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The purpose of this paper is to explore online discussions about the 2014 World Cup on the Chinese social media platform Sina Weibo. Because China did not qualify for the World Cup, the study focusses on the role of online discussions surrounding a worldwide international event from an outsider perspective. Doing so will uncover not only the depth of dialogue surrounding issues of nation and sport, but – perhaps more importantly – also aid in uncovering the utility of online platforms in creating online communities even among presumed outsiders.

A content analysis of the discussions on Sina Weibo is used to identify differences between fanship comments and non-fanship comments in terms of the focus of the content and the degree of valence.

Overall, fans were more likely than non-fans to use positive valence in their comments to enhance the value of the World Cup. Moreover, fans were also more likely to discuss topics closely related to the event itself, such as teams, athletes, and factual information/news about the World Cup, establishing identification with in-group participants. Moreover, the findings also imply important insight regarding electronic commerce opportunities.

This paper is among the first to investigate the online discussions about World Cup in China. Theoretically, this paper provides a comprehensive framework to examine the online discussions of mega-sporting events in China based on theories of social identity theory and nationalism. Practically, it provides baseline data for the sports industry and public relation practitioners to promote a sports event when the direct nationalistic interests are absent. Moreover, it also aids in uncovering the substantial changes in sports-related communication, experiences, and mediated participation.

The purpose of this paper is to investigate occurrences of confirmation bias existing for sponsors whose brand is congruent to a sport. More specifically, this research investigates: if confirmation biases for congruent brands occur in the absence of exposure, the impact audience segmentation has on sponsorship evaluations by comparing highly identified fans to non-fans, and if congruent sponsors are recalled more often than incongruent sponsors after exposure.

An experiment was conducted to measure how exposure, type of sponsor, and fan identification impacts recognition, attitude, and purchase intention.

The results confirm sport-congruent brands are more likely to be falsely recognized as a sponsor than non-congruent sponsors in the absence of sponsorship participation. Sport consumers’ confirmation biases yield positive attitudes and purchase intentions for congruent brands even in the absence of immediate exposure. Lastly, exposure has no impact on recall or sponsor outcomes, suggesting the need for articulating the brand’s connection prior to the event to build stronger memory traces.

Congruent brands should carefully consider investment costs and expected return on investment, noting benefits of participation might be marginal as a result of confirmation biases. Potential sponsors should also understand cognitive benefits begin before exposure to the sponsorship occurs, and therefore need to articulate a connection to the event prior to exposure by consumers.

The findings suggest the importance of confirmation biases when attempting to reach sport consumers. Some brands may be able to increase recall and recognition even in the absence of exposure, thus helping decision makers when managing budgets.

This study aims to highlight the system-wide potential relationships between forms of human bias, selected Lean tools and types of waste in a manufacturing process.

A longitudinal single-site ethnographic case study using digital processing to make a material receiving process Lean was adopted. An inherent knowledge process with internal stakeholders in a stimulated situation alongside process requirements was performed to achieve quality data collection. The results of the narrative analysis and process observation, combined with a literature review identified widely used Lean tools, wastes and biases that produced a model for the relationships.

The study established the relationships between bias, Lean tools and wastes which enabled 97.6% error reduction, improved on-time accounting and eliminated three working hours per day. These savings resulted in seven employees being redeployed to new areas with delivery time for products reduced by seven days.

The single site case study with a supporting literature survey underpinning the model would benefit from testing the model in application to different industries and locations.

Application of the model can identify potential relationships between a group of human biases, 25 Lean tools and 10 types of wastes in Lean manufacturing processes that support decision makers and line managers in productivity improvement. The model can be used to identify potential relationships between forms of human biases, Lean tools and types of wastes in Lean manufacturing processes and take suitable remedial actions. The influence of biases and the model could be used as a basis to counter implementation barriers and reduce system-wide wastes.

To the best of the authors’ knowledge, this is the first study that connects the cognitive perspectives of Lean business processes with waste production and human biases. As part of the process, a relationship model is derived.

By formulating a vision that provides for a solid foundation for the virtual library, we can dramatically improve existing library services and create new ones with added value. The new library paradigm will be built on software and hardware information technology. Related requirements include distributed computing and networking; open architectures and standards; authentication, authorization, and encryption; and billing and royalty tracking. The “virtual library tool kit” will include reduced dependence on word indexing and keyword/Boolean retrieval; development and application of natural language processing; and effective tools for navigation of networks. Carnegie Mellon University offers some helpful examples of how information technology and information retrieval may be used to build the virtual library.

History classrooms are not neutral: They are contested arenas where legitimacy and hegemony battle for historical supremacy. The representation of marginalized groups within history classrooms is dependent upon the willingness of individual teachers to present material that accentuates contributions, challenges historical givens, empowers the marginalized, and, above all, raises awareness of and reflection upon race and racial images and the impact they have on the historical interpretations of American history. By using Critical Race Theory, which seeks to reduce marginalization through the recognition and promotion of historically disenfranchised peoples, social studies teachers can create classrooms that challenge historical dogmas and offer counter narratives to historical events. This article defines and situates Critical Race Theory and uses the Indian Removal Act of 1830 to illustrate how history and the historical events of “others” can be recognized and valued.

