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The problem of fast and accurate positioning relative to the sea floor can be solved using the Doppler shift of high frequency acoustic signals.

This purpose of this paper is to describe a collaborative project from the University of Waikato, Hamilton New Zealand, in which the authors used process drama to engage final year teaching students with complex issues of cultural diversity, enabling them to “grow into” different kinds of leadership positions in an imagined educational setting. The paper describes the project and makes a case for process drama as a means of providing opportunities for leadership and as a potent tool for learning about issues of social justice.

The drama was based on a fictional scenario described by Hall and Bishop, where a beginner teacher (of European descent) unwittingly diminishes the experiences of Maori and other non‐European children in her class. Using a three‐phase process planning model and with facilitators in role alongside the students, the drama explored the scenario from all points of view. Students were encouraged to build empathy for the beginner teacher and for the children and also to explore the dilemma faced by the teacher's tutor in deciding whether, and how, to confront the teacher on the issue.

Through the drama, students built a sense of empathy for all sides of the issue and engaged in deep thinking about the experience of cultural exclusion. The safety and distance provided by the drama “frame” spurred students to take leadership roles and “stand up” for issues of social justice. The authors suggest that through such dramas students gain skills and perspectives that they may carry into their professional lives.

The paper describes a small project, over one lesson with a specific group of students. More research is needed into the effectiveness of process drama as a sustained strategy for teacher education.

This scenario explored in the drama has currency in Aotearoa New Zealand, where the population is increasingly culturally diverse, where underachievement of Maori students continues to be of concern, and where research has shown the centrality of teacher‐student relations in raising educational achievement for Maori. The authors believe this paper makes a compelling case for the value of drama as a tool for student teachers to encounter social justice issues in a meaningful way, and suggest that the paper is a valuable contribution to more than one discipline, as it straddles the fields of professional practice and drama as pedagogy.

Along with traditional marketing channels, social media outlets are integrated as a part of the marketing mix. Social media has changed the dynamics of interaction between companies and consumers that foster this relationship. Managing brand fan pages on social networking sites is a specific way the companies are using. Customers can become brand fans on these pages and indicate that they like the brand posts, share on their wall or simply comment. The purpose of this paper is to analyse the impact of cultural differences on the effectiveness of social media metrics and scientifically tested brand engagement in terms of commitment, loyalty and brand recommendations.

The authors analysed 1,922 brand posts from five different brands of a single product category in three different countries. Ordinary least square and hierarchical moderation regression was used to test the hypotheses.

Results show that all determinants are not equally suitable for enhancement of number of likes, comments and shares. More specifically, vivid and interactive brand post determinants enhance the number of likes. Furthermore, interactive brand posts enhance the number of comments while vivid brand posts enhance number of shares. Moreover, impact and intensity vary across different cultures.

Brand fan page moderators can obtain guidance from the research in formulating their social media marketing strategies in order to decide which post determinants to place on the fan page.

Children and teenagers are the future adult users of libraries, and how they are treated in our libraries, particularly school and public libraries, can cement lifelong memories and habits in these young people. This paper aims to address this issue.

The following paper is a review of the literature on young people's, particularly teenagers’ use (or lack thereof) of libraries, the importance of library use and methods to encourage library use in young people.

Despite the findings from some of the literature that teenagers are less likely to visit libraries, there were many services and programmes in libraries that aim to reverse this trend.

Some of the literature is peer‐reviewed, but selected pieces were written by librarians in the field about their interactions with young people in their libraries. Although the latter cannot be generalised to all young people, they are important in providing examples of what occurs in some cases and what might be replicated in other settings.

Encouraging young people to visit and enjoy libraries can be a rewarding experience and is important in creating the next generation of library users.

Perceptions drawn from the construction management research (CMR) community regarding research impact (RI) and its relationship to theory generation (TG) are examined. Investigative emphasis is on RI and TG enablers and challenges (within an academic context). The paper aims to discuss these issues.

Qualitative narrative data accrued from open-ended questions within a structured questionnaire survey are analysed using frequency, quantitative content analysis, and graphical methods. A model of the RI/TG interface is presented and discussed.

Principal RI enablers are “facilitation” (industry engagement, time); while principal constraints include “internal factors” (the academic, the university) and “external factors” (collaboration, funding). Respective TG enablers are “resources” (competence, time, funding) and corresponding challenges include “external factors” (market forces, compliance). RI is considered a minor challenge to TG.

The study adds empirical evidence to the ongoing RI debate within the UK generally and with regard to the CMR discipline more specifically.

RI research is relatively sparse, while the findings in regard to CMR are entirely novel.

Presents over sixty abstracts summarising the 1999 Employment Research Unit annual conference held at the University of Cardiff. Explores the multiple impacts of globalization on work and employment in contemporary organizations. Covers the human resource management implications of organizational responses to globalization. Examines the theoretical, methodological, empirical and comparative issues pertaining to competitiveness and the management of human resources, the impact of organisational strategies and international production on the workplace, the organization of labour markets, human resource development, cultural change in organisations, trade union responses, and trans‐national corporations. Cites many case studies showing how globalization has brought a lot of opportunities together with much change both to the employee and the employer. Considers the threats to existing cultures, structures and systems.

Anti‐reductionist social theory is a relatively ‘new’ but methodically eclectic body of theory which analyses the complexity of the tripartite theory, policy and practice. The work of Roger Sibeon (1996, 1999 and 2004) has contributed to a sensitising frame work in regard to a sociology of knowledge: generating epistemic narratives for theoretical construction and re‐construction, contrasting to a substantive sociology for knowledge based upon methodological generalisations for empirical or practical use: although the of/for distinction is not inflexible as there are circumstances when they form a process of what Powell and Longino (2001) call ‘articulation’: a united or connected analysis of/for theorising and practice.

This study aims to examine how the telepresence of tourists using immersive technology affects responsible travel behaviour at natural heritage sites by exploring the role of feelings.

This study proposed a conceptual model that was empirically tested. Data was collected through online and offline surveys from 672 respondents who used AR/VR while visiting the natural heritage sites. PLS-SEM was used to analyze the data using SmartPLS 4.0.

The findings of this study highlight how feelings are processed as information when tourists are exposed to immersive technologies. These feelings, in addition to perceived value and destination attractiveness, affect responsible travel behaviour.

This study adds to the literature by offering insights concerning the tourists’ feelings related to responsible travel that can be evoked by getting involved in the virtual worlds. The findings suggest how managers can use immersive technology-based campaigns to promote responsible travel at natural heritage sites.

The literature does not elucidate the role of feelings and its dimensions (emotions and metacognitive experience) in explaining the effect of immersive technology in evoking responsible travel behaviour in the context of tourism. The current study addresses this gap and extends prior research by theorizing that feelings-as-information is the missing link between why tourists behave in a certain way, given a specific immersive stimulus.

This monograph contains abstracts from the 2005 Employment Research Unit Annual Conference Cardiff Business School, Cardiff University, 6‐7th September 2005