Peter Graham, Debra Harker, Michael Harker and Marshall Tuck
Reviews the Australian National Heart Foundation′s “Pick the Tick” foodendorsement program. The program is seen by the Foundation as part ofits mission to promote the kind of…
Abstract
Reviews the Australian National Heart Foundation′s “Pick the Tick” food endorsement program. The program is seen by the Foundation as part of its mission to promote the kind of healthy living that is conducive to improving the heart health of all Australians and reducing disability and premature death from heart and blood vessel disease. In this article the program is not evaluated in those terms but in terms of what is required for a successful brand in a marketplace. The program is shown to possess the attributes associated with a successful brand. As such it demonstrates that promotion programs themselves can be branded. Also demonstrates an interesting extension of marketing techniques developed for soap and subsequently extended to most product types, to the field of social marketing by a not‐for‐profit organization and specifically to the promotion of an important aspect of public health.
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The purpose of this paper is to challenge Matthew Lorenzon’s contention that the late 1890s outcry demanding Melbourne University music professor G.W.L. Marshall-Hall’s removal…
Abstract
Purpose
The purpose of this paper is to challenge Matthew Lorenzon’s contention that the late 1890s outcry demanding Melbourne University music professor G.W.L. Marshall-Hall’s removal from office was precipitated by his praise of war in an 1898 public address. It also disputes Lorenzon’s view that the belligerent, anti-philanthropic content of the address was inspired by Alexander Tille’s Social Darwinist introduction to four works of Friedrich Nietzsche which, Lorenzon says, Marshall-Hall had misread.
Design/methodology/approach
The paper analyses the speech and responses to it, comparing its content with that of the book and taking into account Marshall-Hall’s annotations and other relevant remarks. It also considers the broader situational context in which the speech was delivered with a view to identifying additional influences.
Findings
Despite superficial resemblances, Tille’s concern is with the physiological capabilities that determine the outcome of a universal struggle for physical survival, other qualities being important insofar as they contribute to such physiological power, whereas Marshall-Hall, driven by situational circumstances, focuses on contests for occupational pre-eminence in which physiology plays little part. While both men denigrate altruism they mean quite different things by it. Moreover, the speech had little to do with the ensuing furore, which stemmed primarily from offence caused by Marshall-Hall’s book of verse, Hymns Ancient and Modern. There is no reason to believe that he had misread Nietzsche.
Originality/value
The paper contributes to Marshall-Hall scholarship by arguing that the controversy was driven by purely local circumstances, not international debates about evolution.
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Marisol Moreno and H. Prentice Baptiste
This chapter evolved out of the situation of a professor and his doctoral student having numerous discussions regarding her students’ concern for oppression and their desire for…
Abstract
This chapter evolved out of the situation of a professor and his doctoral student having numerous discussions regarding her students’ concern for oppression and their desire for social activism. It became obvious that the cultural environment of the classroom was permitting these students to have a very real part in constructing their knowledge and taking ownership of this process, thus giving them the freedom and courage to act. The purpose of this chapter is to reveal, through the voice of the teacher and her students, how a class of marginalized third graders demonstrates their knowledge of social justice concepts and also perform superbly on their standardized reading and math assessments.
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Lionel C. Howard and Arshad I. Ali
In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of…
Abstract
In this chapter, we propose a blended methodological approach (critical) educational ethnography, to address problems of education. The chapter includes a brief overview of critical and educational ethnography, which inform the methodology, followed by a discussion of the essential elements and pedagogical objectives that undergird and operationalize the methodology. The essential elements include articulating a critical context, defining and understanding culture, establishing relationships and embeddedness, and multiple ways of knowing. Rather than articulate a curriculum and content for teaching (critical) educational ethnography, pedagogical objectives are provided to support the development of novice researchers (i.e., doctoral students, researchers-in-training).
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Makes the case that the classical theory of production, as developed primarily by Adam Smith, should be seen as a precursor of the modern capabilities view of the firm (Penrose…
Abstract
Makes the case that the classical theory of production, as developed primarily by Adam Smith, should be seen as a precursor of the modern capabilities view of the firm (Penrose, Richardson, Nelson and Winter, Teece, Langlois and others). Furthermore, based on an empiricist epistemology, Smith developed ideas that are close to modern notions such as routines and bounded rationality. Shows that his emphasis on knowledge, specialization and learning is characteristic of the capabilities view, but not of the contractual view. Discusses the intellectual link from Smith to other classicals, such as Babbage and Marx, to Marshall and such post‐Marshallians as McGregor, Andrews, Downie, Penrose, and Richardson. Argues that the classical‐capabilities view of the firm can be seen as a theory of firm boundaries. States that the make‐or‐buy decision may in fact hinge on production‐cost considerations, contrary to the spirit of standard transaction‐cost economics.
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This paper aims to show how an Academic Literacies lens can contribute to a deeper understanding of writing for a professional doctorate (PD) by focusing both on the language of…
Abstract
Purpose
This paper aims to show how an Academic Literacies lens can contribute to a deeper understanding of writing for a professional doctorate (PD) by focusing both on the language of supervisors’ written feedback and on student and supervisor perspectives on feedback throughout Year 1 (Y1).
Design/methodology/approach
Firstly, written feedback summaries on formative assessments across two Y1 cohorts on a UK PD programme were analysed thematically to identify patterns in feedback practices. Secondly, two longitudinal, detailed student/supervisor case studies were developed, drawing on multiple data sources.
Findings
Supervisors’ written feedback enacted an encouraging dialogue around assessed writing, discursively constructing a sense of solidarity on the doctoral journey, focusing on the “long view”. Case study analysis, however, revealed tensions centred around jarring discontinuities in students’ feedback experience as they transitioned from formative to summative assessment at the end of Y1.
Research limitations/implications
The paper demonstrates that an Academic Literacies approach can offer valuable insights into the specific, situated context of writing for a distance learning PD and makes the case for greater attention to writing in contexts of partly taught doctorates.
Practical implications
Findings suggest that PD programmes should work towards providing continuity of feedback experience, through supervisor and examiner training and through assessment arrangements which support students to navigate challenging transitions between formative and summative phases of assessment.
Originality/value
This paper reports on an innovative research design which combined a textual “snapshot” of supervisory feedback, paying close attention to language, with detailed longitudinal case studies exploring perspectives on feedback over time. It contributes to doctoral writing research by throwing light on the relatively underexplored domain of writing in the taught phase of the PD. It contributes to doctoral education studies by highlighting the central role of feedback on writing in shaping the experience of PD researchers.