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© 2020, © 2020 Informa UK Limited, trading as Taylor & Francis Group. Sustainable tourism indicators (STIs) are an integral element of tourism planning and management. This study systematically reviews the research contributions on the development of STIs based on four criteria including: i) the relevance of the STIs to the sustainable development goals (SDGs); ii) governance; iii) stakeholders involved; and iv) the distinction between subjective and objective indicators. A search of Scopus indexed journals published up to April 2018, yielded 97 papers for examination. The findings demonstrate the lack of direct attention to the SDGs in those papers published after their launch in 2016. However, the majority of the SDGs and their targets have indirectly been covered in the reviewed papers. The results revealed that, among the sustainability themes of economic growth, social inclusion, environmental protection, and governance, the STIs studies tended to overlook the dimension of governance. The findings showed that residents are the most engaged stakeholder group, and tourists the least engaged as compared with government and businesses. The results also indicated that more attention is afforded to objective compared to subjective indicators. The findings also demonstrated that much of the focus is on European countries rather than the Global South which is the major focus of the SDGs.

Initial Teacher Education (ITE) is a critical arena for advancing inclusion in Health and Physical Education (HPE). This paper reports research that is engaging with the diversity of the HPE profession and practitioners. It centres on a unique case study that critically explored the school-based professional experience of an Australian secondary HPE Pre-service Teacher (PsT) who has a hearing impairment. Specifically, to enable PST success in HPE professional experiences as defined by the professional standards for teachers in Australia and to which, PSTs’ must evidence to graduate and attain teacher registration. Drawing on documentary and interview data the paper focuses on tensions identified between the bureaucratic environment of ITE and the legislation of ‘reasonable adjustments’ for students with additional needs. Discussion highlights the expertise that PsTs with additional needs can bring to inform institutional and sector-wide work to advance equity and inclusion in ITE. Our research shows that graduate employability of peoples with additional needs in HPE teacher education relies on the inclusive interpretation and application of the professional standards for teachers. We advocate further research to increase knowledge(s) supporting (i) the representation of people with additional needs in HPE teaching and (ii) inclusive practice in HPE ITE courses.

The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non-innocent, and necessary river-child stories. These stories highlight the emergence of a feminist anti-colonial methodology that is attentive to settler response-abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river-child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river-child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler-colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.

The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non-innocent, and necessary river-child stories. These stories highlight the emergence of a feminist anti-colonial methodology that is attentive to settler response-abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river-child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river-child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler-colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.

The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non-innocent, and necessary river-child stories. These stories highlight the emergence of a feminist anti-colonial methodology that is attentive to settler response-abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river-child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river-child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler-colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.

Purpose: This cutting-edge short commentary is intended to raise awareness of sex trafficking in the tourism and hospitality industry. The purpose of this paper is to also advocate for further research to identify and hopefully prevent sex trafficking in related settings. Design/methodology/approach: This paper provides a descriptive overview of the current knowledge base on sex trafficking in tourism and hospitality. Based on gaps in the literature, future research agendas and directions are suggested. Findings: Academic research on sex trafficking in tourism and hospitality remains limited. More scholarly attention is needed to this matter. The tourism industry is directly and indirectly associated with sex trafficking (e.g. hotel accommodations and direct consumption of sexual services, such as through sex tourism). Despite legislative efforts by international government agencies to eradicate sex trafficking, the problem remains pervasive. Broader practice- and research-based intervention efforts are needed. Originality/value: This short commentary advocates for tourism and hospitality researchers to make practical and theoretical industry contributions that may help prevent sex trafficking.

Purpose The halal food market is a large and fast-growing market. To maintain and boost the growth of the halal food industry, scholars have attempted to understand the behaviour of Muslims and non-Muslims towards halal food. To advance understating of previous studies on behaviour towards halal food and shedding light on future studies, this study aims to systematically review the literature. Design/methodology/approach A sample of 985 peer-reviewed papers was extracted from Scopus and Web of Science databases. A total of 96 articles related to customers' behaviour towards halal food by reviewing the titles, abstracts and contents of the extracted articles were identified and reviewed. Findings This study illustrates: (i) various research designs and methodology used in halal food context, (ii) theories that researchers used to explain customer behaviour towards halal food, (iii) most tested behaviours and (iv) determinants of customer behaviour towards halal food. Originality/value The findings provide deep insights into the current state of halal food literature. This paper highlights many gaps in the literature and suggests directions for future studies to advance the understanding of customer behaviour towards halal food. This study will help researchers to identify the new dimensions of research and contribute to the literature.

This paper explores the hyper-performative expectations of early career teachers (ECTs) in the context of neoliberal education assemblages. The need to support and retain beginning teachers is a salient issue in the context of troubling rates of teacher attrition. The study explores how ECTs perceive teacher identities in response to national standards. Our research revealed that ECTs held concerning conceptions of ‘quality teaching’ that are largely constructed through discourses of competition and job insecurity. ECT subjectivities were heavily influenced excessive extra-curricular hours, high-stress environments, and performative school cultures. This paper concludes that hyper-performative expectations of ECTs and insecure patterns of employment contribute to teacher attrition.

