Journal articles on the topic 'Leisure-time educators'

Prolonged sitting time (ST) is a risk factor for all-cause mortality, independent of physical activity. Nurse educators are particularly at risk due to limited physical activity, older age, and the increasing use of computers. This descriptive correlational study was designed to explore the ST of nurse educators in relation to their self-reported health status and general health indicators. A convenience sample of 56 nurse educators was recruited, and participants completed demographic items, general health questions, and the Workforce Sitting Questionnaire (WSQ; Chau, van der Ploeg, Dunn, Kurko, & Bauman, 2011). More than one half of the participants were either overweight or obese based on their body mass index (BMI). Sitting time domains for “watching TV” on a non-working day ( r = 1.00) and during “other leisure activities” on a non-working day ( r = 1.00) were associated with a current diagnosis of diabetes. These findings add to an understanding of the effects of ST on health risks for nurse educators.

Education for leisure time makes a great challenge for educators in contemporary society because wrong choices and passive attitude in leisure time can have negative impact on the development of a child. Family is an important factor in education for leisure time, but educators have to account for how much family should and can influence children’s choices. Educators pay special attention to unstructured leisure time activities because those activities mostly depend on children’s choices, and are not dependent place or on regular schedule. The main aim of this paper is to find out whether families influence children choices, and if they do, whether the influence is stronger in structured or unstructured leisure time activities. The research encompassed a sample of 189 elementary school students (4th and 7th grade) from rural and urban surrounding. The third variable was parents’ employment, since we assumed that unemployed parents had better control and more influence over their children’s free time. The data was gathered through a specially constructed Likert-type questioner. Results showed that students recognised family’s influence, especially regarding unstructured leisure time activities and, as expected, families have stronger influence on younger children’s choices. There were slight, but statistically not significant differences within researched population regarding social surrounding and parents’ employment. These results can help further development of leisure time education within family, and are very encouraging for two reasons. First, it is unstructured activities that are more prone to negative influences, and they need more educational attention, so families in our research proved to make greater influence where it is more needed. And the second comes from the conclusion that families generally fulfil their role in leisure time education regardless of social circumstances.

Purpose of the study: The relevance of the study is due to the great interest among psychologists and teachers to study the issues of creativity, creative thought, and creative productivity. Methodology: The analysis of pedagogical, psychological, philosophical literature reflects various approaches to the consideration of the processes of self-affirmation and self-expression of the personality of the adolescent and shows that these processes are considered as parallel. Results: The active development of young people in a creative environment in out-of-school children's educational institutions is a well-organized joint activity that positively affects the mental development of adolescents. The teenager unconsciously focuses on the dominant values in the team while being in a certain team in an informal atmosphere, watching the work of others. All this form a comfortable and creative environment and a positive effect on the adolescent. The materials of the article can be useful for teachers and educators of children's institutions of additional education. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Creativity Development of Teenagers in Leisure Time is presented in a comprehensive and complete manner.

Objective The aims of this study were to investigate the prevalence of sports injuries in school physical education (PE) and leisure-time sports among 1011 15- to 16-year-old adolescents in relation to physical activity, and to examine goal orientation. Methods A survey was used with additional narrative descriptions. Results There was a higher prevalence of injuries in leisure time (645/993 = 65%) than in PE (519/998 = 52%). Two groups with high PE injury rates were identified: a) highly active (258/998 = 26%) in both school PE and leisure-time sports and b) highly inactive (180/998 = 18%) in both contexts. There were no differences between girls and boys. Task-oriented adolescents were more prone to injury. Conclusions The high prevalence of injuries in PE appears to have two mechanisms: renewed inadequately recovered leisure-time injuries among highly active adolescents, and injuries among fragile inactive adolescents unfamiliar with exercise. PE educators of these two groups with different injury patterns have a considerable didactic challenge. Knowledge of inadequately recovered injuries and consideration of the high volume and intensity of early sport-specific training in children and adolescents are important parameters in the design of lesson plans for PE.

This ethnographic study of busy allotment-holders explores the juxtaposition of time spent on the allotment with paid employment and caregiving. Highlighting the recent surge in allotment demand among professionals such as nurses and educators, the article examines the seeming contradiction of adding a very time-consuming responsibility onto an already packed schedule. It shows how the allotment’s normative structure creates a sense of obligation, helping busy professionals make the time to explore what most pleases. The research is informed by the idea that paid work continually extends its reach and that leisure is caught up in the dynamics of intensification. It suggests instrumental use of the allotment in ways that are functional for wage labour, yet it also argues that contemporary leisure has been over-characterized as an extension of internalized control and urges closer attention to the allotment as fertile soil for the post-work imaginary.

Research background. Children’s summer leisure as non-formal cultural education (learning) environment in Europe and the United States is equally important as learning in a formal, institutionalized (school) environment. In these countries there is interest in children’s weekend, festive, school (including summer) vacation, leisure time. Lithuania is the opposite – a formal interest in school, leisure, entertainment and children’s informal cultural environment (after all, one of these environments is summer leisure environment) has not been almost studied. Children’s summer vacation became important because of its long duration – two / three months. Most parents and children’s summer vacation periods do not coincide, so adults worry about their children activity during the summer holidays. Then children’s summer leisure is overlooked, perceived as an adult controlled and proposed activity. The aim of the study is to justify social, educational, cultural meanings of children’s summer leisure. The object of the study is children’s summer leisure significance. Methods: theoretical analysis, meta-analysis. Results. The processes of democracy and liberalization occurring in modern society and the declared philosophy of humanism permit to investigate children’s leisure culture in summer as a social and educational phenomenon within the contexts of ‘free’ (self-) education and the phenomenon of freedom. Children’s leisure culture in summer is contextualized as the time disposed by children themselves and implicates social and educational meanings. In terms of such conceptions the child becomes an active creator of his/her leisure culture. The social and educational significance of children’s leisure culture in summer is perceived through the meanings attached by children themselves. Such interpretation paradigm of children’s leisure culture in summer turns out to be significant in creating new knowledge for educators (parents, teachers, specialists of non-formal education, etc.). Children’s narrative on summer leisure enables this discourse to be accepted in the science of education/pedagogy as overt/main rather than hidden/secondary one, existing alongside with the discourse created by adults ‘children are immature socio- cultural individuals, therefore, unable to carry out an activity, which is significant for their (self-)education and (self)socialization’.

Neoliberal universities embrace the logic of acceleration where the quickening of daily life for both educators and students is driven by desires for efficient forms of productivity and measurable outcomes of work. From this perspective, time is governed by expanding capacities of the digital world that speed up the pace of work while blurring the boundaries between workplace, home, and leisure. In this article, we draw from findings from qualitative interviews conducted with Canadian social work educators who teach using online-based critical pedagogy as well as recent graduates who completed their social work education in online learning programs to explore the effects of acceleration within these digitalised spaces of higher education. We view these findings alongside French philosopher Henri Bergson's concepts of duration and intuition, forms of temporality that manage to resist fixed, mechanised standards of time. We argue that the digitalisation of time produced through online education technologies can be seen as a thinning of possibilities for deeper and more critically self-reflexive knowledge production and a reduction in opportunities to build on social justice-based practices.

On the basis of empirical experience from practical work this paper discusses the real place and role of the sociologist in the prison, as a total institution, where sociologists are employed as educators, along with other professions (psychologists, educationalists, social workers, etc.), and usually closely cooperating with lawyers. According to the current work regulations, and on the basis of practice so far, the sociologist can work as classical educator, to be in charge of educational groups of inmates, work in the reception department on assessing incoming inmates, and to organize inmates' leisure time by directing them towards pro-social and creative activities (music, painting, reading, etc.). New reform trends in working with inmates suggest new work methods, such as creative workshops, counselling in the sphere of substance abuse and dependency, or expert teams in working with minors. In the prison, the sociologist is indispensable as a researcher of criminal activities.

The article analyses the aspects of sexual education of adolescents with a moderate intellectual disability in the family and the needs for the realisation of the role of mothers as educators. The experiences of mothers are revealed in order to understand the experiences of mothers, reactions towards the sexual maturation of the adolescents, educational efforts in the family, the search for assistance. The answers to the following problematic questions are sought: What experiences, which are related to the sexual maturation of the adolescents and sexual education in the family, do mothers experience? What are the efforts and assistance search of mothers as sexuality educators in the family? 8 mothers, who are bringing up children with a moderate intellect disability, participated in the study. To collect the data, the method of focus group discussion was employed, qualitative content analysis was used for the data analysis. Sexual education of the adolescents with a moderate intellectual disability in the family cause discomfort and inconvenience to the mothers, they experience doubts, confusion, a burden, when performing the role of a sexual educator. Their efforts, at the time of the initiation educational conversations on such themes as the dignity of a girl, the maintenance of sexual, romantic, love relationships, childbearing and parental responsibilities with the adolescent in a family environment, are cautious and unassertive. The needs for psychological and educational preparedness of the mothers to perform the role of a sexual educator are revealed: the understanding of personal reactions to the sexual maturation of the adolescents and seksual behavior, the acquisition of confidence to develop social and self-expression skills of the adolescents with a disability, value-related attitudes regarding family ethics, a man and a woman love, friendship, family relationships. The perspective of social assistance for the mothers is related to the expansion of the possibilities for their self-realization, professional career, leisure time and relief and the promotion of the participation of their family in community activities.

BACKGROUND:This observational study compared the effectiveness of a standardized adult asthma education program administered in a variety of sites and practice settings on health care utilization, absenteeism, amount of leisure time missed and quality of life (using the Medical Outcomes Study 36-Item Short Form 1.0 [SF-36]).METHODS:Seven asthma centres participated in an uncontrolled, multicentre, prospective, observational study using a pre-post design. Variables included hospital- and community-based centres, an academic hospital setting and the presence or absence of physician attendance. Trained asthma educators administered a guided self- management education program, and standardized questionnaires were used for patient assessment at baseline and six months after education.RESULTS:Of the 517 patients enrolled at baseline, 396 were eligible for the six-month follow-up. Follow-up data were available for 252 patients. SF-36 data were collected for 241 patients at six sites, with follow-up data available for 103 of 155 eligible patients. Asthma education was associated with substantial improvements in scheduled and unscheduled physician visits, unscheduled specialist visits, emergency department visits, hospital admissions, hospitalized days, missed work or school days and missed days of leisure time. There were also statistically significant improvements in all but one SF-36 domain. These improvements were comparable across all geographical sites and physical settings.CONCLUSIONS:Standardized asthma education appears to be effective when administered in a variety of practice settings, and may be associated with significant improvements in patient outcomes. The significant decline in health care utilization implies that substantial health care savings may occur as a result of the implementation of standardized asthma education programs.

Objective: The promotion of walking could be a feasible population-level physical activity strategy because it requires little planning, is low cost and can be done year-round across settings. Community, nonprofit organisations offer one means by which to help increase walking through community programmes. The US Cooperative State Research, Education, and Extension Service has a history that spans more than a century and is known for quality in the delivery of educational programmes to help improve the lives of people in communities across the USA. The purpose of this study was to evaluate the effectiveness, feasibility and acceptability of the Get WalkIN’ intervention – an initiative supported by this programme – from the perspectives of both programme participants and county extension educators. Methods: Participants were recruited from 15 county extension sites in the Midwest region of the USA. Intervention emails targeted self-efficacy, social support, goal-setting and benefits/barriers to walking. To assess the perceptions of feasibility and acceptability of the intervention, participants and extension educators were asked to respond to a series of Likert-type scale and open-ended questions. Self-reported physical activity was assessed using the Godin Leisure-Time Physical Activity Questionnaire. Results: On average, participants and extension educators agreed that the programme was easy to use and would consider either recommending the programme to a friend or implementing the programme again within the community. Post-intervention, 69.1% of respondents were classified as sufficiently active compared to 60.5% pre-intervention. Conclusion: The use of the county-based US Cooperative State Research, Education, and Extension Service is an effective option for health promotion programming. Furthermore, a theory-based, email-mediated intervention is a valuable strategy as an independent and convenient way to facilitate increase in physical activity.

