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The purpose of this paper is to develop support for the annotation of educational resources within a digital library and their subsequent integration with distance learning course materials in a virtual learning environment.

A toolset for supporting the annotation of structured course materials was developed in participation with subject librarians, lecturers and library cataloguers.

The transparency of support provided by the system was found to be an important factor influencing the acceptance of the toolset. The approach was to facilitate rather than automate the annotation tasks of the subject librarians, lecturers and cataloguers.

The tools developed were used in two pilot applications: one for an undergraduate health and social care course, and the second for a postgraduate science communication course. The implications of the research are not limited to these domains, and further applications of this approach and the toolset would help to further generalize and refine the work done.

The value of the work described here is in identifying the benefits of transparent support tools for multi‐disciplinary teams involved in the production and deployment of online course materials. Here the benefits of metadata annotation are highlighted by enabling the subject librarians, lecturers and cataloguers to see how the annotations are made and the consequences of those choices.

This paper aims to describe two phases of a mixed‐method study: in phase I, the wellness practices of students at a Canadian university are reported. These data informed the re‐development of a first‐year health education course. Subsequent to its revision, phase II of the study assessed the impact of the course on students' wellness practices and learnings.

In phase I, 855 students completed a survey rating ten wellness practices relating to themselves. Survey results were explored further in focus groups with 60 students. In phase II, a pre‐ and post‐design assessed the impact of the health education curriculum. Wellness practices were surveyed, at the beginning and end of term, and content analysis was conducted on students' assignments.

In phase I, the mean overall wellness score was 779.7 out of 1,000 or “good”. Students scored highest in sexuality and safety, and lowest in physical activity and nutrition. Qualitative analyses revealed four primary themes important to students' wellness: being or holistic health; belonging or feeling connected to others and the campus; becoming or studying to achieve a professional or scholarly degree; and balance – or the search for stability. In phase II, significant changes were found for seven wellness scores when comparing the beginning and end of semester. Analysis of course assignments found that students left the course with enhanced affect and knowledge levels.

The results support the argument that a health education curriculum, responsive to students' identified needs, and in conjunction with a healthy campus environment, promises to enhance student wellness.

The purpose of this paper is to provide an overview of leadership styles in the hospitality industry. It also demonstrates theories used in hospitality leadership styles research, identifies the main outcomes and highlights gaps for future research.

This paper presents a comprehensive review of the 79 articles on leadership styles in the hospitality context spanning over 13 years (2008–2020) and extends the scope in distinctive means.

This review has demonstrated that leadership styles research in hospitality has made progress in the past 13 years; however, there are conceptual and empirical overlaps among different leadership styles in hospitality. There is a lack of research on antecedents and integrating theories in studies. This review has revealed that several leadership styles have not been rigorously examined in hospitality research with their outcomes.

The search strategy used to find articles published in Web of Science about leadership styles in hospitality was restricted to title to boost the accuracy of the subsequent literature.

By following the guidance presented in this review, the authors expect to advance and maintain hospitality leadership research to provide substantive insights into the context of hospitality leadership over the coming years.

To the best of the authors’ knowledge, this study is one of the first to undertake a comprehensive understanding of various leadership styles in the hospitality context. This study provides a comprehensive projected research agenda to demonstrate theoretical discourses and empirical research. Overall, this critical review presents a holistic idea of the focus of the prior studies and what should be highlighted in future studies.

This paper aims to provide a comprehensive, structured, objective bibliometric review of the main leadership styles investigated in the hospitality industry from 1977 to 2021 (September) and depicts this field’s conceptual structure.

Bibliometric analysis techniques such as bibliographic coupling were used using several software applications (VOSviewer, BibExcel and Pajek, among others) to identify trends and research gaps in this literature. The paper provides an overview of the evolution of research activity on different leadership styles that yields important insights into research trends, most-researched themes, main authors and key journals.

A total of 287 publications on leadership from the Web of Science and Scopus databases were summarized. The number of studies on leadership has been growing since 2013, evincing persistent interest in the topic. Eleven main streams of leadership research in the hospitality literature were detected and characterized, with transformational and servant leadership emerging as the most common approaches. Possible evolution of the topics and future research lines were also identified.

The findings can guide practitioners and scholars to further explore and implement emerging leadership styles in the hospitality sector. The paper also presents future research avenues to advance the field of leadership.