The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non-innocent, and necessary river-child stories. These stories highlight the emergence of a feminist anti-colonial methodology that is attentive to settler response-abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river-child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river-child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler-colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and hierarchies that enable human exceptionalism, white privilege, and phallogocentrism. (Re)situating practices are presented through a lively dialogue based on Emu-human encounters at an open-range zoo. This paper argues that (re)situating and dialoguing pedagogies activate feminist common worldings. Worlding well requires a collective and relational multispecies ethics which are needed in these troubling times.

The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non-innocent, and necessary river-child stories. These stories highlight the emergence of a feminist anti-colonial methodology that is attentive to settler response-abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river-child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river-child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler-colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.

This paper draws from a series of Place-thought walks that the authors took at an open-range zoo. It practices a feminist common worlds multispecies ethics to challenge the systems that maintain nature-culture divisions in early childhood education. Postdevelopmental perspectives (i.e., feminist environmental humanities, multispecies studies, Indigenous studies) are brought into conversation with early childhood education to consider how zoo-logics maintain binaries and hierarchical thinking. Zoo-logics are related to developmental, colonial, and Western ways of reasoning and being in the world. Two feminist approaches to ethics, (re)situating and dialoguing, are discussed and show how they are necessary for undermining binaries and hierarchies that enable human exceptionalism, white privilege, and phallogocentrism. (Re)situating practices are presented through a lively dialogue based on Emu-human encounters at an open-range zoo. This paper argues that (re)situating and dialoguing pedagogies activate feminist common worldings. Worlding well requires a collective and relational multispecies ethics which are needed in these troubling times.

The paper voices Derbarl Yerrigan, a significant river in Western Australia, through three imperfect, non-innocent, and necessary river-child stories. These stories highlight the emergence of a feminist anti-colonial methodology that is attentive to settler response-abilities to Derbarl Yerrigan through situated, relational, active, and generative research methods. Voicing Derbarl Yerrigan influences the methodological practices used as part of an ongoing river-child walking inquiry that is concerned with generating climate change pedagogies in response to the global climate crises and calls for new ways of thinking and producing knowledge. In particular, the authors found that voicing as a methodology includes listening and being responsive to Derbarl Yerrigan's invitations, paying attention to pastspresentsfutures, and forming attachments through naming. By telling lively settler river-child stories, this paper shows how voicing Derbarl Yerrigan is vital to open new possibilities for education and has implications for settler-colonial contexts, where the focus on learning shifts from learning about the world to learning to become with multispecies river worlds.

Affective organizational commitment is theorized and empirically tested as a key mediator between authentic leadership and desirable employee outcomes. The results of a two-wave survey of 830 business people in Australia support a serial mediation model of authentic leadership efficacy. Followers' perceptions of authentic leadership behavior influence their personal identification and affect-based trust in the leader, which in turn are mediated by affective organizational commitment to positively influence their work engagement and job satisfaction. These findings reinforce previous work that positions personal identification and affect-based trust as the two primary mediating mechanisms of authentic leadership. This paper extends prior research by demonstrating the important role of followers' affective bonds with their organization in the operation of authentic leadership, moving beyond the dyad in our understanding of follower outcomes.

Children’s picture books contribute to children’s development of gender identity and can impact aspirations and expectations of roles in families and society. However, the world represented in children’s books reflects predominantly middle class, heterosexual, male heroes and characters. This paper reports on a cross-cultural study investigating gender representation in frequently read picture books across eight early learning centres in the United States and Australia. Forty-four educators working with 271 children participated. Data were collected from book audits and observations. Unique to this study is the presentation of a new data analysis instrument, Harper’s Framework of Gender Stereotypes Contained in Children’s Literature. The majority of the books shared by educators in this study promoted traditional, binary and stereotypical viewpoints of gender and gender roles. These findings are concerning as the evidence shows that gender development is a critical part of the earliest and most important learning experience of young children and a requirement of educational policies rooted in the United Nations Convention on the Rights of the Child.

In this paper we address the problem of automatically discovering optimal tactics in a combat scenario in which two opposing sides control a number of fighting units. Our approach is based on the evolution of behaviour trees, combined with simulation-based evaluation of solutions to drive the evolution. Our behaviour trees use a small set of possible actions that can be assigned to a combat unit, along with standard behaviour tree constructs and a novel approach for selecting which action from the tree is performed. A set of test scenarios was designed for which an optimal strategy is known from the literature. These scenarios were used to explore and evaluate our approach. The results indicate that it is possible, from the small set of possible unit actions, for a complex strategy to emerge through evolution. Combat units with different capabilities were observed exhibiting coordinated team work and exploiting aspects of the environment.

Words and stories have the power to resonate with people. Composite narratives can be constructed using multiple participant accounts, representing their experiences while also capturing the properties and categories of qualitative research findings. The ability of composite narratives to represent the multiple facets of theory construction through a singular narrative point-of-view is unique and provides a concise and credible method to present research findings. This paper explains how composite narratives can be constructed to present the research data that findings are built upon through an illustrative example of the process. The example of a composite narrative presented in this article is one of a larger set from a grounded theory study about a substantive group of Australian students’ experiences of their interactions in the classroom that communicate their teachers’ expectations of them. Narratives have the power to affect change in society by enhancing the transferability of research findings, presenting research findings with impact because they are engaging and memorable for readers. Qualitative researchers who are interested in composing composite narratives to reflect multiple participants’ different experiences, through interview data, will benefit from the justification and example of the technique, which provides a model for future research.

