Studies have suggested that positive emotions may occur in mature adult tourists' experiences, but the processes linking participants' social contexts and positive emotions are unknown. The study used an interpretive ethnographic approach with participant observation and conversations with key informants to document positive emotions in two mature adult tourism experiences, an educational tour of a Civil War battlefield and a model airplane contest. Interpretive thematic analysis revealed amusement from humor, warmth of friendship, interest in activities, and sublime reactions to loss. These processes explain how participants' social contexts produced positive emotions, and why particular emotions occurred. Furthermore, findings show the importance of positive emotions to building a sense of community among participants, fostering regular repeat participation.
LINK
There is ample evidence to suggest that positive emotions lead to valuable life outcomes. This study examines daily positive emotion development before, during, and after a leisure travel experience. The study measured positive emotions on a daily basis in 25 mature adult participants before, during, and after two leisure travel experiences. Consistent with the "peak" model in previous research, positive emotions overall-and joy and interest in particular-increased before leisure travel, were elevated during travel, and declined afterward. Implications for practice include managing positive emotions before and after leisure travel. Future research should consider positive emotions in other populations and other leisure experiences.
LINK
We are well into the 21st century now and the urgency for lifelong learning is growing especially regarding numeracy. There are major societal and policy pressures on education to prepare citizens for a complex and technologized society, in literature referred to as “21st century skills” (Voogt & ParejaRoblin, 2012), “global competences” (OECD, 2016a) or “the 4th industrial revolution” (Schwab, 2016). International research has demonstrated the economic and social value of literacy and numeracy knowledge and skills (Hanushek and Wöbmann, 2012; Grotlüschen, et al. 2016). With respect to numeracy (and/or mathematics) education, we explore the implications of these pressures to the mathematical demands at individuals living and working in modern life, and what is expected from numeracy education as society moves further into the 21st century. New means of communication and types of services have changed the way individuals interact with governments, institutions, services and each other, and social and economic transformations have in turn, changed the nature of the demand for skills as well.
DOCUMENT
