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This paper contributes to this special issue on the ethics and aesthetics of adaptive reuse with a reflection on the specific case of the reuse of those sites and buildings that can be regarded as “difficult”, “uncomfortable”, or “neglected” heritage (MacDonald, 2009; Logan and Keir, 2009; Pendlebury et al., 2018; Lanz, 2021). By doing so it is the author's intention to add to the most recent research-driven and theory-oriented strand of the contemporary architectural debate on adaptive reuse (Lanz and Pendlebury, 2022). They also intend to encourage increased research engagement within such a debate, both across disciplines and with methods and approaches that may be able to bring in greater critical consideration of the more-than-architectural aspects involved in adaptive reuse practices.

Building equally on a comprehensive literature review on the subject and extensive field work, the paper works through one paradigmatic example – the San Girolamo mental asylum in Volterra, Italy – and combines on-site observation, field notes, qualitative interviews and archival research with theory-driven reflections to discuss the ramifications of adaptive reuse processes in place-based memory and heritage practices.

The case of the former mental asylum San Girolamo in Volterra, today abandoned and decaying on the landscape, is discussed via the metaphor of the building as palimpsest to explore the significance of this built heritage in both its materiality and meanings. The San Girolamo asylum demonstrates the value, complexity and potential of this heritage site, and other alike, to act as a powerful place which connects the past and present that might serve as a platform to promote productive discourses about contemporary sensible topics, ethics of care and human rights. Drawing on these observations, the paper concludes by expanding on how the case of the San Girolamo former asylum both showcases and advocates the need for developing more creative, explorative, trans-disciplinary and collaborative approaches and methodologies to the study and implementation of adaptive reuse projects for these site “beyond intervention”.

This paper draws on and contributes to the more recent research-driven and theory-oriented corpus of studies focussing on adaptive reuse.

By using exploratory mixed methods, this study aims to present the investigation of the existing situation of private off-campus student accommodation at the University of Allahabad (UoA) in Prayagraj city.

This study explored the geographical variability of student’s private rental housing in Prayagraj city of India through 721 responses from an online semi-structured questionnaire, together with 12 interviews. Moran’s I and LISA were used to determine spatial clustering of rents paid by male and female students.

Results of this study reveal prevalence of unregulated with poor quality of off-campus housing in general and expensive rents in the proximity of UoA.

Obtaining less responses from the female students was one of the important limitations.

A win-win strategy might be formulated with a mix of innovative solutions inclusive of public private partnerships and social economy solutions woven with need-based rental housing, rekindled as the affordable rental housing complexes after COVID-19 pandemic.

This study is highly beneficial to improve liveability in the student housing segment.

This paper develops extensive understanding on the potential student housing segment in the Indian cities. Additionally, this paper demonstrates weak coordination between the central government policies, educational administrators and municipal officials.

The purpose of this paper is to develop a conceptual framework that examines the impacts of changing seasons on tourism.

The paper presents a conceptual process model of the impact of seasons on all aspects of in-destination tourist behaviour. The model is developed from the literature and is then tested using Cairns, Australia as a case study.

Seasons influence the actual and perceived range of products/experiences available, which dictate the pull features of a destination, that in turn, influence who comes and why they come. Combined the activity sets and visitor profile define in-destination behaviour and, ultimately, satisfaction.

The study fills a needed research gap in two ways. Firstly, it explains conceptually and then tests empirically how changes in seasons affect the delivery of tourism products and experiences. Secondly, it adds significantly to our understanding of the factors that influence in-destination behaviour.

Managerial implications for destination management organisations are identified.

This paper presents a new conceptual process model for a previously unexamined issue.

本文提出了一个季节影响目的地游客行为的过程的理论模型。该模型基于文献开发而成, 然后以澳大利亚凯恩斯作为案例进行测试。

本文的目的是开发一个研究季节变化影响旅游的理论框架。

研究发现季节会影响实际和感知的产品或体验的范围, 从而决定一个目的地的吸引力特征。他们反过来可以影响谁来旅游以及他们来旅游的原因。 结合活动和旅游者画像来定义其目的地行为。

这项研究从两个方面填补了理论空白。 首先, 它从概念上解释, 然后实证检验了季节的变化如何影响旅游产品和体验的供应。 其次, 它极大地增强了我们对影响目的地行为的因素的理解。

本文指出了对目的地管理的实践意义。

本文针对先前未经考察的问题提出了一种新的理论过程模型。

El artículo presenta un modelo de proceso conceptual del impacto de las estaciones en todos los aspectos del comportamiento en en destino turístico. El modelo se desarrolla a partir de la literatura y luego se pone a prueba usando Cairns, Australia como estudio de caso.

El propósito de este artículo es desarrollar un marco conceptual que examine los impactos de los cambios de estación en el turismo.

Las estaciones influyen en la gama, real y percibida, de productos/experiencias disponibles que condicionan las características de atracción de un destino. Las estaciones, a su vez, influyen en quién viene y por qué viene. Los conjuntos de actividades combinadas y el perfil del visitante definen el comportamiento en el destino.

El estudio llena un vacío de investigación necesario de dos maneras. Primero, explica conceptualmente y luego demuestra empíricamente cómo los cambios en las estaciones afectan la oferta de productos y experiencias turísticas. En segundo lugar, contribuye significativamente a la comprensión de los factores que influyen en el comportamiento en el destino.

Se identifican las implicaciones de gestión para las organizaciones de gestión de destinos.

Este artículo presenta un nuevo modelo de proceso conceptual para un tema no examinado previamente.