Children’s picture books contribute to children’s development of gender identity and can impact aspirations and expectations of roles in families and society. However, the world represented in children’s books reflects predominantly middle class, heterosexual, male heroes and characters. This paper reports on a cross-cultural study investigating gender representation in frequently read picture books across eight early learning centres in the United States and Australia. Forty-four educators working with 271 children participated. Data were collected from book audits and observations. Unique to this study is the presentation of a new data analysis instrument, Harper’s Framework of Gender Stereotypes Contained in Children’s Literature. The majority of the books shared by educators in this study promoted traditional, binary and stereotypical viewpoints of gender and gender roles. These findings are concerning as the evidence shows that gender development is a critical part of the earliest and most important learning experience of young children and a requirement of educational policies rooted in the United Nations Convention on the Rights of the Child.

In this paper we address the problem of automatically discovering optimal tactics in a combat scenario in which two opposing sides control a number of fighting units. Our approach is based on the evolution of behaviour trees, combined with simulation-based evaluation of solutions to drive the evolution. Our behaviour trees use a small set of possible actions that can be assigned to a combat unit, along with standard behaviour tree constructs and a novel approach for selecting which action from the tree is performed. A set of test scenarios was designed for which an optimal strategy is known from the literature. These scenarios were used to explore and evaluate our approach. The results indicate that it is possible, from the small set of possible unit actions, for a complex strategy to emerge through evolution. Combat units with different capabilities were observed exhibiting coordinated team work and exploiting aspects of the environment.

Words and stories have the power to resonate with people. Composite narratives can be constructed using multiple participant accounts, representing their experiences while also capturing the properties and categories of qualitative research findings. The ability of composite narratives to represent the multiple facets of theory construction through a singular narrative point-of-view is unique and provides a concise and credible method to present research findings. This paper explains how composite narratives can be constructed to present the research data that findings are built upon through an illustrative example of the process. The example of a composite narrative presented in this article is one of a larger set from a grounded theory study about a substantive group of Australian students’ experiences of their interactions in the classroom that communicate their teachers’ expectations of them. Narratives have the power to affect change in society by enhancing the transferability of research findings, presenting research findings with impact because they are engaging and memorable for readers. Qualitative researchers who are interested in composing composite narratives to reflect multiple participants’ different experiences, through interview data, will benefit from the justification and example of the technique, which provides a model for future research.

Children’s picture books contribute to children’s development of gender identity and can impact aspirations and expectations of roles in families and society. However, the world represented in children’s books reflects predominantly middle class, heterosexual, male heroes and characters. This paper reports on a cross-cultural study investigating gender representation in frequently read picture books across eight early learning centres in the United States and Australia. Forty-four educators working with 271 children participated. Data were collected from book audits and observations. Unique to this study is the presentation of a new data analysis instrument, Harper’s Framework of Gender Stereotypes Contained in Children’s Literature. The majority of the books shared by educators in this study promoted traditional, binary and stereotypical viewpoints of gender and gender roles. These findings are concerning as the evidence shows that gender development is a critical part of the earliest and most important learning experience of young children and a requirement of educational policies rooted in the United Nations Convention on the Rights of the Child.

Words and stories have the power to resonate with people. Composite narratives can be constructed using multiple participant accounts, representing their experiences while also capturing the properties and categories of qualitative research findings. The ability of composite narratives to represent the multiple facets of theory construction through a singular narrative point-of-view is unique and provides a concise and credible method to present research findings. This paper explains how composite narratives can be constructed to present the research data that findings are built upon through an illustrative example of the process. The example of a composite narrative presented in this article is one of a larger set from a grounded theory study about a substantive group of Australian students’ experiences of their interactions in the classroom that communicate their teachers’ expectations of them. Narratives have the power to affect change in society by enhancing the transferability of research findings, presenting research findings with impact because they are engaging and memorable for readers. Qualitative researchers who are interested in composing composite narratives to reflect multiple participants’ different experiences, through interview data, will benefit from the justification and example of the technique, which provides a model for future research.

In this paper we address the problem of automatically discovering optimal tactics in a combat scenario in which two opposing sides control a number of fighting units. Our approach is based on the evolution of behaviour trees, combined with simulation-based evaluation of solutions to drive the evolution. Our behaviour trees use a small set of possible actions that can be assigned to a combat unit, along with standard behaviour tree constructs and a novel approach for selecting which action from the tree is performed. A set of test scenarios was designed for which an optimal strategy is known from the literature. These scenarios were used to explore and evaluate our approach. The results indicate that it is possible, from the small set of possible unit actions, for a complex strategy to emerge through evolution. Combat units with different capabilities were observed exhibiting coordinated team work and exploiting aspects of the environment.

Netflix’s Sex Education both represents sex education and educates viewers about sex. From the opening scene of the first episode, viewers are positioned to see this series as one that is not afraid to represent explicitly the details of a range of sexual experiences. The series’ frank depiction of sexual relationships between characters, and its exploration of characters’ hopes, fears, and choices regarding ways to express their sexual desire is, arguably, ground-breaking. This paper focuses upon the ways in which the series represents young people as producers and consumers of pornographic/erotic narratives, harnessing the communication options within their social settings to develop understandings of, and share, information that is often structured as ‘inappropriate’ for under-18 year-olds. Sex Education sits at the intersection of information (seeking), communication, and society, as young people explore issues of crucial interest and importance to them, which have been all but ignored in most of their school curriculum offerings. Challenging a dominant social perception of sexually-explicit materials as harmful to young people, and suggesting instead that such materials may be beneficial, the series demonstrates how young people may come together to learn about themselves and each other, even as they confront the double standards of a hypersexualised society that offers no legitimate speaking position to under-18s. In this environment, with adults absent from authentic discussion, young people co-construct their future adult selves through producing, consuming, and discussing sexual content (and activities) in conversation with other young people.

