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Underpinned by the consumer-based model of authenticity (CBA), this study aims to investigate whether leisure involvement, object-based and existential authenticity, host sincerity and engagement stimulate positive memorable visitor experiences in a distinctive commercial hospitality setting: a living history site.

Quantitative data were gathered from living history site visitors (n = 1,004), with partial least squares structural equation modeling used to test the hypothesized relationships.

The results confirm the inclusion of the hypothesized relationships between leisure involvement, sincerity and authenticity, relative to engagement and subsequent memorability. The findings suggest that engagement can be a predictor of a positive memorable experience, contingent on CBA constructs (sincerity; object-based authenticity; existential authenticity). The significant association between object-based authenticity and memorable experience identified herein differs from some published studies, while other results are broadly consistent with extant research. Results also reveal significant differences for visitors who purchased souvenirs when compared to those who did not.

The research extends the CBA by positing sincere hospitality as a relationship-based encounter between host and guest that influences social interaction, engagement and memorability within the novel living history site context. Further, the ability to differentiate visitors based on their purchases at the site is illustrated.

Given the ubiquity of engagement and authenticity as precursors to memorable experiences within contemporary commercial hospitality and heritage discourses, the findings apply to hospitality experiences beyond the living history site context examined herein.

The goal of this article is to expand on the use of field trips in social studies education, particularly in the Common Core era. Meshing the goals of the Common Core Standards with those of the corresponding high-stakes testing while providing an experiential learning is a dilemma faced by some teachers. One launched argument suggests field trips are still relevant and pertinent to meeting various educational standards including those found within the Common Core. In an attempt to support this claim, we first discussed the literacy requirements set out by Common Core Standards for History/Social Studies. We then examined the necessary elements for properly planning and conducting field trips, which we referenced as the Field Trip Effectiveness Model. Sample ideas for field trips such as: art and history museums; living history experiences; historical sites, monuments and memorials; cemeteries; geographical sites; banks and businesses; and government buildings are provided.

Outdoor education was first included in the formal (written) curriculum for New Zealand schools in 1999. This article explores New Zealand outdoor education as a product of a particular coincidence of social and economic conditions and the contested domais of pedagogy and curriculum during the period 1935‐1965. Popkewitz, among others, views school curricula and associated practices as emerging from ‘systems of ideas that inscribe styles of reasoning, standards and conceptual distinctions’ which ‘shape and fashion interpretation and action’. It is these ‘systems of ideas’, or ‘traditions’ in Goodson and Marsh’s terms, that provide a framework for understanding outdoor education in New Zealand schools. Since the 1930s, outdoor education in New Zealand appears to have consolidated from, and been shaped by, competing educational ideologies and changing social and economic influences. The way in which outdoor education accommodated competing traditions is the focus of this, necessarily broad, analysis

Personal readers’ histories have long had a respected place in reading research. They add a human, personalized dimension to the studies of reading practices, often reported through aggregate findings and generalized conclusions. Moreover, they introduce a private context of readers’ lives, which complements other reading contexts (e.g. historical, socio-economic and cultural) required for an understanding of reading behaviours. The purpose of this paper, based on a selected data set from a larger reading study, is to introduce a gallery of portraits of immigrant readers with the aim to facilitate the library practice with immigrant communities.

Qualitative face-to-face intensive interviews with immigrant readers.

The knowledge of reading contexts and the opportunity to see readers as individuals rather than anonymous statistics are crucial for librarians who come in contact with multicultural populations. Personal histories can also serve as a step in building interpersonal relationships between librarians and community members.

The value of the study is in introducing a methodological approach which, through collecting and writing reading histories, allows librarians to gain insight into the cultural practices of multicultural communities and to adjust their work accordingly. This approach can also be used as a prototype for researching other community groups.

The purpose of this paper is to map the process of (social) valuing by people encountering built heritage in their daily environments. Value-based approaches are not well researched and formalized in Flemish policy context. New questions and issues are emerging in relation to values-based heritage management and the (adaptive) reuse of heritage within a context of spatial development and urban renewal practices. This paper firstly focus on what factors influence the process of (social) valuing, secondly on the hybrid character of the process and finally at the conflicts between the values frames of the different actors. This way it also inquires the potentials of participatory design supporting alternative regimes of care.