In the article, on the backgroung of historical and pedagogical analysis, the author made an attempt to compare foreign and domestic experience in the development of out-of-school education. Much has been done by educators and the European society to unite young people and prepare them for life in the European community. This is confirmed by the fact that in October 1991 a pan-European union of institutions and organizations of leisure for children and youth (EAICY) was established, of which Ukraine became an associate member. The author draws attention to the development of out-of- school education in the Central European countries belonging to EAICY: Bulgaria, Poland, Slovakia, the Czech Republic, which have common features, as each of them belonged to the so-called socialist camp. Among the countries of Western Europe EAICY includes: Belgium, Germany, Spain, the Netherlands, Portugal, France, Denmark. Among Eastern European countries, EAICY includes Latvia, Lithuania, Moldova, Ukraine, Estonia and Kazakhstan. The history of appearence and development of the system of out-of-school education and upbringing in these countries has not only national but also common roots, as each of these countries in the past was part of the USSR. Thus, there are common trends in the development of out-of-school education in European countries and Ukraine: focusing on the needs of the individual in socialization, life skills, gaining new knowledge, acquiring practical skills according to one’s interests, meeting the needs of the individual in creative self-realization, organization of meaningful leisure; state regulation of the organization of leisure time for children and youth in education is carried out in those countries where out-of-school education is a component of national education systems, has a clearly defined structure and activities; systems of purposeful organization of free time of children and youth, despite the peculiarities of directions, methods of activity, variety of forms and structure, have much in common in the content of work, related to the purpose and social educational problems. Domestic experience in the development of out-of-school education has retained its uniqueness in world practice.

Non-perennial rivers, watercourses that cease to flow at some point in time and space, are widespread globally but often lack effective protections. Although it is thought that these ecosystems are undervalued by society, empirical studies exploring people’s perceptions of non-perennial rivers are uncommon. We carried out an image-based survey at three U.S. universities to measure students’ perception of riverscapes according to seven characteristics: aesthetics, naturalness, habitat for biodiversity, habitat for fish, need of human intervention, importance for human well-being, and conservation value. Our results showed that non-perennial rivers are generally considered less valuable and worthy of conservation than their perennial counterparts. Furthermore, several factors influenced peoples’ perception of non-perennial rivers, including where they live, their educational history, how often they visit rivers, their leisure activities, and whether they live close to a river. Our findings suggested the need to improve people’s perceptions of non-perennial rivers as a step toward increased protection for these ecosystems. This current challenge demands combined actions by researchers from diverse disciplines and professionals working from different perspectives, including policymakers and educators.

This study was motivated by the observation that most Namibian children have not developed adequate reading habits. The study gauged the percentages of Namibian children who either do or do not read in their free time. It also explored the reasons why some children do not read in their leisure time; the kinds of reading material readers are inclined to choose; whether they prefer to read either in their mother tongue or in English; and the role of traditional storytelling and oral literature as a form of pre-literacy in Namibia. The findings revealed a picture of deprivation in the schools and environment of the majority of Namibian children. Of the 1 402 Grade 6 students in seven regions of Namibia selected for the study, 77.6 per cent do not read in their free time, while 22.4 per cent, most of whom attend well-resourced, mainly urban schools, read in their free time. Many children struggle to read, and reading materials, particularly in their mother tongues are scarce. The study established relationships between the students’ reading behaviour and various other factors, including resource provision in Namibian schools, the availability of reading materials in the environment as well as the socio-economic conditions of Namibian families. Extensive recommendations have been made for government, educators, libraries, publishers and other authorities responsible for the education of children, including ways in which a more concerted effort could be made to promote good reading habits and develop the various Namibian languages.

This article analyses the subjective well-being of physical education teachers as well as its connection to the manifestations of attitude towards social communication that can impact educators’ professional activities. In order to carry out the research an independent sample of physical education teachers was constructed. The method of written questionnaire was used. The results allowed to make conclusions on teachers’ subjectively evaluated personal and social wellbeing. It was discovered that those with less work experience and more frequent exercise during their leisure time tend to be more optimistic about their personal wellbeing. Additionally, male physical education teachers were more optimistic about personal wellbeing over the past four weeks than their female counterparts. More optimistic teachers more often support open expression of discontent and rudeness during communication with other people and nagging in the social life. The results show that overall performance of physical education teachers can be guaranteed by their involvement in health-improving activities carried out in their work places, since the well-being of these specialists can be considered as a determinant for life-long health promoting physical activity for the members of society.

The paper presents an overview of study felds at universities in the Czech Republic, which are aimed at achieving the qualifcations required for the performance of educational professions, respectively educational roles. The fundamental differentiation criterion is their main focus on one of the aspects of complex education, specifcally education and upbringing. Professions of an educator, special and social pedagogue or a leisure time teacher are considered to be the professions predominantly focused on education. University education for the previously stated occupational subgroups implemented so far is built on study programs that have been created by teams of academic staff and accredited by the Accreditation Commission. They are usually based on the erudition and personal experience of their authors and assessors and without any professional standards. The amendment to the University Education Act has fundamentally changed both the procedures for the accreditation of study programs and the functioning of the newly established accreditation institution — the National Accreditation Ofce. The study introduces the legal standards applicable to accreditation procedures as well as the fundamental changes in functioning of universities due to these rules. Apart from that, the curriculum design includes current education and training practices with a number of national (both positive and negative) characteristics and oddities identifed on the basis of the (inter)national research, analysis, monitoring or good practice. Today´s educational reality is the result of the involvement of stakeholders who reflect it critically in terms of their expectations and needs. They provide feedback to universities necessary for the innovations of graduate profles, the aims and content of their studies and the future educators´ teaching and learning processes. With regard to the implementation of the national digital education strategy, the possibilities of universities to respond to its objectives by preparing new subjects for teacher education are mentioned.

Purpose. The article deals with the issues of youth participation in the organization of tourist events on the example of the work of teenage instructors of The Polish Scouting and Guiding Association (ZHP). The purpose of this article is to answer the questions: who are the teenage educators, what kind of experience do they have, what is their motivation to perform such a role, do they see the results of their work? The main axis of research is to verify the hypothesis concerning the phenomenon of self-education among respondents. Method. This article regarded the author’s own qualitative research based on case study analysis. The study was conducted during scouting camps of the 2016 Summer Scout Action. Four instructors participated in the study. Findings. The interviewees, despite their young age, already have considerable experience working with children, and their participation in tourist trips, organizing leisure time within the ZHP organization stimulates them to further develop and is a source of pleasure and inspiration. The process of self-education among participants in the study - young ZHP instructors, was also observed: they are able to indicate their achievements and fields to continue working on themselves, they have strong internal motivation to achieve more goals. On the basis of the obtained research results, a model of becoming a conscious educator was constructed. Research and conclusions limitations. The case study analysis is based only on a selected piece of reality. The results cannot be generalized to the whole population. Practical implications. Thanks to the results of research, it is worth recognizing and using the effects of participation of young people in organizing tourist events in tourist practice. Originality. The presented views of the participants in the survey are an important voice in the discussion on the educational role of tourism. The originality of the research results concerns a new perspective of the analysis of self-education within or through tourism. Type of paper. This article is based on case study analysis.

ResuméMed skolereformen fra 2014 har pædagoger fået en ny rolle i skolen, hvor de bl.a. varetager ”understøttende undervisning”. Det er dog stadig ikke helt klart, hvad pædagoger kan bidrage med i skolen, og hvordan deres bidrag forholder sig til lærernes. Med denne artikel præsenterer vi, med udgangspunkt i et almenpædagogisk perspektiv, et mere udfoldet bud på, hvad pædagoger kan bidrage med i skolen, og særligt hvordan de kan bidrage til at mindske marginalisering af børn. Vi argumenterer for, at pædagoger frem for at benytte sig af tydeligt instruerede aktiviteter, der minder om lærernes undervisning, med fordel kan benytte sig af arrangementet som en pædagogisk handlingsform, hvor den pædagogiske intention bevidst holdes svag for børnene. Hermed kan pædagoger bruge deres pædagogiske faglighed til at fremme børns medvirken i egne lærings- og dannelsesprocesser samt mindske marginalisering i skole og SFO. AbstractThe Danish school reform (2014) has given pedagogues (social educators) a new role in primary schools, where they among other things provide "supportive teaching". However, it is still not quite clear how pedagogues contribute and how their contribution relates to that of the teachers. Based on a general pedagogical theoretical perspective, we propose a more detailed description of pedagogues’ contribution in the school context, with a particular focus on reducing marginalization of children. We argue that pedagogues, rather than using clearly instructed activities similar to teachers' lessons, should make use of ”the pedagogical arrangement” as a form of action, in which the pedagogues’ intention is deliberately kept subtle. In this way, pedagogues may use their pedagogical expertise to promote children's involvement in their own learning and Bildung processes and to reduce marginalization in schools and school-based leisure time facilities.

Teenagers have a close relationship of complicity with television, tainted by narcissism: only exist for them evident, agreeable and gratifying things. A serious and useful analysis requires outlining the profile of the teenagers today, as well as the environment of relationships, interaction and communication. Spare time defines a new level of consumption in Media which the school is far away to assume. Media literacy develops reading and writing kills. It is not merely a matter of analyze on a critic way the messages, media and television products, but also to create platforms for production. Educators, youngsters, students, social workers and journalists create a network which ensures media literacy. The eyes of the youngsters are glued to the television screen, and the environment of the school has to be the place for dialogue and analysis of this consumption. School and leisure time need to build the necessary bridges so that the youngsters may become critical citizens and participate in a healthy audiovisual consumption. La adolescencia mantiene con la televisión una estrecha complicidad, cargada de narcisismo: sólo lo aparente, agradable y gratificante existe. Un análisis serio y práctico requiere dibujar el perfil del adolescente hoy, así como sus escenarios de relación, convivencia y comunicación. El tiempo libre define un nuevo consumo mediático que la escuela todavía no asume. La alfabetización mediática desarrolla la lectura y la escritura. No sólo se trata de analizar críticamente los mensajes y productos mediáticos y televisivos, también hay que generar plataformas para la producción. Educadores, jóvenes, estudiantes, agentes sociales y periodistas forman una red que garantiza la alfabetización mediática. Los ojos de los jóvenes están clavados en la pantalla, y el escenario de la escuela necesita ser el lugar de diálogo, análisis de estos consumos. Escuela y tiempo de ocio tienen que tender los puentes necesarios para que los jóvenes sean ciudadanos críticos y participativos en un consumo audiovisual saludable.

The purpose of this paper is to fully observe the differences in the structure of the audiences attending permanent museum collections and to point to museums’ present day tasks. While the introductory part examines the problematic concerning museum audiences and the varieties of museum programs, the main portion of the paper presents the results of an analysis of the numbers and the structure of museum visitors in two periods set half a century apart: 1951–1961 and 2001– 2011, with a control group: a more complete analysis of 2013’s visitors. The analysis of attendance during the fifties and the beginning of the 21st century was conducted on the basis of existing physical materials from the museum’s internal archive, while the control analysis of 2013 attendance was conducted by a search of an electronic database. The research pointed to significant differences in the structure of the visitor body in different periods, whether they were concerning the company arriving (individuals or organized groups), or their residence (in or out of town). In the 1950s, town residents were the dominating visitors. They were frequenting the museum of their own accord, in their leisure time, as per their own wishes and needs, led by the desire to have a cultural experience and an informal self-education. Half a century later, with a broad spectrum of new media offering pastimes that were unavailable before, the audience was dominated by organized groups arriving from out of town; predominantly students on excursions. These differences indicate that there was a big shift in the function of permanent museum collections in the last fifty years. Their role as permanent educators of local population has significantly diminished, but their role as a leading tourist attraction has inflated nonetheless.

Subject area The case seeks an intensive reading, research and a stimulating in-class discussion on implementing marketing strategy mixed with creating experience in the service industry creating a Pull branding. The case is also open to other angles as per the other intents and context of the course and course instructor. Some of the course angles are as follows: sales promotion, customer relationship management (CRM), channel sales, international marketing and branding. Study level/applicability The case is suited to many courses including online formats and executive training workshops. It is good for discussion with service industry. Some of the target groups are listed below: MBA Course, core course of strategic management, specialisation courses in service marketing, CRM and sales promotion, executive training workshops on strategy formulations, faculty development workshops on teaching pedagogy through cases and internal marketing and capstone courses. Case overview Millionaires Holidays & Resorts Ltd. (MHRL) is a part of the Leisure and Hospitality sector of the Millionaires Group and brings to the industry values such as Reliability, Trust and Customer Satisfaction. Millionaires Club is a part of the Hospitality sector of the Millionaires Group. Taking advantage of the high income earned by Indians in the UAE, Millionaires Club has taken initiatives of expansion in the UAE market. The case talks about how Millionaires Club has become a Pull brand by providing unmatched family holiday experience in India where members feel proud to be part of special community. The case takes us through different marketing strategies being adopted by the organisation to ensure a successful foothold in the UAE market. Expected learning outcomes Understanding the process of service marketing, understanding how brands are built over time, analyzing deeply and energetically the United Arab Emirates holiday industry, analyzing the importance of customer satisfaction and CRM,, analyzing the importance of corporate social responsibility, understanding the importance of experiential marketing and developing futuristic ideas and thinking to change the way to see the use of marketing strategy in organisations. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

Beneficial use of leisure time is extremely important as it helps to expand the horizons for intellectual growth, emotional experiences, and personal enrichment. The aim of this study is to establish the interests and needs for music in children’s leisure time. Music is very close to the emotional nature of children and therefore could stimulate and develop their mental and physical abilities. This report focuses on the place of music and art in students’ life and discusses how much of their free time is taken up with these pursuits. It also analyses the needs of such activities. Here the results from a study in which children between 9 to 17 years of age from Bulgaria and Hungary took part are presented. The type of musical activities preferred by the children in their leisure time and the correlation between the activities of choice and cultural differences are also studied. Understanding what music activities children favour in their leisure time is important because learning combined with the arts builds long lasting social skills and educates on tolerance, creativity and discipline. This combination when used in work with children, helps children to develop ability for better self-expression, building up confidence, concentration, integration in the group, developing imagination, recognizing the good and beautiful, and increases their chances for success in life.