The tenets of critical and social realism are well supported in the literature. However, researchers following a realist paradigm have concerns about the lack of methodical guidance for qualitative interviewing, despite their affirmation about the importance of in-depth interviews. A conducted review of empirical realist literature provides evidence of an absence of guidance and commonality regarding interview planning practices. To overcome this absence, this paper composes a guiding framework to assist researchers to phrase more appropriate interview questions in realist research. The steps are founded on critical and social realist concepts while guided by methodological realist principles. Its contribution aims to not only improve the practice of realist inquiry methods but also to introduce more research transparency. A more transparent method for interview questions can lead to increased validity and afford replicability of mechanism-based theories resulting from empirical realist research.

Netflix’s Sex Education both represents sex education and educates viewers about sex. From the opening scene of the first episode, viewers are positioned to see this series as one that is not afraid to represent explicitly the details of a range of sexual experiences. The series’ frank depiction of sexual relationships between characters, and its exploration of characters’ hopes, fears, and choices regarding ways to express their sexual desire is, arguably, ground-breaking. This paper focuses upon the ways in which the series represents young people as producers and consumers of pornographic/erotic narratives, harnessing the communication options within their social settings to develop understandings of, and share, information that is often structured as ‘inappropriate’ for under-18 year-olds. Sex Education sits at the intersection of information (seeking), communication, and society, as young people explore issues of crucial interest and importance to them, which have been all but ignored in most of their school curriculum offerings. Challenging a dominant social perception of sexually-explicit materials as harmful to young people, and suggesting instead that such materials may be beneficial, the series demonstrates how young people may come together to learn about themselves and each other, even as they confront the double standards of a hypersexualised society that offers no legitimate speaking position to under-18s. In this environment, with adults absent from authentic discussion, young people co-construct their future adult selves through producing, consuming, and discussing sexual content (and activities) in conversation with other young people.

The tenets of critical and social realism are well supported in the literature. However, researchers following a realist paradigm have concerns about the lack of methodical guidance for qualitative interviewing, despite their affirmation about the importance of in-depth interviews. A conducted review of empirical realist literature provides evidence of an absence of guidance and commonality regarding interview planning practices. To overcome this absence, this paper composes a guiding framework to assist researchers to phrase more appropriate interview questions in realist research. The steps are founded on critical and social realist concepts while guided by methodological realist principles. Its contribution aims to not only improve the practice of realist inquiry methods but also to introduce more research transparency. A more transparent method for interview questions can lead to increased validity and afford replicability of mechanism-based theories resulting from empirical realist research.

Netflix’s Sex Education both represents sex education and educates viewers about sex. From the opening scene of the first episode, viewers are positioned to see this series as one that is not afraid to represent explicitly the details of a range of sexual experiences. The series’ frank depiction of sexual relationships between characters, and its exploration of characters’ hopes, fears, and choices regarding ways to express their sexual desire is, arguably, ground-breaking. This paper focuses upon the ways in which the series represents young people as producers and consumers of pornographic/erotic narratives, harnessing the communication options within their social settings to develop understandings of, and share, information that is often structured as ‘inappropriate’ for under-18 year-olds. Sex Education sits at the intersection of information (seeking), communication, and society, as young people explore issues of crucial interest and importance to them, which have been all but ignored in most of their school curriculum offerings. Challenging a dominant social perception of sexually-explicit materials as harmful to young people, and suggesting instead that such materials may be beneficial, the series demonstrates how young people may come together to learn about themselves and each other, even as they confront the double standards of a hypersexualised society that offers no legitimate speaking position to under-18s. In this environment, with adults absent from authentic discussion, young people co-construct their future adult selves through producing, consuming, and discussing sexual content (and activities) in conversation with other young people.

Performance through language, song and dance provides alternative knowledges and ways of understanding, in this case, developing deeper relationships with living water. Drawing on Indigenous Noongar culture from south-western Australia, this paper addresses the question: How can relationships between living underground, estuarine and riverine water bodies (kayepa dordok) be performed? Two new interlinked Noongar works in response to local riverscapes were developed for, and performed as part of, the 2021 Perth Festival. The first was to embody the return journey of the bullshark, from the salt water to the riverine fresh water; the second was to enact the presence of the unseen groundwater – which emerges as wetlands and estuaries strewn throughout the landscape – on its return to the sea. The method used to derive the song and dance, and the impact of the performance itself, are described. The experiment makes a case for multiple benefits associated with re-establishing connections among culture and nature by drawing on Indigenous perspectives, through performance giving voice to a relationality between river systems and people.

