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The paper explores the notion of worker voice in terms of its implications for supply chain justice. The paper proposes the value of the recognition perspective on social justice for framing workers’ experiences in global supply chains and identifies opportunities for the advancement of the worker voice agenda with recognition justice in mind.

The paper adopts a conceptual approach to explore the notion of worker voice in supply chains in terms of the recognition perspective on social justice.

Sustainable supply chain management (SSCM) scholarship has considered worker voice in terms of two key paradigms, which we term communication and representation. To address recognition justice for workers in global supply chains, the worker voice agenda must consider designing worker voice mechanisms to close recognition gaps for workers with marginalised identities; the shared responsibilities of supply chain actors to listen alongside the expectation of workers to use their voice; and the expansion of the concept of worker voice to cut across home-work boundaries.

The paper offers conceptual clarity on the emerging notion of worker voice in SSCM and is the first to interrogate the implications of recognition justice for the emergent worker voice agenda. It articulates key opportunities for future research to further operationalise worker voice upon a recognition foundation.

This study aims to examine the role of edible mushrooms in the Brazilian diet, considering their strategic significance in meeting nutritional goals within sustainable development. Despite their potential in the nutrition of the Brazilian population, significant knowledge gaps still exist. To address this, the authors formulated this study into five main sections: the consumption of edible mushrooms in Brazil, the factors influencing the consumption, the occurrence of edible mushrooms in Brazil, the nutritional contribution of mushrooms consumed in Brazil and sustainable mushroom production in Brazil.

The authors compiled current literature to develop this viewpoint paper using systematic review, systematic search and narrative review search methods.

Mushrooms are sporadically consumed in Brazil, primarily by the urban population, with challenges in estimating the most used species. Social, economic and cultural factors, health considerations and reduced meat consumption influence mushroom consumption behavior. While Pleurotus ostreatus, Lentinula edodes and Agaricus bisporus are primary species, ethnomycological studies highlight a more diverse consumption among traditional indigenous communities. Brazil hosts approximately 133 wild mushroom species safe for human consumption. Some can be sustainably cultivated using substrates derived from agricultural and urban waste, offering high-protein, high-fiber, low-fat foods with bioactive compounds holding antioxidant and prebiotic potential.

To the best of the authors’ knowledge, no previous study has investigated how edible mushrooms contribute to the food and nutrition of the Brazilian population. This study emphasizes the crucial role of edible mushrooms in preserving Brazil’s cultural heritage, contributing to food and nutritional security and enhancing the overall diet quality.

The aim of this research is to explore the relationship between destination supply-side factors, visitor demand-side factors and the role of local government authorities in supporting the drive tourism market with effective interventions. A mixed methods approach was used to gather qualitative data from 14 destination stakeholders, which informed the development of a survey of 397 drive tourists to the Atherton Tablelands, in the far north of Australia. The findings identified stakeholder concerns about fragmented regional promotions by different regional entities, weakened destination branding and infrastructure needs. Drive tourist surveys indicated that although the destination provides a competitive tourism experience, there were concerns about the availability of information. This research highlights the danger of destination disunity, and the theoretical and practical contributions of the learning destination concept to understanding the importance of destination-wide, stakeholder collaboration, although it may be difficult to implement.

Globally, around one-third of food produced is wasted and thrown into supermarket bins or dumpsters. As a result, these dumpsters have become opportunistic sources of food through dumpster diving. The authors' scoping review aimed to document the people that are dumpster diving and why these people engage in this potentially illegal practice.

A database search spanning 12 years yielded 29 articles for review.

The authors' analysis uncovered two main themes for why people were dumpster diving: (1) motivations which included political activism against consumerism, materialism and capitalism, a fun and thrilling social activity and to alleviate food insecurity and (2) the benefits derived, such as gaining free food, saving money, sharing food with others and gaining attention from the public and media.

In conclusion, the review was unable to provide definitive information on “who” was dumpster diving; however, this limitation provides a unique opportunity for further research that focusses on the specific demographics of dumpster divers rather than the “why” people are diving.

