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University methods instructors emerging from disciplinary silos (art, English, mathematics, science, and foreign language) co-created a seminar to support candidates’ using video reflection. They explored how the Inquiry into My Practice protocol (IMP) could be used as a vehicle to surface Three Durable Practices critical for educators: intentional collaboration, instruction, and reflection.

Grounded in an interactional ethnographic perspective, this analysis draws on two telling cases to examine how the faculty team and teacher candidates co-constructed an intentional ethnographic learning community using physical and video-based practices (TeachingChannel.org).

Three Durable Practices came to life in the IMP, and through this shared and coherent conceptual approach, candidates made visible their process for bridging the disconnected worlds of theory and practice as they took up video analysis of their teaching.

Orienting across disciplinary boundaries to a shared conceptual language with associated protocols, faculty and candidates are afforded approaches to navigate their face-to-face and virtual worlds of practice.

Purpose – To provide an overview of the development of an integrated classroom curriculum linking literacy, literature, science, and digital technologies designed to develop online literacies with struggling readers from disadvantaged communities.Design/methodology/approach – The chapter opens with a consideration of the theoretical perspectives underpinning the study presented in the chapter. Following this, the methodological and contextual frameworks underpinning the study design are described. Finally, findings from the study are discussed.Findings – The chapter discusses key findings and lessons learned related to the design of an integrated curriculum linking literacy, the content areas, and technology; the development of high levels of online reading comprehension skills with struggling readers; and the crucial role of peer-to-peer collaboration to develop the affective, cognitive, and social aspects of learning online.Research limitations/implications – Findings from the small-scale study indicate the potential of the Internet and other digital technologies to actively engage, motivate, and challenge struggling readers to develop high levels of literacy skills in challenging inquiry-based activities.Practical implications – The chapter provides teachers with practical examples of classroom pedagogies to develop the skills, strategies, and dispositions necessary to successfully exploit the potential of the Internet and other digital technologies as sites for deep learning.Originality/value of chapter – Teachers are struggling to successfully integrate digital technologies into the classroom curriculum. The chapter provides an insight into the development of an integrated curriculum and the learning environments necessary to develop online skills and strategies in authentic classroom environments.

This study explores the influence individual characteristics identified in prior research have on ethical choice in a financial reporting task. An action-based, multi-metric dependent variable is developed to measure ethical reporting choice. Intermediate accounting students participate in the task as part of a curricular assignment in a revenue recognition module. Results demonstrate that several, but not all, individual characteristics found in prior research do influence accounting students’ ethical revenue recognition choices. Specifically, the external locus-of-control, idealism, consequentialist, and Machiavellian characteristics are found to influence ethical reporting choice.

In the post-industrial society, demand escalation for travels and tours led to the mobility of travellers and tourists en masse from cross sections of the society and caused tourism's dramatic growth making enormous makeovers in the national income of many states. Tourism, then, could be perceived by travel mobility paradigm. Increasing tourist mobility contributed to the growth of overtourism phenomenon at different destinations. Overtourism sets to be in opposition to responsible and sustainable tourism. Contradictory approaches towards carrying capacity, commodification and commoditisation set overtourism to be positioned so. The way of establishing control on cultural, natural and spatial capitals overlooking hosts' traditional interests, priorities and intentions like destination's economic development and sustenance also made overtourism placed in contrary to the responsible tourism. Contradictions do exist between overtourism and its counter-reactions and within the reactions. Consumerism and control over host capital in the counter-practices continue differently but in contradicting manners with the same magnitude of profit progression. Instead of mass consumerism, elite consumerism appears turning the mobility of organised mass tour packages to the tailor-made alternative tour packages. The contradictions within paradigms of overtourism's nature, aspects, causes and consequences were thus likely. Contradictions also prevail between uncontrolled or limitless and controlled or within limit mobility and activity; goals and means; growth and effect; control of entrepreneurs on tourism capital and local community involvement, etc. It defines parallel subsistence or continuation of contradictory forces. The dialectical nature of history led to make a synthesis of the existing and newly emerging mobility phenomenon. This chapter will locate how control and decontrol or delimiting and limiting of overtourism co-exist in contradiction and reconcile the contradiction to synthesis.

