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In the post modern era, a product or service has four potential representations: experiential; social; democratic; and an element of an organisation, a network or a universe. This paper looks at post modern product representations in the sports industry that are supported by marketing decisions. These decisions could provide guidelines to sports managers who want to strengthen the emotional connection between the team and the fans.

This paper aims to propose the concept of consumer legitimacy, develops scales to measure this concept and shows its utility and relevance in the international marketing field.

A four-step deductive approach (construct definition, item generation, scale purification and scale validation) is used to develop scales for three dimensions of consumer legitimacy, then a structural model of antecedents and outcomes of the construct provides validity for the developed scales.

Results validate the developed scales with different multinational enterprise contexts across two countries. It is found that perception of social responsibility influences three dimensions of consumer legitimacy, both moral and cognitive legitimacy influence willingness to buy firm products, and moral legitimacy influences attitudes toward the firm.

As a crucial resource, legitimacy can offer firms comparative advantages that lead to competitive advantages. The findings of this research provide a new perspective on how firms may measure, acquire and/or increase this resource.

This paper shifts the discussion of legitimacy to a key firm stakeholder that has been ignored in the literature: consumers. Thus, it implies that both researchers and practitioners should provide stronger consideration to the consumer role in granting legitimacy.

This article, one of the keynote addresses at the joint ANZHES conference in December 2008, explores a concept that I call the Great Divide, by which I mean the cultural division between principals and teachers, and between principals and students. Drawing on visual imagery, historical reports, and cultural studies of American schools, I argue that the Great Divide is a historical construction of both administrative practices and representational culture that has led to misunderstandings of the complexity of the school principal’s middle managerial work in the school organisation.

The purpose of this study was to explore negative and stereotype-threatening depictions of career women in Hollywood films. The study draws on stereotype threat research to reflect on how such portrayals might undermine women’s career aspirations and contribute to the glass ceiling’s persistence, and proposes an agenda for future research.

Bridging social role theories with conceptual models of films as social “texts”, the author explored depictions of 165 career women presented by 137 films, focusing on negative and potentially stereotype-threatening personal and professional characteristics and contexts.

Thematic analyses of film portrayals revealed negative and stereotype-threatening characteristics and contexts of career women, including their mean and conniving personalities, promiscuity, isolation, failures at intimacy and inability to balance work and family.

Limitations include the subjective interpretations of a single author, a broad exploratory focus and no empirical evidence of connections between film portrayals and career attitudes. Researchers are encouraged to deepen analyses of film portrayals and examine linkages with stereotype threat and career behaviours sustaining the glass ceiling.

Given the pervasive reach of the media and the potential for consumers to internalize its messages, the negative depictions documented here could bear an adverse effect on women’s career aspirations, contributing to the glass ceiling’s survival.

Questioning the role of the media, in particular the portrayals of career women in film, provides an additional angle to understand why the glass ceiling endures.

The purpose of this paper is to examine the use of sustainability as strategic cornerstone for a marketing channel in a mature market, particularly in the hog industry in the Canadian Province of Quebec. Due to the growing attention to sustainability, and the international trend toward agricultural trades and stakeholder involvement in food, there is a need for a system-based approach in the field of food systems sustainability.

In total, 12 semi-structured individual interviews were conducted among marketing managers working for different organizations within the Quebec hog marketing channel. The organizations chosen vary depending on the size, level of integration and involvement in the industry, to create a sample that adequately represents the industry. For the purpose of this research, three primary producers, one veterinarian, three licenced abattoirs, one food processor, one distributor, one independent retailer and two types of food service facility, one from a franchise system and the other from a high-end restaurant were questioned regarding the current state of the industry, as well as the impact of sustainable development on their strategic plans.

The Canadian hog and pork industry is currently facing strong competition from several fronts: the USA and South America, a population with increasingly sophisticated demands, a strong Canadian dollar and a significant increase in input costs, particularly in respect to oil and corn. To be able to meet this competition, and in order to prosper in an uncertain marketplace, marketing channel believes that it must reduce its production costs, increase product awareness in the domestic market and promote cooperation among industry members.

This research is mainly concerned with the Quebec hog industry. External validity has not been achieved with the current research. In addition, a lack of distributor availability to answer the interview questions limits researchers’ capacity to extrapolate results to all retailers. Meetings with other food distributors would be required to verify the accuracy of results. Although this study is exploratory in nature, several appealing research avenues emerge. First, the research focusses primarily on members of the distribution network, but does not consider the consumers’ point of view. It would be fruitful to study the impact of sustainable development on the perceived product quality by measuring consumers’ intent to purchase.

The principal point of interest that makes this case worthy of study and of potential application to future business modeling is how sustainability and sustainable development is perceived throughout various marketing channels. The Quebec hog industry faces strong competition from several countries that are able to offer a similar product at a lower cost. The mature market consists of a limited number of producers interested in offering a product on the market at the lowest possible price.

When it comes to sustainable development and the hog industry, the economic and environmental aspects seem to be well understood by members of the industry. On the other hand, the social aspect of sustainability is not mentioned frequently and is often not a part of the leaders’ main concerns. Nevertheless, members of the industry agree that sustainable development affects the Quebec hog value chain, and will remain a topic of interest in the coming years.

