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Aboriginal students experience disproportionate academic disadvantage at school. It may be that a capacity to effectively deal with academic setback and challenge (academic buoyancy) can reduce the incidence of academic adversity. To the extent that this is the case, academic buoyancy may also be associated with positive educational intentions. This study explores the role of academic buoyancy in Aboriginal students’ post-school educational intentions.

The survey-based study comprises Aboriginal (N = 350) and non-Aboriginal (N = 592) high school students in Australia.

Academic buoyancy yielded larger effect sizes for Aboriginal than non-Aboriginal students’ educational intentions – particularly in senior high school when educational intentions are most likely to translate into post-school educational behaviour.

Post-school education is one pathway providing access to social opportunity. Any thorough consideration of students’ passage into and through post-school education must first consider the bases of students’ academic plans and, by implication, their decision to pursue further study. Identifying factors such as academic buoyancy in this process provides some specific direction for practice and policy aimed at optimizing Aboriginal students’ academic and non-academic development.

Academic buoyancy is a recently proposed construct in the psycho-educational literature and has not been investigated among Aboriginal student populations. Its role in relation to post-school educational intentions is also a novel empirical contribution for both Aboriginal and non-Aboriginal students alike.

The purpose of this paper is to examine Czech traditions of outdoor games and sports, turistika activities and education in nature programmes, which have continued to develop during periods of oppression and provided opportunities to preserve the Czech culture.

A review of the historical, cultural and political context of education in nature traditions in Czech was proposed.

Late 19th century organisations such as the Turistický klub and Sokol were instrumental in developing a range of indigenous turistika activities involving active movement. The early 20th century influences were the Czech scouting movement, summer camps and Woodcraft. Charles University provided the first tertiary outdoor educational programmes in Prague in the 1950s. Their foundation course “Turistika and Outdoor Sports” is still compulsory for all students studying physical education and sport. Turistika activities and outdoor sports and games continued to be developed throughout the liberalization of the socialist regime in the 1960s.

Following the Prague Spring in 1968, and under the guise of the Socialist Youth Union organization, new experimental forms of outdoor education emerged.

Since the Velvet Revolution in 1989 organisations have reconnected with Czech outdoor traditions that flourished before 1948 and other organisations have developed education in nature programs. The commercial sphere, which did not exist before 1989, has now been established in the outdoor area. However, traditional participation in turistika activities has been impacted by other external motivations as a broader range of opportunities have become available and accepted, and tourism outside of Czech and Europe has become increasingly popular and accessible.

The originality of this paper is to provide an overview of Czech political and cultural history and how it has shaped people's relationship, particularly children and youth, with the outdoors.

The aim of this study was to examine the extent to which several workplace factors are implicated in school principals' well-being. Two job resources (i.e. participatory climate and collegial climate) and two job demands (i.e. barriers to professional learning and staff shortages) were investigated, along with two well-being outcomes (i.e. job satisfaction and occupational commitment). Interaction effects between the job resource and job demand variables were also tested.

Data were from 5,951 principals in 22 Organization for Economic Co-operation and Development (OECD) countries that participated in the Teaching and Learning International Survey (TALIS) 2013. Path analysis of direct and interaction effects was tested, along with multigroup path analysis to determine any differences in results across nations.

The results showed that staff shortages and collegial climate predicted job satisfaction. All of the job resources and demands predicted occupational commitment. In addition, one interaction effect was significant showing that a participatory climate was especially important for occupational commitment under conditions of high staff shortages. The findings were similar across the 22 countries.

The study yields important knowledge about the cross-national salience of four job resources and demands that are associated with principals' well-being at work.

As the popularity of social media increases, sports brands must develop specific strategies to use them to enhance fan loyalty and build brand equity. The purpose of this paper is to explore how two social media platforms were utilised by the Grand Slam tennis events to achieve branding and relationship marketing goals.

A content analytic design was employed to examine Twitter and Facebook posts from the official accounts during, and post-, each respective event.

Both sites were utilised to cultivate long-term relationships with fans and develop brand loyalty, rather than to undertake short-term marketing activations. However, these sites appear to serve a different purpose, and therefore unique strategies are required to leverage opportunities afforded by each. Interestingly, brand associations were utilised more frequently during the post-event time period.

This study offers practitioners with useful insight on branding and relationship-building strategies across two social platforms. These results suggest that strategies appear dependent on the event, timeframe and specific platform. Moreover, the events’ differences in post use and focus may also indicate some differences related to event branding in an international context. Furthermore, sport organisations should look to leverage creative strategies to overcome limitations that platform-specific functionality may impose.

This study offers unique insights brand-building efforts in an international event setting, which differ in a range of contextual factors that impact on social media utilisation.

State and national standards compel teachers to introduce historical topics through multiple diverse texts, emphasizing the use of informational texts. Trade books allow teachers to meet these standards while also meeting the needs of diverse students. Primary sources serve as an additional curricular resource filling the gaps in information not covered by textbooks and trade books and allowing students to gain a more complete and accurate understanding of historical figures and events. Standards leave the selection and implementation of appropriate trade books, primary sources, and other curricular resources to the classroom teacher. In this research, I qualify and quantify how President Andrew Jackson, a very controversial historical figure, is portrayed in trade books. Misrepresentations within trade books concerning Jackson are reported and analyzed. Suggestions and a rationale for trade book and primary source selection and implementation in elementary, middle, and secondary school are addressed.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.