A social perspective of sports-based entrepreneurship

In this paper I develop the concept of sport-based entrepreneurship and argue that it provides a potential social orientated strategy for the development of sports-related businesses. I maintain that this emerging form of entrepreneurship is usually inherent in the management of sports, which transforms sport-based organisations into an entrepreneur and enterprise. This paper draws on interdisciplinary approaches from the entrepreneurship and sport management literature to discuss the social entrepreneurship inherent within sports-based organisations. The sport sector provides an exploration of the contextual boundaries of social entrepreneurship and provides a useful discussion on the innovation, risk taking and proactive activity. The implications for sport organisations involved in social entrepreneurship are stated and the importance of governments around the world to promote social entrepreneurship in sport are highlighted. In addition, suggestions for future research are stated that highlight the role of sport-based entrepreneurship theory for examining social change.

More than mere numbers: the impact of lethal control on the social stability of a top-order predator

Population control of socially complex species may have profound ecological implications that remain largely invisible if only their abundance is considered. Here we discuss the effects of control on a socially complex top-order predator, the dingo (Canis lupus dingo). Since European occupation of Australia, dingoes have been controlled over much of the continent. Our aim was to investigate the effects of control on their abundance and social stability. We hypothesized that dingo abundance and social stability are not linearly related, and proposed a theoretical model in which dingo populations may fluctuate between three main states: (A) below carrying capacity and socially fractured, (B) above carrying capacity and socially fractured, or (C) at carrying capacity and socially stable. We predicted that lethal control would drive dingoes into the unstable states A or B, and that relaxation of control would allow recovery towards C. We tested our predictions by surveying relative abundance (track density) and indicators of social stability (scent-marking and howling) at seven sites in the arid zone subject to differing degrees of control. We also monitored changes in dingo abundance and social stability following relaxation and intensification of control. Sites where dingoes had been controlled within the previous two years were characterized by low scent-marking activity, but abundance was similar at sites with and without control. Signs of social stability steadily increased the longer an area was allowed to recover from control, but change in abundance did not follow a consistent path. Comparison of abundance and stability among all sites and years demonstrated that control severely fractures social groups, but that the effect of control on abundance was neither consistent nor predictable. Management decisions involving large social predators must therefore consider social stability to ensure their conservation and ecological functioning.

The role of traditional knowledge and access to genetic resources in biodiversity conservation in Southeast Asia

The article examines international treaties linking trade and environment, their governance models and implementation in the context of Southeast Asia. Particular attention is being paid to the role of intellectual property concepts, customary law and traditional knowledge as incentives for biodiversity conservation and to difficulties in defining the subject matter and communities of knowledge holders. Indonesia’s regulation of traditional knowledge and access to biodiversity is discussed as example. The article concludes that national development goals and interests in royalty collection frequently dominate the discussion and that key concepts are still insufficiently defined to avoid overlaps and conflicts. Genuine local support for the conservationist aims of the models will depend on whether a benefit flow to communities can be ensured and their original role to act as incentives can be realised. International collaboration is important to avoid disputes concerning biodiversity related knowledge held across borders.

Measuring the social inclusion of people with a disability in Australia : the first national 1-in-4 poll

 Measuring social inclusion of people with a disability in Australia: the first national 1-in-4 poll. Moore, M; Hagiliassis, N; McGillivray, J; Wilson, E; Campain, R; Graffam, J. & Bink, M. The ‘1-in-4 poll’ is a regular survey of people with a disability in Australia, beginning in 2010. Each survey will deal with a different topic with the first survey focusing on social inclusion. Social inclusion means being included in a society where we feel valued, and can participate in work, social and cultural activities. This conference paper explains how the first survey was developed. This involved looking at information from other research about the social inclusion of people with disability in Australia compared with the general population. Most surveys to date lack information about people with a disability. Our survey draws on questions asked in other surveys and will enable a better understanding of social inclusion for people with disability in Australia. This conference paper will also report on the problems and solutions of developing a survey that is easy to use and meaningful to a large population of people with a disability including people with an intellectual disability. This survey instrument will enable people with a disability to have a say about their social inclusion. There are three versions of the survey including an on-line version that works with a range of assistive technologies, an Easy English version with pictures, and a standard print version. Results from the survey will be shared with government with the aim of improving social inclusion for people with disability The conference paper shows how we have designed a survey that enables a very wide range of people with a disability to give information about their participation in society.

Play, language and social skills of children attending a play-based curriculum school and a traditionally structured classroom curriculum school in low socioeconomic areas

Aim and method: A comparison study of four six-year-old children attending a school with a play-based curriculum and a school with a traditionally structured classroom from low socioeconomic areas was conducted in Victoria, Australia. Children’s play,
language and social skills were measured in February and again in August. At baseline assessment there was a combined sample of 31 children (mean age 5.5 years, SD 0.35 years; 13 females and 18 males). At follow-up there was a combined sample of 26
children (mean age 5.9 years, SD 0.35 years; 10 females, 16 males).
Results: There was no significant difference between the school groups in play, language, social skills, age and sex at baseline assessment. Compared to norms on a standardised assessment, all the children were beginning school with delayed play ability. At follow-up assessment, children at the play-based curriculum school had made significant gains in all areas assessed (p values ranged from 0.000 to 0.05). Children at the school with the traditional structured classroom had made significant positive gains in use of symbols in play (p < 0.05) and semantic language (p < 0.05). At follow-up, there were significant differences between schools in elaborate play (p < 0.000), semantic language (p < 0.000), narrative language (p < 0.01) and social connection (p < 0.01), with children in the play-based curriculum school having significantly higher scores in play, narrative language and language and lower scores in social disconnection.
Implications: Children from low SES areas begin school at risk of failure as skills in play, language and social skills are delayed. The school experience increases children’s skills, with children in the play-based curriculum showing significant improvements in all areas assessed. It is argued that a play-based curriculum meets children’s developmental and learning needs more effectively. More research is needed to replicate these results.