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The current study sought to better understand the factors that contribute to whether officers value procedurally just interaction techniques and contribute to the limited research examining how the effects of warrior and guardian mentalities may vary based on individual officer characteristics.

Survey data collected from patrol officers in two geographically different and ethnically diverse United States police departments allowed for an examination of the generality of warrior and guardian orientations on perceptions of procedural justice across gender, race and/or ethnicity, military service, education, and experience.

There was a largely invariant effect of the mentalities on officer attitudes toward procedural justice, except for officers of color. In this sample, the guardian effect on prioritizing procedural justice was stronger for officers of color than for White officers.

This study sheds light on our theoretical understanding of the warrior/guardian framework and offers practical implications for police leaders and policymakers in their effort to improve police-community relations.

Property guardianship is increasingly being viewed as an alternative and, in many cases, a last resort to the unaffordable private rental market. This upsurge in the incidence of guardianship necessarily amplifies the existing legal grey areas and the inherent insecurity and precarity in the sector for guardians. Drawing on interviews with property guardians and archival research, the purpose of this study is to explore the background to the guardianship occupation model; highlight the key problems guardianship generates and, building on this, propose recommendations for reform to the regulatory landscape of guardianship. This study argues that a culture change in property guardianship is needed so that guardians can be better protected, and local authorities empowered to be more proactive in overseeing standards of guardian properties in their areas.

This study draws on qualitative semi-structured interviews with 46 property guardians and archival research.

The author argues that property guardians routinely enter the sector largely as a matter of last resort based on financial considerations or following difficult life experiences. Insecure and precarious, guardianship operates under licence agreements which provide less protection for guardians. Coupled with ambiguity around the application of existing housing legislation to guardianship and research showing non-engagement by local authorities with guardianship, this study suggests regulatory reform is urgently needed.

With traditional residential tenancies in the private rental sector increasingly unaffordable for many and guardianship becoming a viable alternative, this study argues for significant regulatory reform to the guardianship sector to ensure guardians are adequately protected under the law. This study presents a series of proposals to deliver a culture change in the sector.

The purpose of this article is to investigate factors related to the time students spent on remote activities during the coronavirus (COVID-19) pandemic in 2020. Specifically, it analyzes whether the school’s relationship with the family and the guardians’ support are associated with longer study times for children and youth.

This was performed using an ordered logit model on data from two waves of the survey Remote Education in the Perspective of Students and Their Families (PENP) with a nationally and regionally representative sample of Brazilian public school students.

Results show the importance of contact between the school and the family and, to a greater extent, the direct support of parents or guardians. The odds of learners spending more hours studying increase 36% when schools provide guidance for parents and guardians; in turn, when they provide support for students during activities, these odds increase 144%.

Moreover, students spend more time doing school activities in the later years of elementary school, high school and when they attend a state school.

This chapter examines the ICC Advertising and Marketing Communications Code of 2018. The primary themes of this Code are advertising and marketing communications. This is a lengthy Code – in addition to an Introduction, it has been developed over four chapters and two annexes. The ‘technologically enhanced’ marketing communications seem to have prompted the International Chamber of Commerce to draft this Code of Conduct.

This Code emphasised the self-regulatory Codes of Conduct in the hope that self-regulatory codes of conduct should convince customers of their social responsibility. This Code also believes that high sense of social responsibility will achieve the principal purpose of it. This Code should be more useful if the member States take it seriously and implement its provisions in their own interests.

