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This chapter critically focuses on Islamophobic practices that are embedded in travel and tourism environments. Muslims, especially those journeying to other Western nations, are finding that their freedom of movement is restricted within environments perceived to be hostile, particularly in the context of post-September 11. The premise of this chapter is to illustrate the role of travel and tourism in continuing to reinforce Islamophobic attitudes of the West to Muslims worldwide. Importantly, the discussion critically highlights ways in which religious abhorrence, orientalist perspectives, ethnic detestation, and xenophobic intolerance significantly affect tourism experiences. These factors marginalize communities from appreciating the global attributes of tourism, especially elements that express the importance of cosmopolitan forms of citizenship.

The purpose of this paper is to examine the challenges faced by the hospitality industries in developing an Islamic hospitality identity and indigenous styles of management, particularly in the context of the United Arab Emirates (UAE) – especially Dubai. It also aims to identify and comprehend the socio‐cultural implications of Islamic hospitality in terms of products and marketing.

This conceptual‐based paper critically reviews and amalgamates a diverse range of literature concerning Islamic hospitality (and tourism), Arab management and leadership qualities, human capital and nationalization of employment, industry skills and educational directives in hospitality and destination and product strategies.

The work critically accounts for the changing nature of skills needed by localised hospitality managers and the industry in general, especially to keep pace with dynamic customer demands and an increasingly sophisticated market and consumer. The outcome of the paper concerns the operationalisation of soft skills and managerial expertise attuned to ethnic and religious attributes of the host society. The evaluations propose ways in which the education sector can extend the career development and progression pathways for UAE nationals. The work also indicates how product development, innovation, transformation and marketing have a crucial role to play in advancing an Islamic and cultural approach to hospitality.

This paper uniquely concerns an under‐developed area of academic study: the role Islamic‐based principles and practices of hospitality and ways in which they can be developed through an indigenous‐led workforce, and Islamic and Arab styles of management, leadership and service sector operation.

Store image has long been recognized as a determinant of business success and has been used as a positioning and differentiation tool. Over the years, the retail image research stream has witnessed numerous conceptual and operational definitions, However, despite the long‐term fascination of researchers with this construct, substantial “noise” is evident in store image research. Provides an overview of the store image literature and illustrates the usefulness of an attribute‐anchored conjoint methodology for operationalizing this construct.

AFTER the trenchant paper by Mr. A. O. Jennings, read at the Brighton meeting of the Library Association, and the very embarrassing resolution which was carried as a result, one can only approach the subject of the commonplace in fiction with fear and diffidence. It is generally considered a bold and dangerous thing to fly in the face of corporate opinion as expressed in solemn public resolutions, and when the weighty minds of librarianship have declared that novels must only be chosen on account of their literary, educational or moral qualities, one is almost reduced to a state of mental imbecility in trying to fathom the meaning and limits of such an astounding injunction. To begin with, every novel or tale, even if but a shilling Sunday‐school story of the Candle lighted by the Lord type is educational, inasmuch as something, however little, may be learnt from it. If, therefore, the word “educational” is taken to mean teaching, it will be found impossible to exclude any kind of fiction, because even the meanest novel can teach readers something they never knew before. The novels of Emma Jane Worboise and Mrs. Henry Wood would no doubt be banned as unliterary and uneducational by those apostles of the higher culture who would fain compel the British washerwoman to read Meredith instead of Rosa Carey, but to thousands of readers such books are both informing and recreative. A Scots or Irish reader unacquainted with life in English cathedral cities and the general religious life of England would find a mine of suggestive information in the novels of Worboise, Wood, Oliphant and many others. In similar fashion the stories of Annie Swan, the Findlaters, Miss Keddie, Miss Heddle, etc., are educational in every sense for the information they convey to English or American readers about Scots country, college, church and humble life. Yet these useful tales, because lacking in the elusive and mysterious quality of being highly “literary,” would not be allowed in a Public Library managed by a committee which had adopted the Brighton resolution, and felt able to “smell out” a high‐class literary, educational and moral novel on the spot. The “moral” novel is difficult to define, but one may assume it will be one which ends with a marriage or a death rather than with a birth ! There have been so many obstetrical novels published recently, in which doubtful parentage plays a chief part, that sexual morality has come to be recognized as the only kind of “moral” factor to be regarded by the modern fiction censor. Objection does not seem to be directed against novels which describe, and indirectly teach, financial immorality, or which libel public institutions—like municipal libraries, for example. There is nothing immoral, apparently, about spreading untruths about religious organizations or political and social ideals, but a novel which in any way suggests the employment of a midwife before certain ceremonial formalities have been executed at once becomes immoral in the eyes of every self‐elected censor. And it is extraordinary how opinion differs in regard to what constitutes an immoral or improper novel. From my own experience I quote two examples. One reader objected to Morrison's Tales of Mean Streets on the ground that the frequent use of the word “bloody” made it immoral and unfit for circulation. Another reader, of somewhat narrow views, who had not read a great deal, was absolutely horrified that such a painfully indecent book as Adam Bede should be provided out of the public rates for the destruction of the morals of youths and maidens!

Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has helped to develop novel teaching and learning solutions that are currently being tested in various contexts. Businesses and governments across the globe have been pouring money into a wide array of implementations, and dozens of EdTech start-ups are being funded to capitalise on this technological force. The penetration of AI in classroom teaching is also a profound matter of discussion. These have garnered massive amounts of student big data and have a significant impact on the life of both students and educators alike.

Purpose: The prime focus of this chapter is to extensively review and analyse the vast literature available on the utilities of AI in health care, learning, and development. The specific objective of thematic exploration of the literature is to explicate the principal facets and recent advances in the development and employment of AI in the latter. This chapter also aims to explore how the EdTech and healthcare–education sectors would witness a paradigm shift with the advent and incorporation of AI.

Design/Methodology/Approach: To provide context and evidence, relevant publications were identified on ScienceDirect, PubMed, and Google Scholar using keywords like AI, education, learning, health care, and development. In addition, the latest articles were also thoroughly reviewed to underscore recent advances in the same field.

Results: The implementation of AI in the learning, development, and healthcare sector is rising steeply, with a projected expansion of about 50% by 2022. These algorithms and user interfaces economically facilitate efficient delivery of the latter.

Conclusions: The EdTech and healthcare sector has great potential for a spectrum of AI-based interventions, providing access to learning opportunities and personalised experiences. These interventions are often economic in the long run compared to conventional modalities. However, several ethical and regulatory concerns should be addressed before the complete adoption of AI in these sectors.

Originality/Value: The value in exploring this topic is to present a view on the potential of employing AI in health care, medical education, and learning and development. It also intends to open a discussion of its potential benefits and a remedy to its shortcomings.

In order to comply with the new Common Core standards, it is imperative teachers, particularly those at the elementary levels, incorporate English/Language Arts (ELA) in their social studies classes. These reading, writing, speaking, and listening foci, through the use of informational texts, necessitate strategies to help students meet these standards. They also help students learn social studies content and gain historical understanding. Teachers can meet these standards through an adapted Jigsaw strategy using primary source materials. We review a modified Jigsaw strategy; we call a “Source-Focused Jigsaw.” An aspect of this type of Jigsaw is its allowance of students to focus on the similarities and differences between multiple documents, which is a specific emphasis of the Common Core Standards. This strategy allows young learners to think like a historian and to understand various sources often contain different information. They also learn multiple sources may be necessary to for decision-making. The authors provide lesson examples of its use with social studies informational texts and ELA.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

Criminological, historical, and sociological research has continually underestimated women’s violent potential in the German Neo-Nazism movement. Contemplating this leads to questions about female agency in the Third Reich, a link that has not been established yet. This chapter seeks to expose this link, arguing that regardless of social environment, changing gender roles or political situation, Neo-Nazi women and women, in general, have a potential for violence in the public sphere.

The chapter looks at female perpetrators in both the Third Reich and the contemporary Neo-Nazi period and examines their involvement from the overarching theoretical viewpoint that women are not any less capable of violent crimes than men.

The scope of Neo-Nazi women’s aggression and violence is not a modern phenomenon or an exception. Their invisibility is not a result of their suggested passive involvement; it stems from the public’s and institutions’ inability to perceive them as agents of violence. Bourdieu developed the concept of symbolic violence to characterize the violence experienced by victims who accept their societal subordination. It is shown that because researchers, officials, and the public reified the concept; they overlooked the reality that women can exercise their agency beyond the limits of their roles as wife and mother and commit violent acts.

Reliable data are not available on the number of violent female Neo-Nazis. It is likely, however, that the numbers given are an underestimation.

Law enforcement agencies have long overlooked women as potential offenders. A basic change in perspective is needed to better identify female perpetrators.

The chapter is based on the murders of ten immigrants between 2000 and 2006, which puzzled investigators over a decade. Nobody suspected a woman was a key member of the group thought to be responsible for these murders.