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The 1993 industry survey in this journal updated. Increasingly the Cyprus wine industry is turning its attention to the making of higher quality table wines, to satisfy an ever‐growing local market, comprised mostly of two million foreign tourist arrivals, 30,000 foreign residents and a slowly growing segment of Cypriot professional and business people. Despite the planting of new grape varieties and setting up of regional wineries near the vineyards, there is still a long way to go, before quality wines are a significant sector of production and for some years the Cyprus industry will depend on exports of low‐price bulk wines and spirits for survival and profit For the moment, though, 1994 was a good year overall and the transition of the industry is gathering pace. The author surveys the structure of the industry, developments in vine‐growing and wine‐making, current local and export marketing trends and future prospects.

The author examines the background to the very limited penetration into overseas markets like the U.K. by bottled table wine, diminishing sherry sales and low‐price exports of aromatics, in the context of the structure of the industry, the vines, the groves, wine‐makers and marketeers. Based on more than a year's study and marketing at all levels, he concludes that the Cyprus industry really has reached the cross roads and proposes some of the directions it should take. It must move quickly and positively.

Our ongoing program of research works with teachers to help them become more autonomy supportive during instruction and hence more able to promote students’ classroom motivation and engagement.

We have published five experimentally based, longitudinally designed, teacher-focused intervention studies that have tested the effectiveness and educational benefits of an autonomy-supportive intervention program (ASIP).

Findings show that (1) teachers can learn how to become more autonomy supportive and less controlling toward students, (2) students of the teachers who participate in ASIP report greater psychological need satisfaction and lesser need frustration, (3) these same students report and behaviorally display a wide range of important educational benefits, such as greater classroom engagement, (4) teachers benefit as much from giving autonomy support as their students do from receiving it as teachers show large postintervention gains in outcomes such as teaching efficacy and job satisfaction, and (5) these ASIP-induced benefits are long lasting as teachers use the ASIP experience as a professional developmental opportunity to upgrade the quality of their motivating style.

Our ASIP helps teachers learn how to better support their students’ autonomy during instruction. The value of this teaching skill can be seen in teachers’ and students’ enhanced classroom experience and functioning.

This chapter aims to discuss methods for promoting student engagement to counteract declining academic motivation and achievement in the contemporary setting.

In this chapter, two studies are presented that describe ways to promote student engagement in and out of the classroom. The in-class study was conducted with psychology students at the University of Nebraska at Kearney (UNK). The Student Course Engagement Questionnaire (SCEQ) developed by Handelsman, Briggs, Sullivan, and Towler (2005) was used to measure student engagement. Study 2 examined the extent to which four high-impact educational practices promoted student engagement. Undergraduate UNK students who had participated in undergraduate research, learning communities, service learning, or internships were surveyed.

The results of the first study indicated that instructors can promote engagement by how the structure of the classroom (discussion classes), individuation (knowing student names and keeping class sizes small), and teacher support in the form of being responsive to student questions, encouraging students to seek assistance, and assigning effective aids to learning. The second study indicated that undergraduate research and internships were more engaging than service learning or learning communities.

These results suggest practical methods for meeting a variety of student needs, including their need for relatedness — by encouraging them to seek assistance and knowing their names, competence — by assigning effective learning aids and autonomy — by encouraging intrinsically motivating activities.

The purpose of this chapter is to review how well walking interventions have increased and sustained walking, and to provide suggestions for improving future walking interventions. A scoping review was conducted of walking interventions for adults that emphasised walking as a primary intervention strategy and/or included a walking outcome measure. Interventions conducted at the individual, community, and policy levels between 1990 and 2015 were included, with greater emphasis on recent interventions. Walking tends to increase early in interventions and then gradually declines. Results suggest that increased walking, and environmental-change activities to support walking are more likely to be sustained when they are immediately followed by greater economic benefits/time-savings, social approval, and/or physical/emotional well-being. Adaptive interventions that adjust intervention procedures to match dynamically changing environmental circumstances also hold promise for sustaining increased walking. Interventions that incorporate automated technology, durable built environment changes, and civic engagement, may increase cost-efficiency. Variations in outcome measures, study duration, seasons, participant characteristics, and possible measurement reactivity preclude causal inferences about the differential effectiveness of specific intervention procedures for increasing and sustaining walking. This review synthesises the effects of diverse walking interventions on increasing and sustaining walking over a 25-year period. Suggestions are provided to guide future development of more effective, sustainable walking interventions at the population level.

The purpose of this paper is to present contrasting approaches to the descriptive case study of tourism to the buried city of Plymouth, Montserrat, an example of the marketing and burying – the supply and demand – of apocalyptic dark tourism on the island.

A case study mixed-methods methodology is adopted, and findings are derived from tour guiding fieldwork, guide and tourist interviews, and an analysis of travel writing and tourism marketing campaigns.

Dark tourism is viewed as a contentious and problematic concept: it attracts and repels tourism to the former capital Plymouth, Montserrat. After 20 years of the volcano crisis, the islanders, government and Tourist Board are commemorating resilience living with the volcano and regeneration in a disaster scenario. Marketing and consumption approaches to dark tourism elucidate different facets to the case study of “the buried city” of Plymouth, Montserrat, and the Montserrat Springs Hotel overlooking Plymouth. The disjunct between these two types of approach to dark tourism, as well as the different criteria attached to working definitions of dark tourism – and the range of interests in apocalyptic dark tourism into the city and its surrounds – show some of the problems and limitations with theoretical and scalar discussions on dark tourism.

The paper’s implications are that both supply and demand approaches to dark tourism are needed to fully understand a dark tourism destination and to reconcile the disjunct between these two approaches and the perspectives of tourist industry and tourism users.

This is a descriptive dark tourism case study of a former capital city examined from both supply and demand perspectives. It introduces the apocalyptic to dark tourism destination analysis.

Scholars increasingly recognize the centrality of legal ideas and language to the political vision that inspires American conservatism. However, relevant studies have been limited to the discursive practices that motivate conservative activism at the grass-root level. Exploration of the legal discourses employed by prominent public officials thus carries significant scholarly potential. For example, this chapter's investigation of President Ronald Reagan reveals that his political vision was suffused with legal discourse. Reagan's legal discourse, moreover, has exerted constitutive effects both on American conservatism and on the form and substance of a great deal of contemporary American public policy.

The contemporary workplace is characterized by transience: Organizational members frequently turn over and careers span multiple organizations. Consequently, workplace friendships that were once close become less close and intimate, that is they become peripheral and can deteriorate. While research has examined the benefits for employees who move on to new opportunities, less clear is how stayers, or employees who remain behind in the work setting, are affected. To understand stayers’ experiences and how they manage, we draw on theories of belongingess and to offer a three-part episodic process model, which explains how stayers’ engagement in the task and social domains are influenced. In doing so, we (1) present a dynamic view of the deterioration of dyadic relationships, highlighting how workplace relationships can change over time; (2) discuss both the depth and breadth of emotions involved for stayers; and (3) integrate a positive organizational scholarship perspective by considering both strength of friendships with other present coworkers and coping approaches of stayers as important boundary conditions, which can facilitate their recovery process. We draw attention to the broader implications of our theorizing for research on relationships and emotions, and practical implications for management.