Education tends to colonize. Established authorities (teachers, curricula, and examinations) instruct newcomers, extending conditional membership. This presents a dilemma for teachers seeking to instill in their students habits of critical, creative, and lateral thinking. In Australia as elsewhere, blueprint educational documents embody lofty aspirational statements of inclusion and investment in people and their potential. Yoked to this is a regime routinely imposing high-stakes basic-skills testing on school students, with increasingly constrictive ways of doing, while privileging competition over collaboration. This chapter explores more informal, organic learning. This self-study narrative inquiry explores my career in terms of a struggle to be my most evolved, enlightened self, as opposed to a small-minded, small-hearted mini-me. To balance this, I examine responsible autonomy (including my own), rather than freedom. This chapter also explores investment in humans, with the reasonable expectation of a return on that investment. It draws and reflects upon events in or impacting my hometown, Sydney, Australia, focusing largely on WorldPride, the Women's World Cup, and a referendum on an Indigenous voice to parliament, all of which took place as I compiled this chapter. Accordingly, the narrative focuses primarily on sexuality, gender, and race. I explore the capacity of my surroundings to teach me and my capacity to learn from my surroundings. The findings and discussion comprise diary-type entries of significant events and their implications for (my) excessive entitlement. The final section of this chapter reviews what and how I have learned.

Heritage is widely regarded as an integral constituent of modern tourism and, accordingly, many destinations aspire to gain United Nations Educational, Scientific and Cultural Organisation (UNESCO) World Heritage (WH) status. However, uncontrolled influxes of tourists, ongoing management challenges, competing interests amongst stakeholders and decision-makers, as well as the politicisation of regulatory processes, all threaten to undermine the implied protection of WH inscription. Adopting a ‘wicked problems’ lens effectively elucidates the complex, diverse, and interconnected nature of the WH Convention’s governance structure and how this impact and influences the management of WH Sites.

In Finland, tourism policymaking is centralised in the Ministry of Economic Affairs and Employment, without a specific tourism minister. Tourism policymaking and implementation are much influenced by networks and collaboration of tourism experts on governmental, regional, and local levels. Despite the efforts of involving different stakeholders in tourism policymaking, the process includes wicked problems and occasionally conflicts of interest between the levels. Finnish tourism policymaking relies on various ministries, indirect laws, and working groups on the governmental level; and on regional councils, cities, municipalities, and destination management or marketing organisations (DMO) on the regional level, before reaching the operative level in tourism organisations. At every level, workshops, and other means to engage stakeholders are utilised. On a regional and destination level tourism is governed based on the strategies of each city, municipality, and regional councils, with varying collaboration and stakeholder engagement. The coordinator may be a regional council, DMO, or another stakeholder, such as a cluster of tourism enterprises and institutions of higher education. The different levels of governance are finally followed by enterprises, with their own interests, strategies, and visions. This chapter discusses Finnish tourism policymaking, focussing on the region of Satakunta, the city of Pori, and the Yyteri coastal area. Furthermore, the chapter discusses the strategic decision to focus on developing the Yyteri coastal area to meet the needs of locals and visitors, and how appointing a Senior Advisor for Yyteri beach and coastal area is sought to provide practical improvements also on an enterprise level.

The importance of developing and implementing sustainable business practices has never been greater. Business schools are increasingly tasked with preparing students to contribute to this imperative and although progress is being made, the impact of integrating sustainability into business school curriculum has remained uncertain as studies exploring the impact have been lacking. The purpose of this multi-case study was to examine the impact of integration efforts in two distinct undergraduate business programs at Royal Roads University. The research focused on how students' understanding of sustainability and their associated attitudes and behaviors changed as they progressed throughout their programs. In addition to considering the impact of a sustainability-infused curriculum, other factors affecting sustainability orientations were also explored. The study was unique in both its comparative nature and in its investigation of the various contextual factors shaping sustainability orientations. Data were collected through semi-structured interviews and through document analysis. Findings suggest a combination of approaches to integration is most effective in impacting sustainability perspectives. While sustainability was generally understood in a multidimensional manner, there was a noticeable environmental bias and a tendency to view it within the business framework. A need for stronger and more comprehensive conceptualizations was identified. Recommendations include: (a) embed sustainability in a comprehensive manner across the curriculum, (b) move beyond a disciplinary conceptualization of sustainability and introduce stronger sustainability discourse, (c) utilize powerful experiential and place-based pedagogies, (d) pay attention to context and ensure both the formal and the informal curriculum mutually reinforce a pro-sustainability agenda.