Global Logistics and Supply Chain Management is a comprehensive, fully up-to-date introduction to the subject. Addressing both practical and strategic perspectives, this revised and updated fourth edition offers readers a balanced and integrated presentation of Logistics and Supply Chain Management (LSCM)concepts, practices, technologies, and applications. Contributions from experts in specific areas of LSCM provide readers with real-world insights on supply chain relationships, transport security, inventory management, supply chain designs, the challenges inherent to globalization and international trade, and more. The text examines how information, materials, products, and services flow across the public and private sectors and around the world. Detailed case studies highlight LSCM practices and strategies in a wide range of contexts, from humanitarian aid and pharmaceutical supply chains to semi-automated distribution centers and port and air cargo logistics. Examples of LSCM in global corporations such as Dell Computer and Jaguar Land Rover highlight the role of new and emerging technologies. This edition features new and expanded discussion of contemporary topics including sustainability, supply chain vulnerability, and reverse logistics, and places greater emphasis on operations management.

This volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.

This book discusses the way in which those born into the British empire were persuaded to accept it, often with enthusiasm. The study compares the perceptions of people at home, in the dominions and in the colonies. Across the diversity of imperial territories it explores themes such as the diverse nature of political socialisation, the various agents and agencies of persuasion, reaction to the experience of dominance by dominant and dominated, the paradoxical impact of the missionary and the subversive role of some women. It also considers the significant issues of colonial adaptation, resistance and rejection, and the post-imperial consequences of imperialism.

This volume concentrates on the processes and practices of formal education, which shaped, and were shaped by, imperial values, attitudes and behaviour. It is concerned with:

• The myths and visions of imperialism;
• The nature and extent of ethnocentric attitudes, declared and undeclared;
• The use of education as a means of disseminating and reinforcing imperial images;
• The changing concept of imperialism as reflected in the emphases of educational literature
• The different perceptions of imperialism in the various social and ethnic strata of metropolitan and overseas communities and education systems
• The assimiliation, adaptation and rejection of metropolitan educational models
• The issue of imperial education as enlightenment, hegemony and control.

The book features chapters by educationalists, historians and sociologists on education as a cornerstone in the construction of imperial control.

This book discusses the way in which those born into the British empire were persuaded to accept it, often with enthusiasm. The study compares the perceptions of people at home, in the dominions and in the colonies. Across the diversity of imperial territories it explores themes such as the diverse nature of political socialisation, the various agents and agencies of persuasion, reaction to the experience of dominance by dominant and dominated, the paradoxical impact of the missionary and the subversive role of some women. It also considers the significant issues of colonial adaptation, resistance and rejection, and the post-imperial consequences of imperialism.

This volume presents the first comparative analysis of racial attitudes in the formal schooling of both Britain and its former dominions and colonies. The various contributions examine the issue right across the British imperial experience with case studies ranging from Canada, Ireland, East and South Africa, through the Indian subcontinent to Australia and New Zealand. Racial indoctrination is considered from the perspective of both colonizer and colonized. The central theme throughout is that a racial hierarchy was taught through both curriculum and text in schools throughout the former British Empire.

This volume concentrates on the processes and practices of formal education, which shaped, and were shaped by, imperial values, attitudes and behaviour. It is concerned with:

• The myths and visions of imperialism;
• The nature and extent of ethnocentric attitudes, declared and undeclared;
• The use of education as a means of disseminating and reinforcing imperial images;
• The changing concept of imperialism as reflected in the emphases of educational literature
• The different perceptions of imperialism in the various social and ethnic strata of metropolitan and overseas communities and education systems
• The assimiliation, adaptation and rejection of metropolitan educational models
• The issue of imperial education as enlightenment, hegemony and control.

The book features chapters by educationalists, historians and sociologists on education as a cornerstone in the construction of imperial control.

Since the end of World War II the Army has been involved in numerous operations that dealt directly or indirectly with Nation Building as a focus or subsequent mission following major combat operations. There have been varying levels of success and failure. An initial review of the past 15 years and in anticipation of future operations under an expeditionary mindset, it is likely that the Army will continue to be involved in Nation Building operations. At a minimum, intelligence professionals should be prepared to plan for these operations. The IPB process is an effective tool for analyzing a threat and the operating environment, however the question of its effectiveness in capturing the essence of support necessary for Nation Building operations requires further research. In order to effectively answer the question of Army IPB in support of Nation Building planning and operations it is necessary to undertake a series of analytical reviews. The first review must focus on the definition of the term Nation Building. It is not found in any Joint Publications or Army Manuals despite the rampant use of the term in military and media circles. Once a definition is settled on the attention must then turn to the inevitability of Nation Building Operations. The inevitability is effectively the driving purpose behind the need for this study. Once complete, both Army and Joint Doctrine must be analyzed. The focus of this analysis is on establishing common definitions for Stability and Support Operations according to both Joint Publications and Army Manuals, followed by a review of the Joint and Army IPB Process doctrine. The emphasis of the doctrinal review is to determine how the current IPB Process addresses those tasks necessary to provide an informative portrayal of the contemporary operating environment in support of Nation Building.