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Educational researchers and practitioners work in dynamic and diverse arenas, informed by various political, social, and cultural discourses. The complexity of the human relationships that underlie these dialogues necessitate a new vision of how we prepare the next generation of educational researchers. This different vision is grounded in collaboration, creativity, and institutional flexibility as it seeks to foster the development of those interdisciplinary approaches that reflect both holistic and comprehensive views for emerging doctor-level programs. This chapter introduces an interdisciplinary PhD in Educational Studies program which focuses on nurturing the educational researcher mindset to address the increasing complexity of educational issues, concerns, and needs. What we share in this chapter is a glimpse at the tremendous potential of a PhD program that has been built on an openness to change. Ours is a program with explicit assumptions that undergird our actions, and also a program that is responsive to changes in the environments within which our candidates and graduates will work. Thus, our vision remains current and fresh, which serves as an unmistakably powerful motivator for both our doctoral students and faculty.

This chapter examines patterns of neighbouring in the small Essex town of ‘Eastside’, located in London’s eastern suburban periphery. Drawing on qualitative interviews, two groups of resident interviewees are discussed: established, long-term, white British residents who have lived in Eastside for many years, and ethnically diverse newcomers who have recently moved to the area. This chapter focuses on patterns of neighbouring – both positive in the form of ‘neighbourliness’ and negative in terms of ‘unneighbourliness’ – and considers whether neighbouring provided the basis for residents to develop a sense of community. Basic neighbouring activities, such as saying ‘hello’ and the mutual provision of support, were commonplace, although proactive intervention and socialising with neighbours were more limited. Only a minority of both long-term and incoming interviewees identified a sense of community based upon neighbouring. The dominant aspect of the former’s sense of community was a ‘narrative of decline’ in which they lamented the loss of the more intense neighbourliness that they recalled from the past. Unneighbourliness was also evident, for example, in relation to noise, and various reasons for this are analysed including deficiencies within the physical environment, tenure prejudice, and established/newcomer resident tensions.

Perhaps the increased use of technologies is the hallmark of the new global managerial dispensation. Worldwide, the tendency to use especially information technologies is legend. By far the most widespread use of ITs has been for governments to post information about themselves on the internet. Literally all governments have web sites with information about government structures, foreign embassies, and tourism and investment opportunities.

The author describes how he entered the marketing field and describes his contributions in four sections: articles written, books published, students nurtured, and executives consulted and trained. He describes his contributions to the marketing field in nine areas: marketing theory and orientations, improving the role and practice of marketing, analytical marketing, the social and ethical side of marketing, globalization and international marketing competition, marketing in the new economy, creating and managing the product mix, strategic marketing, and broadening the concept and application of marketing.

The racial diversity of the Caribbean stemmed directly from the historical processes of colonialism, imperialism, slavery, and indentureship. Since the early 17th century, slaves have been imported from Africa to work in the Caribbean. In the British West Indies, slavery was abolished in 1834 but these African slaves worked on the sugar estates until the apprenticeship was abolished on August 1, 1838. Even before 1838, planters frequently complained of labor shortages and appealed to Britain for the approval of imported labor. Thus, there were attempts by the planters in colonies, such as Trinidad, to introduce Chinese labor to the plantations. As early as 1806, there was the importation of 192 Chinese from Macao and Penang into Trinidad. However, this experiment soon failed. In 1834 and 1839, laborers from Portugal were imported into Trinidad. This soon ended as Portuguese workers could not withstand the rigorous conditions of the contract labor system.