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The author argues that the familiar distinction between interpretive and non-interpretive theories of constitutional interpretation obscures another important distinction: that between hermeneutically open and hermeneutically closed theories. Closed theories seek resolution to constitutional conflict by employing methods of interpretation that are intuitively persuasive. Open theories deny that such methods are always available, and seek resolution of conflict through a combination of legal, political, and social means. The author argues that closed theories have failed to live up to their implicit promise of self-justification, and examines the practice of constitutional interpretation in Canada and Australia to support this view.

National parks are selected as places of national importance, with national meaning. At the same time, the political process that shapes park management is often a local one. This biases park interpretation away from national concerns and toward local ones. The National Park Service's corporate interests and decision-making processes often reinforce the role of local interests except in the rare cases of congressional intervention. A close look at the political environment of Fort Davis National Historic Site, Texas, illustrates these points. Congress mandated the site to interpret westward expansion and its impact on American Indians. It became instead a program of park interpretation based on westward expansion and the role of African-American “Buffalo Soldiers” within it. As a result, Indians have effectively been written out of the story of this “Indian fort.” Interestingly, Native American issues reappear in commercial establishments, both the gift shop in the park and businesses in the town of Fort Davis outside the park. If businesses perceive a demand for information about Native Americans among tourists, presumably there is a similar, unmet demand among the same tourists as they visit the historic site. Given the role of local concerns in park interpretation, national intervention will probably be necessary to provide political support for reinterpreting the site.

Despite the extensive research on the determinants and consequences of firm growth, research focusing on how the actual process unfolds is still evolving. An important part of firm growth process research is entrepreneurial cognition. The purpose of this chapter is to explore the relationship between entrepreneurial cognition and firm growth intentions. Specifically, we propose a theoretical model of entrepreneurial cognitive interpretation and categorization of market information as it relates to firm growth intentions. Drawing from the strategic cognition literature in general and strategic issue interpretation literature in particular, we propose that entrepreneurs’ interpretation of market information as opportunity or threat, gain or loss, and controllable or uncontrollable influences their firm growth intentions. Furthermore, our theoretical model discusses the condition under which favorable interpretation of market information leads to higher growth intentions by incorporating insights from the Entrepreneurial Orientation (EO) construct. This chapter extends our understanding of firm growth processes by highlighting the important role cognitive interpretation and categorization play in facilitating or hindering entrepreneurial firm growth.

Chapter 1 is entitled “Normative Scripture – Christian and American.” Here Pelikan considers the normative status of the two documents. Though their texts were “originally composed under very specific circumstances,” illumined by later scholarship, they have been “adopted by a community as its normative Great Code…occupying a position that in some profound sense stands beyond its own history” (pp. 4–5).That normative status is based on the assumption that it can be applied to any and all of the radically changed situations of later times, many of which the writers who originally framed it could not themselves conceivable have foreseen…. Therefore its words and phrases have for centuries called forth meticulous and sophisticated – and sometimes painfully convoluted – interpretation, as well as continual reinterpretation.…a massive corpus of authoritative, if often controversial, commentary. (p. 5)

In this chapter, the author offers a horizontal comparison of interpretation standards contained in international legal instruments of different origin. These legal instruments range from international treaties to model laws. They also originate from different law makers such as the United Nations or individual states as well as trade or academic organisations, mainly regulating civil and commercial matters. The author argues that this comparison can provide the basis for the development of a uniform standard in the application of such law, which is often referred to as uniform law because it provides a single source of law to regulate a multitude of situations spanning across national boundaries. The main point of reference is the 1969 Vienna Convention on the Law of Treaties, also known as the VCLT. This UN treaty specifically provides a general interpretation standard. From there newer standards occurring in subsequent uniform laws can be integrated using the lex specialis doctrine. This, in turn, provides opportunities for comprehensive usable methods to be developed for uniform law both in a public and private law settings. These then facilitate transparency, fairness and reasonableness. The correct identification of object and purposes of any given instrument is crucial for the successful interpretation of its content. It is this point that needs further research, and this chapter offers a starting point by providing some detailed examples from a range of uniform laws of varying nature including international sales laws, arbitration laws and Double Taxation Conventions.

