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Mobility is an important aspect of well-being, activity and participation. Retiring from paid work is a transition in later life when people need to adjust to a new daily structure and fill the day with activities other than work. Life-course transitions influence demands for mobility and choice of travel mode as people adapt to new circumstances and learning processes. The purpose of this paper is to explore how mobility strategies develop during the first years of retirement.

A qualitative analysis based on initial interviews with a total of 27 retired people during their first year of retirement and again, about three years later.

Important changes during the first years of retirement included illness or a decline in physical health. Mobility had become a means of achieving certain goals after an illness, such as learning to walk, being able to drive or enjoying the time that was left. While some enjoyed not having commitments, others experienced difficulties in filling the day. The results indicate four dimensions of mobility: means of carrying out activities which are needed and desired; resources for creating activities; a leisure activity in itself; and subordinate to staying at home.

Gives a deeper understanding of the mobility challenges people ultimately face in later life, and how these are managed, which is important for transport planning and public health policy aimed at improving mobility, activity participation and well-being in later life.

Social and technological changes of the 21st century influence how and what students learn while in college. New research about student learning suggests a critical need for higher education to reform teaching and learning methods. Experiential and inquiry-based learning (IBL) are essential to engaging students and achieving the type of learning demanded by today’s global workforce. These skills include critical analysis, systems thinking, problem-solving, and spanning cultural and disciplinary boundaries. For decades, international educators purported that education abroad provided these skills for participants, yet recent research suggests that the same factors inhibiting deep learning on campus can also affect global, experiential environments. No longer can faculty members assume that students will learn from experience alone; they must intentionally construct activities accounting for the specific characteristics and needs of learners. This chapter outlines trends influencing student learning, making the case that traditional, content-based, directed instruction is poorly suited for student learning in the 21st century. The authors suggest that applying experiential and inquiry-based practices is essential to constructing effective education abroad program. Case studies, strategies, tools, and resources are provided to assist faculty with developing competencies to teach through an experiential and inquiry-based pedagogical framework.

Changes in the physical environments of health care settings have become increasingly common to meet the evolving needs of the health care marketplace, new technologies, and infrastructure demands. Physical environment change takes many forms including new build construction, renovation of existing space, and relocation of units with little to no construction customization. The interrelated nature of the complex socio-technical health care system suggests that even small environmental modifications can result in system-level changes. Environmental modifications can lead to unintended consequences and introduce the potential for latent safety threats. Engaging users throughout the change lifecycle allows for iterative design and testing of system modifications. This chapter introduces a flexible process model, PROcess for the Design of User-Centered Environments (PRODUCE), designed to guide system change. The model was developed and refined across a series of real-world renovations and relocations in a large multihospital health care system. Utilizing the principles of user-centered design, human factors, and in-situ simulation, the model engages users in the planning, testing, and implementation of physical environment change. Case studies presented here offer exemplars of how to modify the model to support individual project objectives and outcomes to assess at each stage of the project.

The purpose of this paper is to examine women’s reactions to celebrity endorsers holding positive and negative public images and the consequences for purchase intentions of the endorsed product.

The paper draws on the social comparison literature and applies the theory of upward and downward comparisons to the celebrity endorsement context.

Study 1 shows that exposure to celebrities holding a positive public image decrease consumers’ temporal self-esteem, while celebrities holding a negative public image increase temporal self-esteem. Study 2 suggests that this change in self-esteem transfers to the product depending upon the type of social comparison focus (similarity vs dissimilarity) which people have. Study 3 shows that for consumers low in true self-esteem, i.e. self-esteem based upon a stable foundation, celebrities holding a positive public image decrease purchase intentions. For consumers high in true self-esteem, there was no difference between exposure to celebrities holding a positive and a negative public image for purchase intentions. Study 4 focused on replicating the results found in Studies 1-3 in the context of an achievement celebrity (as opposed to a regular celebrity). The findings in Study 4 provide further support for the results of Studies 1 and 3, and identify expert celebrities as a boundary condition for the effects found in Study 2.

The results provide evidence suggesting that celebrities holding a negative public image can be used as celebrity endorsers in product categories in which it can be considered helpful to protect women’s self-esteem, such as beauty products or self-expressive products.

This research contributes to the literature on celebrity endorsement by adding a boundary condition for the effectiveness of celebrity endorsement. According to the results, choosing a positive celebrity can, for some groups, have negative effects on purchase intensions and that a negative celebrity might be the safer choice.