The current review provides a valuable framework for examining key leadership styles, understanding the most-researched styles and illustrating leadership's critical role in organizational and individual outcomes in hospitality businesses.

Machine learning algorithms are useful to effectively analyse, and therefore automatically classify online reviews. The purpose of this paper is to demonstrate a novel text-mining framework and its potential for use in the classification of unstructured hotel reviews.

Well-known data mining methods (i.e. boosted decision trees (BDT), classification and regression trees (C&RT) and random forests (RF)) in conjunction with incorporating five-fold cross-validation are used to predict the star rating of the hotel reviews. To achieve this goal, extracted features are used to create a composite variable (CV) to deploy into machine learning algorithms as the main feature (variable) during the learning process.

BDT outperformed the other alternatives in the exact accuracy rate (EAR) and multi-class accuracy rate (MCAR) by reaching the accuracy rates of 0.66 and 0.899, respectively. Moreover, phrases such as “clean”, “friendly”, “nice”, “perfect” and “love” are shown to be associated with four and five stars, whereas, phrases such as “horrible”, “never”, “terrible” and “worst” are shown to be associated with one and two-star hotels, as it would be the intuitive expectation.

To the best of the knowledge, there is no study in the existent literature, which synthesizes the knowledge obtained from individual features and uses them to create a single composite variable that is powerful enough to predict the star rates of the user-generated reviews. This study believes that the proposed method also provides policymakers with a unique window in the thoughts and opinions of individual users, which may be used to augment the current decision-making process.

The study aimed at developing the bioremediation model of Lapindo mud through multisymbiotic organism.

The research was conducted using completely randomized design. The model plants chosen in this research were soybean. The interaction pattern during the treatment was used to develop the bioremediation model based on the parameters.

The results showed that there was an effect of the type of organism on the parameters, namely: the growth of plant (biomass, height, length of root, and number of leaves), the biomass of root nodules, the percentage of mycorrhizal infection, the content of water, nitrogen, phosphorus, and total petroleum hydrocarbons (TPHs). There was a pattern of multisymbiotic interaction between each organism and roles of each symbiont in that interaction. Therefore, the plants were capable of surviving in the environment of Sidoarjo Lapindo mud. This pattern can be named as the bioremediation model proposed, which is the analogy of tripartite symbiosis between plants, mycorrhizae, and Rhizobium but also adding plant growth bacteria such as phosphate-solubilizing bacteria and hydrocarbon degradation bacteria. The implementation of this model can be used to treat oil-contaminated soil in order to be used as a plant growth medium.

Phytoremediation is a new and promising approach to remove contaminants in the environment but using plants alone for remediation confronts many limitations. Therefore, the application of plant-growth-promoting rhizobia (PGPR) has been extended to remediate contaminated soils in association with plants (Zhuang et al., 2007). The development of the model will use the analogy of tripartite symbiosis between plants, mycorrhizae, and Rhizobium. The developed model will be based on the interaction pattern on each parameters obtained. Bioremediation is chosen because it is considered an effective technique to transform toxic components into less toxic products without disrupting the surrounding environment. Besides, bioremediation is cheaper and environment-friendly because it utilizes microorganisms to clean pollutants from the environment (Nugroho, 2006).

Mentally Healthy WA developed and implemented the Mentally Healthy Schools Framework in 2010 in response to demand from schools wanting to promote the community-based Act-Belong-Commit mental health promotion message within a school setting. Schools are an important setting for mental health promotion, therefore, the Framework encourages schools to adopt a whole-of-school approach to mental health promotion based on the World Health Organisation’s Health Promoting Schools framework. The paper aims to discuss these issues.

A process evaluation was conducted consisting of six-monthly activity reports from 13 participating Western Australian schools. Semi-structured interviews were also conducted with key school contacts in November 2011 with nine schools who had signed partner agreements prior to July 2011.

The schools valued promoting the mentally healthy message and the majority felt the programme was implemented successfully. More intensive implementation was facilitated by a proactive and enthusiastic school “champion” who had influence over other staff, and who did not have too many competing priorities. Factors inhibiting implementation included a lack of effective time management, lack of whole school commitment, and evaluation demands.

Act-Belong-Commit is a positive, proactive message making it easier for teachers to talk about mental health with their students. For schools reporting implementation success, the Mentally Healthy Schools Framework raised the profile of mental health in the school setting and fostered a sense of belonging among students.