Search results

The purpose of this paper is to examine the nature, frequency, and duration of alcohol-related promotions and crowd alcohol consumption during major sports events broadcasted on the SKY Sport network between September 2011 and February 2012.

Content analyses for various categories of alcohol-related images were conducted, including a novel inclusion of analysing crowd alcohol consumption.

The results provide empirical evidence that sponsorship and activation-related activities of alcohol brands subvert national regulations that ban alcohol advertising during daytime television programming.

The results serve to sensitise researchers, practitioners, policy makers, and regulators to the prevalence of incidental alcohol promotional material within the overall televised alcohol advertising mix and the broader societal exposure to such images. This research also informs readers that alcohol companies and media outlets produce alcohol-related marketing that may not be in-line with the meaning and/or intent of laws.

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.

The laws directed against adulteration and fraudulent or unfair dealing have undoubtedly done much good wherever they have been enforced. Their application in this and in other countries has shown how widespread are these practices and how various are their forms, while the punishment of real offenders, in the by no means large proportion of cases where it has been possible to bring forward sufficient proof of guilt, has certainly not been displeasing to the general public, and must have afforded particular satisfaction to those members of the trading community who have appreciated the injury done to them by unfair or actually dishonest competition.

The purpose of this paper is to focus on developing a deep understanding of the nature and impact of the workplace mentor role in degree apprenticeships (DAs). It investigates a theoretical model of DA workplace mentoring activity, with findings used to develop a set of principles for supporting the development of effective mentoring practice.

Data underpinning this paper were collected as part of the monitoring and evaluation of the first year of a Chartered Manager DA programme at a post-1992 university. Workplace mentors and mentees were interviewed to explore their experience of mentoring within this programme.

This study found there to be many positive benefits of workplace mentoring for apprentices, their mentors and the organisation. This understanding can be used to support the development of principles for effective mentoring practice.

The data support the validity of the proposed model for DA workplace mentoring activity. In order to become a helpful guide to mentors’ planning of areas of support, the model may need to be refined to show the relative importance given to each activity area. The findings of this small-scale study need now to be extended through work with a larger sample.

The set of principles offered will be valuable to workplace mentors of degree apprentices across organisational sectors to ensure the quality of delivery and outcomes.

This paper contributes to an understanding of the impact of mentoring as a social practice on mentor and apprentice development. Such an understanding has the potential to positively influence the quality of delivery, mentoring practice and thus apprentices’ learning.

The inaugural meeting of the newly established National Party was held in the Queen's Hall, Langham Place, on Thursday, October 25th, under the presidency of Admiral Lord Beresford. There was a large and distinguished audience numbering about 3,000 persons, among those on the platform being Lord Montagu of Beaulieu, Brigadier‐General Page Croft, M.P., Mr. Havelock Wilson, Miss Constance Williams, the Hon. G. J. Jenkins (all of whom addressed the meeting), Earl Bathurst, Sir C. Allom, Major Alan Burgoyne, M.P., Colonel Cassal, Mr. G. K. Chesterton, Sir R. Cooper, M.P., Capt. Viscount Duncannon, M.P., Sir W. Earnshaw Cooper, Mr. H. A. Gwynne, Mr. Rowland Hunt, M.P., Lieut.‐Col. Lord Leconfield, Lord Leith of Fyvie, Admiral Sir H. Markham, The Earl of Northesk, Colonel R. H. Rawson, M.P., Lord Edward St. Maur, Admiral Sir Edward Seymour, Lord Stafford and others.

This paper aims to apply integrated academic literacies and threshold concepts constructs to the development of graduate student literacies. Western Washington University has developed a graduate peer-tutors program to advance integrated academic literacies and graduate student agency. Graduate peer-tutors are expert-outsiders (Nowacek and Hughes, 2015): expert in conversations about literacies and outsiders to disciplinary expertise. Peer-tutors augment a support ecosystem that includes faculty advisors, subject librarians and others. Libraries should lead innovative programs to develop integrated literacies, and librarians should leverage both subject and literacies expertise as part of an ecosystem of support.

Drawing on library, writing center and higher education scholarship, the author draws on research methodologies from writing center scholarship to explore models for integrated graduate student literacies. The author collaborates with graduate peer-tutors to connect theory and practice in the Graduate Research & Writing Studio (GRWS).

Peer-tutor models offer a valuable layer of support for graduate students engaged in thesis-writing. Peer-tutors, faculty advisors and subject librarians play important roles in advancing development of integrated literacies. The role of peer-tutors is unique in advancing integrated literacies, and addressing affective barriers and equity concerns.

