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The purpose of this paper is to evaluate the usefulness of a Healthy Living Group (HLG) for individuals with learning disabilities and mental health problems in an inpatient setting.

Seven sessions were developed. Each session focussed on a different aspect of healthy living, and used psychoeducation and practical skill building to enable individuals to create personalized healthy living plans. Quantitative post-intervention measures and a qualitative focus group were used to determine group participants’ learning and enjoyment.

Principles about healthy living were successfully taught in an enjoyable way to individuals with learning disabilities. Factors that enhanced learning and those that created barriers to developing healthy living plans are explored.

Individuals with learning disabilities and mental health problems can be supported to develop personalized healthy living plans. Recommendations for further adaptations to the group structure are made, in order to enable others to run successful groups.

The HLG is the first of its kind to be developed for individuals with learning disabilities.

Social Marketing, Entertainment Education Program.

Postgraduate program. Master in Strategic Marketing and Master in Business Administration.

In the midst of the many TV shows that do not provide enlightenment, Kick Andy TV Show appeared to provide answers to the public unrest. In the spirit of “Watch with Heart” Kick Andy serves Entertainment-Education and Social rarely glimpsed by the television station. Success of Kick Andy TV Show made this brand doing brand extension such as Kick Andy Foundation, Kick Andy Magazine, Kick Andy Enterprise and others. Challenge for this program is to maintain the right balance between social, entertainment and education.

This Case Study illustrates that Kick Andy TV Show filled the value gap that viewers experienced from existing TV show. This show is similar to the offer of Oprah Winfrey Show in the USA. Student is expected to understand social marketing primarily related to entertainment-education TV show.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

Reverse positioning, market segmentation, customer-centric organization.

Postgraduate program; Master in strategic marketing and Master in business administration.

Declining radio listenership is triggered by lack of attention of the radio managers to the desires of radio listeners. Delta FM radio, as part of Masima Media Group, is a radio that realized the need for revitalization. They changed their target audience and positioning to regain its former glory. Delta FM radio get back to the core benefit with the tagline: “100% Great Songs”. Shifting from highlighting the emotional benefits to functional benefits and to cut a variety of benefits is called “reverse positioning”.

The objective of this case study is to give deeper comprehension a new concept called reverse positioning or reverse branding. It is an example of the dynamic of hyper competition in media market in practice, in the emerging market such as Indonesia. It provides clear picture of the difference between listener oriented vs advertiser oriented company and the impact of the imbalance portion between them.

Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.

The body of scholarship on YouTube is an expanding area of scholarly inquiry. Existent research indicates that music videos are one of the most salient features of YouTube. Interactionist research about popular music has provided important insights through interviews with fans and audience members; however, this work has yet to examine audience engagement with music videos on YouTube. Using Qualitative Media Analysis, I illustrate how the researcher of popular music can work with user comments collected from YouTube. Thematic understandings largely consistent with nostalgia that emerged from an analysis of user-generated comments in response to selected music videos on YouTube are explored. I conclude by suggesting some directions for future research.

This chapter aims to explore how emotional language construing experiences of UK COVID-19 lockdown in the present frames expectations for future behaviours and intended memories. We analyse 102 responses collected through an online narrative survey during the first lockdown in the United Kingdom. The survey asked participants to articulate ‘an image to remember lockdown by’. Taking a positive discourse analysis approach, using corpus linguistics and systemic functional linguistics tools, we challenge the primarily negative mainstream discourses of COVID-19 and lockdown experiences and explore how language choices evaluating different aspects of life in lockdown evoke emotion to construe a desired projected future. Findings indicate that respondents actively and selectively articulate primarily positive intended memories based on kinship peace and nature that contrast with normal life experiences. Such choices are framed within emotional states enacted through language choices. We argue that these projected memories act as a ‘time capsule’ whereby decisions to retain positive memories help to promote adaptive well-being in the face of potentially overwhelmingly negative circumstances.

