PROMISING THE DREAM: changing destination image of London through the effect of website place

Drawing on theories of place identity and social identity, this study aims to fill a gap in place identity studies regarding the effect of a place website on the destination image of customers/visitors/tourists. The research addresses three questions: (1) what are the main impacts of tourists’ attitude on place identity and the place website, (2) what are the factors that influence destination image, and (3) what are the main impacts of a favorable destination image? The favorability of a destination image is reflected by the extent to which visitors positively regard that place website. Results reveal the importance of the destination image in enhancing the intention to revisit and recommend. Also, visitors’ satisfaction impacts on their intention to revisit and recommend the place. Significant implications for place managers and researchers are highlighted

School Effects on the Wellbeing of Children and Adolescents

Well-being is a multidimensional construct, with psychological, physical and social components. As theoretical basis to help understand this concept and how it relates to school, we propose the Self-Determination Theory, which contends that self-determined motivation and personality integration, growth and well-being are dependent on a healthy balance of three innate psychological needs of autonomy, relatedness and competence. Thus, current indicators involve school effects on children’s well-being, in many diverse modalities which have been explored. Some are described in this chapter, mainly: the importance of peer relationships; the benefits of friendship; the effects of schools in conjunction with some forms of family influence; the school climate in terms of safety and physical ecology; the relevance of the teacher input; the school goal structure and the implementation of cooperative learning. All these parameters have an influence in promoting optimal functioning among children and increasing their well-being by meeting the above mentioned needs. The empirical support for the importance of schools indicates significant small effects, which often translate into important real-life effects as it is admitted at present. The conclusion is that schools do make a difference in children’s peer relationships and well-being

An exploration of the lived experiences of Year Six children on a residential trip to Normandy

Over the last decade, a plethora of research has been undertaken into learning outside the classroom and its resultant benefits on pupils [Dillon, J., M. Rickinson, K. Teamey, M. Morris, M. Y. Choi, D. Sanders, and P. Benefield. 2006. “The Value of Outdoor Learning: Evidence from Research in the UK and Elsewhere.” School Science Review 87 (320): 107– 111; Peacock, A. 2006. Changing Minds: The Lasting Impact of School Trips. University of Exeter; Malone, K. 2008. Every Experience Matters. Farming and Countryside Education; Waite, S. 2011. Children Learning Outside the Classroom from Birth to Eleven. London: Sage; Beames, S., P. Higgins, and R. Nicol. 2012. Learning Outside the Classroom: Theory AQ1 Guidelines and Practice. Abingdon: Routledge]. Despite this wealth of research very little has been conducted into residential field trips. The research carried out in this study focuses specifically on exploring the residential experience of a group of 10- and 11-year-old children from a junior school in the UK who participated in a one-week residential field trip to Normandy, France, staying in a Chateau and undertaking both cultural and historical activities. The findings reveal what children can gain from participating in such an experience