Search results

This paper aims to provide reflective practice insights on the use of the participatory approaches of World Café and Forum Theatre as crime prevention education and research tools with young people and young adults through a social learning theory lens.

Four independent case-studies showcase World Café and Forum Theatre methodology. World Café events investigated new psychoactive substances (NPS) awareness with young hostel users and college pupils (N = 22) and race hate crime with school and college pupils (N = 57). Forum Theatre events explored loan shark crime with college and university students (N = 46) and domestic abuse crime with young hostel users and college and university students (N = 28). Anonymous survey data produced qualitative and descriptive statistical data.

Learning impacts from participatory crime prevention education and research events were evidenced. Participatory approaches were perceived positively, although large group discussion-based methodologies may not suit all young people or all criminological topics.

Participatory approaches of World Café and Forum Theatre are vehicles for social learning and crime prevention with young people and young adults; eliciting crime victimisation data; and generating personal solutions alongside wider policy and practice improvement suggestions. Whilst World Café elicited greater lived experience accounts providing peer-level social learning, Forum Theatre provided crucial visual role modelling for communicating safeguarding messages.

Adolescent mental health is a global concern. There is an urgent need for creative, multimedia interventions reflecting adolescent culture to promote mental health literacy and well-being. This study aims to assess the impact of a film-based intervention on adolescent mental health literacy, well-being and resilience.

A pretest-posttest intervention with a multi-methods evaluation was used. A convenience sample of ten schools facilitated students aged 15–17 years to engage in an online intervention (film, post-film discussion, well-being Webinar). Participants completed surveys on well-being, resilience, stigma, mental health knowledge and help-seeking. Five teachers who facilitated the intervention participated in post-implementation interviews or provided a written submission. Analysis included paired-t-test and effect size calculation and thematic analysis.

Matched pretest-posttest data were available on 101 participants. There were significant increases in well-being, personal resilience and help-seeking attitudes for personal/emotional problems, and suicidal ideation. Participants’ free-text comments suggested the intervention was well-received, encouraging them to speak more openly about mental health. Teachers similarly endorsed the intervention, especially the focus on resilience.

Intinn shows promise in improving adolescents’ mental health literacy and well-being. Film-based interventions may encourage adolescents to seek professional help for their mental health, thus facilitating early intervention.

People who experience mental illness often demonstrate limited help-seeking behaviours. There is evidence to suggest that media content can influence negative attitudes towards mental illness; less is known about how media impacts help-seeking behaviours. The purpose of this study is to identify if media plays a role in people’s decisions to seek help for their mental health.

The databases Academic Search Complete, CINAHL Plus with Full Text, MEDLINE, APA PsycArticles, APA PsycInfo, Social Sciences Full Text [H.W. Wilson] and Soc Index were systemically searched for papers in the English language that investigated the link between media and help-seeking for mental illness.

Sixteen studies met eligibility criteria. There was some evidence to suggest that various forms of media – including video and online resources – can positively influence help-seeking for mental health. Print media had some limited effect on help-seeking behaviours but was weaker in comparison to other forms of media. There was no evidence to suggest that media discourages people from seeking help.

This review identified that, given the heterogeneity of the included papers, and the limited evidence available, there is a need for more focused research to determine how media impacts mental health-related help-seeking behaviours.

This paper aims to examine how instructional videos produced by retail employers and tech companies have modelled cashier roles and skills in service encounters over time, providing insights into cashier training and job responsibility evolution across different retail eras.

Online video research is used, with YouTube as data source and the theory of practice architectures and related concepts as analytical framework, to examine 50 instructional video narratives produced between 1917 and 2021.

Cashiers’ selling practice comprises transactions and customer service, which are often taught separately. Technology has explicitly influenced changes in cashier work and training at three points in history: mechanised checkout (1917), computerised checkout (1980) and connected checkout (2010). “New technology” involves a combination of arrangements with the potential to transform the semantic, physical and social dimensions of cashiers’ selling practice. However, despite technological advancements, employers’ cashier training videos have not evolved significantly since the 1990s and still focus on emotional labour skills.

The findings indicate a need for transforming training for service work in the connected service encounter.

The relationship between technological innovations and changes in frontline service work and workplace learning is examined through the lens of instructional videos produced by retail employers and tech companies, giving rise to insights into limitations of current training methods for service workers. This paper suggests the need for a more holistic perspective on service encounters to understand service work and workplace learning changes.

The research objectives are to interview rising preschool teachers studying at Russian universities, highlight the categories of information technologies used in preschool institutions based on the survey results and possible difficulties that may arise when working with them and develop tips for working with interactive technologies for preschool teachers.

The results of the survey showed a high level of involvement of information technology in the educational process. The majority of respondents (87%) use information technology in teaching and learning. The analysis of the answers shows relatively identical indicators of the use of different types of information technologies: 65% prefer more technological and 35% – applied. It was shown that the use of technological and applied ICT categories isn't similar among participants of the survey. To increase the level of students' and teachers’ knowledge with modern information technologies the program was created.

