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Diasporas represent a unique yet often overlooked stakeholder in tourism crisis management. Their strong bonds with their homeland often result in continued engagement with an extended community, which is valuable to their homeland during unsettling times. This study aims to examine the engagement of the Indonesian diaspora in the USA to revive tourism in Indonesia during the early stages of the COVID-19 pandemic and their motivation behind such efforts.

This study is rooted in a social constructivism paradigm and uses a qualitative approach. Four focus groups (n = 25) and ten individual interviews with the Indonesian diaspora in the USA were conducted. Thematic analysis was used to identify major themes.

The findings indicate that diaspora engagement stemmed from two broad categories: social activism, such as information liaison, skills and knowledge transfer, and economic activism, including philanthropic activities, investment and remittance and return-home travel. Both altruistic and social exchange motives drive their continuous engagement. The findings exemplify “diaspora diplomacy” that can be harnessed as social capital for homeland tourism recovery post-crisis.

This study provides an in-depth analysis of diaspora engagement in destination recovery. This study highlights the importance of diasporas as social capital for destinations and offers insights into tourism crisis management by incorporating this overlooked stakeholder group.

侨民是旅游管理中一个独特但经常被忽视的利益相关群体。他们与祖国的紧密联系往往让他们团结在一起成为一个扩展社区, 并对于旅游目的地的灾后复苏做出贡献。本文通过实证研究来探索印度尼西亚侨民在新冠初期对于印度尼西亚旅游业做出的贡献以及他们的动机。

本研究植根于社会建构主义范式并采用了定性方法。这个研究项目进行了四个焦点小组访谈和十个个人访谈。这个研究应用了主题分析方法来分析这些访谈数据。

调查结果表明, 侨民群体在经济和社会方面都参与了目的地恢复。他们参与的动机主要是来自于(1)社会行动主义, 例如信息、技能、和知识的分享, 以及（2）社会行动主义, 包括募捐, 投资, 汇款和回国旅行。除此以外, 利他主义和社会交换动机也推动了他们的持续参与活动。 这些研究结果也表明了“侨民外交”可以作为有效推动旅游目的地的灾后复苏。

本研究深入分析了侨民参与目的地恢复的情况。本研究强调了侨民作为目的地社会资本形式的重要性, 并通过整合这个被忽视的利益相关者群体为旅游危机管理提供了见解。

Este estudio se basó en el paradigma de constructivismo social y empleó un enfoque cualitativo. Se realizaron cuatro grupos focales (n = 25) y diez entrevistas individuales con emigrantes indonesios en Estados Unidos. Se utilizó el análisis temático para identificar los temas principales.

La dispersión de grupos humanos que abandonan su lugar de origen, también denominado, diáspora o emigrantes, representan un grupo único y, sin embargo, a menudo ignorado en la gestión del turismo. Sus fuertes lazos con su tierra natal a menudo dan como resultado una relación con una comunidad extendida, la cual es valiosa para su tierra natal durante tiempos difíciles. Este estudio examinó el rol de los emigrantes indonesios en Estados Unidos para revivir el turismo en Indonesia durante las primeras etapas de la pandemia de COVID-19 y su motivación detrás de esos esfuerzos.

Los hallazgos muestran que el rol de la diáspora provino de dos amplias categorías: 1) activismo social, como transferencia de información, transferencia de habilidades y conocimientos, y 2) activismo económico, incluidas actividades filantrópicas, inversión y remesas, y viajes de regreso a casa. Tanto los motivos altruistas como los de intercambio social son las causas de esta relación. Los hallazgos ejemplifican la “diplomacia de la diáspora” que puede ser aprovechada como capital social para la recuperación del turismo en tierra natal después de una crisis.

Este estudio ofrece un análisis profundo del rol de la diáspora en la recuperación del turismo. Este estudio destaca la importancia de los emigrantes como capital social para los destinos y ofrece información sobre el manejo de crisis turísticas mediante la incorporación de este interesante pero ignorado grupo.

I DON'T KNOW whether you are yet straight in your minds about the present location of the various parts of my erstwhile, present and embryonic business empires, but it will certainly clear my mind of confusion if I try to set it down here once and for all—and you are welcome to photocopy it (without comeback) for the edification of your colleagues!

We expand on the use of monuments and memorials in the social studies classroom, while further promoting a more inclusive curriculum that better represents women in the social studies. The way and frequency in which history textbooks and social studies classrooms represent women has improved over the decades; though, it still needs refining. The imbalance goes beyond the social studies classroom and includes the very resources we are advocating social studies teachers use, the United States’ historical monuments and memorials. We, therefore, offer social studies teachers a rationale, resources, and suggested activities for incorporating monuments and memorials commemorating the role of females in U.S. history. Considering less than eight percent of the United States’ cataloged, public outdoor statues honoring individuals are of women.

