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Environmental protection and conservation have been closely linked with the promotion of sustainable tourism across destinations. This is underpinned by the assumption that the environment and tourism have an interdependent relationship – where tourism activities need to support the preservation and conservation of environmental areas so that such economic activities can be sustained. That is a balance must be struck between the two. Within these two areas, women have been recognized to play a crucial role – in tourism, women were seen to dominate the industry's workforce globally; in environmental efforts, women were believed to play a key role in supporting such initiatives across societies. In both areas, women's efforts, despite being crucial to the achievement of sustainability, are often perceived as small and thus overlooked. Despite these, little has been said about their experiences in promoting sustainable tourism. To contribute to discourses promoting the idea of “thinking small,” this chapter looks at women's tourism-related environmental efforts that are often seen as small and overlooked, alongside their experiences in being involved in these initiatives.

The COVID-19 pandemic resulted in significant declines in international tourist arrivals and receipts. It has also influenced destination preference, tourist demographic, travel motivation, and behavior. Recognizing health and safety as the new considerations in pursuing tourism activities in the better normal, this necessitated a reassessment of the current tourism industry by directing the attention from the usual destination-centric perspective to a value chain perspective. This chapter proposes a new paradigm for the better normal value chain by deconstructing the concepts of travel, tourism, and travel sectors and revisiting the concept of the tourism value chain (TVC) by mapping out the chain and its functional levels and integrating travel, tourism, and hospitality sectors in one value chain. Policymaking approaches such as reorganizing the value chain, empowering stakeholder involvement through coopetition, and resilience building in the face of possible adversities in the future should be adapted to achieve this suggested paradigm's goals. This analysis provides stakeholders with a broader understanding of the needed interventions in future-proofing the industry backed by industry trends in the better normal while fostering collaboration and offering flexibility to cope better in other possible shocks in the future.

As a fairy tale is adapted to fit with current cultural discourses, drastic changes occur. One of these changes is the erasure of the old man. The wise old man, the doddering old fool, and many more tropes that older men fill have been altered. The eccentric Merlin and the mad Hatter have been replaced with younger versions in Merlin (2008–2012) and the Syfy miniseries Alice (2009). While the grandfather is technically found in Disney's Once Upon a Time in the form of Rumpelstiltskin, it is rarely discussed. In the Beauty and the Beast (2017), Maurice is no longer the town oddity as he goes from tinkering with odd inventions, to being a music box maker. His creativity and quirky idiosyncrasies have been erased.

This chapter delves into this disappearance of the older man in modern fairy tale adaptations, and the repercussions this has in the representation for the older man. Furthermore, this chapter seeks to show how toxic ageist notions in Hollywood have impacted the role of the old man as he is replaced with the stereotypical younger man, due to the increased objectification of men in film and the subsequent conformity to the ‘ideal masculine form’. This objectification can be seen through the slow ‘reinvigoration’ of the Mad Hatter from Disney's Alice in Wonderland (1951) to the Hatter in Syfy's Alice (2009), Johnny Depp's Mad Hatter, Tarrant Hightopp, in Tim Burton's Alice in Wonderland (2010), and finally Sebastian Stan's Mad Hatter in Once Upon a Time (2011–2018).

This study aims to examine whether sport companies that promote gender equality through femvertising, an advertising trend that empowers women and confronts gender stereotypes, actually support women’s rights with institutionalized approaches to challenge gender issues. Some sport brands even have won awards for their femvertising efforts, however, not all of them have modified their policies and programs to support gender equality. Sport femvertising can be a new area for CSR-washing and this study investigated this potential.

Utilizing a content analysis, this study compared sport brands' (award-winning vs non-award-winning) level of engagement in internal and external CSR activities regarding gender equality. Sport brands’ CSR attempts and number of women in leadership positions were analyzed through companies’ CSR reports, annual reports and websites.

Only few differences between two groups (award-winning vs non-award-winning) of sport brands were observed regarding their gender equality CSR engagement. In some cases, non-award-winning sport brands had a greater percentage of women in leadership and practiced more internal gender equality CSR.

This paper provides valuable information about the potential of femvertising as an advertisement, as well as CSR strategy. Results of this study broaden our understanding of how sport companies embraced this advertising/CSR technique and the repercussions. Findings provide guidance for sport marketers who seek to improve their brand image through femvertising.

The purpose of this paper is to explore whether and how principles from variation theory can contribute to the planning of teaching and learning beyond learning study.

We study whether and how principles from variation theory contributed to a group of teachers’ planning of teaching and learning about decimal numbers in Grades 4 to 7 working in Subject Didactic Groups – a collaborative arrangement suited to daily teaching. A theoretical thematic analysis approach was used when analyzing eight audio-recorded meetings and written documents.

The study shows that variation theory principles contributed to the teachers’ planning of teaching and learning. Two themes were identified: the theory contributed to the teachers being able to (1) specify what their students needed to learn and (2) design tasks that they anticipated would afford the opportunity to learn what was identified as being necessary to learn.

The paper demonstrates how variation theory can contribute to teachers’ planning of teaching and learning when used in a collaborative arrangement other than learning study. This leads into a discussion about variation theory being used separately from learning study and the benefits and limitations this other collaborative arrangement can have for gaining knowledge of what is to be learned and taught.