Purpose: The transformation of coronavirus disease (COVID-19) from a regional health crisis in a Chinese city to a global pandemic has caused severe damage not only to the natural and economic lives of human beings but also to the financial markets. The rapidly pervading and daunting consequences of COVID-19 spread have plummeted the stock markets to their lowest levels in many decades especially in South Asia. This concern motivates us to investigate the stock markets’ response to the COVID-19 pandemic in four South Asian countries: Bangladesh, India, Pakistan and Sri Lanka. This study aims to investigate the causal impact of the number of confirmed COVID-19 cases on stock market returns using panel data of the countries stated above. Design/methodology/approach: This study collects and analyzes the daily data on COVID-19 spread and stock market return over the period May 28, 2020 to October 01, 2020. Using Dumitrescu and Hurlin panel Granger non-causality test, the empirical results demonstrate that the COVID-19 spread measured through its daily confirmed cases in a country significantly induces stock market return. This paper cross-validates the results using the pairwise Granger causality test. Findings: The empirical results suggest unidirectional causality from COVID-19 to stock market returns, indicating that the spread of COVID-19 has a dominant short-term influence on the stock movements. To the best of the knowledge, this study provides the first empirical insights into the impact of COVID-19 on the stock markets of selected South Asian countries taking the cross-sectional dependence into account. The results are also in line with the findings of other existing literature on COVID-19. Moreover, the results are robust across the two tests used in this study. Originality/value: The findings are equally insightful to the fund managers and investors in South Asian countries. Taking into account the possible impact of COVID-19 on stock markets’ returns, investo

© 2020, The Author(s). The internet mafia trope has shaped our knowledge about organised crime groups online, yet the evidence is largely speculative and the logic often flawed. This paper adds to current knowledge by exploring the development, operation and demise of an online criminal group as a case study. In this article we analyse a DDoS (Distributed Denial of Service) stresser (also known as booter) which sells its services online to enable offenders to launch attacks. Using Social Network Analysis to explore the service operations and payment systems, our findings show a central business model that is similar to legitimate e-commerce websites in the way product, price and costumers are differentiated. It also illustrates that its organisation is distributed and not hierarchical and the overall income yield is comparatively low, requiring further organisational activity to make it pay. Finally, we show that the users of the service (mainly offenders) are not only a mixed group of actors, but that it is also possible to discriminate between different levels of seriousness of offending according to the particular service they purchased.

The tenets of critical and social realism are well supported in the literature. However, researchers following a realist paradigm have concerns about the lack of methodical guidance for qualitative interviewing, despite their affirmation about the importance of in-depth interviews. A conducted review of empirical realist literature provides evidence of an absence of guidance and commonality regarding interview planning practices. To overcome this absence, this paper composes a guiding framework to assist researchers to phrase more appropriate interview questions in realist research. The steps are founded on critical and social realist concepts while guided by methodological realist principles. Its contribution aims to not only improve the practice of realist inquiry methods but also to introduce more research transparency. A more transparent method for interview questions can lead to increased validity and afford replicability of mechanism-based theories resulting from empirical realist research.

After reviewing many literature foundations, the thesis combines the basic methods of elastic mechanics with mathematical knowledge, sets the bipotential stress potential complex function and analyses the relationship between stress component, strain component and stress potential function, and applies the complex variable function. The expression of the relevant stress component is derived, and the displacement boundary conditions of the surrounding rock of shallow circular tunnel are obtained. Furthermore, the paper applies the basic theory of complex variable function to solve the boundary condition complex variable function for common tunnel sections, and obtains the analytical expression of the surrounding rock stress of shallow circular tunnel. The simulation is carried out by finite element method. The establishment of complex variable function has a good application value in solving the stress of surrounding rock of shallow tunnel.

Purpose This paper aims to investigate the impact of Shariah-compliant hotel attributes on Muslim travellers’ revisit intention. Design/methodology/approach A total of 361 Muslim travellers who have stayed at Shariah-compliant hotels in the previous 12 months were recruited to take part in this research. The hypothesized research model was assessed using the partial least squares (PLS) approach. Findings The analysis revealed that Muslim travellers’ revisit intention is dependent on the halal food and beverages and the provision of Shariah-compliant facilities at the hotel, whereas the Shariah-compliant operation and interior design of hotels are not significantly associated with it. The findings also uncovered that religiosity moderates the impacts of Shariah-compliant facilities and interior design on travellers’ revisit intention. Practical implications Guidelines to offer services that meet Muslim travellers’ needs can be developed based on the results of this study to help Shariah-compliant hotel marketers attract and retain more customers. Originality/value The findings of this study have provided insights into the importance of halal attributes and practices in retaining Muslim customers at Shariah-compliant hotels.

Performance through language, song and dance provides alternative knowledges and ways of understanding, in this case, developing deeper relationships with living water. Drawing on Indigenous Noongar culture from south-western Australia, this paper addresses the question: How can relationships between living underground, estuarine and riverine water bodies (kayepa dordok) be performed? Two new interlinked Noongar works in response to local riverscapes were developed for, and performed as part of, the 2021 Perth Festival. The first was to embody the return journey of the bullshark, from the salt water to the riverine fresh water; the second was to enact the presence of the unseen groundwater – which emerges as wetlands and estuaries strewn throughout the landscape – on its return to the sea. The method used to derive the song and dance, and the impact of the performance itself, are described. The experiment makes a case for multiple benefits associated with re-establishing connections among culture and nature by drawing on Indigenous perspectives, through performance giving voice to a relationality between river systems and people.