In preschool education, the kindergarten teacher or supervisor should act as the leader of the learning process, including the interactive one. The teacher should encourage children to independently use the ICT tools and guide the process.

Given the rapid pace of development of science and technology, the curriculum needs to be deepened and expanded by diversifying activities. It is worth paying attention to modern methods of teaching and learning, which require the use of pedagogical innovations, the acquaintance of students and teachers with possible ways to expand the activities and update the latest teaching methods in educational process.

To better understand the supplier's role in promoting supply chain sustainability (SCS), the authors investigated the learning process as it relates to sustainability knowledge. Through the lens of the knowledge-based view, they understand the shift of sustainability knowledge from rhetoric to common knowledge existent between suppliers and buyers.

A case study method was employed to study sustainability knowledge learning between a key global coffee supplier and its geographically dispersed buyers. The research was developed with data collected from 2019 through 2021. Interviews and secondary data were analyzed using both deductive and inductive approaches.

Results were organized to demonstrate how the supplier developed and transferred its own sustainability knowledge within supplier–buyer dyads. The authors uncovered that buyer selection was a vital strategy used to appropriate the value created to ensure SCS learning. Four learning stages were analyzed, and while the results indicated that all buyers acquired knowledge, they also showed that only four distributed it. Moreover, different levels of interpretation were identified, two of which were associated with a low level of understanding of the meaning of sustainability knowledge. In addition, the data provided little evidence of organizational memory. All links were guided by common sustainability knowledge learned through multiple learning loops between the supplier's knowledge management and buyers' SCS learning, thus boosting sustainability in the coffee supply chain.

A greater understanding of how sustainability knowledge is learned in supply chains helps managers develop better SCS strategies.

Unlike previous research, this paper illustrates that common sustainability knowledge is key to SCS implementation, which is made possible by carefully selecting buyers and by facilitating sustainability knowledge learning through two-way interactions.

Several frameworks have been developed to map and document scientific societal interaction and impact, each reflecting the specific forms of impact and interaction that characterize different academic fields. The ReAct taxonomy was developed to register data about “productive interactions” and provide an overview of research activities within the social sciences and humanities (SSH). The purpose of the present research is to examine whether the SSH-oriented taxonomy is relevant to the science, technology, engineering and mathematics (STEM) disciplines when clarifying societal interactions and impact, and whether the taxonomy adds value to the traditional STEM impact indicators such as citation scores and H-index.

The research question was investigated through qualitative interviews with nine STEM researchers. During the interviews, the ReAct taxonomy and visual research profiles based on the ReAct categories were used to encourage and ensure in-depth discussions. The visual research profiles were based on publicly available material on the research activities of the interviewees.

The study provided an insight into how STEM researchers assessed the importance of mapping societal interactions as a background for describing research impact, including which indicators are useful for expressing societal relevance and impact. With regard to the differences between STEM and SSH, the study identified a high degree of cohesion and uniformity in the importance of indicators. Differences were more closely related to the purpose of mapping and impact assessment than between scientific fields. The importance of amalgamation and synergy between academic and societal activities was also emphasised and clarified.

The findings highlight the importance of mapping societal activities and impact, and that societal indicators should be seen as inspiring guidelines depending on purpose and use. A significant contribution is the identification of both uniformity and diversity between the main fields of SSH and STEM, as well as the connection between the choice of indicators and the purpose of mapping, e.g. for impact measurement, profiling, or career development.

The work sheds light on STEM researchers' views on research mapping, visualisation and impact assessment, including similarities and differences between STEM and SSH research.

The aim of this paper is to analyze the interrelationship between film-induced tourism and visits to theme parks by tourists and examine the most viewed movies worldwide (2010–2022) which are related with theme parks and their attractions.

The methodology used in this study is a set of qualitative and quantitative indicators for measuring the most visited theme parks worldwide and the most viewed movies that have allowed to answer the research questions.

This research provides a new contribution to tourism and entertainment industries. Results have shown that film-induced tourism can be the perfect marketing tool to attract more tourists to theme parks through movies and their real or fictional characters represented in films such as Marvel, Minions, Avatar, Harry Potter and Disney, amongst many others. These famous characters are part of theme park’s rides to attract tourists to visit film theme parks These rides allow users to travel in a fantasy experience and interact with film characters of cartoons or fictions. There is a high correlation between film-induced tourism and theme parks’ attractions. Film-induced tourism provides great benefits to the society, theme parks, cinemas and tourist destinations. Indeed, movies help to increase the number of visitors to theme parks. In 2019, 215 million people visited the top 20 theme parks worldwide analyzed in this study, this figure is quite lucrative to entertainment and tourism sectors, local and regional economies where these theme parks are localized.

This study presents the importance of theme parks at tourist destinations because theme parks are an extension of movies, thus is, the end of the physical perfect experience at theme parks which began in a movie seat or on your TV/videogame/PC screens.