Asian organic foods consumers’ behaviour is worth investigating to sustain the continuous growth of organic foods consumption. Hence, Fiona has the ambition to employ the innovation diffusion theory to profile and understand organic foods consumers in Hong Kong in her research proposal. The process of writing an acceptable research proposal is challenging, tedious and time consuming as depicted in Fiona’s experience. Hence, this case study provides the opportunity for educators, students, and organic foods sellers and retailers to discuss and address Fiona’s challenges.

Increasing student persistence rates is imperative in higher education, as less than 60% of those who initially enroll in college full-time finish with a certificate or degree. Educators must ensure students are engaged with many facets of their educational experiences. Two strategies through which educators can engage students in the classroom, approaches to learning and learning styles, were examined. Researchers then assessed the relationships between these strategies and student success in the course (quiz scores and overall course grade). Findings suggest that the self-reported learning styles of students enrolled in sport management courses have little impact on student success. Thus, support was not found for the learning styles hypothesis. However, approaches to learning warrant attention, as students who employ strategic study skills are likely to achieve significantly higher course outcomes compared with those who utilize deep or surface study skills in the sport management discipline.

Purpose The purpose of this paper is to explain the problem with how gender is positioned in hospitality and tourism management studies. It recommends critical theories to investigate how gender is researched in the sector’s academic and institutional systems. Design/methodology/approach The conceptual study explains contemporary gender theories and gives examples of relevant hospitality and tourism management studies. A four point critical agenda for researching gender is proposed and justified. Findings The study highlights how the focus on “female leadership” as different from the male norm and the use of traditional theoretical framings reinforce stereotypes about the primacy of women’s domestic commitments to their detriment. Research limitations/implications A limitation of this academy focussed study is that it has not recommended specific initiatives to combat specific issues of gender discrimination in hospitality and tourism employment. A further limitation is that the primary focus was on critical management theory to explain heteronormative based gender discrimination. It did not discuss queer theory. Practical implications In addition, a new research agenda, steps are proposed to change the masculine culture. Hospitality and tourism universities and research institutions should review men’s/women’s/gender diverse representation at leadership levels. Critical gender research approaches may also be fostered by sectorial conference streams and journal special issues and university graduate research students should be taught to design such studies. Social implications The use of contemporary approaches in gender studies will enable researchers to propose more targeted equality and diversity management actions for industry. They will also assist educators to better design curricula that protect and promote the interests of women studying a hospitality, tourism or events degree and those who identify as gender diverse. Originality/value The paper challenges the masculine status quo in hospitality and tourism management gender studies, arguing that adherence to traditional orthodoxies has stifled the development of critical paradigms and methodologies. Its key contribution is to reveal the advantages that critical gender theorising can bring to further the aim of gender equality by showing practical applications.

PurposeThe paper aims to present and discuss research findings on the relationship between culture and learning styles, as defined by Honey and Mumford, and the potential implications for both hospitality management education as well as for the training and career development of international hospitality managers.Design/methodology/approachPrimary research was undertaken at an institute of hospitality management in Switzerland to investigate whether a relationship between culture and learning style preference would be found. The research, carried out with a paired sample of hospitality management students (n=55) at a one‐and‐a‐half‐year interval, was quantitative in nature.FindingsThe data support a link between culture and preferred learning style at the outset of the students' higher education programme, which seems to become less marked over time showing a certain convergence amongst all the students in their preferred learning styles.Research limitations/implicationsAt this stage in the research the results are only available for one paired sample. From 2007 onwards, however, it is planned that bi‐annual sets of paired sample results will be available for several years to come.Practical implicationsAs management and career development take on increasing importance, on the job educators need to look not only to industry for guidance but also to educational institutions for advice on how to optimise their courses and the attainment of learning outcomes by their employees.Originality/valueThese findings have relevance for both hospitality educators as well as industry looking at how to best develop international managers at both junior as well as senior levels.

The word scouting refers to the Scout movement, born more than a hundred years ago, which educates millions of young people between the ages of six and twenty-one in their leisure time. We aimed to study the effects of scouting on the academic results, social skills, and self-esteem of high school youths compared to a non-scout sample. The selected sample consisted of 430 secondary students aged between thirteen and seventeen. Self-esteem and social skills were measured, and the average mark of the total sample was analysed. After the study, it was shown that belonging to the scout movement significantly influences the improvement of academic results in formal education and conflict resolution; however, there are no statistically significant differences in self-esteem and other social skills.

The main intention of the Paper is identifying the competencies possessed by the faculty in engineering college and adequate skills of all the disciplines required and that plays a vital role in educational institutions.In this era, engineering education in India faces major challenges as it requires meeting the demands of technical profession and emerging job market. Researchers have created some universally desired, yet challenging skills for global workforce. Nowadays, technology changes rapidly, so we have to update our self-according to the changing world, i.e., infrastructure, content/domain knowledge, educators/HR trainers. Thus, our technical faculty members should necessary to learn the innovative approaches to teaching and learning, which in turn will require effective professional development for both new and experienced instructors alike. It is right time now to redesign our curriculam, pedagogy and make the pre-service teacher preparation programme mandatory part of technical higher education.

Value-centric teaching is about creating a memorable learning environment that is attractive, meaningful, and relevant. A teaching philosophy that encompasses a strategic value-oriented approach integrates real-world and translatable experiences. The foundation is transferable. It strives to blend the passion for learning with foundational elements to motivate students to achieve and continue to grow. It is an emergent process that evolves over time and becomes stronger as it adapts to new challenges even as it remains true to its core principles. Educators have a vital role to play and must adhere to the principle of value orientation to further accentuate its educational and societal impact. Value-centric teaching enables a deeper exploration of life, enhancing knowledge, its values, its meaning, and responsibilities.

Purpose – The purpose of this paper is to report on a special session entitled “Place branding: Are we wasting our time?”, held at the American Marketing Association’s Summer Marketing Educators’ conference in 2014. Design/methodology/approach – The report details the outcome of an Oxford-style debate with two opposing teams of two persons – one team supporting and one team opposing the motion. The opening speaker of each team had 10 minutes to put their case across, and the closing speaker had 8 minutes. Teams took to the stand alternately, matching up against each other’s arguments. Findings – The outcome of the debate points towards a need for place brands to develop as more inclusive and organic entities, in which case it may be best for place practitioners to avoid creating and imposing a place brand and instead help shape it from the views of stakeholder constituencies. This shifts the notion of place branding towards an activity centred on “curation”. Originality/value – The use of a competitive debating format as a means for exploring academic ideas and concepts in the place management field.

PurposeThe purpose of this study is to investigate patterns in the social construction of occupational jurisdiction and related professional career identity. It examines the agency associated with framing messages that influence perceptions about the professional nature and value of retail management careers. The aim is to identify sources which produce influential messages about perceptions about retail management careers and the content of these messages.Design/methodology/approachThis study utilises a qualitative research methodology (focus-group interviews) to explore the observations of people involved with the monitoring and management of career messages. Two focus groups were conducted with a) nine Canadian retail practitioners and b) seven post-secondary educators from retail management education programmes.FindingsThe focus groups identify five sources of influential messages including (1) part-time retail work experience, (2) educational institutions, (3) parents, (4) retail industry/practitioners and (5) media. They also identify three content themes presented by these sources including (1) the importance of educational requirements, (2) the nature of occupational roles and (3) the value of the career.Research limitations/implicationsThe significance and generalisability of the results are limited by the size and nature of the sample.Practical implicationsThis study makes a practical contribution by identifying potential career awareness strategies.Originality/valueThis research makes a theoretical contribution by expanding understanding of the role of communication with career perceptions and with the related constitution of career professionalisation.

Purpose Hotel development in Africa is at an all-time high, as entrepreneurs and institutional investors recognise and understand the opportunities, and as the international brands identify the gaps in their system coverage. The purpose of this paper is to quantify the chains’ future development pipelines and the requirement for human capital in those hotels. Design/methodology/approach Information was obtained from the international and regional (African) hotel chains that are signing deals to manage and brand new hotels in Africa, including location, number of rooms, brand and expected opening date. From this, a calculation was made regarding the number of jobs that will be created at different levels. Findings The findings show the number of hotels in the chains’ development pipeline in Nigeria and the human capital requirement in those hotels. Practical implications Governments, investors, operators and educators can benefit from the findings presented and develop relevant policies that will impact positively on human capital in Africa. Originality/value This paper outlines the impact of hotel growth on human capital needs in Africa.

This article contains a theoretical overview of animation in the training and education process, which is the basis of a research procedure related to the issues under consideration.For both schools and universities it is more and more difficult to meet the requirements imposed by the dynamic modernity. The specificity of the teacher's professional profile, as well as the professional roles he is called to perform, is changing. Modern learners (pupils and students) have the opportunity to compare and selectively refer to sources of information. They prefer scientific knowledge to be presented in an attractive, interesting and catchy manner. The teacher, aside from being an informant, coordinator, diagnostician, assessor, interlocutor, observer, educator, role model and diplomat should be an artist and animator.Didactic animation in the learning process offers a variety of opportunities to involve participants in non-standard pedagogical situations and active participation in learning, which ensures an increased willingness to learn.The new pedagogical situation is related to the use of pedagogical animation opportunities for the purposes of education, based on the idea of interaction between the joy of entertainment and the learning objectives.Part of the disciplines studied by future teachers train them to put the child at the center of pedagogical interaction, balancing the elements of learning and play, of commitment and pleasure, which justifies the need to apply an animation approach to education.Pedagogical animation stimulates certain activeness, creates an environment with higher quality of organization of the education process and leisure time and contributes to more effective achievement of the goals of education and training.The conducted research involving practicing teachers and students of Primary School Pedagogy and Primary School Pedagogy and English demonstrates the understanding of animation as a modern dimension of the general pedagogical principles of upbringing and education.

This article explores the Brussels metro as a nonplace and considers the impact of blindness on nonplace. In discussing the {im}materiality of the metro, this article focuses on the experience of metro-time as “waiting and anticipation” and metro-space as “alone-together.” Along with this, the notion of a dialogue with blindness is introduced into this nonplace. We explore the relation between metro and blindness as dialogue: the meeting and aversion of two actors in the particular context of the Brussels metro. In this, the authors identify how the investment of particular agents makes the metro space more malleable. Two strategies are used, one considers the different world in which blind people live and experience spatial environments, thus suggesting the invasion of “another world” into a nonplace. The second strategy considers embodiment and performance, and how contextual features afford new representations and pathways through and into a nonplace. At the core of this work is an argument that illustrates how the dialogue between blindness and public space can reverse the quality of the {im}material sense of a nonplace. The ethnographic work that serves as the background for this article is twofold. First, observation of daily travel on the metro brings an understanding of the general characteristics of the metro system, which includes human interaction/s and performance. Second, through observation and documentation of a group of disability advocates, educators, designers, and planners worked together to create a more accessible metro system for people who are blind and visually impaired. Finally, it is argued that fundamentally, a dialogue with disability reverses the {im}material sense of a nonplace. The potential of blindness in reversing the metro’s nonplace qualities stems from the articulation of a sensory vulnerability in a time where vision has achieved a dominant position. Blindness-as-vulnerability is a significant agent for intra-action in the Brussels metro system, making it a safer environment, a more tactile environment, and one where information is added for the benefit of a particular group and also extending to all people.

