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To augment the current literature on the memorable travel experience, this research attempts to elucidate the complex meaning of memorable travel experiences. It deploys a qualitative study to interview 17 participants in four study sites in the State of Indiana, US. From the personal interviews, this study discovers five thematic views entailing: (1) social interaction, (2) destination attractiveness, (3) excitement, (4) novelty, and (5) learning. Unlike most memorable travel experience studies in the existing literature which indicates knowledge as one of the components, this study finds that memorable travel experience involves in the learning process, not merely gaining knowledge. Relevance suggestions for future research are provided in the conclusion section.

This article describes several lessons learned during my career. Some describe ways of approaching intellectual issues and others express values and attitudes underlying these approaches. Although the lessons have evolved in a largely academic context, they seem equally appropriate in the world of practice. The personal rules of thumb and ideas inherent in these lessons are typically developed and practiced implicitly. However, readers should find these explicit statements relevant in different ways. Some lessons might be candidates for adoption outright. Others might be constructive points of departure for evolving a related lesson better suited to one's own working style. All lessons, whether or not they are agreeable or appropriate, can serve as thought starters by challenging readers to surface their own implicit career lessons for comparison.

Purpose – Concerns about expenditure on legal aid in England and Wales have led to greater focus on ‘value for money’ and increased strategic targeting of resources. To inform targeting, the English and Welsh Civil and Social Justice Survey has been used to investigate the relative severity of different civil justice problem types. Thus, the survey has included a range of severity indices and related questions. However, this study takes a different approach in exploring how a seeming ‘defect’ of the survey, failure of autobiographical memory, may shed some of the clearest light on not just the issue of problem severity but also problem incidence.Methodology/approach – We examine failures of autobiographical memory of civil justice problems and ask what they can tell us about problem severity.Findings – We find that failures of autobiographical memory provide a useful guide to relative severity of civil justice problems of different types. They also provide a means to more accurately estimate the prevalence of problems.Originality/value of paper – This paper is the first to examine the relative severity and incidence of civil justice problems through an analysis of recall patterns.

Family events have unique significance on children as well as long-lasting impacts on them during their adulthood. A review of conceptual and theoretical literature on the subject was conducted to identify underlying trends and best practices in engaging children in the events industry. Societies are in transition from industrialised societies into risk societies and are increasingly becoming eco-socialised. Family events are integral towards developing inclusive and integrated societies and in realising Sustainable Development Goal 16 (SDG 16). Childhood is always eco-socialised, i.e. socially, economically and ecologically integrated with other forms of life. To the extent that childhood nostalgia forms the basis for future sustainable events and tourism choices. Family events are, therefore, increasingly becoming fundamental towards developing sustainability discourse. This viewpoint chapter provides conceptual and theoretical perspective on the roles and impacts of childhood research in sustainability discourse.

We integrate cross-cultural literature with broader literature in survey methodology, human cognition, and communication. First, we briefly review recent work in cognitive survey methodology that advances our understanding of the processes underlying question comprehension and response. Then, using a process model of cultural influence, we provide a framework for hypothesizing how cross-cultural differences may systematically influence the meaning respondents make of the questions that researchers ask, how memory is organized, and subjective theories about what constitutes an appropriate answer and therefore the answers participants are likely to give.