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The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US population. However, African Americans represented less than 5% of PhD recipients in 2010; African American women comprised less than 1% of the degrees awarded in that same year. These disappointing statistics have sparked conversations regarding the retention of underrepresented groups with a focus on what helps to ensure these individuals will transition through the science, technology, engineering, and mathematics (STEM) pipeline. This chapter provides insight into the elements of the Spelman College learning environment that empower women of African descent to become agents of their success while facilitating their movement through the STEM pipeline. The chapter focuses on interventions and resources developed in the Chemistry and Biochemistry Department to foster student-centered learning. Described herein are cocurricular strategies and course-based interventions are used synergistically to enhance student outcomes. The approach to curricular innovation is framed by theories related to community of inquiry (CoI), metacognition, agency, and self-regulated learning. Strategic institutional investments have underpinned these efforts. In addition to providing a snapshot of student outcomes, the authors discuss lessons learned along with the realities of engaging in this type of intellectual work to elucidate the feasibility of adopting similar strategies at other institutions.

Alcohol sponsorship of sport is common in Australia, with much debate about the appropriateness of linking sport with alcohol advertising and promotion. This paper provides examples of such sponsorships to appreciate the extent and nature of the complex relationship between sport and alcohol sponsors. The public health and policy implications of alcohol sponsorship of sport extending to creating a sporting competition purely to promote an alcohol brand are considered.

This paper aims to respond to the following question: What does ongoing recovery from depression look like, and what role might spirituality have for individuals’ meanings of recovery if it has any meaning at all?

In this paper, the authors reconceptualize recovery from depression as ritual, as ongoing recovery, or recovery as a process, resonated with many of the 40 participants (all ages) from the study, and much of the sociological literature on recovery from depression (Fullagar and O’Brien, 2012; Garrett, 1997, 1998; Karp, 1994, 1996, 2016; O’Brien, 2012). To explore the interplay between participants’ accounts of recovery as ongoing, and the meanings of spirituality, the authors used a ritual analysis inspired by Collins (2004).

From the accounts presented in this paper, the authors suggest that participants are, if subconsciously, using objects with a special or spiritual significance to filter through their thoughts and memories as a way to create what Collins (2004) calls an emotional charge. The authors argue that these emotional charges assist people with lived experiences of depression in distancing from, and reconnecting to, certain social ties, including a particular family member, friend or social group, as part of their recovery. The authors are calling this process, ritual distancing.

Recovery from depression includes a process of reconnection to the self and others, and this process sometimes includes a self-defined spirituality (in objects and social connections).

Job performance in the US Army is a complex construct, in part because of the stressors that soldiers face, both day-to-day and during deployment. This chapter critically reviews job performance, and the connections between performance and stress and health, discussing how findings may also be relevant within the specific context of the Army. We review established conceptualizations and metrics of job performance within the Army as well as the civilian sector. Then, we discuss the existing research on the associations between performance and stress, physical health, health behaviors, and mental health. Considering these findings, we discuss lessons learned for Army performance metrics, recommending that stress- and health-related issues be incorporated into unit and leader performance metrics, with two critical caveats: (1) data are aggregated at a company level and (2) non-reactive measures are used. Finally, we discuss how existing data repositories can facilitate future research and note potential constraints of using secondary data.

As the leisure industry matures, it is important for marketers to have a clear understanding of why people choose to consume specific leisure services. The paper proposes that “timestyle”, or how a person customarily perceives and uses time, influences the choice of leisure goals and resultant leisure services. Individuals’ timestyles can be characterized in terms of social, temporal, planning, and polychronic orientations. Data from qualitative research suggest that all four dimensions of timestyle can have systematic effects on leisure choices. Knowledge of the timestyle concept and its antecedent influences should allow leisure marketers to better understand and target the motivations that underlie consumer decisions on leisure services.

To explain how digital video editing can help foster reflective pedagogical thinking for pre-service teachers (PSTs).

PST education has emphasized reflective thinking, particularly through the use of video as a means to view teaching vignettes. As the process of editing videos involves recursive viewings and numerous multimodal choices in representing the raw footage, this chapter outlines two disciplinary PST courses (English and science) where they used digital video editing to create narratives of and reflect on their teaching lesson.

PSTs who edited their teaching promoted reflexive thinking about their content learning, provided a means to critique their teaching context, pedagogy, and assessment, and served to shift their attention from PST as learner to student as learner.

Using digital video allows teachers, through the recursive process of editing their footage, to emphasize reflection on content area learning, planned and enacted pedagogy, and context-based and learner-centered approaches to teaching.

The purpose of this paper is to present a conceptual framework that serves as: a potential how‐to guide for place managers; an evolution of place branding strategy; a cautionary tale about place brands developed without stakeholder involvement; and a way to open up the theory space to arrive at a potentially ideal marketing mix. The framework reveals consequences of relying on imagery with little connection to the place's reality. Place brands developed without these characteristics could lead to auto‐communication, which could affect the organization‐public relationship by stunting genuine organization learning and simulating meaningful two‐way dialogue.

A conceptual framework was developed using Qualitative Media Analysis to explore several constructs – market‐based models of governance, public relations models, Baudrillard's phases of the image, and six promotional tactics cities are used to promote the place.

Based on the concepts employed, it is argued that cities need to be cognizant of after effects of place brands, as the organization‐public relationship might be fractured.

A limitation might come from theories selected, but implications for place branding academics and practitioners are potentially great. Further research questions are presented.

Practitioners could use the piece as a how‐to guide when developing a place marketing strategy, as well as become cognizant of when auto‐communication could take place based on the communications strategies employed.

The paper develops a workable tool for place marketers while bringing attention to an area not often explored, be it theoretically and empirically, which is the after effects of place marketing.