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Few would question that one of the most significant determinants of growth in the sport industry — from a sport management, marketing, and sponsorship perspective — has been the inf luence of globalization. Product expansion and communication messages have targeted the 'global consumer,' and the recognition of a 'global brand' has come to epitomize successful sport marketing. Or, has it? Although global management practices present the possibility of expanded consumer markets, a number of marketing strategists have recently begun to question the use of standardized global marketing campaigns that lack national or regional distinctiveness. At issue, is the positioning of 'regionalism' within global sport marketing strategies. This paper will investigate the role of 'regionalism' in sport marketing through; a) an examination of the regional sport marketing strategy of a leading Canadian all-sports television cable network (Rogers Sportsnet) that targets four distinct regions across Canada, and b) a survey of Canadian Generation Y youth sport participation and spectatorship trends across four regions. Implications for regional positioning within sport marketing strategies will also be discussed.

The purpose of this paper is to understand the impact of a short-term nature-based intervention on the social-emotional well-being of women incarcerated on a mental health unit in a state prison.

This research used a mixed method approach with individual interviews, a focus group and a visual analog scale (VAS).

Qualitative results found that women appreciated the planting party and the way the plants improved the physical environment. Women were also emotionally and relationally impacted by their participation and practiced skills related to planting and working with people. Quantitative results indicate that women were happier, calmer, and more peaceful after the intervention than before.

Study limitations include sample size, self-report data and use of a scale not yet tested for reliability and validity.

Findings suggest that nature-based interventions can serve as an adjunct to traditional mental health therapies in correctional settings. Nature-based interventions can support women’s goals to improve their mental health.

Findings suggest that nature-based interventions can serve to improve relationships among incarcerated women, which may make a positive impact on the prison community. Such interventions may also assist them in developing relational and technical skills that are useful upon release.

To date, there is limited knowledge about the impact of nature-based interventions on incarcerated individuals coping with mental health concerns.

The purpose of this study is to better understand the ways in which K-8 teachers from a semirural, predominantly white district perceive their responsibilities to work toward anti-racism, as well as to learn more about how the teachers can be supported as they work to overcome the challenges facing teachers in these fraught times in this country’s history.

The authors use a reconstructive approach to critical discourse analytic methods (Bartlett, 2012; Hughes, 2018; Luke, 2002, 2004; Martin, 2004) to analyze an online discussion that took place among participants in a virtual anti-racist critical professional development course (Kohli, 2019; Kohli et al., 2015) as they grappled with what it means to confront their own racial identities, positionalities and responsibilities.

Three primary tensions emerged in teachers’ discussion: between geographic and professional identities; between individual and institutional responsibility; and between literacy instruction and critical literacy instruction. In all three cases, teachers expressed the difficulties associated with enacting anti-racist critical literacy pedagogy in their school context, while also leaving space for possibility.

The findings from this study add to the field’s understanding about how teachers in various contexts approach the work of anti-racist critical literacy pedagogy at different stages in their careers and how teacher educators might support them in doing so.

This study is important in its focus on professional development for in-service teachers, as much of the work has focused on preservice teachers and those who have been in classrooms for varying lengths of time have different levels of experience and different professional needs (Hambacher and Ginn, 2021). It is also notable that these teachers worked in a semirural, predominantly white district, as teachers working in such geographic locations often do not receive education about engaging with diversity (Anthony-Stevens et al., 2017; Anthony-Stevens and Langford, 2020) and it is essential that teachers and students in these districts are engaged if we are going to make headway in challenging whiteness in schools.

This paper aims to assess the face validity to inform content validity of the Quality of Life – Aged Care Consumers (QOL-ACC), a new measure for quality assessment and economic evaluation in aged care.

Semi-structured interviews were conducted with older adults (66–100 years) receiving aged care services at home (n = 31) and in residential care (n = 28). Participants provided feedback on draft items to take forward to the next stage of psychometric assessment. Items were removed according to several decision criteria: ambiguity, sensitive wording, not easy to answer and/or least preferred by participants.