Economic pressures have transformed higher education, ushering new populations into graduate programs. Opportunities to enhance inclusivity cannot be realized without support for development of literacies. Libraries should lead with innovative services that address barriers to graduate student success.

The author leverages the unique laboratory offered by the GRWS and engages graduate peer-tutors in connecting scholarship and practice. Drawing on contemporary theoretical lenses on literacies, she argues for libraries’ leadership of programs that support integrated graduate student literacies.

The purpose of this paper is to investigate how teenagers on the autism spectrum respond to their involvement in the creation of a collaborative game, meeting the curriculum requirements in programming at secondary level in England.

Two autistic teenagers were involved in participatory design processes to elaborate and develop together a collaborative game of their choice using the visual programming software, Kodu Game Lab.

With the support of adults (teachers and the researcher), the participants were able to demonstrate and strengthen their participation, problem-solving and programming skills. The participants expressed their preferences through their attitudes towards the tasks. They created a game where the players did not need to initiate any interaction between each other to complete a level. Furthermore, the students naturally decided to work separately and interacted more with the adults than with each other.

This is a small case study and so cannot be generalised. However, it can serve as starting point for further studies that involve students with autism in the development of interactive games.

It has been shown that disengaged students can develop various skills through their involvement in software programming.

Overall, this paper presents the involvement of teenagers on the autism spectrum in the initial design and development of a collaborative game with an approach that shaped, and was shaped by, the students’ interests. Although collaboration was emphasised in the intended learning outcomes for the game, as well as through the design process, this proved difficult to achieve in practice suggesting that students with autism may require stronger scaffolding to engage in collaborative learning.

This study aims to explore the authentic questioning practices of English Language Arts teachers. Although language arts (LA) education emphasizes the value of authentic questions in discussions about literature, teachers still tend to ask known-answer questions that guide students toward one literary interpretation. However, outside their classrooms, teachers talk about literary texts from stances of openness and curiosity. Helping teachers recognize and draw on their out-of-school literary practices might help them disrupt entrenched known-answer discourses. The authors studied how the same teachers asked questions about literature in different settings. The authors asked: To what degree and in what ways did teachers’ questions about literature change when they took on different roles in discussions of literature?

Drawing on theories of classroom discourses and everyday practices, this study compared and analyzed types of questions asked by high school teachers as they took on three roles: teacher in the high school classroom, discussion leader in a professional development and everyday reader in discussion.

Analysis showed that as participants moved further away from their teacher role, they were more likely to ask authentic, curiosity-driven questions that engaged fellow readers in exploratory, dialogic interpretation. They were less likely to attempt to maintain authority over students’ interpretations.

The authors hope researchers will build on these explorations of teacher stances and language in different roles, so we can work toward disrupt entrenched known-answer discourses in the classroom.

Drawing on this study’s findings about questioning practices of participants in their role as reader (as opposed to discussion leader or classroom teacher), the authors suggest that teachers and teacher educators consider the following: First, teachers need to understand the power of interpretive authority and known-answer discourses and compare them explicitly to their own everyday practices through rehearsals and reflection. Second, teachers might focus less on theme and more on exploration of individual lines, patterns and unusual authorial moves. Finally, when preparing to teach, if teachers can reconnect with the stance and language of uncertainty and curiosity, they are likely to ask more authentic questions.

These findings suggest both the power of entrenched known-answer discourses to constrain and the potential power of making visible and drawing on teachers’ literary reading practices in out-of-school contexts.

To the best of the authors’ knowledge, no studies have made an empirical comparison of the relationship between the role a teacher takes on during discussion and the kinds of questions they ask about literature. This study offers insight into the value of everyday curiosity and other out-of-school resources that teachers could – but often do not – bring to their facilitations of classroom discussions. The findings suggest that teachers, teacher educators and researchers must recognize and recruit teachers’ everyday practices to the LA classroom.

It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to 1667. This has been followed by additional Bibliographical Society publications covering similarly the years up to 1775. From the short sketches given in this series, indicating changes of imprint and type of work undertaken, scholars working with English books issued before the closing years of the eighteenth century have had great assistance in dating the undated and in determining the colour and calibre of any work before it is consulted.

The purpose of this paper is to present a case for including and expanding the use of video gaming in the library to support the educational, recreational and democratizing goals of the institution.

An examination of traditional models of the understanding of libraries and how video games fit into the picture.

Video games can be seen to support educational, recreational and democratizing goals of the library.

While many public libraries in the USA use video games for a variety of purposes, there are still many librarians who resist the trend. Even those who see the value of gaming in the library often have a limited view about how video games can be used in the library setting.

This paper examines video games in contexts beyond the recreational and young adult uses.