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This study examines the strategies used, and the challenges faced, by global sport company adidas as it established a major sponsorship deal with the New Zealand Rugby Football Union. In particular the study focuses on how adidas 'localised' into the New Zealand market, how they used the All Blacks as part of their global marketing campaign and, the resistance they encountered based on claims they were exploiting the Maori haka.

Sir Raymond Streat, C.B.E., Director of The Cotton Board, Manchester, accompanied by Lady Streat. A Vice‐President: F. C. Francis, M.A., F.S.A., Keeper of the Department of Printed Books, British Museum. Honorary Treasurer: J.E.Wright. Honorary Secretary: Mrs. J. Lancaster‐Jones, B.Sc., Science Librarian, British Council. Chairman of Council: Miss Barbara Kyle, Research Worker, Social Sciences Documentation. Director: Leslie Wilson, M.A.

Immigration-themed children’s literature can be an important resource in the classroom, especially because some U.S. immigrant groups, including French-Canadians, have received limited curricular representation. Using the qualitative method of critical content analysis, this study aims to examine depictions of French-Canadian immigrants to the United States in contemporary children’s books.

Postcolonialism is employed as an analytical lens with special attention given to the ways immigrant characters are constructed as different from the dominant group (i.e., othering), how dominant group values are imposed on immigrant characters, and how immigrant characters resist othering and domination. Three books comprise the sample: “Charlotte Bakeman Has Her Say” by Mary Finger and illustrated by Kimberly Batti, “Other Bells for Us to Ring” by Robert Cormier, and “Red River Girl” by Norma Sommerdorf.

The findings reveal multiple instances in which French-Canadian immigrants are constructed as Other and few instances in which these characters resist this positioning, and these books reflect the real ways French-Canadians were perceived as subalterns during the mass migration from Québec to the United States between the late 19th and early 20th centuries.

This study is significant because it examines portrayals of a substantial immigrant group that has been overlooked in the immigration history curriculum. This sample of children’s books may be used to teach children the complexities of immigration history and provide a more nuanced understanding of immigration during the 19th and 20th centuries.

Interest in motion picture studies has grown rapidly over the past dozen years. A logical consequence of this interest has been the development of several retrospective and current indexes devoted to various aspects of film whether as an art form or as a business. Some of these sources have filled gaps in the field, while others, claiming to do so, have not. The computer also deserves some recognition fo: its role in the development of some of these publications. The 1970s have been a particularly active period in the publication of film studies indexes.

“Since films attract an audience of millions, the need and appetite for information about them is enormous.” So said Harold Leonard in his introduction to The Film Index published in 1941. The 1970's has produced more than enough — too much — food to satisfy that appetite. In the past five years the number of reference books, in this context defined as encyclopedias, handbooks, directories, dictionaries, indexes and bibliographies, and the astounding number of volumes on individual directors, complete histories, genre history and analysis, published screenplays, critics' anthologies, biographies of actors and actresses, film theory, film technique and production and nostalgia, that have been published is overwhelming. The problem in film scholarship is not too little material but the senseless duplication of materials that already exist and the embarrassing output of items that are poorly or haphazardly researched, or perhaps should not have been written at all.

This chapter draws together the previous sections on academic identity and the rise of artificial intelligence (AI) in higher education to draw out the transformative influence of AI on various elements of academia. The chapter explores the profound shifts in the roles of educators, researchers, and academic administrators in a rapidly evolving digital landscape by exploring the opportunities for an AI-powered pedagogy, the use of AI as a research tool, and streamlining administrative tasks using AI. The text will examine AI pedagogical approaches through personalised learning, adaptive feedback, and intelligent content delivery and the potential of AI to enhance the learning experience for diverse student needs and increase student engagement. An argument will develop on the role of the human instructor by stating that, while AI could play a significant role in the classroom, it does not replace the essential human touch. The text will also explore the expanding applications of AI in research, from data analysis to hypothesis generation. AI’s contribution to scientific discovery, data-driven insights, and computational power is discussed in detail, alongside discussions of the use of AI by staff and students for teaching and learning. The chapter will also address the ethical considerations and challenges related to AI-powered research, including issues of bias, data privacy, the responsible use of AI tools, and whether AI can be referenced as a co-author.

Ridley Scott’s 1982 cinematic production of Blade Runner, based loosely on a 1968 story by Philip Dick (Do Androids Dream of Electric Sheep?), is read within a general context of critical theory, the purpose being twofold: first, to highlight the film’s fit with, and within, several issues that have been important to critical theory and, second, to explore some questions, criticisms, and extensions of those issues – the dialectic of identity/difference most crucially – by speculations within and on the film’s text. The exploration is similar in approach to studies of specific films within the context of issues of social, cultural, and political theory conducted by the late Stanley Cavell. Interrogations of dimensions of scenarios and sequences of plotline, conceptual pursuit of some implications, and assessments of the realism at work in cinematic format are combined with mainly descriptive evaluations of character portrayals and dynamics as these relate to specified thematics of the identity/difference dialectic. The film puts in relief evolving meanings of prosthetics – which is to say changes in the practical as well as conceptual-semantic boundaries of “human being”: what counts as “same” versus “other”? “domestic” versus “foreign”? “integrity” versus “dissolution”? “safety” versus “danger”? And how do those polarities, understood within a unity-of-opposites dialectic, change, as human beings are confronted more and more stressfully by their own reproductions of “environment” – that is, the perspectival device of “what is ‘text’ and what is context’?” – and variations of that device by direct and indirect effects of human actions, as those actions have unfolded within recursive sequences of prior versions of perspectival device, a device repeatedly engaged, albeit primarily and mainly implicitly, as a “prosthetic that could not be a prosthetic.”

THE Report of the Committee on Libraries, which was issued by the University Grants Committee in the summer of 1967, had for long been called the Parry Report after its Chairman, Dr. Thomas Parry, formerly Librarian of the National Library of Wales and at the time the Principal of University College of Wales in Aberystwyth. When it was first set up in June 1963 the terms of reference were as follows: