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The purpose of this paper is to develop a typology of the organisational forms comprising the Australian condominium tourism accommodation sector.

A total of 34 exploratory interviews were conducted with interviewees representing a cross‐section of interests in condominium tourism accommodation operations.

An original hierarchical typology is developed. The structuring criteria employed for the hierarchy include: whether a condominium complex is in a hotel or apartment complex, whether it is branded and whether the condominiums are serviced.

The findings reported will greatly advance the capacity to provide a meaningful commentary on the nature of condominium tourism accommodation complexes and to understand key issues associated with different forms of condominium tourism accommodation services provided.

The study suffers from the normal limitations associated with the subjective interpretation of qualitative data. In addition, the fast evolving nature of the condominium tourism accommodation sector signifies that the typology advanced should be viewed as somewhat time‐specific.

Despite the huge growth in condominium‐based tourism accommodation worldwide, there has been a scarcity of research directed to the phenomenon. The study can thus be seen to be highly original.

Describes the application of lean principles and practices to the design and delivery of a graduate business course on leadership taken by part‐time working professional students in a classroom setting. The principal objectives were to improve consistency between what was taught in the course and how the course was taught, eliminate waste, improve the quality and relevance of course materials, and deliver greater value as perceived by students. Results indicate a higher level of student satisfaction, in part through clearer expectations, less ambiguity regarding lectures and assignments, standard formats for assignments, smoothing individual and team assignments over the semester, and better management of students' time both in and outside class. This joins a growing body of work that demonstrates the applicability of lean principles and practices to service businesses, and the achievement of improved outcomes.

In the “What’s Hot in 2019: Expanded and Interconnected Notions of Literacy” survey (Cassidy, Grote-Garcia, & Ortlieb, 2019), Early Literacy was identified as a “very hot” topic. This chapter addresses how literacy practices in homes and in schools contribute to early literacy achievement; neighborhood realities are acknowledged. A brief list of expectations for early literacy learners is discussed, and competencies not always found in standards lists are described. Examples of current community activism efforts are noted, and there is a call for literacy academics to speak out against inequities in literacy learning.

Discusses the long existing and confusing problems of establishing the relationship of who is, and who if not, a dependent worker. Reflects developments which have occurred in British law as it affects the employment field, plus an evaluation and analysis of some of the different types of employment relationships which have evolved by examining, where possible, the status of each of these relationships. Concludes that the typical worker nowadays finds himself in a vulnerable position both economically and psychologically owing to the insecurity which exists.

To explain how reading, rewinding a story in reverse order, and then rereading allows a reader to contextualize information, acquiring not only major themes and events but also details and other literacy characteristics of the literature selection.

A representation of sequencing structures is discussed including world-related, concept-related, inquiry-related, learning-related, and utilization-related. In addition, the instructional design aspects of backwards sequencing are discussed.

Just as a level or stud finder uses a back-and-forth approach for finding the most suitable position, so does the backwards sequential approach to reading comprehension. By slowing down and focusing on parts before the whole, students are more likely comprehend content.

The importance of prediction towards comprehension has been recognized for decades. However, using a learning design that features reading a story once, then revisiting the story structure components in backwards order, and finally reading it again, allows for precise and complete learning. This theory has research and pedagogical implications for students of all ages.

To examine how vocabulary instruction can lead toward students connecting the known to the familiar with the unknown.

Theoretical advances in vocabulary acquisition and utility are discussed in relation to word reading and knowledge formation. Extending theory requires pedagogical planning and reinforcement to promote skill learning first toward preparing students to have the capacity to acquire vocabulary across the content areas and in turn, understand and apply that knowledge toward problem solving.

Students must be scaffolded toward connecting what they know with that which is familiar and eventually with the unknown; only then can we extend learning beyond our guidance and supervision. Students must be taught how and when to use vocabulary acquisition strategies so they are prepared to overcome difficulties associated with word meanings in independent reading.

It is timely for rich, varied, and complete vocabulary instruction to serve as the basis for learning across the curriculum. Words are the predecessors of tomorrow’s learning and we must consider how to best provide instruction for students who overuse sight words, text shorthand more than they write formally, and even substitute inappropriate language based upon a lack of vocabulary knowledge and ability to articulate their feelings.

Despite the potentially vital implications of time pressure for group performance in general and team effectiveness in particular, research has traditionally neglected the study of time limits and group effectiveness. We examine the small, but growing, body of research addressing the effect of time pressure on group performance and introduce our Attentional Focus Model of group effectiveness (Karau & Kelly, 1992). We examine recent research on the utility of the model and identify selected implications of the model for how time pressure may interact with other factors such as task type, group structure, and personality to influence team performance. Finally, we discuss methodological issues of studying attention, interaction processes, and team performance.

The purpose of this paper is to show that Acceptance and Commitment Therapy (ACT) may have utility with this client group in routine clinical practice.

This uncontrolled double case study describes the targeting of ACT processes with people referred to a mental health service for people with intellectual disabilities because of distressing intrusive thoughts. It includes qualitative data to illustrate the opinions of the participants eight weeks after the end of therapy.

Both clients described rapid relief from distress, with some additional untargeted benefits emerging too. The participants provided follow-up qualitative data in which they described how the therapy had helped them as well as areas where it had not.

This paper presents uncontrolled case studies selected from routine clinical practice. They were selected due to their similarity of outcome and will not represent the experience of every client treated this way.

The practical implications are that a therapy often considered to rely on the use of metaphors and the manipulation of complex metacognitions may be useful for people with more limited verbal and cognitive ability if the therapy is adapted to meet their level of ability.

There has been very little published on using ACT with an intellectual disabilities population. This paper has originality value in that it illustrates the application of the approach in routine clinical practice. Additionally, the qualitative follow-up allows the participants’ voices to be heard about their experience of this approach.