Purpose Community rehabilitation is an essential health service that is often not available to remote Australians. This paper describes the first cycle of a collaborative project, between local community members, allied health professionals and a university, to co-design a community rehabilitation and lifestyle service to support adults and older people to stay strong and age well in place. Methods An action research framework was used to develop the service for adults in two remote communities, one being a discrete Aboriginal community. The first cycle involved planning for, and trialling of a service, with observations, reflections and feedback from clients, community members, university students and health service providers, to inform the subsequent service. Results Over two years, stakeholders worked collaboratively to plan, trial, reflect and replan an allied health student-assisted community rehabilitation service. The trial identified the need for dedicated clinical and cultural supervision. During replanning, three key elements for culturally responsive care were embedded into the service: reciprocity and yarning; holistic community-wide service; and Aboriginal and Torres Strait Islander mentorship. Conclusions An action-research approach to co-design has led to the establishment of a unique community rehabilitation service to address disability and rehabilitation needs in two remote Australian communities.Implications for rehabilitation Co-design of community rehabilitation services between Aboriginal and Torres Strait Islander community members and the local allied health professionals can lead to development of an innovative service model for remote Aboriginal communities. Culturally responsive community rehabilitation services in Aboriginal and Torres Strait Islander communities requires holistic and community-wide perspectives of wellbeing. Incorporating Aboriginal and Torres Strait Islander ways of engaging and communicating, and leadership and mentors

Background: Although spoken discourse is an outcome prioritised by all stakeholders in aphasia rehabilitation, assessment and treatment of discourse are not routine clinical practice. The small evidence base, varied clinical expertise, multiple barriers in the workplace, and challenges for clients in understanding their altered language abilities all contribute to this situation. These factors need serious consideration when developing a new treatment. Involving intended stakeholders as partners in the development process is recommended. This assists with future implementation by ensuring assessment and treatment are practical, feasible, and acceptable to those who will deliver and undertake it. Aims: This paper reports on the coproduction phase of the Linguistic Underpinnings of Narrative in Aphasia (LUNA) research project and describes the levels of partners’ involvement, the outcomes and impact of coproduction, and the factors that influenced it. Methods and procedures: Four partners with aphasia and four speech and language therapists (SLTs) worked with academic team members across a 6-month period to create the LUNA assessment and treatment. Separate sessions were held with partners with aphasia (monthly) and SLTs (fortnightly). Coproduction methods included open discussion, the Someone Who Isn’t Me (SWIM) technique (thinking from others’ perspectives), low and high fidelity prototypes, flexible brainstorming, card sort, and active experimentation with assessment and treatment tasks. Verbal and written information was presented, shared and documented during each session in supportive formats, and each session summarised as accessible minutes. Outcomes and Results: Partners contributed at consultation, cooperation, and co-learning levels during the coproduction phase. Outcomes included joined-up thinking across assessment-goal setting-treatment-desired outcomes; agreed decisions and content for assessment protocol and treatment manual; clarity on personalised, m

This paper considers how complex family circumstances such as parental separation, custody disputes and family violence intersect with the organisational cultures and everyday practices of schools. In particular, we are concerned with the ways that coercive control–a strategy used predominantly by men to dominate, control and oppress women in the context of intimate partner relationships–can be deployed to manipulate and coerce the organisational networks of schools into furthering abusive agendas. Informed by cultural theory and research from sociology of education, legal studies, criminology and family violence, we show how what we term the ‘coercion of organisational networks’ (CON) both relies upon and exploits systemic misogyny and gendered unequal relations of power. These issues underpin institutional strategies often used by schools to keep parents–and mothers, in particular–at a distance. When affected by separation, divorce and family violence, being positioned in problematic terms can create additional risks for women and children. We argue that without adequate understandings of coercive control as practices within a broader constellation of systemic misogyny and gender inequalities, and in the absence of organisational cultures committed to addressing these, schools are considered complicit in perpetuating family violence and its effects.

The tenets of critical and social realism are well supported in the literature. However, researchers following a realist paradigm have concerns about the lack of methodical guidance for qualitative interviewing, despite their affirmation about the importance of in-depth interviews. A conducted review of empirical realist literature provides evidence of an absence of guidance and commonality regarding interview planning practices. To overcome this absence, this paper composes a guiding framework to assist researchers to phrase more appropriate interview questions in realist research. The steps are founded on critical and social realist concepts while guided by methodological realist principles. Its contribution aims to not only improve the practice of realist inquiry methods but also to introduce more research transparency. A more transparent method for interview questions can lead to increased validity and afford replicability of mechanism-based theories resulting from empirical realist research.

Netflix’s Sex Education both represents sex education and educates viewers about sex. From the opening scene of the first episode, viewers are positioned to see this series as one that is not afraid to represent explicitly the details of a range of sexual experiences. The series’ frank depiction of sexual relationships between characters, and its exploration of characters’ hopes, fears, and choices regarding ways to express their sexual desire is, arguably, ground-breaking. This paper focuses upon the ways in which the series represents young people as producers and consumers of pornographic/erotic narratives, harnessing the communication options within their social settings to develop understandings of, and share, information that is often structured as ‘inappropriate’ for under-18 year-olds. Sex Education sits at the intersection of information (seeking), communication, and society, as young people explore issues of crucial interest and importance to them, which have been all but ignored in most of their school curriculum offerings. Challenging a dominant social perception of sexually-explicit materials as harmful to young people, and suggesting instead that such materials may be beneficial, the series demonstrates how young people may come together to learn about themselves and each other, even as they confront the double standards of a hypersexualised society that offers no legitimate speaking position to under-18s. In this environment, with adults absent from authentic discussion, young people co-construct their future adult selves through producing, consuming, and discussing sexual content (and activities) in conversation with other young people.