The purpose of this chapter is to explore the utility of a postcolonial feminist girlhood studies approach to investigate, and better understand, how corporate-funded sport, gender and development (SGD) programs that adhere to the “Girl Effect” mantra take up: (1) the alleged benefits of SGD programming; (2) its (embodied) neoliberal tendencies; and (3) issues around gender and cultural difference in North-South aid relations.

This study uses qualitative methods, including 35 semi-structured interviews with staff members and young women, in order to investigate how a SGD program in Eastern Uganda that is funded by a Sport Transnational Corporation (STNC) and an International NGO used martial arts to build girls’ self-defense skills and address gender-based, sexual, and domestic violence.

Three major findings are revealed, including: (1) the martial arts program improved young women’s confidence levels, physical fitness, leadership capabilities, and social networks; (2) Western donors tended to use and frame sport (i.e., martial arts) as paramount for educating and training Ugandan young women to be (neoliberal) global “girl” citizens; and (3) issues of representation, racialized subjectivity, and cultural difference in SGD adversely influenced aid relations.

Evidence from this chapter suggests that it is crucial to question how global neoliberal development, as promoted via SGD practices, is not only racialized and classed, but also distinctly gendered. Infusing girlhood studies with a postcolonial feminist perspective enables a deconstruction, and attendance to, the ways in which colonial legacies, neoliberal processes, and the political resistance of development practices are taken up, and impelled by, SGD programs.

The privacy paradox refers to the situation where users of online services continue to disclose personal information even when they are concerned about their privacy. One recent study of Facebook users published in Internet Research concludes that laziness contributes to the privacy paradox. The purpose of this study is to challenge the laziness explanation. To do so, we adopt a cognitive dispositions perspective and examine how a person’s external locus of control influences the privacy paradox, beyond the trait of laziness.

A mixed method approach is adopted. We first develop a research model which hypothesises the moderating effects of both laziness and external locus of control on privacy issues. We quantitatively test the research model through a two-phase survey of 463 Facebook users using the Hayes PROCESS macro. We then conduct a qualitative study to verify and develop the findings from the quantitative phase.

The privacy paradox holds true. The findings confirm the significant influence of external locus of control on the privacy paradox. While our quantitative findings suggest laziness does not affect the association between privacy concerns and self-disclosure, our qualitative data does provide some support for the laziness explanation.

Our study extends existing research by showing that a person’s external locus of control provides a stronger explanation for the privacy paradox than the laziness perspective. As such, this study further reveals the boundary conditions on which the privacy paradox exists for some users of social networking sites, but not others. Our study also suggests cognitive dissonance coping strategies, which are largely absent in prior investigations, may influence the privacy paradox.

Film provides an alternative medium for assessing our interpretations of cultural icons. This selective list looks at the film and video sources for information on and interpretations of the life of Woody Guthrie.

The purpose of this study is to describe the use of an intersectionality framework to analyze and incorporate teachers’ lived experiences into critical professional development.

Researchers used qualitative coding based on the matrix of oppression and privilege (Ferber and O’Reilly Herrera, 2013) to analyze teachers’ multicultural autobiographies. Connections between multicultural autobiographies were then made between other course reflections and lesson plans that were developed throughout the 150 h of professional development.

Findings evidence the multiple sites of oppression and privilege, the importance of spaces and relationships in locating ourselves and others on the matrix and the possibilities for transferring knowledge to professional practice.

The authors do recognize the limitations of their study. Although the participants were from differing educational contexts and backgrounds, the sample size was small. Additional studies of this nature can expand our understanding of privilege, oppression and the impact of critical professional development for educators. Our society, and therefore the education system, continues to become more culturally and linguistically diverse, and it is incumbent upon us as educators and researchers to identify effective approaches for preparing both teachers and students for a changing world.

The power of the matrix framework in pedagogical settings is that it facilitates the recognition and analysis of individual social locations and their relationships to various systems of inequality. Most importantly, analyzing both privilege and oppression allows individuals and instructors to reflect on their own experiences and initiate conversations that reduce the animosity toward those who have different experiences.

This study is significant, in that it offers a framework that addresses the perceived disconnect between teachers and their increasingly culturally and linguistically diverse student population (Banks and Banks, 2013; Darling-Hammond and Bransford, 2005).