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Computer vision provides many opportunities for novel man‐machine interfaces. Pointing and face gestures can be used as a simple, passive means of interfacing with computers and robots. We describe two novel algorithms to track the position and orientation of the user’s hand or face in video images. This information is used to determine where the hand or face is pointing. This can be used in interactive robotics to allow a user with manipulation disabilities or working in hazardous environments to guide a robot manipulator to pick up a simple object of interest.

The goal was emancipatory, to characterise and dislodge oppressive management practices, to allow for the possibility of seeking an alternative organisational construction free of postcolonial/subaltern subordination and discrimination in a local, well-documented narrative.

The study was informed by a postcolonial/subaltern perspective and drew on the employment experience of an Aboriginal woman, Canada’s first Indigenous Dean of a law school. The researcher employed a combination of case study and critical discourse analysis with the aim of advancing rich analyses of the complex workings of power and privilege in sustaining Western, postcolonial relations.

The study made several conclusions: first, that the institution, a medium-sized Canadian university, carefully controlled the Indigenous subaltern to remake her to be palatable to Western sensibilities. Second, the effect of this control was to assimilate her, to subordinate her Indigeneity and to civilise in a manner analogous to the purpose of Indian residential schools. Third, that rather than management’s action being rational and neutral, focused on goal attainment, efficiency and effectiveness, it was an implicit moral judgement based on her race and an opportunity to exploit her value as a means for the university’s growth and status.

Through a postcolonial/subaltern perspective, this study demonstrated how management practices reproduced barriers to the participation of an Indigenous woman and the First Nations community that an organisation was intended to serve. The study demonstrated how a Western perspective – that of a university’s administration, faculty and staff – was privileged, or taken for granted, and the Indigenous perspective subordinated, as the university remained committed to the dispossession of Indigenous knowledge and values.

As the popularity of social media increases, sports brands must develop specific strategies to use them to enhance fan loyalty and build brand equity. The purpose of this paper is to explore how two social media platforms were utilised by the Grand Slam tennis events to achieve branding and relationship marketing goals.

A content analytic design was employed to examine Twitter and Facebook posts from the official accounts during, and post-, each respective event.

Both sites were utilised to cultivate long-term relationships with fans and develop brand loyalty, rather than to undertake short-term marketing activations. However, these sites appear to serve a different purpose, and therefore unique strategies are required to leverage opportunities afforded by each. Interestingly, brand associations were utilised more frequently during the post-event time period.

This study offers practitioners with useful insight on branding and relationship-building strategies across two social platforms. These results suggest that strategies appear dependent on the event, timeframe and specific platform. Moreover, the events’ differences in post use and focus may also indicate some differences related to event branding in an international context. Furthermore, sport organisations should look to leverage creative strategies to overcome limitations that platform-specific functionality may impose.

This study offers unique insights brand-building efforts in an international event setting, which differ in a range of contextual factors that impact on social media utilisation.

This paper aims to identify successful game strategies that are used in digital video games and match those strategies to practices that may be incorporated in instructional design to gamify the learning experience.

The identification of successful strategies is based on literature explaining gamification and game strategies. Examples and suggestions of gamification are included from scholars, business leaders and actual practices.

The successful game strategies identified can be transferred into the learning environment without the inclusion of video games. Strategies identified support learner competence, relatedness and autonomy and encourage instructional designers or instructors to examine game play, realize how play can be used to provide more meaningful experiences to learners and rethink assessments.

The identified game elements are supported by motivation theory. These identifications offer instructional designers a list of game elements from which they may refer when designing in the future.

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

The purpose of this paper is to assess the behavioural and psychological effects on people with intellectual disabilities of transferring to an environment influenced by patient choice and low secure standards.

Patients and staff transferring from a non-optimal environment to one driven by low secure standards compared the homeliness, ward climate and satisfaction with the two wards. Comparisons were made between the occurrences of risk behaviours on the two wards.

The new environment was rated by staff as more homely while patients’ increased satisfaction with the new ward was reflected in social climate ratings of patient cohesion and experienced safety. The latter findings were reinforced by an objective reduction in risk behaviours in the new environment.

Treatment interventions need to optimise research findings that attest to the influence of the environment on the behaviour of patients with intellectual disabilities.

Findings highlight need to increase the focus on aspects of the built environment in planning the treatment of women in secure care.

Affect is a dynamic construct that varies over time and can significantly influence motivation and performance in organisational contexts. This chapter addresses key conceptual and methodological challenges that arise when aiming to measure affect as a within-person process. The literature has been divided on whether the structure of affect is unipolar or bipolar and no research has considered this structure across levels of analysis. Measuring affect as a within-person process also requires a brief scale that can be administered with minimal disruption. This chapter presents data that provide evidence for bipolarity in the structure of affect. We use these data to validate the momentary affect scale, which is a new brief affect scale that can be used in within-person research designs and applied settings.

In this chapter, we theorize about online freelancers’ approaches to work flexibility. Drawing from an ongoing digital ethnography of US-based online freelancers pursuing work on digital platforms, our data question the common conceptualizations around the flexibility of online freelancing. We posit that the flexibility of where to work, not when to work, is the most important attribute of their work arrangement. Our data show (1) the online freelancers in our study prefer the stability and sustainability of full-time work over freelancing when both are offered as remote options; (2) full-time remote employment increases these workers’ freelancing control / flexibility; (3) these workers keep freelance work options open even as they transition to more permanent full-time work arrangements. We discuss how these findings relate to workplace culture shifts and what this means for contemporary working arrangements. Our insights contribute to the discourses on knowledge-based gig work and for what it means to study individuals online.

This paper aims to examine the reading of a book-length fiction or non-fiction text in one disciplinary literacy (DL) teacher education course. This paper considers how the assignment may help pre- and in-service teachers understand literacy as multifaceted and connected within and beyond their content areas (Moje, 2015). The research explores how reading a book-length text may help support DL, equity-oriented curricula that consider literacy as empowerment and connected to lived and communal experiences (González et al., 2005; Muhammad, 2020).

This work is grounded in a qualitative, humanizing methodology and thematic analysis approach (Braun and Clarke, 2006; Paris and Winn, 2014). This approach examines student work in one DL course, considering how teachers within and beyond English language arts (ELA) respond to the task of reading a book-length text.

First, the assignment offered space for participants to redefine literacy as empowerment and enjoyment. Second, the assignment helped participants connect literacy within and beyond their content areas and to see literacy as active and interdisciplinary. Third, the assignment includes clear limitations for a DL approach, particularly when participants focus mainly on connections to their content area. This sometimes obfuscated participants’ enjoyment of reading.

The study offers a new perspective on a task that is often seen as specifically “ELA”: reading a book-length text. This project offers space for ELA educators to consider literacy from a DL, equity-oriented framework focused on enjoyment in literature within and beyond ELA classrooms.