Home education is a legal educational option in Australia that continues to rise in popularity. This paper summarises the demographics and influences upon the decision to home educate of 385 home education families from Australia, representing 676 children who were home educated at the time of questionnaire completion. The research suggests female caregivers with higher levels of educational achievement than the general population predominantly coordinate home education. Some families eschewed mainstream education for philosophical reasons whilst others home educated due to perceived necessity. However, characteristic of both groups was the belief that the current education system was unable to provide a learning environment that would meet the educational and psychosocial needs of their children. This was not specific to a particular population of students but included those who were gifted children, or those who had a mental health or neurodevelopmental disorder such as autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), learning disabilities, intellectual disability and/or impairment in vision and hearing. This has clear implications for policy and resourcing, including in-service teacher training. It also raises questions in relation to the provision of funding for families who home educate their children.

Background To meet the growing needs of a diverse population, it is critical that healthcare service provision is underpinned by innovative, cost-effective, and sustainable services and solutions. The role of the nurse practitioner creates an opportunity to meet the increasing demands of complex care and enables greater access to high quality care. Understanding how best to support nurse practitioner candidates to develop into the nurse practitioner role will create greater opportunities to transform service delivery and improve healthcare outcomes. Aim To identify key factors that support and positively impact the implementation of nurse practitioner candidacy programs and candidate experiences. Methods A scoping review of research and grey literature was conducted using Joanna Briggs Institute methodology. For the research literature, eight electronic databases (Embase, Medline, CINAHL, Web of Science, Cochrane Library, Joanna Briggs Institute, PubMed and PsycINFO) were searched followed by a hand search of the reference lists of published systematic reviews and relevant topical papers. A review of national and international grey literature sources was completed. Findings Identification of a service gap, developing and promoting a clear role for the nurse practitioner candidate, integration into a multi-disciplinary team with strong mentorship/preceptorship support, continuing professional development, and evaluation of the program were identified as key factors in the research and grey literature. Conclusion A well-designed candidacy program can facilitate transition of the candidate into an autonomous, fully independent nurse practitioner. Recommendations to support the implementation of these roles into the clinical setting have been generated.

In the recent times, the use of geosynthetic-reinforced soil (GRS) technology has become popular for constructing safe and sustainable pavement structures. The strength of the subgrade soil is routinely assessed in terms of its California bearing ratio (CBR). However, in the past, no effort was made to develop a method for evaluating the CBR of the reinforced subgrade soil. The main aim of this paper is to explore and appraise the competency of the several intelligent models such as artificial neural network (ANN), least median of squares regression, Gaussian processes regression, elastic net regularisation regression, lazy K-star, M-5 model trees, alternating model trees and random forest in estimating the CBR of reinforced soil. For this, all the models were calibrated and validated using the reliable pertinent historical data. The prognostic veracity of all the tools mentioned supra were assessed using the well-established traditional statistical indices, external model evaluation technique, multi-criteria assessment approach and independent experimental dataset. Due to the overall excellent performance of ANN, the model was converted into a trackable functional relationship to estimate the CBR of reinforced soil. Finally, the sensitivity analysis was performed to find the strength and relationship of the used parameters on the CBR value.

Purpose: The transformation of coronavirus disease (COVID-19) from a regional health crisis in a Chinese city to a global pandemic has caused severe damage not only to the natural and economic lives of human beings but also to the financial markets. The rapidly pervading and daunting consequences of COVID-19 spread have plummeted the stock markets to their lowest levels in many decades especially in South Asia. This concern motivates us to investigate the stock markets’ response to the COVID-19 pandemic in four South Asian countries: Bangladesh, India, Pakistan and Sri Lanka. This study aims to investigate the causal impact of the number of confirmed COVID-19 cases on stock market returns using panel data of the countries stated above. Design/methodology/approach: This study collects and analyzes the daily data on COVID-19 spread and stock market return over the period May 28, 2020 to October 01, 2020. Using Dumitrescu and Hurlin panel Granger non-causality test, the empirical results demonstrate that the COVID-19 spread measured through its daily confirmed cases in a country significantly induces stock market return. This paper cross-validates the results using the pairwise Granger causality test. Findings: The empirical results suggest unidirectional causality from COVID-19 to stock market returns, indicating that the spread of COVID-19 has a dominant short-term influence on the stock movements. To the best of the knowledge, this study provides the first empirical insights into the impact of COVID-19 on the stock markets of selected South Asian countries taking the cross-sectional dependence into account. The results are also in line with the findings of other existing literature on COVID-19. Moreover, the results are robust across the two tests used in this study. Originality/value: The findings are equally insightful to the fund managers and investors in South Asian countries. Taking into account the possible impact of COVID-19 on stock markets’ returns, investo

© 2020, The Author(s). The internet mafia trope has shaped our knowledge about organised crime groups online, yet the evidence is largely speculative and the logic often flawed. This paper adds to current knowledge by exploring the development, operation and demise of an online criminal group as a case study. In this article we analyse a DDoS (Distributed Denial of Service) stresser (also known as booter) which sells its services online to enable offenders to launch attacks. Using Social Network Analysis to explore the service operations and payment systems, our findings show a central business model that is similar to legitimate e-commerce websites in the way product, price and costumers are differentiated. It also illustrates that its organisation is distributed and not hierarchical and the overall income yield is comparatively low, requiring further organisational activity to make it pay. Finally, we show that the users of the service (mainly offenders) are not only a mixed group of actors, but that it is also possible to discriminate between different levels of seriousness of offending according to the particular service they purchased.

