method of Coordination, which has been introduced within the Lisbon Strategy, linked to the idea of lifelong learning. She considers the realisation of these policy measures at national, regional and local levels to have shown only unsatisfactory results until now.

Purpose – This chapter contributes to comparative biopolitics and reviews primatological literature, especially about our nearest relatives, the Great Apes.

Design/methodology/approach – Biopolitics in this chapter means evolutionarily informed political science, with emphasis on power relations. I review the literature on intrasexual and intersexual dominance interactions among individuals and competitive and/or agonistic interactions among groups in the Great Apes (Hominidae, formerly Pongidae): orangutan (Pongo with two species and three subspecies), gorilla (Gorilla with four subspecies), bonobo (Pan paniscus), and common chimpanzee (Pan troglodytes with four subspecies). In the final section I present some (speculative) thoughts on Pan prior or the modern human ancestor.

Findings – Not only Man is a political animal.

Originality/value – Impartial, objective, and as complete as possible review of the literature for the students of (comparative) politics, ethology, and psychology.

Social networking tools, like Twitter, are beginning to demonstrate their potential as powerful communication and collaboration tools in social, political, and educational arenas. As smart phones and mobile computing devices become less expensive and more powerful, they will also become more pervasive. As a matter of economics, institutions will need to adapt to learning experiences that can occur in a wide range of contexts and over multiple channels. Having more technologically adept learners will also compel educators to develop innovative ways to promote students’ active learning and equitable participation in class discussions. Given the increased popularity and exponential growth of Twitter, educators have begun to experiment with it to determine its potential for communication and collaboration, both in and out of the classroom. Through a brief description and history of microblogging and the emergence of Twitter, examples of how instructors are integrating microblogs into their courses, and an overview of a social networking cooperative project case study, this chapter tells the story of how the authors’ use of microblogs evolved from purely recreational to authentic instructional uses for their online classes.