Abstract Introduction: The Malaysian government implemented MCO or lockdown for nearly 3 months from 18 Mar to 9 Jun 2020 in response to the Covid-19 pandemic. This restricted access to usual food, workplace, and leisure sports, and also led to reduced clinic attendance. The effects of MCO on patients with chronic lifestyle diseases like DM is unknown. Methodology: This is a cross-sectional study exploring effects of MCO on adult (>18 years) DM patients (both Type 1 and Type 2) attending endocrinologist-run DM clinics in 3 tertiary centres in Malaysia. Glycaemic and metabolic parameters were collected through medical record review while data on healthcare utilisation, dietary and lifestyle habits before MCO (17 Nov 2019 to 17 Mar 2020) and during MCO were collected by investigator-administered questionnaires during routine clinic follow-up after the MCO period (10 Jun to 30 Oct 2020). Results: From a total of 207 patients (56.5% female, 73.4% T2D and 80% on insulin) no significant difference between mean (SD) A1c [8.6(2.39) % vs 8.4(2.14) %; p=0.073] or BMI [29.2(7.57) vs 29.4(9.23)kg/m2; p=0.968] were seen before and during MCO respectively. More than 95% of the patients attended clinic before MCO and at least 20.3% saw either the DM nurse educator, DM pharmacist or dietitian. In contrast, during MCO only 31.4% of patients attended clinic and less than 10% had face-to-face consultation with the DM support team. More patients also reported missing insulin (11.6% vs 7.7%) and not checking blood glucose (17.9% vs 15.5%) during MCO. Before MCO, 61.8% of patients had home-cooked food daily. During MCO this increased to 83.1%. However, there was a trend towards unhealthy eating during MCO. Patients reported eating more frequently with those eating more than 4 meals a day nearly tripled during MCO (18.4% vs 6.8%). In addition, 22% of patients recalled consuming more confectionary; a similar percentage also reported higher consumption of processed food like dry snacks, canned food and instant noodles during MCO. Mean (SD) hours of sleep [6.8 (1.35) vs 7.2 (1.73) hours; p<0.001] and screen time [3.3 (2.51) vs 4.51 (3.10] hours, p< 0.001) increased significantly during MCO compared to before. Notably, before MCO 44% of patients reported no exercise and this increased to 65.7% during MCO. Conclusion: Despite reduced clinic attendance and contact with the DM support team, there were no consequent significant change in A1c or BMI of our DM patients from the 3-month MCO in our short term study. However, a worrying increase in sedentariness and unhealthy eating existed. The imperative need to conduct work or lessons online, among others contributed to the inevitable rise in screen time and reduced physical activity. As the pandemic continues with imposed movement restrictions, the long-term implications of MCO to metabolic health warrant our attention. Innovative strategies to promote healthier living during MCO are urgently needed.

Abstract: Since the reading habits of both preservice and inservice teachers have been linked to their abilities as reading teachers, aliteracy among teachers is particularly distressing. The purpose of this study was to investigate the amount of leisure time elementary teachers spend reading literature for pleasure. Prekindergarten through sixth grade teachers (N=24) enrolled in a graduate education course logged the minutes they spent engaged in various leisure activities during one week of the summer. Reading literature, defined as the reading of novels, short stories, plays, or poetry in one’s spare time, ranged from 0 to 845 minutes. Of the 13 activities investigated, the highest average amount of time was spent watching movies (M=552.92). Reading literature for pleasure had the eighth highest mean (M=123.13). Pairwise comparisons revealed no significant difference (t = -.795, p < .435) between time spent reading literature and time spent in other non-literature leisure activities. Results or paired samples t-tests indicated that participants spent significantly less time reading newspapers/magazines (t = 2.696, p < .013) and reading blogs (t = 2.783, p < .011) and significantly more time watching movies (t = -3.287, p < .003) than reading literature for pleasure. It appears that lack of motivation may be a factor in participants’ decision to read literature for pleasure as opposed to either lack of time or technological distractions.

Objective: To assess burnout in medical educators and to identify factors associated with it. Methods: A sequential mixed methods research study was conducted over eight months from July 2018 until February 2019. Participants included medical educators, who are studying for or graduated with a postgraduate qualification in medical education. An online questionnaire was developed using Maslach Burnout Inventory to collect quantitative data. The findings were explored in-depth qualitatively. Descriptive and inferential statistics were calculated for the quantitative data using SPSS 20. For qualitative data, we performed thematic analysis. Results: Of total 160 medical educationists, 101 responded giving 63.1% response rate. Mean age was 41.4 years and majority 53.5% were females. Overall aggregate mean burnout level was 12.34 ± 7.36 whereas sub-domains of Maslach burnout inventory( MBI) like i) emotional exhaustion, ii) depersonalization and iii) personal accomplishment were found out to be 19.59, 10.42 and 11.21 respectively. Most respondents had moderate 71 (70.3%) emotional exhaustion and 8 (8.9%) had severe emotional exhaustion. Average level of depersonalization was suffered by 73 (72.3%) respondents and severe level was observed in 20 (19.8%) respondents. Personal accomplishment was found low in all 101 (100.0%) respondents. Selective in-depth interviews revealed that coping mechanisms like social gatherings, indoor and outdoor game facilities and outings and leisure time should be strategized for faculties. Conclusion: In this study medical educators were found to have quite high level of burnout. The early career medical educators feels emotionally exhausted, with low sense of personal accomplishment. doi: https://doi.org/10.12669/pjms.37.3.3078 How to cite this:Akram Z, Sethi A, Khan AM, Zaidi FZ. Assessment of burnout and associated factors among medical educators. Pak J Med Sci. 2021;37(3):---------. doi: https://doi.org/10.12669/pjms.37.3.3078 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

A group of children and young people boarding at the Casa-Escuela Santiago Uno (a type of orphanage/Pious School) and students from different levels and areas of professional training, travelled to the South of Morocco to implement a development cooperation project entitled “Llenando Escuelas” (“Filling Schools”). The main aim was to empower the local population in educational and professional terms and basic services, paying special attention to the most disadvantaged population groups: women, children and young people. They used theoretical and practical knowledge they had acquired in the previous academic year: catering, manufacturing, gardening, welding, first aid, social integration, sociocultural animation, sports and circus activities. For two months they lived together in a school with their educators and together with local residents they helped refurbish the school, in addition to carrying out training, organizing leisure and free time activities and setting up and supplying a medical clinic. This was a service-learning experience in which an enriching socio-cultural exchange took place.

Purpose: To determine the accuracy of three systematic observation (SO) tools to estimate energy expenditure (EE) using different skill performance and observation intervals. Method: Three SO tools (Observational System for Recording Physical Activity in Children-Preschool, System for Observing Fitness Instruction Time, and System for Observing Play and Leisure Activity in Youth) were used to observe children (N = 42, Mage = 8.1 ± 0.7) during motor skill testing sessions. EE was measured using indirect calorimetry (COSMED K4b2). Results: Paired samples t tests, repeated-measures analysis of variance, and regression analyses were performed to compare the EE estimated from SO tools with EE measured by indirect calorimetry. The average mean difference between the estimated metabolic equivalence of task (METS) and actual METS ranged between −1.24 METS (SD = 1.62, p < .01) and −3.46 METS (SD = 1.31, p < .01) depending on skill performance interval or SO tool analyzed. Conclusions: SO tools did not accurately estimate EE during object control skill testing sessions. Physical educators should consider utilizing discrete motor skill practice to accumulate health-enhancing levels of physical activity while adhering to national standards.

The popularity of electronic games, commonly called video games, has now emerged in all ages of the population, mostly children and the youth. Becoming wellliked electronic games among students, parents and educators fear that the time consumed for the games exceed that of learning. Nevertheless, it is unavoidable for students to play games in their leisure time. Furthermore, some researchers found negative and positive impacts of electronic games. The purpose of this study enlightens the ambivalence of the impact of playing electronic games to university students' character and their English performance. The participants were 148 university students filling in the self-evaluated questionnaires to appraise whether the electronic games contribute negatively or positively to their character and English performance. The first category from the negative impact indicates that electronic games manipulate their character with no socializing and bad-tempered, while the positive side deals with fast decision making, enjoying life, and socializing with others. The second category from the negative side involves the harsh and vulgar words, while from the positive side shows the improvement of the freshman's English performance through English electronic games, i.e. the vocabulary, listening, reading and speaking skills. It can be concluded that electronic games do not only impart negative effects but also provide the positive impacts. It concludes that freshman should manage their time between gaming and studying.

Internet technology is the greatest scientific and technological achievement of mankind in the 20th century. It has brought mankind into the information age and greatly changed people's way of learning, education, work, leisure and entertainment, family education and so on. In the Internet age, underage children spend a considerable amount of time online, and they spend less time talking and communicating with their parents. Therefore, the development of network technology has posed a new challenge not only to school education and social education, but also to the traditional family education[6]. So, under the impact and challenge of the network era, what countermeasures do family education apply to communicate well with children? This is the center of this research.

In the modern age, the importance of reading to children from an early age isundoubtedly emphasized. Even though modern technology is present in all spheresof children‘s education, the fact that reading has a significant role in children‘sfuture development and learning, both cognitive and emotional, should not beneglected. Children whom it has been read to since birth are most often given agood foundation for learning and reading successfully later on in life. The parentalrole is invaluable in early reading to the child because, in addition to developingthe child‘s vocabulary, imagination and faster understanding, the time parent andchild spend together is quality time. Therefore, the aim of this study is to investigatethe parents‘ views on the importance of reading to a child from an early age, aswell as to determine whether parents aspire to some form of lifelong education inthe mentioned field.In the first phase, unstructured interviews were conducted with five parents whosechildren attend one of the early childhood and preschool institutions in MeđimurjeCounty. In the second phase of the survey, a questionnaire was constructed toexamine the parents‘ opinions (N = 78) on the importance of early reading to thechild. It has been found that parents most often state lack of free time as a reasonfor insufficient reading to or with the child. They also mention that so far theyhaven‘t participated in any of the professional training forms or workshops dealingwith this topic. They believe that due to their busy schedule and work obligations, educational institutions should take on the role of reading to children, as well asstimulating interest in the book. If given the opportunity and leisure, there are someparents who would like to participate in one of the lifelong learning programs.Keywords: child and early reading; child‘s cognitive and emotional development; prereadingskills; parents and educators. - U suvremeno doba nedvojbeno se naglašava važnost čitanja djetetu od najranijedobi njegova života. Iako moderna tehnologija prodire u sve sfere odgoja iobrazovanja djece, ne bi trebalo zanemariti činjenicu koliko snažnu ulogu čitanjeima u budućem, kako kognitivnom tako i emocionalnom razvoju i učenju svakogpojedinoga djeteta. Djeca kojoj se čitalo od rođenja, najčešće imaju dobre temeljeza učenje i uspješno čitanje i u kasnijem životu. Roditeljska uloga neprocjenjivaje u ranom čitanju djetetu jer, osim što se rječnik, mašta i razumijevanje djetetabrže razvija, vrijeme koje roditelj i dijete provedu zajedno iznimno je kvalitetnoprovedeno vrijeme. Stoga je cilj ovoga rada istražiti stavove roditelja o važnostičitanja djetetu od najranije dobi, kao i utvrditi teže li roditelji nekom od oblikacjeloživotnoga obrazovanja u području navedene problematike. U prvoj faziprovedeni su nestrukturirani intervjui s petero roditelja čija djeca pohađaju jednuod ustanova ranoga i predškolskog odgoja i obrazovanja u Međimurskoj županiji.U drugoj fazi istraživanja konstruiran je anketni upitnik kojim se ispitalo mišljenjeroditelja (N = 78) o važnosti ranoga čitanja djetetu. Utvrđeno je kako roditeljinajčešće navode manjak slobodnoga vremena kao uzrok nedovoljnoga čitanjadjetetu ili s djetetom. Isto tako, spominju kako dosad nisu sudjelovali na nekomod stručnih edukacija ili radionica koje se bave navedenom tematikom. Smatrajukako zbog prezaposlenosti roditelja, odgojno-obrazovne ustanove trebaju na sebepreuzeti ulogu čitanja djeci, kao i poticanje interesa za knjigu. Ako im se pružiprilika i slobodno vrijeme, pojedini roditelji željeli bi sudjelovati u nekom odprograma cjeloživotnoga obrazovanja.Ključne riječi: dijete i rano čitanje; kognitivni i emocionalni razvoj djeteta;predčitačke vještine; roditelji i odgajatelji.

This article explores the usability of domestication theory in an educational setting integrating a wide variety of information and communication technologies (ICTs). More specifically, the article analyses domestication of digital media in the Swedish leisure-time centre (LTC), an institution in which children receive education and care before and after compulsory school. The study draws on qualitative in-depth interviews with 21 teachers as well as observations of LTCs. The article reveals what it means to have limited agency as an educator when ICTs are appropriated, and further illustrates the contradictory fact that mobile phones are objectified as stationary technologies. It also shows how both devices and content are incorporated in ways that are perceived suitable to the LTCs’ educational moral economy. An especially interesting finding is the extent to which domestication theory sheds light on power relations when applied outside of the domestic sphere.