Sociologists working within the institutional framework have revealed the extent to which shared cultural understandings concerning education as an institution have been a driving force effecting similar educational outcomes within diverse national settings. Worldwide models promulgated by international organizations and policy makers define and legitimate agendas, structures, and policies of nation-states as well as the movement of individuals into and through social institutions such as education, the labor market, politics, and the family. The ideological underpinnings of this overarching cultural framework have been documented and discussed extensively in theoretical as well as empirical work in this body of literature (see, e.g., Boli & Thomas, 1999; Meyer, Boli, Thomas, & Ramirez, 1997).

This chapter analyses the other aspect of an oppressor/oppressed relationship by looking at what happens to the oppressed, in this case, the academics and staff not in leadership roles. This chapter looks at why the tactics leaders employ work, and why people do not retaliate, and what systems have been put in place to prevent the people from having any consequential power. This chapter thus looks at how the power of the majority in the academy has been slowly eroded by managerial promises of empowerment, self-governance or having an opinion on the institution's direction when in reality, they have no opinion, and the only decisions they can make are inconsequential. This is why time and time again, we see universities restructure, remove non-profitable courses and increase targets to unrealistic levels to maintain power over the majority.

Relative to other industries, hospitality organizations tend to be labor intensive, employing large numbers of individuals in hotels, resorts, restaurants, and other related enterprises. There has been long-standing debate between the rights of worker personal privacy and the need for employers to know information concerning prospective and current employees. This article presents an evolution of employment relationships in the hospitality industry to demonstrate the complex nature of employment from legal, moral, and ethical perspectives that exists at the current time. It provides discussion of the balance between the rights of individuals and employers’ “need to know” private information to draw conclusions and suggestions for practicing hospitality human resource managers.

Purpose – This interpretive study aims to demonstrate how dialectics might hamper researchers' imagination, inspiration, and insight that can otherwise enhance the understanding of a variety of phenomena in consumer-market dynamics and subsequently propose Foucauldian genealogy as an alternative to theorize such dynamics in the current consumer culture.

Methodology/approach – An ethonographic field study is conducted in the context of X Games, followed by an empirical juxtaposition of semiotic square, as a dialectical analysis, and a genealogical analysis of the same textual data.

Findings – Consumer-market dynamics operate based on interactions and mutual facilitations among four theoretically and empirically distinct groups of consumers in the context of X Games: pragmatic, stigmatized, distinction-oriented, and self-normalizing consumers. The historic conflict between consumers and the market steeped in Hegelian dialectics is contested in the dynamics due to the switch of modes(arts) of being(consumption) made by individual consumers who respectively participate in the system through presentation and representation.

Implications – A multitude of reality/truth-making is present in the consumer-market dynamics; thus, the dialectical view of the systematic progression of the market is found to be less implicative than the genealogical view of the system as polyvalent power relations.

Access to high-speed Internet is essential for full and consequential participation in the civic, economic, and education systems of modern life. Yet 30% of Californians continue to lack “meaningful Internet access” at home. This digital divide is worse among already disadvantaged communities and prevents rural, lower-income, and disabled individuals from fully participating in the civic, economic, and education systems of life in 2018. This chapter establishes the magnitude of the digital divide, examines the factors that contribute to the Divide, and looks at which groups are most affected. Successful government programs that invested in utility infrastructure and adoption, such as the Rural Electrification Act, the American Reinvestment and Recovery Act and the California Advanced Services Fund, are examined to provide a foundation for broadband specific policy recommendations. The chapter sets up a framework for policy recommendations by segmenting the population based upon the concepts of material and motivational access and establishing meaningful Internet access as the goal for policy-makers. The chapter puts forth a number of specific policy recommendations to address the technological disparity and prevent it from furthering the economic and educational divides.