The research on the positive effects of children’s learning in and with nature is persuasive yet a deeper examination of the contemporary and historical discourses suggests that the school garden has been neither welcoming nor accessible to all children. Its detrimental effects on groups of children have been masked within the discourses of urban children’s health and wellbeing, environmental stewardship, and children’s connection with nature. The school garden has been used historically to enact adult agendas to contain and protect urban children from the social ills of modernity; civilise and assimilate marginalised, impoverished, and immigrant groups; and make future industrial and agricultural labourers who would in turn, entrench the white affluent society’s economic and social positions. In this sense, the school garden was used to reinforce patriarchal, colonial, white supremacist, and eugenic aspirations. We consider the school garden movement in North America through a discourse analysis of historical school garden texts to explore how childhoods were culturally constructed and how these discourses have influenced children both in the past and present.

This chapter explores the contribution of The Open University (OU) Library to influencing curriculum decisions about embedding digital and information literacies in an online environment. Recommendations can be applied to higher education (HE) institutions as they develop permanent e-learning strategies to prepare for a long-term solution to online learning experiences. Learning providers are creating strategies for online content creation, student engagement, and skills development. It is an opportunity to demonstrate their value by making an effective transition to online learning, streamlining services to create student-centered experiences.

It investigates existing e-pedagogical approaches developed pre- and during the COVID-19 pandemic to embedding digital literacies in practice, drawing on the OU’s experience of developing effective frameworks for online teaching programs. The aim is to review institutional preparedness for effective transition, so that staff members and students can adapt to post-COVID realities. This draws upon student-centered, holistic design of programs to embed accessible and inclusive processes in distance learning, utilizing technological solutions to create optimal teaching and learning environments.

It will also make recommendations about how embedding digital literacies within the curriculum will equip graduates for post-education experiences within working and social contexts, by building activities into module that develop digital capabilities. For effective learning experiences to take place, institutions require development of born-digital support material to develop staff confidence and ability to produce effective, accessible online learning objects. As more organizations move to online, hybrid, and flipped learning interventions, high-level university strategy can future-proof learning design by developing the support that staff need to provide the best experiences for their learners.

First-generation college students in the United States are a unique demographic that is often characterized by the institutions that serve them with a risk-laden and deficit-based model. However, our analysis of the transcripts of open-ended, semi-structured interviews with 22 “first-gen” respondents suggests they are actively deft, agentic, self-determining parties to processes of identity construction that are both externally imposed and potentially stigmatizing, as well as exemplars of survivance and determination. We deploy a grounded theory approach to an open-coding process, modeled after the extended case method, while viewing our data through a novel synthesis of the dual theoretical lenses of structural and radical/structural symbolic interactionism and intersectional/standpoint feminist traditions, in order to reveal the complex, unfolding, active strategies students used to make sense of their obstacles, successes, co-created identities, and distinctive institutional encounters. We find that contrary to the dictates of prevailing paradigms, identity-building among first-gens is an incremental and bidirectional process through which students actively perceive and engage existing power structures to persist and even thrive amid incredibly trying, challenging, distressing, and even traumatic circumstances. Our findings suggest that successful institutional interventional strategies designed to serve this functionally unique student population (and particularly those tailored to the COVID-moment) would do well to listen deeply to their voices, consider the secondary consequences of “protectionary” policies as potentially more harmful than helpful, and fundamentally, to reexamine the presumption that such students present just institutional risk and vulnerability, but also present a valuable addition to university environments, due to the unique perspective and broader scale of vision their experiences afford them.

Scenarios are cognitive aids for thinking about the future in a sustained and disciplined manner. Because scenarios must be facilitated, scenarios must be considered in the context of their practice. In the strategic management literature, there has been a considerable conversation on the practical difference between “hot” and “cold” cognition. Thinking in this conventional literature demonstrates how the facilitators of scenario planning workshops establish and channel the productive cognition of their clients away from hot cognition and toward cold cognition. But how? As a thought experiment, we examine whether the sociological concept of “emotional labor” helps explain the cognition management of clients by facilitators during scenario planning. We end by considering how a deeper practical understanding of emotional labor might help facilitators identify mechanisms and adapt their tools to better manage the cognitive-affective dimensions of scenario planning in practice.

In this chapter, the authors make the case that preserving and curating knowledge for the future involves more than changing methods and tactics or extending our current applications and technology to support knowledge capital. It means changing the way we think about the future. It means envisioning multiple futures where various elements may be known or unknown – a four-future quadrant. First, the authors explain what it means to think strategically in multiple known and unknown futures. Next, the chapter presents ideas for strategic thinking about future knowledge preservation and curation. Finally, the authors consider using the four futures to develop a flexible and relevant knowledge preservation and curation strategy.

Anti-racism has been practiced in various ways, with varying degrees of effectiveness. This chapter engages with the body of scholarship that focuses on approaches aimed at promoting anti-racist actions, policies and social change. It discusses some of the main anti-racism strategies that have been deployed across different countries and examines anti-racism practices in interpersonal, intergroup and community settings. These approaches encompass civil rights campaigns, legislative and policy interventions, affirmative action, diversity and inclusion training, prejudice reduction, intergroup contact, organisational development and holistic anti-racism approaches. Some anti-racism practices and policies, such as awareness campaigns, social marketing and diversity training, also extend to digital platforms, with social media and multimedia networks deployed to broaden the reach and impact of anti-racist endeavours. This chapter specifically engages with local anti-racism movements and draws principles for broader implementation of anti-racism policy and practice. It concludes with a brief discussion of the effectiveness of contemporary anti-racism approaches.