This chapter sets forth a plan designed to encourage and enable teachers to engage in first-person characterization in their classrooms. The author draws on his extensive background in social studies teaching, administration, and consulting to argue for the value of historical interpretation within the context of today's curricular emphasis on science, technology, engineering, and mathematics (STEM). This chapter then explores and explains historical interpretation from a classroom perspective, focusing on pedagogical best practices. In a first-person presentation, the presenter assumes the identity of a historical figure. The first question to be asked then is, Who is the individual I wish to represent, and why? This person should be selected from subject matter being studied in your class. Be aware that it is necessary to anticipate some element of controversy when you undertake this activity. With rare exceptions, any historical figure selected for portrayal will have something questionable in their background, and you will have to contend with this. So, the next question to ask is, Why engage in first-person interpretation in the first place? In this chapter, experienced teachers provide reasons for doing so, and consider necessary preparations for effectively implementing such a characterization. That discussion leads to examining ways to ensure successful presentations that achieve established lesson goals, followed by suggestions for debriefing and effectively bringing closure to the exercise. As the accompanying lesson extension demonstrates, a characterization can ground further study of an issue associated with the individual being depicted.

This chapter presents performance pedagogy as an interdisciplinary construct and potential bridge between history-based performance and classroom teaching. This chapter proposes Living History in the Classroom: Performance and Pedagogy's central theme: that storytelling and historical interpretation are effective teaching tools. These techniques are integral at many public history settings for on-site and outreach education; Freeman Tilden's foundational 1957 interpretive guidelines for America's national parks paired engagement with education and still influence the public history field. Yet, a review of related literature suggests that limited attention has been paid to translating these techniques for educators' use, whether as performers, as mentors for their students, or in collaborating with historic sites. The pedagogy inherent in storytelling and interpretive performance aligns with their potential instructional value, as has been documented for educator's performance pedagogy in the arts. Similarly, the continuing need to engage current and new audiences impacts how these organizations conduct educational programs and visitor attractions. In the same respect, PK-16 educators and administrators consistently seek best practices for engaging today's Generation Z students (born between 1997 and 2012) and the generation that follows, termed Generation Alpha (McCrindle, 2020). This chapter features a performance pedagogy model that combines historical and instructional objectives that draw from research and observation of first-person interpreters performing in teacher professional development workshops and the author's personal instructional and interpretive experience. This chapter contains a related interview with a noted historian-performer and for educators' use, a worksheet with guiding questions to create or analyze a historical character, educational content, related pedagogy, and key aspects of a performance.

Purpose – In this chapter, we examine the influence of the commonplace of sociality within narrative inquiry during the process of interpretation and meaning-making. Our project was multivisioned because we were interested in what we learned about the methodology of narrative inquiry within the context of a phenomenon for inquiry (Clandinin & Connelly, 2000), which for this study was our identity as teacher educators (Bullough, 2005).

Approach – Using narrative inquiry, we interrogate our interpretive processes privileging the commonplace of sociality in examining stories of our identity as teacher educators from our own experience as teacher educators.

Findings – In our inquiry into interpretation from the orientation of the narrative commonplace of the social, four points of understanding emerged: (1) interpretation within the methodology of narrative inquiry is living and interpretation exists in the midst; (2) all three dimensions of the narrative inquiry space are always part of the process regardless of the commonplace under consideration; (3) if we look inward/outward in the process of interpretation, it always leads us back to the relational; and (4) when we deepen the analytic process, ethical issues, and therefore renewed grappling with our identity, emerge.

Research implications – Narrative inquiry at every phase – design, data collection, analysis, and representation – is a form of living and analysis and interpretation. As well, representation must allow space for the holistic and organic quality that this form of inquiry demands in the development and communication of ideas.

Value – The study points to the ways in which research on humans’ action and interaction returns to the relational and ethical even when that is not the focus of the research. Further, our response to narrative inquiry is not always analysis but often turns to story instead.

This chapter looks at similarities between the experience economy and Disneyization, with specific focus placed on theming as a means of enhancing the visitor’s experience. Sophisticated tourists have brought with them the need for research to explain their behavior and place more emphasis on experiences. The Addo Elephant National Park, South Africa, is presented as a case study that uses interpretation as a tool for theming.

This chapter is approached from a marketing perspective on visitor attractions. Several issues and guidelines related to theming are presented to highlight several aspects which visitor attraction managers need to consider when seeking to use theming to enhance or create a visitor experience.

What was evident from the literature is that the theme is the most important aspect in all models (i.e., the experience economy, Disneyization, and interpretation). The theme should be planned meticulously as the theme refers to several aspects not only in the experience itself, but also in the experience cycle. It is therefore a quite complex tool to use that should not be taken lightly in order to benefit fully from the advantages it offers.

The value of this chapter lies in the fact that several models and their similarities were presented with an underpinning tool called theming. As not much research have been done on theming, the guidelines presented by all the models have been considered in a systematic manner that would assist visitor attraction managers in forming a better understanding of the use of the tool and issues related to it. With this said, there are several aspects highlighted in the chapter which necessitate more research in order to assist managers effectively in designing effective themes.