The initial candidate set was reduced from 34 items to 15 items to include in the next stage of the QOL-ACC development alongside the preferred response category. The reduced set reflected the views of older adults, increasing the measure’s acceptability, reliability and relevance.

Quality of life is a key person-centred quality indicator recommended by the recent Royal Commission into Aged Care Quality and Safety. Responding to this policy reform objective, this study documents a key stage in the development of the QOL-ACC measure, a new measure designed to assess aged care specific quality of life.

This opinion piece by Brye Marshall, an Aboriginal archaeologist, and Julie Nichols, an academic in architecture and digital humanities, explores the agency and authority of intangible cultural heritage [ICH], particularly from a First Nations’ perspective.

They consider how ICH is defined, valued, and supported within contemporary cultural institutions like galleries, libraries, archives, and museums [GLAM], which are custodians of Australian cultural heritage. The piece discusses the challenges of recording Indigenous arts and knowledge outside of Indigenous communities, without recognition or benefits to Indigenous people. The discussion extends to the Western-centric definition of cultural heritage and its limitation in recognising Indigenous world views. The authors acknowledge ongoing debates around best practice in acknowledging Indigenous knowledge and narratives in historical records.

This chapter concludes that redefining ICH from Indigenous perspectives could empower communities, redefine heritage definitions, and contribute to global conversations about heritage, climate change, urban development, and connection to land.

Focuses on Apple Computer's launch of iTunes and iPod as a way to give Wintel users a relationship with Apple. Deals with issues of brand equity, corporate and brand goal setting, target selection, and matching product and service characteristics with goals and targets. Also allows for a discussion of channel partners, their interests, and their impact on the likely success or failure of a strategy.

This paper aims to understand consumers’ response to the trust repair mechanisms adopted by corporate brands in a service sector context following prominent trust damaging organizational transgressions.

Adopting a qualitative approach, six focus group discussions are used to investigate three high-profile consumer trust erosion cases within the service sector.

Consumer trust varies by context. Despite the severity of trust damage, corporate brands can recover trust towards their brands amongst consumers not directly affected by transgressions. Not all trust repair mechanisms are equally applicable to all service contexts, and re-branding could be used as a trust repair mechanism. Corporate brands in the service sector should focus on sense-making, relational approaches and transparency. Orchestration of trust repair mechanisms needs to be integrated within the trust rehabilitation processes.

This study illustrates it is important to reconsider trust repair processes to accommodate context and integrate post-transgression consumer research.

Successful corporate brand rehabilitation of consumer trust requires examination of the trustworthiness dimensions consumers express before and after the transgression to select the most appropriate trust repair mechanisms. Findings suggest organizations also have preventative trust repair management programs.

This research is the first to empirically apply the conceptual framework of Bachmann et al. (2015) to explore consumer responses to the trust repair mechanisms adopted by corporate brands by context.

The ever-increasing pressure for school improvement has led to a related increase in research-practice partnerships (RPPs) that address problems of practice. Yet, little research has centered on how the myriad challenges to such partnerships can be overcome, such as bridging the cultural divide between universities and their school-based partners. Thus, the purpose of this paper is to examine how social capital was developed among the members of a steering committee in a RPP between a university and a 12-district consortium of predominantly rural, high-poverty school districts to develop and implement a professional development initiative for rural school leaders.

Data for this phenomenological single case study were collected over a one-year period through participant observations, document analysis and semi-structured interviews with ten steering committee members. Data were inductively and deductively coded through multiple rounds of analysis, which drew on the structural and cognitive elements of social capital (Uphoff, 2000). Findings were triangulated and member checked for trustworthiness.

The analysis of the data revealed three key ways in which social capital was developed among members of the steering committee to overcome the cultural challenges of RPPs to develop and implement a professional development initiative for rural school leaders: providing an open but focused structure, ensuring inclusive and respectful discussion and negotiating roles and ideas.

The findings provide a fine-grained illustration of how intentional efforts to develop social capital among members in a co-design team can assist in bridging the cultural boundaries often encountered in RPPs.