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In the century from 1868 to 1969, over 105,000 children were detained in industrial schools in Ireland, having been committed by the courts. The purpose of this paper is to examine, and offer suggestions regarding the contexts of the peer physical and sexual abuse and bullying that went on in the industrial schools.

This paper draws on the accounts of survivors, the results of research conducted by academics and journalists and recent reports compiled by legislative enquiries into industrial schools in Ireland, with particular reference being made to the the six industrial schools run by the Christian Brothers.

The specific parameters of how the industrial school system developed in Ireland rendered detainees powerless and voiceless, and these factors also facilitated the physical and sexual abuse of child and adolescent detainees by adults in this institutions. Serious instances of peer physical and sexual abuse also went on in these schools. It is argued that such patterns of peer abuse are best understood as occurring within the psychosocial contexts of primary adjustment, collaboration and re-enactment.

It is suggested that the context of peer abuse in institutions is important for researchers and practitioners to attend to.

The realities of life in industrial schools in Ireland has been slow to emerge, due to the secrecy with which those institutions have been surrounded. Most accounts have focused on abuse at the hands of adults; this examines peer abuse in those institutions in context.

This study aims to explore and clarify the role of national traditional festival tourism in cultivating national identity (NI) and confirm its construction model.

Based on social identity theory and complexity theory, a complex nurturing framework for visitors’ NI is developed. The paper with 479 samples used fuzzy-set qualitative comparative analysis to analyse NI from the holistic perspective of “cultural inheritance” (festival authenticity [FA], historical re-enactment [HR] and cultural experience [CE]) and “inherited innovation” (event design innovation [EDI], cultural innovation [CUI], aesthetic innovation [AI] and creative innovation [CRI]).

The findings indicated three driving modes of forming NI: cultural inheritance-led, inherited innovation-led and the dual coordination of cultural inheritance and inherited innovation. FA, HR, CE, AI and CRI are core incentives, whereas event design and CUI are AI.

The findings provide directions for strengthening visitors’ national emotion, which has significant value for the development of traditional festival tourism.

The study offers a new perspective for the cultivation of NI in the tourism context and provides theoretical guidance for the coordinated development of cultural inheritance and inherited innovation in national traditional festival tourism destinations.

本研究旨在探索和厘清全国性传统节日旅游在培养国家认同中的作用, 并确定国家认同的建构模型。

基于479份有效问卷, 研究基于社会认同理论和复杂性理论和模糊集定性比较分析(fsQCA), 从“文化沿袭”（节日真实性、历史重演、文化体验）和“传承创新”（活动设计创新、文化创新、审美创新和创意创新）的整体视角构建了国家认同的复杂培育框架。

国家认同培育涵盖三种驱动模式:文化沿袭主导、传承创新主导、文化沿袭与传承创新的双重协调。其中, 节日真实性、历史重演、文化体验、审美创新和创意创新是核心激励因素, 而活动设计创新和文化创新是辅助条件。

研究结论为增强参与者的国家情感提供方向, 对传统节日旅游发展具有重要价值。

本研究为旅游语境下国家认同的培养提供了新的视角, 为全国性传统节日旅游目的地文化沿袭与传承创新的协调发展提供理论指导

El objetivo de este estudio es explorar y clarificar el papel del turismo de fiestas tradicionales nacionales en la formación de la identidad nacional (IN), y confirmar su modelo de construcción.

Sobre la base de la teoría de la identidad social y la teoría de la complejidad, se desarrolla un complejo marco de fomento de la IN de los visitantes. El artículo, con 479 muestras, utilizó el análisis cualitativo comparativo de conjuntos difusos (fsQCA) para analizar la IN desde la perspectiva holística de la “herencia cultural” (autenticidad del festival, recreación histórica, experiencia cultural) y la “innovación heredada” (innovación en el diseño del evento, innovación cultural, innovación estética e innovación creativa).

Los resultados indican que existen tres modos de formación de la IN: el propiciado por la herencia cultural, el guiado por la innovación heredada y la doble coordinación de la herencia cultural y la innovación heredada. La autenticidad del festival, la recreación histórica, la experiencia cultural, la innovación estética y la innovación creativa son los principales motivadores, mientras que el diseño del evento y la innovación cultural desempeñan un papel secundario.

Las conclusiones proporcionan orientaciones para reforzar el sentimiento nacional de los visitantes, lo que tiene un gran valor para el desarrollo turístico de las fiestas tradicionales.

El estudio ofrece una nueva perspectiva sobre el cultivo de la IN en el contexto turístico, y ofrece orientación teórica para el desarrollo coordinado de la herencia cultural y la innovación heredada en los destinos turísticos de fiestas tradicionales nacionales.

The purpose of this article is to contribute to the research methodology literature that arose out of the (new) sociology of childhood and the UN Convention of the Rights of the Child (1989) with regard to conducting ethical research with children rather than on children. In particular, this article reflects on the development of a method (learning dialogues).