Purpose This paper aims to investigate participants’ motivations and perceptions of a field trip. Specifically, this paper examines if and how students’ perceptions change with time and it explores the main factors for ensuring success in an experiential learning tourism program. Design/methodology/approach The study gathered and compared data collected in two points in time – immediately at the end of the experience and two months afterward. T-tests for paired samples were used to examine potential differences in perceptions and principal component analysis was used to identify the key factors determining the success of the experience. Findings The findings indicate that there are various motivations behind participation and that time barely affects perceptions of the experience. Furthermore, three factors emerged as important for meeting expectations, namely, social and professional connections, learning and traditional yet engaging teaching. Research limitations/implications While the outcomes are useful, they need to be thoughtfully applied because of the small data set. It is important to repeat similar investigations to allow more certainty in the propositions formulated. Furthermore, future studies should evaluate a broader variety of outcomes to determine whether perceptions remain constant. The implications are that educators and destination managers can easily apply these conclusions for the benefit and the findings can inform other field trips and broader experiential initiatives. Originality/value Despite research on learning outcomes and perceptions of experiential learning having expanded considerably, a fundamental question that remains unanswered is how perceptions of such experiences change and, consequently, when the most appropriate time is to assess participant perceptions.

The prevalence of obesity has increased worldwide, leading to an increased risk of many serious illnesses, including diabetes, heart disease, and certain cancers. The changes of dietary patterns and lifestyle habits especially among young generation may contribute to this problem. This study was conducted to investigate the impacts of dietary patterns and lifestyle habits on total body fat composition among UniKL RCMP students.The self-administered questionnaires were distributed among 71 students (42.3% male and 57.7% female) by convenience sampling method to identify their dietary pattern and lifestyle habits. Bioelectrical Impedance Analysis Method was used to assess body fat composition. The results showed that most of the students (52.1%) consumed 2 meals daily, which contained carbohydrates, proteins, fatty foods, and beverages, but a low intake of fruits and vegetables. The majority of the students skipped breakfast and ate lunch as their main meal. For lifestyle habits, 77.5% of students preferred to do inactive activity during leisure time, while only 2.8% preferred to do exercise. The mean body fat percentage (% BF) for male students was 21.13 + 1.30, which is classified as high, while for females, the mean % BF was 26.71 + 1.25, which is classified as normal. The majority of the students did not practice healthy eating and lifestyle habits, and these factors may have contributed to the high body fat composition in male students. Therefore, the university is suggested to provide more programs such as good lifestyle habits and nutrition educations campaigns to increase awareness among the students.

The computer game is perhaps the fastest growing and most quickly evolving cultural leisure technology in the western world. Invented as a form just under 40 years ago with the creation of Space War at MIT, computer and video games collectively account for hundreds of billions of dollars in sales across the world. And yet critical analysis of this cultural form is still in its infancy. Perhaps the sheer speed of the development of games may account for this. Thirty years ago, strategy games were screens of text instructions and a prompt where you could type a weather forecast. Today pretty much all games are flawlessly shaded and rendered polygons. The technology of film has barely changed at all in the same period. In any case, the critical study of games began in the eighties. The focus initially was on the psychology of the gamer. Most game players were children and teenagers during this period, and the focussing of their leisure time on this new and strange computer technology became a source of extreme moral panic for educators, parents and researchers alike. Later, research into the cultures of gaming would become more nuanced, and begin to detail the semiotics and narrative structures of games. It is in that kind of frame that this article is positioned. I want to look closely at a particular strategy game series, The Settlers. Firstly, however, a description of the strategy game genre. Strategy games put the player into a simulated inhabited environment and give the player almost total control over that environment and its simulated inhabitants. The strategy game has many genres, including the simulation game and the god game, but the sub-genre I will focus on in this paper is the real-time strategy game. The game requires the player to develop a functioning economy, geared around the production of weapons and armies, which are sent out to combat neighbouring tribes or armies. Real-time games typically give greater tactical control of the armies to the player, and slightly less detailed economic control. The aim is basically to amass as much gold or whatever as possible to buy as many troops as possible. However, the game I am about to discuss is, in addition to being a simple game of war, a very interesting simulation of economic and logistical constraints. The Settlers is series of fantasy computer strategy games developed by the German game design firm Blue Byte. The three extant Settlers games can be considered an evolution of game design rather than a continuing narrative, so, given the time constraints, for the purposes of this paper I will address only one game in the series, the most recently released title, The Settlers 3. The Settlers 3 tells the story of three expansionist empires, the Romans, the Egyptians, and the Asians, who have been thrust onto an uninhabited continent by the gods of their peoples to determine who is the fittest to survive. In other words, the game is founded from the beginning on a socio-Darwinian premise. In each level of the game, the settlers of each tribe must, under their player's direction, build an efficient and well maintained colony with a fully operating economy in order to achieve a set objective, which is usually to wipe out the opposing tribes by building up a large army, though it may be also to amass a predetermined level of a particular resource. Each level begins with about twenty settlers, a small guard hut to define the limits of the borders and a barely adequate supply of wooden planks, stone slabs and tools with which to begin to construct the economy. The player chooses building types from a menu and places them on the screen. Immediately the appropriate number of settlers walk across the landscape, leaving visible tracks in their wake, to pick up tools and supplies in order to construct the building. Typically, the player will order the construction of a woodcutter's hut, a sawmill, a stone cutter and a forester to ensure the steady flow of the basic construction materials to the rest of the colony. From this point more guard huts and towers are constructed to expand into new territory, and farms are built to feed the miners. Once constructed, the mine produce coal, gold and ore, which is sent down to the smelters to make iron bars (to make swords and tools) and gold bars (to pay the troops). Luxuries such as beer and wine are produced as a sacrifice to the gods. This results in rewards such as magical spells and promotion of the soldiers. Occasionally, incursions of enemy troops must be dealt with -- if they take a guard tower in battle, the borders, represented by lines of coloured flags, shrink, leading to the collapse and destruction of any building outside the boundaries. Finally, sufficient swords, bows and spears are produced, the soldiers are promoted, and they set off to pillage and destroy their neighbours' territory. If the previously mentioned enemy incursions were frequent enough, the final conflict where the player's warriors brutally annihilate the enemy is tremendously satisfying. The problematics of that particular game construct are left as an exercise for the audience. When territory is taken, the villages of the enemy go up in smoke and their resources are left lying on the ground, for the settlers to pick up and use for the benefit of the player. One of the things that make the game so fascinating to play is the complexity of the simulation. It must be said right away that the game employs many abstractions to make it playable and not utterly boring. For instance, only the miners out of all the settlers actually need food, and the mechanism by which new settlers are actually created is a bit vague (you construct a building called a "residence", and when it's completed, new setters simply troop out. And there only seem to be male settlers, unless you play the Amazons). Nonetheless, the game still quite explicitly details things most games of its type gloss right over. Unlike most games, pulling out all the stops in production just leads to bottlenecks where the transportation infrastructure can't get the goods to their destinations. Production levels have to be carefully monitored and throttled back where necessary to ensure the smooth flow of resources from A to B, C and D. Resources themselves -- coal lumps, gold bricks, fish, loaves of bread, swords --are modelled individually: you can actually track the process whereby an individual sheaf of wheat is harvested, picked up by a settler, carried off to the mill, turned into flour, sent to the bakery, made into a loaf of bread, and delivered to the coal miner for consumption. With its attention to the gritty detail of getting stuff from one place to the next, The Settlers is one of the very few truly logistically precise strategy games. Before I begin the analysis proper, I want to introduce some key terms that I'll be using a bit idiosyncratically in this paper. I'll be talking about gameplay quite a bit. Gameplay is a bit of a sliding signifier in the discourse of gaming theory -- loosely speaking it's that indefinable something that gets a player heated up about a game and keeps them playing for days on end. But here I want to be more precise. I'll offer a strategic definition. Gameplay is a way of quantifying the operations of a kind of economy of desire that operates between the player and the game itself. This economy has, as its constitutive elements, such factors as attention span, pleasure, ratio of novelty to repetition. These elements are in constant circulation in a game and the resulting economy is responsible for a good deal of the dynamism of the experience: in other words, the gameplay. What I want to focus on in this paper is what comes from the precise moment where two, quite central impulses of gameplay are in perfect balance, just before the first surrenders its grasp and the second takes over. The first impulse of play consists of two elements -- the visual presentation of the game, i.e. the pretty pictures that draw you in, and the narrative pretext of the story, the thing that gives what you are doing some kind of sense. It is on these two elements that classical ideological analysis of gameplay is typically founded. For instance, the archetypal platform game where all the female characters are helpless maidens who only exist as a way of getting the masculine protagonist into the action. The second impulse of gameplay is what might be called the "process", the somewhat under-theorised state where the visual trappings of the game and the motivating story line have slipped into the background, leaving only the sense of seamless integration of the player into the game's cybernetic feedback loop. The visual presentation and narrative pretext of The Settlers draws the player into a familiar fantasy of pre-modern existence. Presented to the player is a beautifully rendered virgin wilderness, filled with rolling hills, magnificent mountain ranges and vast forests, resounding with the sounds of the stream and brook, and the rustling of the wildlife. Into this wilderness the player must project an empire. That empire will consist of an elaborately detailed network (and I use the term deliberately) of cottage industries, labourers, paths, commodities, resources, defensive structures and places of worship. Real-world economic activities are consummately simulated as complex flows of information. The simulation is always fascinating to watch. Each node in this network, be it a fisherman's hut, a bakery, or a smelter, is exquisitely rendered, and full of picturesque, yet highly functional, animation. For instance, the process of a fisherman leaving his hut, going to a stream, setting his line, and catching a fish is visually expressive and lively, but it also is a specific bottleneck in the production process -- it takes a finite time, during which the carrier settlers stand around waiting for produce to deliver. This, then, is the game's crucial dialectic. What is depicted is a visually sumptuous, idyllic existence, but on closer inspection is a model of constant, uninterrupted, backbreaking labour. There are not even demarcations of day and night in the game -- life is perpetually midday and the working day will last forever. To put it less simply, perhaps, the game purposefully reifies the human social condition as being a reflexively structured mechanism of economic production under the guise of an ideologically idyllic pastoral paradise. It positions the player as not merely complicit in this mechanism but the fundamental point of determination within it. The balancing moment then is the point where the player begins to ignore or take for granted the visual lushness of the game's graphics and to focus instead on the underlying system, to internalise the lessons of the game -- the particular ideological and discursive assumptions about how economic and political systems successfully operate -- and to apply these lessons to the correct playing of the game, almost like a transition between REM dream-state sleep and deep sleep. And the analogy to sleep is not entirely specious -- critics and players alike have noted the way time stops when you play a game, with whole nights and days seemingly swallowed up in seconds of game time. The type of focus I am describing is not an interpretative one -- players are not expected to gain new insights of meaning from the act of playing at this new level of intensity, instead they are simply to blend their thoughts, actions and reactions with the dynamic processes of the game system. In a sense, a computer game is less a textual form than it is a kind of tool: in the same way proficient word processor users becomes so fluent in the operations of their software that the trappings -- toolbars, menus, mouse -- become secondary to the smooth continuous process of churning out words. Such a relationship does not exactly inspire thoughtful contemplation about the repressive qualities of Microsoft's hegemonic domination of office software, and the similar relationship with the computer game makes any kind of reflexivity about the gameplay's cultural referents seem simply counterproductive. It's an interesting dilemma for the theorist of gaming -- the point at which the underlying structure comes most clearly into focus during the state of play/analysis is also the moment when one is most resistant to the need to draw the wider connections. In this paper, I've tried to take a suggestive approach, to point out some of the ways that ideological assumptions about culture and production can be actualised in a simulated environment. And hopefully, I've also pointed out some of the pitfalls in a purely ideological analysis of games. Games are never just about the ideology. A nuanced analysis from a cultural studies point of view must also take into account the quite complex ways games not only articulate certain ideologies but they also complicate them. Beyond that, analysis must take into account the ways that games go beyond the paradigm of textuality and begin to take on the aspect of being whole systems of symbolic manipulation and transmission. It is only at this point that any kind of comprehensive and theoretically precise engagement with games as cultural texts and processes can be seriously begun. References Crawford, Chris. The Art of Computer Game Design. Berkeley, California: Osborne / McGraw-Hill, 1984. Csikszentmihalyi, Mihaly. Flow: The Psychology of Optimal Experience. New York: HarperCollins, 1990. Fleming, Dan. Powerplay: Toys as Popular Culture. Manchester and New York: Manchester UP, 1996. Freidman, Ted. "Making Sense of Software: Computer Games and Interactive Textuality." CyberSociety: Computer-Mediated Communication and Community. Ed. Steven G. Jones. Thousand Oaks: Sage, 1995. 73-89. Virilio, Paul. War and Cinema: The Logistics of Perception. Trans. Patrick Camiller. London and New York: Verso, 1989. Citation reference for this article MLA style: Nick Caldwell. "Settler Stories: Representational Ideologies in Computer Strategy Gaming." M/C: A Journal of Media and Culture 3.5 (2000). [your date of access] <http://www.api-network.com/mc/0010/settlers.php>. Chicago style: Nick Caldwell, "Settler Stories: Representational Ideologies in Computer Strategy Gaming," M/C: A Journal of Media and Culture 3, no. 5 (2000), <http://www.api-network.com/mc/0010/settlers.php> ([your date of access]). APA style: Nick Caldwell. (2000) Settler Stories: Representational Ideologies in Computer Strategy Gaming. M/C: A Journal of Media and Culture 3(5). <http://www.api-network.com/mc/0010/settlers.php> ([your date of access]).

