The study provides compelling evidence of why a children dimension should be included in hospitality and tourism curriculum. The evidence are articulated around a reviewed and revisited approach of the Principle of Responsible Management Education, namely: Children: An Industry and Society Perspective (Principle 1: Value, Partnership and Dialogue); Children: Expertise and Research (Principle 2: Research and Method; and Children Tourist: A Conceptual Category (Principle 3: Purpose and Practice). Having said that, the suggested development of hospitality and tourism education curriculum is coming with challenges such as the emergence of hidden curriculum and opportunities such as augmented profile of students. Future research could look at investigated how a children dimension could be included in curriculum.
Security decision-making in socio-technical systems can often be limited by fragmented analytical approaches that may struggle to address the complexities of modern threats. This article proposes an integrated multidisciplinary framework that synthesises five key pillars: Goal-Oriented Requirements Engineering (GORE), Risk Assessment (RA), Crime Scripting (CSA), Quantitative Decision Analysis (QDA), and Attack-Graph Modelling (AGM). By incorporating attack graphs as a fifth layer, the framework seeks to provide a dual-view of the adversary, bridging the gap between human procedural behaviour (the script) and technical exploit dependencies (the graph). This integrated approach is designed to assist decision-makers in systematically identifying stakeholder goals, characterising multi-path attack trajectories, and evaluating resolution actions using explicit uncertainty ranges. The framework generates a Unified Conceptual Model—a visual, auditable artefact intended to reveal underlying trade-offs between security, usability, and profitability. Illustrated through a demonstrative case study, this research offers practitioners a structured decision-support model with potential applicability to finance, critical infrastructure, and cloud environments.
This research note explores social servicescape in hospitality settings, considering recent regulatory debates questioning the exclusion of children. Although children are often positioned as either sovereign consumers or a marginalised group, their impact on guest satisfaction remains largely unexplored. Drawing on 90,045 TripAdvisor reviews from 72 international resorts, we applied advanced natural language processing techniques, including BERT-based sentiment analysis and child-reference classification using a local Large Language Model to examine whether references to children influence customer evaluations. By comparing satisfaction scores across reviews that mention or omit children, we explore whether these differences reflect broader managerial, academic, and policy-related challenges. This study contributes to ongoing debates on adult-only vs inclusive hospitality by highlighting how children’s presence is addressed in guest feedback, and by raising questions about the potential limitations in current hospitality management practices.
Historical and ethnographic evidence suggests that people around the world use supernatural beliefs to explain misfortune. The cross-cultural prevalence of this pattern may arise from our expectations that norm violations lead to sanctioning. In cases where an outcome seems punitive yet lacks an identifiable cause, individuals, motivated to fill this explanatory gap, may rely on beliefs in supernatural punishment to make sense of what has happened. If true, supernatural explanations for misfortunes should be more common when a victim is believed to have not cooperated in the past (i.e., in cases where misfortunes might be unexplained but otherwise appear deserved). Using a vignette experiment across nine diverse populations (N = 714), including African hunter-gatherers and Melanesian horticulturalists, we tested if knowledge of past bad actions increased participants' endorsements of supernatural causes for misfortune. Across all populations, participants rated a misfortune as more likely to be supernaturally caused when the victim was known to have failed to reciprocate a favour or engage in generous actions towards others in the past. This was slightly increased when the behaviour was additionally labelled normative. Responses to open-ended free-listing questions provide additional evidence that when the victim was known to be uncooperative, participants were more likely to propose supernatural causes for misfortune as well as supernatural solutions. Additional normative labelling had only a small effect. Together, these findings suggest that when misfortunes lack clear causes, people's motivation to explain interacts with moral evaluations, leading them to invoke supernatural beliefs most commonly when misfortune appears deserved.
This paper presents the findings of a study, conducted as part of a PhD thesis, exploring ways in which translanguaging can be used to support the development of conceptual understanding of division. The study focused on 18 8-9-year-old pupils learning mathematics through the instructional languages of English and French in an 'immersion-style' bilingual education context in England. The data was collected from four consecutive mathematics lessons focusing on division, the first two taught through English by a monolingual English teacher and the second two taught in French by a bilingual French teacher. Both teachers were interviewed directly following their second lesson and the pupils participated in two focus groups, following their lessons in English and then French. This paper focuses on three of the seven translanguaging cycles that were identified as part of the analysis, each with a different combination of interlocutors. The first extract presents a peer-peer discussion of division involving exchange, the second involves a teaching assistant scaffolding learning for a new-to-French pupil and the third illustrates a pupil seeking clarification from the teacher. The findings reveal that crosslinguistic translanguaging affords a flexible space in which pupils are able to draw upon their linguistic repertoires to make linguistic and conceptual connections. The use of multiple representations and reprocessing opportunities further supported crosslinguistic transfer within these translanguaging cycles.
