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This chapter explores an approach to instruction in pre-service classes called “goofiness pedagogy.” Embedded in teaching and learning theories, goofiness pedagogy is designed to model creative teaching to help emergent bilingual learners academically, linguistically, and socially. Currently in Arizona, highly restrictive language policies limit curricular and pedagogical choices for students acquiring English. As a result, pre-service teachers are often reluctant to work with them, and worried that their own creativity will be constrained. This chapter thus discusses a multi-year study of goofiness pedagogy – theatrical drama, play, and performance – that helps pre-service teachers develop an alternative vision of exceptional teaching for and with emergent bilingual learners. Data sources include student and author reflections on the practice of performed goofiness in Structured English Immersion classes at the University of Arizona, video-taped performances of students engaged in drama and improvisation, and analysis of student written artifacts. Findings indicate that while some pre-teachers hesitate to participate in “performed goofiness,” the majority believe that theatrical activities encourage them to try out innovative teaching strategies, take risks, make mistakes, and analyze those mistakes in a supportive community of practice. Equally important, pre-service teachers begin to understand that learning in general, and language learning in particular, are social pursuits and that teachers should create social spaces in their own classrooms to support the academic and language development of emergent bilingual students. Goofiness pedagogy also has transformed the author’s own teaching practices, and consequently represents a “pedagogy of hope” within a rigid state context.

Hospitality services are among the most robust experiences enjoyed by consumers. To deliver them successfully, careful attention to detail is first needed for the design and development of those experiences. This chapter begins by exploring the array of elements that holistically construct an experience, from process to people to physical environments. Then, the customer experience management framework is used to outline a recommended technique for approaching experience design. Finally, a brief survey of visualization techniques shows how experiences can be modeled for assessment and improvement.

Despite high aspirations to pursue personal development, self-sustaining employment, socio-economic integration, and stable futures in their host, origin, or resettlement countries through higher education, intersecting legal, economic, linguistic, and sociocultural barriers severely constrain refugees’ options. There is limited research on how refugee students overcome these barriers to access higher education, particularly in displacement settings like Turkey, which perpetuates a deficit view of these learners. This chapter seeks to address this gap and challenge deficit ideologies through an asset-focused perspective on the stories of 10 Syrian young adults accessing higher education during forced displacement in Turkey using a composite narrative portrait crafted based on common experiences running across the participants’ individual narratives. The narrative illustrates the importance of equitable policies, quality language instruction, inclusive pedagogies, and supportive interpersonal relationships for young people aspiring to invest in their futures during displacement as well as the resourceful and dynamic strategies they devise.

Many approaches to understanding organization change approach “the organization” as a relatively static entity. Punctuated equilibrium models have also become popular, but here too the notion of unfreeze–change–refreeze suggests change as an exception — a break with the more normal stability upon which organizational control is predicated (Taplikis, 2005). By contrast, Tsoukas and Chia (2002, p. 570) have argued that “Change must not be thought of as a property of organization. Rather, organization must be understood as an emergent property of change. Change is ontologically prior to organization — it is the condition of possibility for organization.” Intuitively we agree with their position. However, it raises some significant questions for practitioners, principal among them: If change is constitutive of the organization rather than something which managers can control, then to what extent can change be subject to strategic influence?

Online reputation manager has become increasingly important in tourism industry. Managers, regardless of working for a hospitality structure or a tourism destination, are paying more and more attention in respect of the importance of reputational levels. Online reputation, in fact, originates in visitor's user-generated contents (UGCs) but reverberates on the whole web, on successive visitors' attitude and behavior, and on managed organization performances. How to manage online reputation in tourism and destination management anyway mostly stayed an anecdotal topic for many years. While best practices exist, indeed, literature has frequently neglected their systematization. Building on this need, this book will try to improve and organize the existing body of knowledge on this topic to help future hotel and destination managers to better deal with the mounting environmental complexity.

This research explores two interconnected questions: (1) How do we approach stylistic features of multimodal rhetorical artifacts such as protest posters? (2) Do said artifacts designed for different purposes exhibit systematic stylistic differences? Drawing on Charles Sanders Peirce’s semiotic categorization, this study develops a framework for examining concision, one of the primary stylistic considerations for multimodal rhetorical artifacts such as protest posters. This paper illustrates the use of this framework by exploring the correlation between rhetorical purpose and concision in posters created and disseminated before and during the 2011–2012 Québécois student movement. This study fine-tunes our existing knowledge on multimodality with style sensitivity, and demonstrates how an economy-of-sign based semiotic approach could enrich the empirical examination of multimodal rhetorical artifacts by generating more controlled interpretations.