Learning dialogues were designed to enable children to share their responses to prompts about specific aspects of their lifeworlds. This was one method used to produce the data corpus which also included a large-scale survey, classroom ethnographies and (video) re-enactments of children's lives after school.

The piloting of the learning dialogues took place in several iterations and a particular form was used for the main study. The original idea and development of the learning dialogues highlights they were both a rich source of data that complemented the other data sources in the study and an activity that children indicated that they enjoyed. The authors discuss the practicalities involved with adapting a qualitative method to different settings and to projects with large numbers of children.

The conceptualisation of the learning dialogues as sources of personal documentation about aspects of children's lifeworlds was unique to this research. In thinking about the learning dialogues as one source of data within a broader project, the research aimed to be more inclusive of all participants in contributing to the findings produced in the project.

The ‘Terrible Mother’ traditionally connotes monstrous aspects of motherhood and devouring femininity, encompassing two stereotypical representation of women in myth, fairy tale and fantasy: The Seductress and the Wicked stepmother. The Seductress personifies female malevolence and is characterized as rebellious, manipulative and relentless. Furthermore, she often adopts male aggressiveness, especially sexual, thus usurping male prerogative. Ironically, the temptress is condemned for exhibiting traits which the male hero is lauded for, while also embodying a warning to other women regarding their fate should they rebel against male authority. These narrative strands converge in Cersei, who becomes an embodiment of male anxiety and stands as the chief moral foil and greatest sociopolitical threat to male hegemony.

Concomitantly, Cersei plays the part of the wicked stepmother to Sansa Stark, the series' archetypal damsel in distress. Like Sansa, Cersei began with starry-eyed dreams of womanhood, but quickly grew disillusioned. Despite this, Cersei subjects Sansa to the same injustices she suffered. This re-enactment of her own mistreatment situates Cersei as the female accomplice to the patriarchy. Yet, Cersei also attempts to educate Sansa about women's position vis-à-vis the patriarchy and the tools at their disposal, thus layering the role of the wicked stepmother. Furthermore, Cersei's narrative is complicated as she becomes a point of view character: her focalization becomes a fertile ground for myriad challenges to an androcentric culture, opening avenues for social criticism and possible reimagining of gender roles.

Many service employees rely on non-contractual voluntary customer tips as a major source of their income. The purpose of this paper is to empirically test the relationship between the service employee’s cognitive evaluation of the tip (expectations-disconfirmation tip gap), affective state (AS) and displayed emotions (DE) toward customers in the workplace.

An experimental, between-subjects, scenario-based research design was conducted on 107 waiters in the US restaurant industry. A simple mediation model was first tested, before testing a more complex moderated mediation model that was developed to investigate if employees self-control (SC) moderates the relationship between the employees tip gap, AS, and DE.

An employee’s negative disconfirmation tip gap negatively influences the employee’s AS, which in turn results in negative DE toward customers in the workplace. However, an employee’s positive tip gap does not positively influence the employee’s AS, relative to the control. In addition, employees’ SC does not moderate the relationship, which suggests that when employees experience negative tip disconfirmation they may openly violate the service provider’s display rules and service scripts, and display negative emotions toward customers in the workplace.

The scenario-based research design was limited to self-reported perceived levels of SC and DE. The scenario was also limited to one country and one tipping context (i.e. restaurants). Future studies could compliment these findings by conducting both qualitative studies, and survey research that relies on actual tipping data or re-enactments of actual service encounters.

Service managers not only need to manage display rules and service scripts to influence employee DE, but also need to manage employee tip expectations, especially when employees expect to receive tips that are greater than actual tips (i.e. negative disconfirmation). Communicating and educating employees on customer tipping and what tips to expect should be central to managing employees who rely on customer tips.

Tipping has received very little attention in the services management literature. This study broadens the focus of tipping research in the literature by presenting a more complex expectations-disconfirmation tip gap model.

Psychopathy and antisocial personality are controversial disorders with alternate behavioral and dynamic formulations. As such, diagnostic approaches are often fragmentary and inconsistent. The purpose of this paper is to delineate the various conceptual parameters and to propose a comprehensive diagnostic approach.

A model is presented based on the congruence and differences among various categories of psychopathic and antisocial personality disorders and their clinical manifestations. Diagnostic approaches are critiqued and evaluated. Specific assessment tools and measures are recommended based on referrals and symptomatology.

Key factors of low frustration tolerance, poor social intelligence, aggression-driven psychopathy, sadism, and superego impairment are shown as central in the differential diagnostics of antisocial individuals.

The model enables the differentiation of problematic behaviors which may appear similar but require different forensic, legal, diagnostic, and intervention strategies.

Shows that rent review clauses offer a great deal of scope for interpretation. Discusses the basic terms associated with rent review clauses. Reviews recent cases taken to the Court of Appeal and the court′s decisions. Concludes that the landlord usually benefits from the strict literal interpretation, but with a swing towards a more liberal reading of the document the tenant can often benefit.