Netflix’s Sex Education both represents sex education and educates viewers about sex. From the opening scene of the first episode, viewers are positioned to see this series as one that is not afraid to represent explicitly the details of a range of sexual experiences. The series’ frank depiction of sexual relationships between characters, and its exploration of characters’ hopes, fears, and choices regarding ways to express their sexual desire is, arguably, ground-breaking. This paper focuses upon the ways in which the series represents young people as producers and consumers of pornographic/erotic narratives, harnessing the communication options within their social settings to develop understandings of, and share, information that is often structured as ‘inappropriate’ for under-18 year-olds. Sex Education sits at the intersection of information (seeking), communication, and society, as young people explore issues of crucial interest and importance to them, which have been all but ignored in most of their school curriculum offerings. Challenging a dominant social perception of sexually-explicit materials as harmful to young people, and suggesting instead that such materials may be beneficial, the series demonstrates how young people may come together to learn about themselves and each other, even as they confront the double standards of a hypersexualised society that offers no legitimate speaking position to under-18s. In this environment, with adults absent from authentic discussion, young people co-construct their future adult selves through producing, consuming, and discussing sexual content (and activities) in conversation with other young people.

Background To meet the growing needs of a diverse population, it is critical that healthcare service provision is underpinned by innovative, cost-effective, and sustainable services and solutions. The role of the nurse practitioner creates an opportunity to meet the increasing demands of complex care and enables greater access to high quality care. Understanding how best to support nurse practitioner candidates to develop into the nurse practitioner role will create greater opportunities to transform service delivery and improve healthcare outcomes. Aim To identify key factors that support and positively impact the implementation of nurse practitioner candidacy programs and candidate experiences. Methods A scoping review of research and grey literature was conducted using Joanna Briggs Institute methodology. For the research literature, eight electronic databases (Embase, Medline, CINAHL, Web of Science, Cochrane Library, Joanna Briggs Institute, PubMed and PsycINFO) were searched followed by a hand search of the reference lists of published systematic reviews and relevant topical papers. A review of national and international grey literature sources was completed. Findings Identification of a service gap, developing and promoting a clear role for the nurse practitioner candidate, integration into a multi-disciplinary team with strong mentorship/preceptorship support, continuing professional development, and evaluation of the program were identified as key factors in the research and grey literature. Conclusion A well-designed candidacy program can facilitate transition of the candidate into an autonomous, fully independent nurse practitioner. Recommendations to support the implementation of these roles into the clinical setting have been generated.

The tenets of critical and social realism are well supported in the literature. However, researchers following a realist paradigm have concerns about the lack of methodical guidance for qualitative interviewing, despite their affirmation about the importance of in-depth interviews. A conducted review of empirical realist literature provides evidence of an absence of guidance and commonality regarding interview planning practices. To overcome this absence, this paper composes a guiding framework to assist researchers to phrase more appropriate interview questions in realist research. The steps are founded on critical and social realist concepts while guided by methodological realist principles. Its contribution aims to not only improve the practice of realist inquiry methods but also to introduce more research transparency. A more transparent method for interview questions can lead to increased validity and afford replicability of mechanism-based theories resulting from empirical realist research.

Home education is a legal educational option in Australia that continues to rise in popularity. This paper summarises the demographics and influences upon the decision to home educate of 385 home education families from Australia, representing 676 children who were home educated at the time of questionnaire completion. The research suggests female caregivers with higher levels of educational achievement than the general population predominantly coordinate home education. Some families eschewed mainstream education for philosophical reasons whilst others home educated due to perceived necessity. However, characteristic of both groups was the belief that the current education system was unable to provide a learning environment that would meet the educational and psychosocial needs of their children. This was not specific to a particular population of students but included those who were gifted children, or those who had a mental health or neurodevelopmental disorder such as autism spectrum disorder, attention-deficit/hyperactivity disorder (ADHD), learning disabilities, intellectual disability and/or impairment in vision and hearing. This has clear implications for policy and resourcing, including in-service teacher training. It also raises questions in relation to the provision of funding for families who home educate their children.

In the recent times, the use of geosynthetic-reinforced soil (GRS) technology has become popular for constructing safe and sustainable pavement structures. The strength of the subgrade soil is routinely assessed in terms of its California bearing ratio (CBR). However, in the past, no effort was made to develop a method for evaluating the CBR of the reinforced subgrade soil. The main aim of this paper is to explore and appraise the competency of the several intelligent models such as artificial neural network (ANN), least median of squares regression, Gaussian processes regression, elastic net regularisation regression, lazy K-star, M-5 model trees, alternating model trees and random forest in estimating the CBR of reinforced soil. For this, all the models were calibrated and validated using the reliable pertinent historical data. The prognostic veracity of all the tools mentioned supra were assessed using the well-established traditional statistical indices, external model evaluation technique, multi-criteria assessment approach and independent experimental dataset. Due to the overall excellent performance of ANN, the model was converted into a trackable functional relationship to estimate the CBR of reinforced soil. Finally, the sensitivity analysis was performed to find the strength and relationship of the used parameters on the CBR value.