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Research has shown that Indigenous people suffer significant health inequalities in comparison to dominant colonising cultures. Evidence shows that these inequalities can be addressed by gaining a deeper understanding of the social and cultural determinants of health, applying Indigenous views of health and developing better definitions of the term wellbeing. The following chapter draws on research exploring the relationship between Indigenous culture, the landscape and the connection with health and wellbeing. In Aotearoa/New Zealand, consideration of Indigenous Māori is a national imperative, enshrined in the Te Tiriti o Waitangi (Treaty of Waitangi) which establishes it as a bicultural country. Exploring three Māori health models, the chapter examines the factors that play a significant role in shaping Māori people's health. It relates how landscape is a foundational therapeutic aspect of Māori wellbeing using the models to express the forces that impact both positively and negatively on this relationship. The chapter concludes that all three concepts, culture, health and landscape, are interconnected and must be balanced to reduce Māori health inequalities and to provide a more sustainable model for health and wellbeing for all New Zealanders.

Many instances of maladaptive behaviors are due at least in part to a lack of social skills. Although there are effective interventions for teaching social skills, generalization of trained social skills remains a challenge. One promising way to enhance generalization may be to use functional behavior assessments to select social skills to teach that can meet individuals’ specific needs. This chapter describes a process for embedding function-based support into social skills interventions that may generalize to untrained settings. The chapter concludes with a case study demonstrating generalization of positive peer interaction from recess to a classroom setting for a grade two student. Results indicated that the student’s behavior during recess and during classroom instruction both changed upon implementation of the recess intervention, and these behaviors maintained over three months after the intervention was withdrawn.

This paper attempts to fill the gap that exists in research regarding visitor motivations at dark heritage sites. The purpose of this paper is to explore the motivations of visitors to the Hector Pieterson Memorial and Museum (HPMM) as an iconic dark site in South Africa to identify what motivates visitation and which demographic variables may have an influence on these motivators.

To achieve the goal of this research, 205 participants completed a self-administered questionnaire using a random sampling technique at the HPMM. A statistical analysis through the use of factor analysis revealed seven motivational factors.

Novelty and knowledge seeking, remembrance and curiosity were identified as the three main motives for visiting HPMM. Novelty and knowledge seeking was found to be the main motive that contradicted similar research done in other parts of the globe. Escape and relaxation, which is usually found to be one of the main motivators to heritage sites, was revealed to be one of the least motivators for this study. The results also identified significant relationships between demographic and motivator variables.

The findings of this study revealed that people visit the HPMM primarily for novelty and knowledge seeking, remembrance and respect for victims and curiosity. From the results, it is clear that visitors are driven to visit the site for different motives and that these motives, although common amongst visitors, differ from person to person subject to demographic differences. This study provides an improved understanding of dark tourism demand, which is essential for the sustainable development and promotion of sites in South Africa and globally commemorating people’s struggle against injustice and for democracy.

South Africa is a country with a cosmopolitan history; however, the history associated with apartheid has only recently become topic of tourism research. This study provides a basis to better understand the type of tourist visiting these sites of historical sites, thus leading to better provision of services to visit such attractions.

This study is one of the first to delve into understanding the motivational typology of tourists to a tourism attraction in South Africa associated with the country’s Apartheid-era heritage. It provides an insight into enhancing the current fragmented understanding of dark tourism demand.

A survey carried out during 1998 investigated the use of the World Wide Web for user education in 68 UK university libraries. Almost three‐quarters of the libraries surveyed make use of the Web for this purpose. The Web is used as a supplement to existing user education, in order to support independent, student centred learning and to reach parttime and distance learners. Just ten percent of user education is delivered solely via the Web, but libraries indicated that use will grow in the future. It was found that greater use is made of the Web for information skills training than for library induction. The authors suggest a number of reasons why more use is not being made of the Web for user education and propose future developments in this area. Web‐based instruction is unlikely to completely replace traditional methods, but it can be used to supplement and extend existing provision.

History has taught us that every aspect of the world around us is changing. Right from its formation, the earth has been evolving climatically, edaphically, and biotically to its present state. The forcing for all these changes in the past was natural, and human activities had least influence till the industrial revolution. Since the beginning of the 18th century, human activities associated with the industrial revolution have changed the composition of the atmosphere and thereby having a greater influence on the earth's climate. The use of fossil fuels like coal and oil coupled with deforestation has increased the concentration of heat-trapping “greenhouse gases,” which prevent the heat from the earth escaping to space. Because of this, the very greenhouse gases, which helped sustain life on the earth under normal circumstances, have become detrimental due to its higher concentration. Several models have predicted that the rising concentrations of greenhouse gases produce an increase in the average surface temperature of the earth over time. Rising temperatures may, in turn, produce changes in precipitation patterns, storm severity, and sea level, commonly referred to as “climate change.” The Intergovernmental Panel on Climate Change (IPCC) defines climate change broadly as “any change in climate over time whether due to natural variability or as a result of human activity.” The United Nations Framework Convention on Climate Change (UNFCCC) defines climate change as “a change of climate that is attributed directly or indirectly to human activity, that alters the composition of the global atmosphere, and that is in addition to natural climate variability over comparable time periods.”

The field of service-learning (SL) remains obscure as it has been variously defined and often misunderstood by many. There is a confusion in the academic literature and in practice as to what exactly service-learning means, and this confusion has been exacerbated by the way it has been misunderstood and implemented in various institutions. The aim of this volume dedicated to international case studies on service learning is to gain deeper insight into the multifaceted nature of this subject and the perplexities associated with it. The authors of this volume have adopted a holistic approach and have captured various interventions and approaches to find out the most accurate path toward gaining a complete picture of how service-learning impacts students with its emphasis on problem-solving, experiential learning, and community engagement. The volume will shed light on how successfully service-learning has been adopted to the existing curriculum with the emergence of a new breed of students who are aligned with the needs of the community and undertakes collaborative work to solve real-world issues.