IntroductionMusicians and critics regard Australian jazz as vibrant and creative (Shand; Chessher; Rechniewski). From its tentative beginnings in the early twentieth century (Whiteoak), jazz has become a major aspect of Australia’s music and performance. Due to the large distances separating cities and towns, its development has been influenced by geographical isolation (Nikolsky; Chessher; Clare; Johnson; Stevens; McGuiness). While major cities have been the central hubs, it is increasingly acknowledged that regional centres also provide avenues for jazz performance (Curtis).This article discusses findings relating to transient musical populations shaped by geographical conditions, venue issues that are peculiar to the Northern region, and finally the challenges of cultural and parochial mindsets that North Queensland jazz musicians encounter in performance.Cairns and MackayCairns and Mackay are regional centres on the coast of Queensland, Australia. Cairns – population 156,901 in 2016 (ABS) – is a world famous tourist destination situated on the doorstep of the Great Barrier Reef (Thorp). Mackay – population 114,969 in 2016 (ABS) – is a lesser-known community with an economy largely underpinned by the sugar cane and coal mining industries (Rolfe et al. 138). Both communities lie North of the capital city Brisbane – Mackay in the heart of Central Queensland, and Cairns as the unofficial capital of Far North Queensland. Mackay and Cairns were selected for this study, not on representational grounds, but because they provide an opportunity to learn through case studies. Stake notes that “potential for learning is a different and sometimes superior criterion to representativeness,” adding, “that may mean taking the one most accessible or the one we can spend the most time with (451).”Musically, both regional centres have a number of venues that promote live music, however, only Cairns has a dedicated jazz club, the Cairns Jazz Club (CJC). Each has a community convention centre that brings high-calibre touring musicians to the region, including jazz musicians.Mackay is home to the Central Queensland Conservatorium of Music (CQCM) a part of the Central Queensland University that has offered conservatoire-style degree programs in jazz, contemporary music and theatre for over twenty-five years. Cairns does not have any providers of tertiary jazz qualifications.MethodologySemi-structured in-depth interviews were conducted with twenty-two significant individuals associated with the jazz communities in Mackay and Cairns over a twelve-month period from 2015 to 2016. Twelve of the interviewees were living in Cairns at the time, and ten were living in Mackay. The selection of interviewees was influenced by personal knowledge of key individuals, historical records located at the CQCM, and from a study by (Mitchell), who identified important figures in the Cairns jazz scene. The study participants included members of professional jazz ensembles, dedicated jazz audience members and jazz educators. None of the participants who were interviewed relied solely on the performance of jazz as their main occupation. All of the musicians combined teaching duties with music-making in several genres including rock, jazz, Latin and funk, as well as work in the recording and producing of recorded music. Combining the performance of jazz and commercial musical styles is a common and often crucial part of being a musician in a regional centre due to the low demand for any one specific genre (Luckman et al. 630). The interview data that was gathered during the study’s data collection phase was analysed for themes using the grounded theory research method (Charmaz). The following sections will discuss three areas of findings relating to some of the unique North Queensland influences that have impacted the development and sustainability of the two regional jazz communities.Transient Musical PopulationsThe prospect of living in North Queensland is an alluring proposition for many people. According to the participants in this study, the combination of work and a tropical lifestyle attracts people from all over the country to Cairns and Mackay, but this influx is matched by a high population turnover. Many musicians who move into the region soon move away again. High population turnover is a characteristic of several Northern regional centres such as the city of Darwin (Luckman, Gibson and Lea 12). The high growth and high population turnover in Cairns, in particular, was one of the highest in the country between 2006 and 2011 (ABS). The study participants in both regions believed that the transient nature of the local population is detrimental to the development and sustainability of the jazz communities. One participant described the situation in Cairns this way: “The tropics sort of lure them up there, tease them with all of the beauty and nature, and then spit them out when they realise it’s not what they imagined (interviewee 1, 24 Aug. 2016).” Looking more broadly to other coastal regional areas of Australia, there is evidence of the counter-urban flow of professionals and artists seeking out a region’s “natural and cultural environment” (Gibson 339). On the far North coast of New South Wales, Gibson examined how the climate, natural surroundings and cultural charms attracted city dwellers to that region (337). Similarly, most of the participants in this study mentioned lifestyle choices such as raising a family and living in the tropics as reasons to move to Cairns or Mackay. The prospect of working in the tourism and hospitality industry was found to be another common reason for musicians to move to Cairns in particular. In contrast to some studies (Salazar; Conradson and Latham) where it was found that the middle- to upper-classes formed the majority of lifestyle migrants, the migrating musicians identified by this study were mostly low-income earners seeking a combination of music work and other types of employment outside the music industry. There have been studies that have explored and critically reviewed the theoretical frameworks behind lifestyle migration (Benson and Osbaldiston) including the examination of issues and the motivation to ‘lifestyle migrate’. What is interesting in this current study is the focus of discussion on the post-migration effects. Study participants believe that most of the musicians who move into their region leave soon afterwards because of their disillusionment with the local music industry. Despite the lure of musical jobs through the tourism and hospitality industry, local musicians in Cairns tend to believe there is less work than imagined. Pub rock duos and DJs have taken most of the performance opportunities, which makes it hard for new musicians to compete.The study also reveals that Cairns jazz musicians consider it more difficult to find and collaborate with quality newcomers. This may be attributed to the smaller jazz communities’ demand for players of specific instruments. One participant explained, “There’s another bass player that just moved here, but he only plays by ear, so when people want to play charts and new songs, he can’t do it so it's hard finding the right guys up here at times (interviewee 2, 23 Aug. 2016).” Cairns and Mackay participants agreed that the difficulty of finding and retaining quality musicians in the region impacted on the ability of certain groups to be sustainable. One participant added, “It’s such a small pool of musicians, at the moment, I've got a new project ready to go and I've got two percussionists, but I need a bass player, but there is no bass player that I'm willing to work with (interviewee 3, 24 Aug. 2016).” The same participant has been fortunate over the years, performing with a different local group whose members have permanently stayed in the Cairns region, however, forging new musical pathways and new groups seemed challenging due to the lack of musical skills in some of the potential musicians.In Mackay, the study revealed a smaller influx of new musicians to the region, and study participants experienced the same difficulties forming groups and retaining members as their Cairns counterparts. One participant, who found it difficult to run a Big Band as well as a smaller jazz ensemble because of the transient population, claimed that many local musicians were lured to metropolitan centres for university or work.Study participants in both Northern centres appeared to have developed a tolerance and adaptability for their regional challenges. While this article does not aim to suggest a solution to the issues they described, one interesting finding that emerged in both Cairns and Mackay was the musicians’ ability to minimise some of the effects of the transient population. Some musicians found that it was more manageable to sustain a band by forming smaller groups such as duos, trios and quartets. An example was observed in Mackay, where one participant’s Big Band was a standard seventeen-piece group. The loss of players was a constant source of anxiety for the performers. Changing to a smaller ensemble produced a sense of sustainability that satisfied the group. In Cairns, one participant found that if the core musicians in the group (bass, drums and vocals) were permanent local residents, they could manage to use musicians passing through the region, which had minimal impact on the running of the group. For example, the Latin band will have different horn players sit in from time to time. When those performers leave, the impact on the group is minimal because the rhythm section is comprised of long-term Cairns residents.Venue Conditions Heat UpAt the Cape York Hotel in Cairns, musicians and audience members claimed that it was uncomfortable to perform or attend Sunday afternoon jazz gigs during the Cairns summer due to the high temperatures and non air-conditioned venues. This impact of the physical environment on the service process in a venue was first modelled and coined the ‘Servicescape’ by Bitner (57). The framework, which includes physical dimensions like temperature, noise, space/function and signage, has also been further investigated in other literature (Minor et al.; Kubacki; Turley and Fugate). This model is relevant to this study because it clearly affects the musician’s ability to perform music in the Northern climate and attract audiences. One of the regular musicians at the Cape York Hotel commented: So you’re thinking, ‘Well, I’m starting to create something here, people are starting to show up’, but then you see it just dwindling away and then you get two or three weeks of hideously hot weather, and then like last Sunday, by the time I went on in the first set, my shirt was sticking to me like tissue paper… I set up a gig, a three-hour gig with my trio, and if it’s air conditioned you’re likely to get people but if it’s like the Cape York, which is not air conditioned, and you’re out in the beer garden with a tin roof over the top with big fans, it’s hideous‘. (Interviewee 4, 24 Aug. 2016)The availability of venues that offer live jazz is limited in both regions. The issue was twofold: firstly, the limited availability of a larger venue to cater for the ensembles was deemed problematic; and secondly, the venue manager needed to pay for the services of the club, which contributed to its running costs. In Cairns, the Cape York Hotel has provided the local CJC with an outdoor beer garden as a venue for their regular Sunday performances since 2015. The president of the CJC commented on the struggle for the club to find a suitable venue for their musicians and patrons. The club has had residencies in multiple venues over the last thirty years with varying success. It appears that the club has had to endure these conditions in order to provide their musicians and audiences an outlet for jazz performance. This dedication to their art form and sense of resilience appears to be a regular theme for these Northern jazz musicians.Minor et al. (7) recommended that live music organisers needed to consider offering different physical environments for different events (7). For example, a venue that caters for a swing band might include a dance floor for potential dancers or if a venue catered for a sit down jazz show, the venue might like to choose the best acoustic environment to best support the sound of the ensemble. The research showed that customers have different reasons for attending events, and in relation to the Cape York Hotel, the majority of the customers were the CJC members who simply wanted to enjoy their jazz club performances in an air conditioned environment with optimal acoustics as the priority. Although not ideal, the majority of the CJC members still attended during the summer months and endured the high temperatures due to a lack of venue suitability.Parochial MindsetsOne of the challenging issues faced by many of the participants in both regions was the perceived cultural divide between jazz aficionados and general patrons at many venues. While larger centres in Australia have enjoyed an international reputation as creative hubs for jazz such as Melbourne and Sydney (Shand), the majority of participants in this study believed that a significant portion of the general public is quite parochial in their views on various musical styles including jazz. Coined the ‘bogan factor’, one participant explained, “I call it the bogan factor. Do you think that's an academic term? It is now” (interviewee 5, 17 Feb. 2016). They also commented on dominant cultural choices of residents in these regions: “It's North Queensland, it's a sport orientated, 4WD dominated place. Culturally they are the main things that people are attracted to” (interviewee 5, 17 Feb. 2016). These cultural preferences appear to affect the performance opportunities for the participants in Cairns and Mackay.Waitt and Gibson explored how the Wollongong region was chosen as an area for investigation to see if city size mattered for creativity and creativity-led regeneration (1224). With the ‘Creative Class’ framework in mind (Florida), the researchers found that Wollongong’s primarily blue-collar industrial identity was a complex mixture of cultural pursuits including the arts, sport and working class ideals (Waitt and Gibson 1241). This finding is consistent with the comments of study participants from Cairns and Mackay who believed that the identities of their regions were strongly influenced by sport and industries like mining and farming. One Mackay participant added, “I think our culture, in itself, would need to change to turn more people to jazz. I can’t see that happening. That’s Australia. You’re fighting against 200 years of sport” (interviewee 6, 12 Feb. 2016). Performing in Mackay or Cairns in venues that attract various demographics can make it difficult for musicians playing jazz. A Cairns participant added, “As Ingrid James once told me, ‘It's North Queensland, you’ve got an audience of tradesman, they don't get it’. It's silly to think it's going to ever change” (interviewee 7, 26 Aug. 2016). One Mackay participant believed that the lack of appreciation for jazz in regional areas was largely due to a lack of exposure to the art form. Most people grow up listening to other styles of music in their households.Another participant made the point that regardless of the region’s cultural and leisure-time preferences, if a jazz band is playing in a football club, you must