Search results

This paper aims to focus on the evolution of nonprofit cultural institutions in Mexico and their relationship with Spain, regarding the four traditional elements of a marketing mix. Specifically, this paper examines marketing advancements in the digital environment, placing emphasis on the virtual exhibition Códices de México: Memorias y Saberes, as well as the marketing activities related to prehispanic and novohispanic codices between 2010 and 2022.

The first part of the present study provides a chronological framework based on the four components of a marketing mix, illustrating the transition of Mexican and Spanish public cultural institutions from their foundations to current times. It particularly provides insight into their recent accomplishments in the digital environment, underscoring potential networking areas. The second part offers an in-depth examination of the exhibition Códices de México: Memorias y Saberes (INAH 2015) and a review of digital sources from Mexican government entities to investigate marketing activities related to prehispanic and novohispanic codices.

Due to the historical approach used to document the transition of nonprofit cultural institutions in Mexico and Spain to the digital era, this article sheds lights on co-joint efforts in the digital marketing domain around prehispanic and novohispanic codices. Additionally, it illustrates the activities used by Mexican cultural institutions during the past two decades to disseminate knowledge on codices.

Regarding the methodological aspects of using historical resources through digital archives, this study solely comprised marketing activities reported in the records available on the official portal of cultural institutions.

This study argues for the utility of the four components rooted in a traditional marketing mix as a tool to illustrate the evolution of marketing practices within the cultural heritage domain. It also highlights the role played by cultural institutions in Mexico and Spain in the digital environment to strategically network around cultural heritage. Additionally, it sheds light on the implementation of methods for presenting Mexican codices grounded in virtual terrain.

Family–school partnerships are an essential component of the special education process for children with disabilities. Notably, recent legislative reauthorizations of IDEA (2004) have focused on increasing parent involvement. For many parents, participation occurs primarily through the individualized education program (IEP) meetings. Parent involvement often includes parent advocating for their children. However, many parents face barriers when advocating to obtain appropriate special education services for their children with disabilities. Culturally and linguistically diverse families face greater systemic barriers (e.g., language and cultural differences) to access services for their own children with disabilities. School professionals can foster opportunities to help families be active members of the IEP process. For example, school professionals should connect families with resources to learn about their special education rights. Specifically, school personnel can encourage families to reach out to their local Parent Training and Information (PTI) Center to be educated and empowered to advocate for services. In addition, parents can be encouraged to attend parent advocacy programs to help increase knowledge, advocacy, and empowerment to access and advocate for services for their own children. Advancing the values of working with parents of students with special education needs is discussed.

This study compared approaches to school closures in four Latin American countries (Bolivia, Colombia, Ecuador, Peru), describing the impact on the health and educational wellbeing of school-age children and youth, and evaluating their approaches in regard to continuing education through the pandemic.

We collected 75 publicly available documents including scientific and gray literature (government documents and news releases), that referred to school closures and their impact on children’s health and wellbeing. We did thematic analyses using open, axial, and selective coding and applied the latest Health Promoting Schools standards and indicators to the findings.

Results showed that countries followed epidemiological reasons for prioritizing school closures while adopting some policies that abide by Health Promoting School principles. While they emphasized the need to reopen schools so that instruction could continue, school closures were among the longest in the world. The most significant impacts on wellbeing identified in the four countries were related to food security and mental health.

This study focused on a particular set of documents, and it may not capture the full spectrum of relevant information in different contexts or regions.

By comparing school closures approaches among four Latin American countries, this study highlights the importance of context-specific interventions. In a post-pandemic era, lessons learned from these experiences should help foster more resilient and inclusive educational systems and explore the paths forward for following the new Health Promoting Schools framework in the region.

Cross-country qualitative analyses on this topic are rare. This study adds to the knowledge base by eliciting lessons for future health education research and policy efforts.

This study links ethnic identity and global identity with perceptions of brand globalness (BG) and brand local iconness (BLI) regarding home country brands. Identity Theory considers consumer behavior as driven by multiple identities concurrently and interactively.

Samples from two populations, Mexicans living in Mexico and Mexican Americans in the United States, were exposed to eight randomly presented real-world Mexican brands, followed by existing measures for several constructs. Comparing such populations is uniquely appealing for studies of immigrants’ home country brands. Data is analyzed via linear regression.

Ethnic and global identities have an interactive effect on BG, BLI, and purchase intention even after controlling for ethnocentrism and cosmopolitanism. With the interaction term between ethnic identity and global identity included in the model, (a) global identity exhibits more efficacy than ethnic identity in explaining purchase intention; and (b) relationships involving BLI grow stronger while those involving BG become weaker. The direction of the effect of global identity depends on whether BG or BLI serves as the mediator. Ethnic identity has a significant effect on purchase intention through BLI among Mexican Americans.

Simultaneous focus on two interacting identities is novel in the international branding space. This approach is useful for illuminating the effects of brand attributes including BG and BLI as well as studying branding effects where self-symbolizing is of interest.