Within the research trajectory, the authors approached built heritage as a social construction and a social product, where there are as many stories as users. What heritage is and how heritage is dealt with, forms the basis of negotiation and valuation processes. An ethnographic approach was embarked on to get a grip on the socio-cultural significance of immovable property heritage in Flanders.

This paper describes the process of (social) valuing of by people encountering built heritage in their daily environments and offers an integrated conceptual framework for this kind of dynamic processes.

New questions and issues are emerging in relation to values-based heritage management and the (adaptive) reuse of heritage within a context of spatial development and urban renewal practices. This paper firstly focuses on what factors influence the process of (social) valuing, secondly on the hybrid character of the process and finally at the conflicts between the values frames of the different actors.

Aims to explore the nature of authenticity as defined and constructed by visitors to sites of heritage. The concept of authenticity is explored through the literature relating to the commodification of the past and also in the context of postmodern theories regarding the blurring of the boundaries between high and mass culture. The paper draws on findings from a study of consumer behaviour at three distinct attractions and offers an explanation of authentic experiences in the light of three identified types; the “existential”, the “aesthetic” and the “social” visitor. These findings are then discussed in relation to theoretical and managerial implications.

This study aims to describe patients presented in an interprofessional, virtual education program focused on the mental health of adults with intellectual and developmental disabilities (IDD), as well as present interprofessional recommendations for care.

In this retrospective chart review, descriptive statistics were used to describe patients. Content analysis was used to analyze interprofessional recommendations. The authors used the H.E.L.P. (health, environment, lived experience and psychiatric disorder) framework to conceptualize and analyze the interprofessional recommendations.

Themes related to the needs of adults with IDD are presented according to the H.E.L.P. framework. Taking a team-based approach to care, as well as ensuring care provider knowledge of health and social histories, may help better tailor care.

This project draws on knowledge presented in a national interprofessional and intersectoral educational initiative, the first in Canada to focus on this population.

This paper is a conceptual discussion of the ways in which the diverse lives, identities and collective politics of lesbian, gay and bisexual (LGB) people can be made visible, and how they are made visible, in long-term care environments for older people. The purpose of this paper is to problematise strategies of visibility as methods for promoting social inclusion in care environments.

This is a conceptual discussion that draws on several social theorists that have previously discussed the politics of visibility, knowledge and sexuality.

Promoting increased visibility in itself does not fully grapple with the ways in which older LGB can be represented and known as particular kinds of sexual citizens. This potentially curtails a more holistic recognition of their needs, interests and wishes, inclusive of their sexual lives and histories. Making LGB lives visible in care environments may not always be a productive or affirmative strategy for dismantling homophobic views and beliefs.

The theoretical implications of a politics of visibility warrant a deeper consideration of strategies for promoting visibility. The paper concludes with a discussion of some of the practical implications for rethinking strategies of visibility in care environments.

Critical discussions about the application of visibility strategies, and the problematic assumptions contained within such strategies, are lacking in relation to mainstream housing and social care provision for older LGB people. This paper seeks to initiate this important discussion.

This paper aims to discuss the concepts contained in communities of practice theory (COPT) and how they might contribute to greater understanding of organizations.

The paper draws upon COPT as a means to broaden the perspective of institutional theory.

The findings provide insight into the processes surrounding organizational change. The notion of change as both intentional actions and unintended consequences is explored through a review of the case of Arthur Andersen and Company.

The study presents a historically informed case study that presents a novel theoretical approach for examinations of behavior, practices and ethics in organizations. Future work based on broader empirical examinations would enrich the findings presented in this study.

The study provides a means to examine organizations in practice and expands awareness of how behaviors in organizations evolve and might be shaped and encouraged over time.

The study introduces a novel theoretical vocabulary to the accounting academy COPT that has the potential to expand our understanding of organizations through examinations of practice.