Copyright law has been oft-criticized for its unintended consequences. This paper retells three “tales of the unintended” concerning the 1976 Copyright Act, the present U.S. copyright statute. The first tale focuses on fair use, the second on statutory damages, and the third on formalities. From these three tales, the paper draws five different morals that provide insights into the ongoing process of copyright reform. These insights will enable policymakers and commentators to rethink the ongoing and future development of copyright law.

Special education in the USA is, in most respects, a 20th century phenomenon and is now governed primarily by federal legislation first enacted in 1975. The federal law in its most recent reauthorization (2004) continues to require a free appropriate public education (FAPE) for all students with disabilities, a full continuum of alternative placements (CAP) ranging from residential or hospital care to inclusion in general education, an individual education plan or program (IEP) for each student identified as needing special education, and placement in the least restrictive environment (LRE) that is thought best for implementing the IEP. Parents must be involved in the special education process. Approximately 14 percent of public school students were identified for special education in 2004–2005, but the number and percentage of students identified in most high-incidence categories as needing special education have declined in recent years (the total for all categories was about 8.5 percent of public school students in 2010). A variety of evidence-based interventions can be used to address the wide range of instructional and behavioral needs of students with disabilities and their families, including transition to further education or work, family services, and teacher education. Special education in the USA may find new sources of support and thrive or may become less common or be abandoned entirely due to criticism and withdrawal of support for social welfare programs of government.

July 29, 1970 Trade Union — Recognition of — Post Office employees — Two recognised trade unions — New Act setting up Post Office as public corporation — Employment of former employees continued — Variation in Terms and conditions of employment to be subject to discussion or negotiation with “appropriate staff associations” — New corporation's decision to recognise only one union — Notification to members of withdrawal of recognition from other union — Whether a breach of contract — Whether ultra vires and in breach of statutory duty — Post Office Act, 1969 (c.48) Sch.1, para.11.

Purpose – The purpose of this chapter is to introduce the conceptual and historical genesis of the gradual release of responsibility (GRR) model (Pearson & Gallagher, 1983) which has become one of the most commonly used instructional frameworks for research and professional development in the field of reading and literacy.

Design/Methodology/Approach – This chapter uses a narrative, historical approach to describe the emergence of the model in the work taking place in the late 1970s and early 1980s in reading research and educational theory, particularly at the Center for the Study of Reading at the University of Illinois, Champaign-Urbana as carried out by David Pearson, Meg Gallagher, and their colleagues.

Findings – The GRR Model began, in part, in response to the startling findings of Dolores Durkin’s (1978/1979) study of reading comprehension instruction in classrooms which found that little instruction was occurring even while students were completing numerous assignments and question-response activities. Pearson and Gallagher were among those researchers who took seriously the task of developing an instructional model and approach for comprehension strategy instruction that included explicit instruction. They recognized a need for teachers to be responsible for leading and scaffolding instruction, even as they supported learners in moving toward independent application of strategies and independence in reading. Based in the current research in the reading field and the rediscovery of the work of Vygotsky (1978) and the descriptions of scaffolding as coined by Wood, Bruner, and Ross (1976), Pearson and Gallagher developed the model of gradual release. Over time, the model has been adapted by many literacy scholars, applied to curriculum planning, used with teachers for professional development, reprinted numerous times, and with the advent of the Internet, proliferated even further as teachers and educators share their own versions of the model. This chapter introduces readers to the original model and multiple additional representations/iterations of the model that emerged over the past few decades. This chapter also attends to important nuances in the model and to some misconceptions of the instructional model.

Research Limitations/Implications – Despite the popularity of the original GRR model developed by Pearson and Gallagher and the many adaptations of the model by many collaborators and colleagues in literacy – and even beyond – there have been very few publications that have explored the historical and conceptual origins of the model and its staying power.

Practical Implications – This chapter will speak to researchers, teachers, and other educators who use the GRR model to help guide thinking about instruction in reading, writing, and other content areas with children, youth, pre-service teachers, and in-service teachers. This chapter provides a thoughtful discussion of multiple representations of the gradual release process and the nuances of the model in ways that will help to dispel misuse of the model while recognizing its long-standing and sound foundation on established socio-cognitive principles and instructional theories such as those espoused by Jerome Bruner, Lev Vygotsky, Anne Brown, and others.

Originality/Value of Paper – This chapter makes an original contribution to the field in explaining the historical development and theoretical origins of the GRR model by Pearson and Gallagher (1983) and in presenting multiple iterations of the model developed by Pearson and his colleagues in the field.