本文的主要目的是分析电影引起的旅游和游客参观主题公园之间的相互关系, 并研究与主题公园及其景点有关的全球最受欢迎的电影（2010-2022年）。

本研究使用的方法是一套定性和定量的指标来衡量全球访问量最大的主题公园和观看次数最多的电影, 使我们能够回答本研究中提出的问题。

这项研究为旅游和娱乐业提供了新的贡献, 结果表明, 电影引起的旅游可以成为完美的营销工具, 通过电影及其影片吸引更多的游客到主题公园。通过电影和他们在电影中所代表的真实或虚构的人物, 如漫威、小人、阿凡达、哈利波特、迪斯尼等, 主题公园。这些著名人物是主题公园景点的一部分, 以吸引游客参观与电影有关的景点。这些景点让游客有一个幻想的体验, 并与卡通人物互动。电影引起的旅游和主题公园景点之间存在着高度的相关性。我们必须认识到, 电影引发的旅游为社会、主题公园、电影院和旅游目的地提供了巨大的利益。事实上, 电影有助于增加主题公园的游客数量。2019年, 有2.15亿人参观了本研究中分析的世界前20大主题公园, 这个数字对于娱乐和旅游部门、这些主题公园所在的地方和区域经济来说是相当有利可图的。

本研究揭示了主题公园在旅游目的地的重要性, 因为这些旅游景点是电影的延伸, 也就是说, 主题公园及其基于电影和动画的景点是游客在主题公园生活体验的最后一部分, 而这种体验是从电影院的座位上、电视、视频游戏或电脑屏幕前开始的。

El principal desafío de este artículo es analizar la interrelación entre el turismo inducido por las películas y las visitas a los parques temáticos por parte de los visitantes, y examinar las películas más vistas en todo el mundo (2010-2022) relacionadas con los parques temáticos y sus atracciones.

La metodología utilizada en este estudio es un conjunto de indicadores cualitativos y cuantitativos para medir los parques temáticos más visitados a nivel mundial y las películas más vistas que nos han permitido responder a las preguntas planteadas en esta investigación.

Esta investigación proporciona una nueva contribución a las industrias del turismo y el entretenimiento. Los resultados han demostrado que el turismo inducido por el cine puede ser la herramienta de marketing perfecta para atraer más visitantes a los parques temáticos a través de películas y sus personajes reales o ficticios representados en películas como Marvel, Minions, Avatar, Harry Potter, Disney, entre muchos otros. Estos personajes famosos son parte de las atracciones de los parques temáticos para atraer a los visitantes a visitar las atracciones relacionadas con las películas. Estas atracciones permiten a los visitantes tener una experiencia de fantasía e interactuar con personajes de películas de dibujos animados o ficción. Existe una alta correlación entre el turismo inducido por el cine y las atracciones de los parques temáticos. Debemos reconocer que el turismo inducido por el cine ofrece grandes beneficios a la sociedad, parques temáticos, cines y destinos turísticos. De hecho, las películas ayudan a aumentar el número de visitantes a los parques temáticos. En 2019, 215 millones de personas visitaron los 20 parques temáticos más importantes del mundo analizados en este estudio, esta cifra es bastante lucrativa para los sectores de entretenimiento y turismo, y la economía local y regional donde se encuentran estos parques temáticos.

Este estudio revela la importancia de los parques temáticos en los destinos turísticos, dado que estas atracciones turísticas son una extensión de las películas, es decir, los parques temáticos y sus atracciones basadas en películas y animaciones son la parte final de una experiencia vivida por los visitantes en dichos parques y que comenzó en un asiento de cine, frente a su TV, un videojuego, o pantalla de ordenador.

The research question is how can a company implement a circular innovation in a supply network context? Leveraging the main conceptual and interpretative models of the industrial marketing and purchasing thinking, this study aims to investigate the interplay between the process of circular innovation development and the changes in the structure and dynamics of the supply network in which innovation takes place.

This research applies a case study design focusing on participant interaction dynamics. The case relates to an industrial company producing an innovative coating solution for compostable packaging. The data used to develop the case study came from multiple sources but primarily from semistructured interviews that cover the implementation of the circular innovation and the configuration of the circular network.

The dynamics of interconnected relationships can configure a circular network that interconnects business and non business actors through vertical, horizontal and heterogeneous relationships. The network configuration is supported by the new mobilizer actor that facilitates the sharing of circular knowledge within the circular network, together with the sharing of a market orientation and entrepreneurial orientation within the supply network, through the educational learning path.

This paper aims to contribute to a new understanding of how circular innovation can be developed, adopted and diffused. In a network, when circular innovation takes place, the focal issue is not the new product or technology in itself but how such innovation is developed and implemented by and through the reconfiguration of the business and non-business relationships into circular network.

The authors suggest strategies for addressing and combating these attempts at racelighting.

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.