The detrimental effects of increased workloads and high-stakes accountability that impact on teachers’ job satisfaction and wellbeing have been well documented in the international literature (Holloway et al., 2017; Perryman et al., 2011). This chapter will explore the factors which influence staff mental health and wellbeing in schools. The authors unpack issues of burnout, job satisfaction and teacher attrition. The authors consider the concept of teacher resilience by situating resilience within a socio-ecological framework. Specifically, the authors draw on Greenfield’s (2015) model of teacher resilience. The authors draw on our own research to explore the relationship between staff wellbeing and student wellbeing (Glazzard & Rose, 2020). In addition, the authors consider the specific issues related to the wellbeing of school leaders.

This chapter has been specifically written for readers interested in incorporating positive education into practice. Expanding on concepts and models first introduced in Chapter 1, it starts with an overview of commonly used wellbeing models and frameworks from positive psychology adapted for application in schools. The chapter also explores the significance of positive education in enhancing educator wellbeing and shares experienced-based insights on how positive education has been implemented effectively, or not. As part of this, the chapter identifies common implementation challenges and offers key recommendations for achieving success. Aligned to this book’s overarching objective of connecting theory with practice, it provides empirical and practical insights, including a Positive Psychology in Practice case study of a UK educator’s experience with embedding positive education in further education (FE).

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.

This design case serves to identify barriers to implementing a micro-credential initiative and describes how the institution in the case addresses them to provide strategies and lessons learned to practitioners at other institutions of higher education who may be designing a micro-credential initiative.

This design case traces a systems approach to designing a centralized and sustainable university micro-credential initiative. Sources include historical documents from the original working group, email-documented community feedback, current initiative communications, participant report, and frequency counts of micro-credentials awarded. This data is used to recount the design process and key decisions that led to revisions, or iterations, of the initiative's design.

The institution has seen rapid growth in the awarding of micro-credentials. Lessons learned included the need for thoughtful inclusion of stakeholders, selective terminology, a well-communicated attitude of iteration, repurposing of established tools and processes, and on-going support of academic faculty.

Like any design case, this study is not generalizable.

This paper provides a unique empirical account of the design, development, and implementation of a micro-credential initiative that functioned in tandem with, rather than in conflict with, shared governance and academic traditions at a higher education institution.

The modern fairy tale hero identity falls into a general spectrum of tropes that spans from the charming prince who seals the fate of the beautiful princess with a kiss to borderline villains with little break in this spectrum. The Witcher's Geralt of Rivia brings to light an often overlooked hero's identity by representing neither ends of this heroic spectrum but rather a different breed of hero entirely. We argue that Geralt of Rivia differs from the typical representation of the fairy tale hero by embodying the spirit of the Huntsman archetype as depicted in stories such as Snow White and Little Red Riding Hood.

This creates a new means of exploring fairy tales as genres by giving perspective to the bloodier, messier sides of these tales which have since deviated from their darker origins. Geralt exists as neither hero nor antihero, but rather a sword-for-hire who cleans up messes that ‘heroes’ otherwise cannot or will not handle themselves. Across his depictions in the books, games, and show, Geralt involves himself as a witcher; hunter of monsters. Geralt's method in overcoming this style of quest is unlike the usual hero. Standing in for the Huntsman, Geralt understands the nature and balance of man and beast and carries this responsibility while looking to accomplish his goals. In this chapter, we seek to document and bring to light this underrepresented style of hero that the witcher has to offer to show that such a hero needs not be black nor white.

The Mental Health of Children and Young People in England survey (National Health Service Digital, 2020) found that 1 in 6 children aged 5–16 have a probable mental health disorder. This represents 16% of children in that age group and is an increase from 1 in 9 in 2017 (Public Health England, 2021). Evidence suggests that some children and young people, particularly those who are economically disadvantaged, females and those with pre-existing mental health needs appear to have experienced greater negative impacts on their mental health and wellbeing during the COVID-19 pandemic (Public Health England, 2021) and schools and colleges therefore play an important role in continuing to support children and young people’s mental health. Evidence from the national charity, Education Support (2022), also indicates that the mental health of staff working in education has deteriorated, leading to adverse effects on job satisfaction, burnout and retention. This chapter explores the latest evidence relating to Children and Young People’s (CYP) mental health and the whole school approach to mental health, including the mental health of staff who work in the education sector. It makes a case for implementing a mental health curriculum in schools. It addresses the concept of mental health literacy and approaches for working in partnership with children and young people. It makes an argument for universal screening and outlines approaches for working in partnership with parents, carers and other agencies. Theoretical perspectives are considered and applied to school contexts.