This paper aims to examine two teachers’ beliefs and practices on teaching writing at an urban, high-performing middle school to determine: What discourses of writing are being taught in an urban, high-performing US public middle school? What factors prevent or enable particular discourses?

Drawing on case study methods, this study uses a single-case design with two seventh-grade teachers at a high-performing urban school as embedded units of analysis. Data collection took place over one semester. Data sources included observations and interviews with the two teachers, an interview with an administrator and multiple instructional artifacts, including unit and lesson plans. Observational data were analyzed using a priori code for writing discourses (Ivanic, 2004) and interview data were analyzed for factors affecting instruction using open, axial and selective coding.

Both teachers enacted extended multi-discourse writing instruction integrating skills, creativity, process, genre and social practices discourses supported by their beliefs and experience; colleagues; students’ relatively high test scores; and relative curricular freedom. However, there was minimal evidence of a sociopolitical discourse aligned with critical literacy practices. Limits to the sociopolitical discourse included a lack of a social justice orientation, an influx of low-performing students, a focus on raising test scores, data-focused professional development and district pacing guides. Racism is also considered as an underlying structural factor undermining the sociopolitical discourse.

Although generalizability is limited because of the small sample size and the unique context of this study, two major implications are the need to layer discourses in writing instruction while centering critical pedagogy and develop teacher beliefs and knowledge. To support these two implications, this study suggests developing university-school partnerships and professional development opportunities that create a community of practice around comprehensive writing instruction. Future research will involve continuing to work with the participants in this study and documenting the effects of providing theory and tools for integrating the sociopolitical discourse into middle school curricula and instruction.

This study contributes to the field of literacy education’s understanding of internal and external factors limiting the sociopolitical discourse in a high-performing, urban middle school in the USA, an understudied context.

In this study, a teacher-researcher examined his students’ conceptions of Whiteness within U.S. history courses at an ethnically and economically diverse urban high school. Using critical race theory as the lens, this mixed method study found most students could explain the role of race in history. Students of color were more likely to express racism is common in the current day, while White students were more likely to express racism as uncommon. Whites were more likely to express racism as on a dramatic decline or the result of a few individuals. This study highlights the positive impact a race-conscious social studies classroom can have on all students. It also shows the many barriers teachers face in helping White students understand their roles in a system privileging them because of their skin color.

The Departmental Committee appointed to inquire into the use of preservatives and colouring matters in the preservation and colouring of food, have now issued their report, and the large amount of evidence which is recorded therein will be found to be of the greatest interest to those concerned in striving to obtain a pure and unsophisticated food‐supply. It is of course much to be regretted that the Committee could not see their way to recommend the prohibition of all chemical preservatives in articles of food and drink; but, apart from this want of strength, they have made certain recommendations which, if they become law, will greatly improve the character of certain classes of food. It is satisfactory to note that formaldehyde and its preparations may be absolutely prohibited in foods and drinks; but, on the other hand, it is suggested that salicylic acid may be allowed in certain proportions in food, although in all cases its presence is to be declared. The entire prohibition of preservatives in milk would be a step in the right direction, although it is difficult to see why, in view of this recommendation, boric acid should be allowed to the extent of 0·25 per cent. in cream, more especially as by another recommendation all dietetic preparations intended for the use of invalids or infants are to be entirely free from preservative chemicals; but it will be a severe shock to tho3e traders who are in the habit of using these substances to be informed that they must declare the fact of the admixture by a label attached to the containing vessel. The use of boric acid and borax only is to be permitted in butter and margarine, in proportions not exceeding 0·5 per cent. expressed as boric acid, without notification. It is suggested that the use of salts of copper in the so‐called greening of vegetables should not be allowed, but upon this recommendation the members of the Committee were not unanimous, as in a note attached to the report one member states that he does not agree with the entire exclusion of added copper to food, for the strange reason that certain foods may naturally contain traces of copper. With equal truth it can be said that certain foods may naturally contain traces of arsenic. Is the addition of arsenic therefore to be permitted? The Committee are to be congratulated upon the result of their labours, and when these recommendations become law Great Britain may be regarded as having come a little more into line— although with some apparent reluctance—with those countries who regard the purity of their food‐supplies as a matter of national importance.

Self‐reported quality of life (QOL) was examined in a cohort of detained psychiatric in‐patients. Two patient groups, categorised as high and low on the Lehman Quality of Life Interview (QOLI) in terms of their ‘satisfaction with life in general’, were compared. A model of satisfaction with life derived from a logistic regression analysis contained three measures: (high) QOLI satisfaction rating for living situation, (low) suicidality and (high) motivation and energy. The practical implications of these findings are discussed in terms of assessment, symptom relief and environmental change.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).