expect it to be unpopular. Many of the research participants emphasised that playing in a suitable venue is paramount for developing a consistent and attentive audience. Choosing a venue that values and promotes the style of jazz music that the musicians are performing could help to attract more jazz fans and therefore build a sustainable jazz community.Refreshingly, this study revealed that musicians in both regions showed considerable resilience in dealing with the issue of parochial mindsets, and they have implemented methods to help educate their audiences. The audience plays a significant part in the development and future of a jazz community (Becker; Martin). For the Central Queensland Conservatorium of Music in Mackay, part of the ethos of the institution is to provide music performance and educational opportunities to the region. One of the lecturers who made a significant contribution to the design of the ensemble program had a clear vision to combine jazz and popular music styles in order to connect with a regional audience. He explained, “The popular music strand of the jazz program and what we called the commercial ensembles was very much birthed out of that concept of creating a connection with the community and making us more accessible in the shortest amount of time, which then enabled us to expose people to jazz” (interviewee 8, 20 Mar. 2016).In a similar vein, several Cairns musicians commented on how they engaged with their audiences through education. Some musicians attempted to converse with the patrons on the comparative elements of jazz and non-jazz styles, which helped to instil some appreciation in patrons with little jazz knowledge. One participant cited that although not all patrons were interested in an education at a pub, some became regular attendees and showed greater appreciation for the different jazz styles. These findings align with other studies (Radbourne and Arthurs; Kubacki; Kubacki et al.), who found that audiences tend to return to arts organizations or events more regularly if they feel connected to the experience (Kubacki et al. 409).ConclusionThe Cairns and Mackay jazz musicians who were interviewed in this study revealed some innovative approaches for sustaining their art form in North Queensland. The participants discussed creative solutions for minimising the influence of a transient musician population as well as overcoming some of the parochial mindsets in the community through education. The North Queensland summer months proved to be a struggle for musicians and audience members alike in Cairns in particular, but resilience and commitment to the music and the social network of jazz performers seemed to override this obstacle. Although this article presents just a subset of the findings from a study of the development and sustainability of the jazz communities in Mackay and Cairns, it opens the way for further investigation into the unique issues faced. Deeper understanding of these issues could contribute to the ongoing development and sustainability of jazz communities in regional Australia.ReferencesAustralian Bureau of Statistics. "Mackay (Statistical Area 2), Cairns (R) (Statistical Local Area), Census 2016." Canberra: Australian Bureau of Statistics.———. "Perspectives on Regional Australia: Population Growth and Turnover in Local Government Areas (Lgas), 2006-2011." Canberra: Australian Bureau of Statistics.Becker, H. Art Worlds. Berkeley, CA: University of California Press, 1982.Benson, Michaela, and Nick Osbaldiston. "Toward a Critical Sociology of Lifestyle Migration: Reconceptualizing Migration and the Search for a Better Way of Life." The Sociological Review 64.3 (2016): 407-23.Bitner, Mary Jo. 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Gibson, Chris. "Migration, Music and Social Relations on the NSW Far North Coast." Transformations 2 (2002): 1-15. ———. "Rural Transformation and Cultural Industries: Popular Music on the New South Wales Far North Coast." Australian Geographical Studies 40.3 (2002): 337-56. Johnson, Bruce. The Inaudible Music: Jazz, Gender and Australian Modernity. Strawberry Hills, NSW: Currency Press, 2000. Kubacki, Krzysztof. "Jazz Musicians: Creating Service Experience in Live Performance." International Journal of Contemporary Hospitality Management 20.4 (2008): 401- 13. ———, et al. "Comparing Nightclub Customers’ Preferences in Existing and Emerging Markets." International Journal of Hospitality Management 26.4 (2007): 957-73. Luckman, S., et al. "Life in a Northern (Australian) Town: Darwin's Mercurial Music Scene." Continuum: Journal of Media & Cultural Studies 22.5 (2008): 623-37. ———, Chris Gibson, and Tess Lea. "Mosquitoes in the Mix: How Transferable Is Creative City Thinking?" Singapore Journal of Tropical Geography 30.1 (2009): 70-85. Martin, Peter J. "The Jazz Community as an Art World: A Sociological Perspective." Jazz Research Journal 2.1 (2005): 5-13. McGuiness, Lucian. "A Case for Ethnographic Enquiry in Australian Jazz." Sydney: University of Sydney, 2010.Minor, Michael S., et al. "Rock On! An Elementary Model of Customer Satisfaction with Musical Performances." Journal of Services Marketing 18.1 (2004): 7-18. Mitchell, A. "Jazz on the Far North Queensland Resort Circuit: A Musician's Perspective." Proceedings of the History & Future of Jazz in the Asia-Pacific Region. Eds. P. Hayward and G. Hodges. Vol. 1. Hamilton Island, Australia: Central Queensland Conservatorium of Music, 2004. Nikolsky, T. "The Development of the Australian Jazz Real Book." Melbourne: RMIT University, 2012. Radbourne, Jennifer, and Andy Arthurs. "Adapting Musicology for Commercial Outcomes." 9th International Conference on Arts and Cultural Management (AIMAC 2007), 2007.Rechniewski, Peter. The Permanent Underground: Australian Contemporary Jazz in the New Millennium. Platform Papers 16. Redfern, NSW: Currency House, 2008. Rolfe, John, et al. "Lessons from the Social and Economic Impacts of the Mining Boom in the Bowen Basin 2004-2006." Australasian Journal of Regional Studies 13.2 (2007): 134-53. Salazar, Noel B. "Migrating Imaginaries of a Better Life … until Paradise Finds You." Understanding Lifestyle Migration. Springer, 2014. 119-38. Shand, J. Jazz: The Australian Accent. Sydney: UNSW Press, 2009.Stake, Robert E. "Qualitative Case Studies." The Sage Handbook of Qualitative Research. Eds. Norman K. Denzin and Yvonna S. Lincoln. 3rd ed. Thousand Oaks, CA: Sage, 2005. 443-66. Stevens, Timothy. "The Red Onion Jazz Band at the 1963 Australian Jazz Convention." Musicology Australia 24.1 (2001): 35-61. Thorp, Justine. 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‘Every space has become ad space’. Steve Hayden, Wired Magazine, May 2003. Marshall McLuhan’s (1964) dictum that media technologies constitute a sensory extension of the body shares a conceptual affinity with Ernst Jünger’s notion of ‘“organic construction” [which] indicates [a] synergy between man and machine’ and Walter Benjamin’s exploration of the mimetic correspondence between the organic and the inorganic, between human and non-human forms (Bolz, 2002: 19). The logo or brand is co-extensive with various media of communication – billboards, TV advertisements, fashion labels, book spines, mobile phones, etc. Often the logo is interchangeable with the product itself or a way or life. Since all social relations are mediated, whether by communications technologies or architectonic forms ranging from corporate buildings to sporting grounds to family living rooms, it follows that there can be no outside for sociality. The social is and always has been in a mutually determining relationship with mediating forms. It is in this sense that there is no outside. Such an idea has become a refrain amongst various contemporary media theorists. Here’s a sample: There is no outside position anymore, nor is this perceived as something desirable. (Lovink, 2002a: 4) Both “us” and “them” (whoever we are, whoever they are) are all always situated in this same virtual geography. There’s no outside …. There is nothing outside the vector. (Wark, 2002: 316) There is no more outside. The critique of information is in the information itself. (Lash, 2002: 220) In declaring a universality for media culture and information flows, all of the above statements acknowledge the political and conceptual failure of assuming a critical position outside socio-technically constituted relations. Similarly, they recognise the problems inherent in the “ideology critique” of the Frankfurt School who, in their distinction between “truth” and “false-consciousness”, claimed a sort of absolute knowledge for the critic that transcended the field of ideology as it is produced by the culture industry. Althusser’s more complex conception of ideology, material practices and subject formation nevertheless also fell prey to the pretence of historical materialism as an autonomous “science” that is able to determine the totality, albeit fragmented, of lived social relations. One of the key failings of ideology critique, then, is its incapacity to account for the ways in which the critic, theorist or intellectual is implicated in the operations of ideology. That is, such approaches displace the reflexivity and power relationships between epistemology, ontology and their constitution as material practices within socio-political institutions and historical constellations, which in turn are the settings for the formation of ideology. Scott Lash abandons the term ideology altogether due to its conceptual legacies within German dialectics and French post-structuralist aporetics, both of which ‘are based in a fundamental dualism, a fundamental binary, of the two types of reason. One speaks of grounding and reconciliation, the other of unbridgeability …. Both presume a sphere of transcendence’ (Lash, 2002: 8). Such assertions can be made at a general level concerning these diverse and often conflicting approaches when they are reduced to categories for the purpose of a polemic. However, the work of “post-structuralists” such as Foucault, Deleuze and Guattari and the work of German systems theorist Niklas Luhmann is clearly amenable to the task of critique within information societies (see Rossiter, 2003). Indeed, Lash draws on such theorists in assembling his critical dispositif for the information age. More concretely, Lash (2002: 9) advances his case for a new mode of critique by noting the socio-technical and historical shift from ‘constitutive dualisms of the era of the national manufacturing society’ to global information cultures, whose constitutive form is immanent to informational networks and flows. Such a shift, according to Lash, needs to be met with a corresponding mode of critique: Ideologycritique [ideologiekritik] had to be somehow outside of ideology. With the disappearance of a constitutive outside, informationcritique must be inside of information. There is no outside any more. (2002: 10) Lash goes on to note, quite rightly, that ‘Informationcritique itself is branded, another object of intellectual property, machinically mediated’ (2002: 10). It is the political and conceptual tensions between information critique and its regulation via intellectual property regimes which condition critique as yet another brand or logo that I wish to explore in the rest of this essay. Further, I will question the supposed erasure of a “constitutive outside” to the field of socio-technical relations within network societies and informational economies. Lash is far too totalising in supposing a break between industrial modes of production and informational flows. Moreover, the assertion that there is no more outside to information too readily and simplistically assumes informational relations as universal and horizontally organised, and hence overlooks the significant structural, cultural and economic obstacles to participation within media vectors. That is, there certainly is an outside to information! Indeed, there are a plurality of outsides. These outsides are intertwined with the flows of capital and the imperial biopower of Empire, as Hardt and Negri (2000) have argued. As difficult as it may be to ascertain the boundaries of life in all its complexity, borders, however defined, nonetheless exist. Just ask the so-called “illegal immigrant”! This essay identifies three key modalities comprising a constitutive outside: material (uneven geographies of labour-power and the digital divide), symbolic (cultural capital), and strategic (figures of critique). My point of reference in developing this inquiry will pivot around an analysis of the importation in Australia of the British “Creative Industries” project and the problematic foundation such a project presents to the branding and commercialisation of intellectual labour. The creative industries movement – or Queensland Ideology, as I’ve discussed elsewhere with Danny Butt (2002) – holds further implications for the political and economic position of the university vis-à-vis the arts and humanities. Creative industries constructs itself as inside the culture of informationalism and its concomitant economies by the very fact that it is an exercise in branding. Such branding is evidenced in the discourses, rhetoric and policies of creative industries as adopted by university faculties, government departments and the cultural industries and service sectors seeking to reposition themselves in an institutional environment that is adjusting to ongoing structural reforms attributed to the demands by the “New Economy” for increased labour flexibility and specialisation, institutional and economic deregulation, product customisation and capital accumulation. Within the creative industries the content produced by labour-power is branded as copyrights and trademarks within the system of Intellectual Property Regimes (IPRs). However, as I will go on to show, a constitutive outside figures in material, symbolic and strategic ways that condition the possibility of creative industries. The creative industries project, as envisioned by the Blair government’s Department of Culture, Media and Sport (DCMS) responsible for the Creative Industry Task Force Mapping Documents of 1998 and 2001, is interested in enhancing the “creative” potential of cultural labour in order to extract a commercial value from cultural objects and services. Just as there is no outside for informationcritique, for proponents of the creative industries there is no culture that is worth its name if it is outside a market economy. That is, the commercialisation of “creativity” – or indeed commerce as a creative undertaking – acts as a legitimising function and hence plays a delimiting role for “culture” and, by association, sociality. And let us not forget, the institutional life of career academics is also at stake in this legitimating process. The DCMS cast its net wide when defining creative sectors and deploys a lexicon that is as vague and unquantifiable as the next mission statement by government and corporate bodies enmeshed within a neo-liberal paradigm. At least one of the key proponents of the creative industries in Australia is ready to acknowledge this (see Cunningham, 2003). The list of sectors identified as holding creative capacities in the CITF Mapping Document include: film, music, television and radio, publishing, software, interactive leisure software, design, designer fashion, architecture, performing arts, crafts, arts