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War is one of the worst characteristics of human nature. Wars over territory, religion, and governance were and are always present through history. War and tourism seem dissonant at first glance. However, the post effects of war enable its components, such as battlefields and artefacts, to become tourist attractions. People share the impetus to visit war attractions such as battlefields, military museums, cemeteries, memorials, and other war-related sites. There is a supply for this type of tourism in exchange for the demand. This type of tourism is referred to in the literature as battlefield tourism. The meaning and definition of battlefield tourism are the main aim of this chapter. What is battlefield tourism? What are the components of battlefield tourism? How can battlefield tourism be defined? These are the primary questions this study tries to address.

This study explores the beliefs of ‘high expectation teachers’, and the practices through which teachers aim to build an inclusive learning environment in addition to the ways they develop strategies that do not rely on pre-determined ability labelling. The study is a case study design focused on one phenomenon, that of the beliefs and practices of high-expectation teachers, and one bounded case illustrates the phenomenon. The case is specific and bounded by time and location. It emphasises uniqueness through the in-depth exploration of the participants' experiences. Following the use of thematic analysis to analyse data collected through questionnaires, interviews and focus groups, the phenomena of high teacher expectation remained only partially scrutinised in terms of social justice. Therefore, the social concerns raised throughout this study are also explored through the theories of Bourdieu, to make sense of the wider issues of inequality inherent in this study. Habitus is helped by, and helps shape, pedagogical action. Findings include the requirement to recognise that in education, socially advantaged interests and voices dominate in terms of social mobility agendas. Furthermore, teachers are only granted space in the public domain through technical competency. Teachers must however be emotionally committed to different aspects of their jobs, as their sense of moral responsibility lies at the core of their professional identity.

Intangible cultural heritage (ICH) can be a valuable tourism asset for both government and local communities. Due to the fragmented nature of ICH data, it becomes difficult for the researchers to comprehend its impact on the psychology of the interacting tourists. Prior research has shown that traditional crafts and craftsmanship as ICH could be used to promote a place. However, ICH has scarcely been considered as a place branding element. The study apprehends that branding places with ICH will not only upscale the place in terms of ethno-cultural significance but also will integrate the visiting population with the ICH and thereby ensure knowledge propagation and preservation and reinforce the cultural roots. The study proposes a reflective brand model in the context of ICH of Natungram, a village known for its legacy of craftsmanship of wooden dolls. The study used crossover analysis framework (CAF), as a part of causal mixed-method research design, to inquire into the complex psyche of the tourists while interacting with the ICH and the artisans at Natungram. Three distinct brand elements were identified through a qualitative thematic content analysis, namely subjective vitality, authentic experience, and experiential quality. The brand model was tested for its impact on the behavioral pattern of the tourists by using appropriate quantitative method. The results confirmed both direct and partially mediated effects of the brand elements on the tourist behavior. In future, the model could be extrapolated spatiotemporally for places of ICH significance.

Education is essential, reading is fundamental, and education is freedom. These are not just hollow clichés, but truisms, probably more so today than ever. Education is freedom, in author's opinion, genuinely reflects the lives of Blacks in this society. The author believes there is no more noble profession than being a dedicated educator but given its current relatively modest status, lives such as Douglass' can emphasize to present and future educators how important their dedication is to the liberation of our youth, particularly youth who are subjugated and possibly experience special needs. The structural obstructions in this society are very real, but the author found the greatest obstacles were psychological, e.g., learning to reject the stereotypes and to pursue her goals, despite the subtle as well as explicit efforts to sabotage. The author shares her early development, which helped shape some personal strategies especially helpful for remaining on course. The author learned the important role of love and passion to enhance her work. The author learned to minimize the negativity, to recruit assistance as needed, to enjoy her students, and to grasp opportunities that presented itself. The author also learned to seek and appreciate the many valuable sources of goodness. Most of the author's battles were within rather than against perceived adversaries, but author did learn to take a stand when external forces appeared to jeopardize the essence of her educational purpose and the constituency, the author was most committed to serve.

This chapter discusses the findings of doctoral research into further education lecturers' and middle managers' perceptions of how Continuing Professional Development (CPD) in the sector is planned and implemented. Thematic analysis revealed that mandatory CPD is perceived to: involve conflicting purposes between those planning it and its recipients (deriving from divergent understandings of professionalism and the role of CPD among stakeholders); and be characterised as mostly generic, didactic, and ineffective, leading lecturers to compensate by engaging in additional, separate forms of CPD. This chapter demonstrates the value of practice-based doctoral study in enabling the voices of educators to be positioned at the centre of an exploration of their own professional learning.

Community-based tourism (CBT) is known as a strong strategy and tool to promote community development and conservation of natural resources through its various virtues in both developing and developed economies. Local people's active and functional participation is considered as the focal point in CBT practice and development. However, their functional participation doesn't always come instinctively; rather, it requires proper extrinsic and intrinsic motivation in the form of both tangible and intangible, which ultimately help them to influence their behavior and pursuit of goals that may ensure their participation in CBT and to receive various benefits. These benefits are linked to the sustainability of CBT development including community development. Therefore, strategic CBT planning and its implementation are essential to ensure sustainable CBT which can also safeguard the link between the local community people and their guests as well as other stakeholders including internationals to facilitate local community development. This chapter focuses on various theories and concepts of motivation from various fields of research, and efforts have been taken to apply those in the field of CBT development to explore its optimum potential for the sake of human welfare. Moreover, attempts have been taken to use various CBT initiatives in Bangladesh to relate these theories and concepts to evaluate these initiatives as well as to provide some suggestive measures to improve the performance of CBT and to facilitate more community development as a whole.

This chapter outlines research conducted by Karan Vickers-Hulse (KVH) as part of an educational professional doctorate; Marcus Witt (MW) was one of her supervisory team. Participants were from two initial teacher education (ITE) routes (School Direct and university-led) leading to a PGCE primary teacher qualification. The research was set within the context of continuously evolving policy on the training of teachers and the subsequent impact on developing a professional identity. The introduction of new ITE routes in England (DfE, 2015) aimed to offer a wider range of pathways into teaching, attract more applicants and mitigate the impact of teacher shortages. The research discussed in this chapter explored the experiences of trainees on these routes and the impact on their professional identity formation. This chapter begins with an overview of the literature in the field of professional identity formation, followed by a discussion of the chosen methodology and methods. This chapter concludes with several recommendations for teacher training providers as well as recommendations for future research that may be useful for doctoral students interested in the field of professional identity formation.

This chapter provides an illustration of doctoral case study research and insights to how practitioner research can capture the localised impact of policy shifts.