Since Title IX of the Education Amendments of 1972 (Title IX) was signed into law, the landscape of sport in the United States has changed dramatically, not only in terms of sport participation rates for girls and women but also increased levels of support, sponsorship, viewership, competition and media coverage. While educational institutions were slow to develop and implement policies to comply with Title IX, decades later, girls' and women's sports have shown clear signs of having reaped the benefits of the law that prohibits discrimination on the basis of sex or gender in educational programmes receiving federal funding. As girls' and women's participation in scholastic and collegiate sport has grown, however, so too have reported incidents and public exposure of harmful hazing activities among female athletes. The purpose of this chapter is to examine hazing practices in girls' and women's sports, including the perspectives of female athletes and the broader community. Based on quantitative and qualitative survey data, interviews with college female athletes and public responses to hazing reports in the media, this chapter presents an analysis of hazing in girls' and women's sports 40+ years post-Title IX. Findings showed mixed opinions about the dangers and perceived utility of hazing ceremonies, highlighted athletes' ideas to promote positive team interactions in lieu of hazing and considered the impact of contemporary social and cultural shifts on athletes' ability and willingness to speak out against hazing and other forms of violence and abuse in sports.

Therapeutic communities (TCs) assume that residents are capable of working together to overcome substance abuse and criminal behavior. Economic games allow us to study the potential of cooperative behavior in TC residents. The paper aims to discuss this issue.

The authors analyze results from a sample of 85 corrections-based TC residents and a comparison group of 45 individuals drawn from the general population who participated in five well-known economic experiments – the dictator game, the ultimatum game, the trust game, risk attitude elicitation and time preference elicitation.

TC residents keep less money in the dictator game and return more in the trust game, and prefer short-term rewards in the time preference elicitation. In the ultimatum game, nearly half of all residents refuse offers that are either too low or too high.

While the study involves a sample from one TC and a comparison group, the results suggest that residents are at least comparable to the general public in generosity and appear willing on average to repay trust. A substantial minority may have difficulty accepting help.

Rapid peer feedback is of value. Residents will be willing to offer help to peers. The TC environment may explain residents’ tendency to return money in the trust game. Residents who refuse to accept offers that are either too low or too high in the ultimatum game may also have difficulty in accepting help from peers.

Economic games may help to clarify guidelines for TC clinical practice.

This is the first use of economic games with TC residents.

This chapter examines sexually violent hazing as a form of group sexual assault, which involves multiple perpetrators in a single sexually violent act, in the context of junior men's hockey in Canada. Research outside of the context of sport suggests that group sexual assaults are relatively rare. However, available evidence suggests that the prevalence of group sexual assaults perpetrated by male junior hockey players is significantly disproportionate to perpetration rates by men who do not participate in competitive sports. Drawing on examples from junior men's hockey in Canada, three main forms of group sexual assault are identified and explored in which multiple male junior hockey players have been reported for sexually assaulting: (1) new male team members through sexually violent hazing rituals, (2) female victims during team rookie nights or initiation parties and (3) a single female victim away from team activities. The data analysed include media files and written legal decisions involving group sexual assault allegations against 65 Canadian junior men's hockey players. This chapter reveals that each form is interconnected within the misogynistic culture of junior men's hockey in Canada, where group sexual assaults have long been tolerated, silenced and ignored by teams, leagues and legal officials.

This paper explores the literature on teacher leadership and servant leadership; identifying connections and similarities between the two. Using the ten characteristics of servant leaders developed by Spears (2010), the characteristics and behaviours of teacher leaders and servant leaders are compared. Through this exploration a number of implications are reviewed, which in turn lead to recommendations going forward. These include how servant leadership can strengthen and inform teacher leadership by its inclusion in teacher leadership educational programs thus pointing to the possibility of a synergistic partnership.

This article focuses on group work with children using a board game format. Combining the principles of group work and board games helps to engage and motivate children and adolescents to address and work through their difficulties. Lifegames are a series of six therapeutic board games developed for group work with children and adolescents who encounter adversity in their life as a consequence of bereavement, family break up, poor relationships, bullying, chronic illness or obesity. The games facilitate the understanding and disclosure of the complex feelings experienced by children and young people when they are confronted with traumatic life events. The games encourage and assist the participants to obtain and maintain behavioural change. Lifegames are a means to assist professionals in their group work with children and adolescents.