and antique markets, architecture and advertising. The Mapping Document seeks to demonstrate how these sectors consist of ‘... activities which have their origin in individual creativity, skill and talent and which have the potential for wealth and job creation through generation and exploitation of intellectual property’ (CITF: 1998/2001). The CITF’s identification of intellectual property as central to the creation of jobs and wealth firmly places the creative industries within informational and knowledge economies. Unlike material property, intellectual property such as artistic creations (films, music, books) and innovative technical processes (software, biotechnologies) are forms of knowledge that do not diminish when they are distributed. This is especially the case when information has been encoded in a digital form and distributed through technologies such as the internet. In such instances, information is often attributed an “immaterial” and nonrivalrous quality, although this can be highly misleading for both the conceptualisation of information and the politics of knowledge production. Intellectual property, as distinct from material property, operates as a scaling device in which the unit cost of labour is offset by the potential for substantial profit margins realised by distribution techniques availed by new information and communication technologies (ICTs) and their capacity to infinitely reproduce the digital commodity object as a property relation. Within the logic of intellectual property regimes, the use of content is based on the capacity of individuals and institutions to pay. The syndication of media content ensures that market saturation is optimal and competition is kept to a minimum. However, such a legal architecture and hegemonic media industry has run into conflict with other net cultures such as open source movements and peer-to-peer networks (Lovink, 2002b; Meikle, 2002), which is to say nothing of the digital piracy of software and digitally encoded cinematic forms. To this end, IPRs are an unstable architecture for extracting profit. The operation of Intellectual Property Regimes constitutes an outside within creative industries by alienating labour from its mode of information or form of expression. Lash is apposite on this point: ‘Intellectual property carries with it the right to exclude’ (Lash, 2002: 24). This principle of exclusion applies not only to those outside the informational economy and culture of networks as result of geographic, economic, infrastructural, and cultural constraints. The very practitioners within the creative industries are excluded from control over their creations. It is in this sense that a legal and material outside is established within an informational society. At the same time, this internal outside – to put it rather clumsily – operates in a constitutive manner in as much as the creative industries, by definition, depend upon the capacity to exploit the IP produced by its primary source of labour. For all the emphasis the Mapping Document places on exploiting intellectual property, it’s really quite remarkable how absent any elaboration or considered development of IP is from creative industries rhetoric. It’s even more astonishing that media and cultural studies academics have given at best passing attention to the issues of IPRs. Terry Flew (2002: 154-159) is one of the rare exceptions, though even here there is no attempt to identify the implications IPRs hold for those working in the creative industries sectors. Perhaps such oversights by academics associated with the creative industries can be accounted for by the fact that their own jobs rest within the modern, industrial institution of the university which continues to offer the security of a salary award system and continuing if not tenured employment despite the onslaught of neo-liberal reforms since the 1980s. Such an industrial system of traditional and organised labour, however, does not define the labour conditions for those working in the so-called creative industries. Within those sectors engaged more intensively in commercialising culture, labour practices closely resemble work characterised by the dotcom boom, which saw young people working excessively long hours without any of the sort of employment security and protection vis-à-vis salary, health benefits and pension schemes peculiar to traditional and organised labour (see McRobbie, 2002; Ross, 2003). During the dotcom mania of the mid to late 90s, stock options were frequently offered to people as an incentive for offsetting the often minimum or even deferred payment of wages (see Frank, 2000). It is understandable that the creative industries project holds an appeal for managerial intellectuals operating in arts and humanities disciplines in Australia, most particularly at Queensland University of Technology (QUT), which claims to have established the ‘world’s first’ Creative Industries faculty (http://www.creativeindustries.qut.com/). The creative industries provide a validating discourse for those suffering anxiety disorders over what Ruth Barcan (2003) has called the ‘usefulness’ of ‘idle’ intellectual pastimes. As a project that endeavours to articulate graduate skills with labour markets, the creative industries is a natural extension of the neo-liberal agenda within education as advocated by successive governments in Australia since the Dawkins reforms in the mid 1980s (see Marginson and Considine, 2000). Certainly there’s a constructive dimension to this: graduates, after all, need jobs and universities should display an awareness of market conditions; they also have a responsibility to do so. And on this count, I find it remarkable that so many university departments in my own field of communications and media studies are so bold and, let’s face it, stupid, as to make unwavering assertions about market demands and student needs on the basis of doing little more than sniffing the wind! Time for a bit of a reality check, I’d say. And this means becoming a little more serious about allocating funds and resources towards market research and analysis based on the combination of needs between students, staff, disciplinary values, university expectations, and the political economy of markets. However, the extent to which there should be a wholesale shift of the arts and humanities into a creative industries model is open to debate. The arts and humanities, after all, are a set of disciplinary practices and values that operate as a constitutive outside for creative industries. Indeed, in their creative industries manifesto, Stuart Cunningham and John Hartley (2002) loath the arts and humanities in such confused, paradoxical and hypocritical ways in order to establish the arts and humanities as a cultural and ideological outside. To this end, to subsume the arts and humanities into the creative industries, if not eradicate them altogether, is to spell the end of creative industries as it’s currently conceived at the institutional level within academe. Too much specialisation in one post-industrial sector, broad as it may be, ensures a situation of labour reserves that exceed market needs. One only needs to consider all those now unemployed web-designers that graduated from multi-media programs in the mid to late 90s. Further, it does not augur well for the inevitable shift from or collapse of a creative industries economy. Where is the standing reserve of labour shaped by university education and training in a post-creative industries economy? Diehard neo-liberals and true-believers in the capacity for perpetual institutional flexibility would say that this isn’t a problem. The university will just “organically” adapt to prevailing market conditions and shape their curriculum and staff composition accordingly. Perhaps. Arguably if the university is to maintain a modality of time that is distinct from the just-in-time mode of production characteristic of informational economies – and indeed, such a difference is a quality that defines the market value of the educational commodity – then limits have to be established between institutions of education and the corporate organisation or creative industry entity. The creative industries project is a reactionary model insofar as it reinforces the status quo of labour relations within a neo-liberal paradigm in which bids for industry contracts are based on a combination of rich technological infrastructures that have often been subsidised by the state (i.e. paid for by the public), high labour skills, a low currency exchange rate and the lowest possible labour costs. In this respect it is no wonder that literature on the creative industries omits discussion of the importance of unions within informational, networked economies. What is the place of unions in a labour force constituted as individualised units? The conditions of possibility for creative industries within Australia are at once its frailties. In many respects, the success of the creative industries sector depends upon the ongoing combination of cheap labour enabled by a low currency exchange rate and the capacity of students to access the skills and training offered by universities. Certainly in relation to matters such as these there is no outside for the creative industries. There’s a great need to explore alternative economic models to the content production one if wealth is to be successfully extracted and distributed from activities in the new media sectors. The suggestion that the creative industries project initiates a strategic response to the conditions of cultural production within network societies and informational economies is highly debateable. The now well documented history of digital piracy in the film and software industries and the difficulties associated with regulating violations to proprietors of IP in the form of copyright and trademarks is enough of a reason to look for alternative models of wealth extraction. And you can be sure this will occur irrespective of the endeavours of the creative industries. To conclude, I am suggesting that those working in the creative industries, be they content producers or educators, need to intervene in IPRs in such a way that: 1) ensures the alienation of their labour is minimised; 2) collectivising “creative” labour in the form of unions or what Wark (2001) has termed the “hacker class”, as distinct from the “vectoralist class”, may be one way of achieving this; and 3) the advocates of creative industries within the higher education sector in particular are made aware of the implications IPRs have for graduates entering the workforce and adjust their rhetoric, curriculum, and policy engagements accordingly. Works Cited Barcan, Ruth. ‘The Idleness of Academics: Reflections on the Usefulness of Cultural Studies’. Continuum: Journal of Media & Cultural Studies (forthcoming, 2003). Bolz, Norbert. ‘Rethinking Media Aesthetics’, in Geert Lovink, Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002, 18-27. Butt, Danny and Rossiter, Ned. ‘Blowing Bubbles: Post-Crash Creative Industries and the Withering of Political Critique in Cultural Studies’. Paper presented at Ute Culture: The Utility of Culture and the Uses of Cultural Studies, Cultural Studies Association of Australia Conference, Melbourne, 5-7 December, 2002. Posted to fibreculture mailing list, 10 December, 2002, http://www.fibreculture.org/archives/index.html Creative Industry Task Force: Mapping Document, DCMS (Department of Culture, Media and Sport), London, 1998/2001. http://www.culture.gov.uk/creative/mapping.html Cunningham, Stuart. ‘The Evolving Creative Industries: From Original Assumptions to Contemporary Interpretations’. Seminar Paper, QUT, Brisbane, 9 May, 2003, http://www.creativeindustries.qut.com/research/cirac/documen... ...ts/THE_EVOLVING_CREATIVE_INDUSTRIES.pdf Cunningham, Stuart; Hearn, Gregory; Cox, Stephen; Ninan, Abraham and Keane, Michael. Brisbane’s Creative Industries 2003. Report delivered to Brisbane City Council, Community and Economic Development, Brisbane: CIRAC, 2003. http://www.creativeindustries.qut.com/research/cirac/documen... ...ts/bccreportonly.pdf Flew, Terry. New Media: An Introduction. Oxford: Oxford University Press, 2002. Frank, Thomas. One Market under God: Extreme Capitalism, Market Populism, and the End of Economic Democracy. New York: Anchor Books, 2000. Hartley, John and Cunningham, Stuart. ‘Creative Industries: from Blue Poles to fat pipes’, in Malcolm Gillies (ed.) The National Humanities and Social Sciences Summit: Position Papers. Canberra: DEST, 2002. Hayden, Steve. ‘Tastes Great, Less Filling: Ad Space – Will Advertisers Learn the Hard Lesson of Over-Development?’. Wired Magazine 11.06 (June, 2003), http://www.wired.com/wired/archive/11.06/ad_spc.html Hardt, Michael and Negri, Antonio. Empire. Cambridge, Mass.: Harvard University Press, 2000. Lash, Scott. Critique of Information. London: Sage, 2002. Lovink, Geert. Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002a. Lovink, Geert. Dark Fiber: Tracking Critical Internet Culture. Cambridge, Mass.: MIT Press, 2002b. McLuhan, Marshall. Understanding Media: The Extensions of Man. London: Routledge and Kegan Paul, 1964. McRobbie, Angela. ‘Clubs to Companies: Notes on the Decline of Political Culture in Speeded up Creative Worlds’, Cultural Studies 16.4 (2002): 516-31. Marginson, Simon and Considine, Mark. The Enterprise University: Power, Governance and Reinvention in Australia. Cambridge: Cambridge University Press, 2000. Meikle, Graham. Future Active: Media Activism and the Internet. Sydney: Pluto Press, 2002. Ross, Andrew. No-Collar: The Humane Workplace and Its Hidden Costs. New York: Basic Books, 2003. Rossiter, Ned. ‘Processual Media Theory’, in Adrian Miles (ed.) Streaming Worlds: 5th International Digital Arts & Culture (DAC) Conference. 19-23 May. Melbourne: RMIT University, 2003, 173-184. http://hypertext.rmit.edu.au/dac/papers/Rossiter.pdf Sassen, Saskia. Losing Control? Sovereignty in an Age of Globalization. New York: Columbia University Press, 1996. Wark, McKenzie. ‘Abstraction’ and ‘Hack’, in Hugh Brown, Geert Lovink, Helen Merrick, Ned Rossiter, David Teh, Michele Willson (eds). Politics of a Digital Present: An Inventory of Australian Net Culture, Criticism and Theory. Melbourne: Fibreculture Publications, 2001, 3-7, 99-102. Wark, McKenzie. ‘The Power of Multiplicity and the Multiplicity of Power’, in Geert Lovink, Uncanny Networks: Dialogues with the Virtual Intelligentsia. Cambridge, Mass.: MIT Press, 2002, 314-325. Links http://hypertext.rmit.edu.au/dac/papers/Rossiter.pdf http://www.creativeindustries.qut.com/ http://www.creativeindustries.qut.com/research/cirac/documents/THE_EVOLVING_CREATIVE_INDUSTRIES.pdf http://www.creativeindustries.qut.com/research/cirac/documents/bccreportonly.pdf http://www.culture.gov.uk/creative/mapping.html http://www.fibreculture.org/archives/index.html http://www.wired.com/wired/archive/11.06/ad_spc.html Citation reference for this article Substitute your date of access for Dn Month Year etc... MLA Style Rossiter, Ned. "Creative Industries and the Limits of Critique from " M/C: A Journal of Media and Culture< http://www.media-culture.org.au/0306/11-creativeindustries.php>. APA Style Rossiter, N. (2003, Jun 19). Creative Industries and the Limits of Critique from . M/C: A Journal of Media and Culture, 6,< http://www.media-culture.org.au/0306/11-creativeindustries.php>