To the knowledge, no study has been conducted to evaluate the use of sustainability as strategic cornerstone for a marketing channel in a mature market, particularly in the hog industry. Many studies have been conducted in a context of emerging markers. However, very few studies addressed the issue in an established economic environment.

Mood and anxiety disorders affect 20–30 percent of school-age children, contributing to academic failure, substance abuse, and adult psychopathology, with immense social and economic impact. These disorders are treatable, but only a fraction of students in need have access to evidence-based treatment practices (EBPs). Access could be substantially increased if school professionals were trained to identify students at risk and deliver EBPs in the context of school-based support services. However, current training for school professionals is largely ineffective because it lacks follow-up supported practice, an essential element for producing lasting behavioral change. The paper aims to discuss these issues.

In this pilot feasibility study, the authors explored whether a coaching-based implementation strategy could be used to integrate common elements of evidence-based cognitive behavioral therapy (CBT) into schools. The strategy incorporated didactic training in CBT for school professionals followed by coaching from an expert during co-facilitation of CBT groups offered to students.

In total, 17 school professionals in nine high schools with significant cultural and socioe-conomic diversity participated, serving 105 students. School professionals were assessed for changes in confidence in CBT delivery, frequency of generalized use of CBT skills and attitudes about the utility of CBT for the school setting. Students were assessed for symptom improvement. The school professionals showed increased confidence in, utilization of, and attitudes toward CBT. Student participants showed significant reductions in depression and anxiety symptoms pre- to post-group.

These findings support the feasibility and potential impact of a coaching-based implementation strategy for school settings, as well as student symptom improvement associated with receipt of school-delivered CBT.

The disparities of COVID-19 vaccination rates between the rural and urban areas have become apparent during this pandemic. There is a need to understand the root causes of vaccine hesitancy demonstrated by the rural population to increase coverage and to contain the disease spread throughout the United States. This study aimed to explore other factors influencing vaccine hesitancy among rural dwellers besides the geography-related barriers such as poor health care access and individuals having no or suboptimal insurance coverage.

By reviewing existing data and literature about vaccination, health literacy, and behaviors, and prevailing ideologies, we discuss the potential causes of vaccine hesitancy in rural areas that could create barriers for successful public health efforts related to vaccine coverage and provide suggestions to ameliorate the situation.

Geography-related barriers, health literacy, and preconceived notions are key determinants of adopting healthy behaviors and complying with public health authorities' recommendations among rural individuals during a public-health crisis. We argue that ideology, which is much deeper than preconception or misconception on vaccination, should be incorporated as a key factor to redefine the term “vulnerable populations” in public health research.

The limitation of our study is that we have not found an effective way to encourage the populations who hold conservative religious and political ideologies to join the efforts for public health. Even though geography-related barriers may strongly impact the rural dwellers in achieving optimal health, the various forms of ideologies they have toward certain health behaviors cannot be discounted to understand and address vaccine-related disparities in rural areas. There is a need to redefine the term “vulnerable population” particularly as it relates to rural areas in the United States. During large-scale public health disasters, scholars and public health authorities should consider the ideologies of individuals, in addition to other factors such as race/ethnicity, area of residence (rural vs. urban), and socioeconomic factors influencing the existing vulnerabilities and health disparities.

Hollie (2011) maintains that pedagogy is the most frequently overlooked facet of culturally responsive teaching. This chapter puts forward a promising pedagogy for working with diverse learners, particularly those from ethnic minorities. It opens by providing a brief background to the New Zealand context in which my research has been conducted, before moving on to identifying key UNESCO principles relating to cultural and linguistic diversity, and examining key tensions and challenges that impact on the development of relevant pedagogies for diversity in different international contexts. Relevant pedagogies identified in the international literature are then summarized. Next, examples from case study data on teachers in New Zealand schools are presented. These data highlight four key aspects of a promising pedagogy: knowing, doing, being, and belonging. Consideration of how these aspects influence the pedagogical objective of becoming suggests that, while generating relevant practices (doing) is more effective in combination with theoretical input (knowing), this is insufficient without concurrently engendering a sense of being with and belonging in diverse communities of learners. The final model for a promising pedagogy is therefore more than just a simple, linear process, but the components doing, knowing, being, and belonging are viewed as part of a dynamic, interactive, and cyclical model.

Beliefs about teaching influence practice and can play a powerful role in the day-to-day decision-making of teachers. Pre-service teachers commonly accrue their original set of beliefs on teaching from teacher preparation programs or personal experiences, but unlike teachers with more experience, new teachers are more susceptible to changing their beliefs on teaching once they become official teachers of record. If these beliefs change in a negative way, such as by adopting a set of beliefs that views students through a deficit lens, or capable of achieving less than their privileged counterparts, then schools will continue to foster tendencies for social reproduction instead of tendencies for social justice. In urban schools, this increase in negative perceptions of students is even more common as new teachers face challenges that are less likely to occur in non-urban schools. Findings suggest that new teachers do change their beliefs during their first year, and that these beliefs often reflect the beliefs of trusted and close colleagues within their social networks. While some teachers experienced positive changes in their beliefs and teaching practices, other teachers experienced negative changes in their beliefs that unfavorably affected students. Most teachers were unaware of their belief changes, but offered explanations for how and why their beliefs could have changed without their noticing over the course of the study. Implications and possible directions for future research are discussed.