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In this chapter we examine cross-cultural mentorship within Alberta’s Future Leaders (AFL) program, an initiative in which mainly non-Aboriginal youth workers and arts mentors mentor Aboriginal youth in Aboriginal communities in Alberta through the use of sport, recreation, and arts for development.

We use an exploratory case study methodology in concert with semi-structured interviews, focus groups, participant observation, and archival research. We use Foucauldian discourse analysis to analyze our results.

We identified two dominant discourses that shape AFL: first, mentorship can help Aboriginal youth to avoid negative life trajectories and, second, youth leadership development is universal. We argue that sport, recreation, and arts for youth development that does not prioritize cultural relevancy and does not attend to issues pertaining to colonialism’s legacy risks, in a Foucauldian sense, disciplining Aboriginal youths in ways that reaffirm colonial relations of power between Aboriginal and non-Aboriginal people.

This chapter focuses on sport, recreation, and arts for youth development within a marginalized segment of the Canadian population: Aboriginal youth.

The management literature is replete with articles on total quality management, just‐in‐time manufacturing, strategic partnerships between customers and vendors, re‐engineering the company, flattening the organisation, teams that replace individual decision making and horizontal organisational structures. The terms and descriptions used in the literature for these organisational changes vary, but the overall objective is the same, to increase organisational effectiveness and to ensure the future of these organisations by establishing more efficient operations. In many companies positive organisational change is often undertaken simultaneously with, or following on from a “downsizing” or “restructuring” programme. In business recreation, whether in Australia or any other country, operational efficiency built upon enhanced processes must not be seen as the final objective – the opportunities are much greater. Examples of successful Australian organisational recreation are given.

Healthy Together (HT) is an innovative family education program focused on bringing families together to promote physical activity and healthy eating. The HT program was implemented in 10 community-based organizations across Canada offering services to immigrant and refugee families. The purpose of this study was to explore the feasibility and acceptability of HT when offered to these families.

A cross-sectional, non-comparative design was used. Caregiver participants were invited to complete a survey at the end of 15, 30 or 24 HT sessions. Trained program facilitators and directors of community-based organizations also provided feedback on the program.

Among the 203 caregiver participants, 135 (64%) were born outside of Canada. These caregivers were more likely to attend 50% or more of the HT sessions than Canadian-born caregivers. Survey responses show that the HT program was acceptable to immigrant and refugee caregivers and held important benefits for families including positive changes in healthy eating and physical activity, strengthening social connections and learning about community services and resources. Areas for enhancing the HT program for immigrant and refugee families were identified by participant caregivers and community organizations delivering the program.

The HT program demonstrates the value of family-centered program models in supporting immigrant and refugee families in establishing healthy lifestyles and building social connections in ways that hold promise for long-term impact.

The HT program model demonstrates strong potential to fill gaps in community programming for immigrant and refugee families. Although focused on promoting healthy lifestyles, the program extends additional benefits that can positively influence resettlement trajectories. The findings contribute to the growing field of implementation studies that are focused on expanding the reach and impact of community health interventions in a real-world setting while reaching multiple target populations.

The following classified, annotated list of titles is intended to provide reference librarians with a current checklist of new reference books, and is designed to supplement the RSR review column, “Recent Reference Books,” by Frances Neel Cheney. “Reference Books in Print” includes all additional books received prior to the inclusion deadline established for this issue. Appearance in this column does not preclude a later review in RSR. Publishers are urged to send a copy of all new reference books directly to RSR as soon as published, for immediate listing in “Reference Books in Print.” Reference books with imprints older than two years will not be included (with the exception of current reprints or older books newly acquired for distribution by another publisher). The column shall also occasionally include library science or other library related publications of other than a reference character.

The purpose of this paper is to examine the link between sustainability education and outdoor education and to encourage outdoor recreation educators to evaluate their programs with regard to sustainability and sustainable living.

This paper starts by presenting several factors that currently hinder the delivery of sustainability education in outdoor recreation training programs. It then turns to a presentation of Lefebvre's sustainability education framework, which offers a helpful structure for integrating sustainability education into outdoor recreation academic curricula.

Although there are programs that have successfully implemented sustainability training into their curricula, there are many factors that serve to hinder the education of outdoor recreation students in the philosophy and techniques of sustainability and sustainable living. No doubt these impediments pose critical challenges to those offering academic training programs. These challenges must be identified, met and overcome if the profession is to contribute, as it should, not only to local, national and global sustainable outdoor recreation, but also to sustainable living in general.

It is hoped that this paper will encourage educators of post‐secondary outdoor recreation to better equip their students to introduce and teach others with respect to sustainable living values and practices.

L'activité économique des stations thermales a pris aujourd'hui un tournant important. Après des décennies de conflit entre le thermalisme et la médecine clinique et pharmacologique, les stations thermales ont reçus aujourd'hui une nouvelle mission toute aussi précise qu'importante pour l'humanité.

The aim of this paper is to advance applied theoretical knowledge on international business (IB) ideation by designing the managing of such ideation as three recursive, multi-competence-enabled systems.

The core principles of Beer’s (1985) Viable System Model are adopted for this system design task. The Viable System Model consists of five interacting sub-systems that can support a viable IB unit.

The contribution of this design of the three recursive, multi-competence-enabled systems will be three novel pieces of the applied theoretical knowledge about recursivity and competences that advance the management of an IB unit as a whole and in particular that of IB ideation.

For future research, I initially propose that the IB ideation (unit) is being managed the more successfully within its focal contexts, the more extensively the IB ideation is designed as a set of three recursive systems enabled by respective multi-competences. Moreover, the 3-system design may serve as the frame of reference for those compatible theorization initiatives vis-à-vis viable IB ideation management that interested competence-based management scholars will conduct in the future.

I put forth the three templates (coupled with Functions 2–3) to facilitate the enhancement of the IB ideation practices among leading, innovative firms and especially by the pioneering management of IB (ideation) units.

Purpose – In this chapter we examine the creation and implementation processes of an arts-based recreation programme for Aboriginal youth development in Canada called Outside Looking In (OLI) to determine if and how OLI’s staff and Board members perceive the programme to be influenced by Eurocentric ideas of programming and the impact this may in turn have on achieving Aboriginal self-determination.

Design/methodology/approach – Informed by postcolonial theory, we employed a case study design and collected data using semi-structured interviews, fieldnotes and a review of archival documents.

Findings – We contend that while OLI reproduces some aspects of Eurocentric programming, it also provides avenues to contribute to Aboriginal self-determination.

Research limitations – A limitation to this research is the absence of interviews with OLI’s programme participants; nevertheless, this research provides a starting point upon which future research can build.

Originality/value – Our research provides an insight into how youth development through recreation programmes for Aboriginal peoples are created and implemented. Most importantly, it provides evidence of the need to further reflect upon the ways in which such programmes can enable Aboriginal self-determination.

Positive sexual growth is a key developmental challenge for all children and adolescents. An acquired brain injury (ABI) can create major hurdles to achieving this goal. A conceptual model will be outlined that suggests sexual growth is achieved by progress across six domains, namely: social competence versus social isolation; identity formation, individuation and independence versus dependence and lack of individual identity; physical development versus physical challenge; sexually informed and educated versus sexually ignorant and uneducated; sexually experienced versus sexually inexperienced; and sexually appropriate behaviour versus sexually inappropriate behaviour. The ability to form successful peer relationships is a key mediating factor in the developmental process. Drawing on this model, a number of strategies will be outlined that support the positive sexual development of children and adolescents after ABI.