Fashion films as a new communication format to build fashion brands

The consolidation of collaborative video platforms such as YouTube and Vimeo in recent years has significantly changed the way fashion brands communicate with their audiences. Fashion films have emerged as a new and revolutionary tool adopted by luxury brands at the start of the XXI Century to construct their brands. A sample of 62 fashion films from 2006 to 2016 was analyzed in order to describe fashion film’s anatomy and its main characteristics that constitute an especial type of branded content, originated by brands in their quest for exclusivity and authenticity. As a distinctive type of experiential marketing mostly used by luxury fashion brands, they would become a new communication strategy for mainstream brands, but also allow the discovery of a profound connection with consumers through audiovisual narration.

Tracing an American Yoga: Identity and Cross-Cultural Transaction

This dissertation looks at the creative identity of an American yoga, both rooted in its Indic origins and radically transformed in its U.S. manifestations. It traces the broad historical transactions of yoga in terms of East and West, Secular and Religious, authenticity and idealized conception, as well as provides a critical historical genealogy of Anusara and Sridaiva yoga. Furthermore, the project relates yoga to the identity, power, and knowledge dynamics of pre-modern, modern, and postmodern histories and interpretations of yoga and Tantra, multiple theoretical discourses, and the embodied practices of individuals within Indian and American contexts. I argue that there is a unique and polysemous yogic identity in America, and that this identity has developed from a messy process of transaction between Indian and Western modes of being and knowing. Furthermore, the current Americanized culture of yoga brings along with it narratives of specific value. American yoga displays a particularly consumptive quality of yogic lifestyle that reflects a cultural atmosphere of reinvention and a merging of profit and personal purpose. American yoga’s identity today is entrepreneurial, branded, business oriented, and marketed for consumption. This dissertation shows how the American yogic identity is in flux, continuously fracturing and multiplying into various and novel understandings that relate to yoga’s past and to the market value for today’s American consumer. It examines the moving nature of yoga in the American landscape as what Jared Farmer calls a “center of creativity” and as a display of excess and choice. The discussion of yoga is further located in John Friend’s styles of yoga and/or lifestyle practices, Anusara and Sridaiva, as they both redefine and further remove yoga from established Indian markers of identity. My locations as American yogi, as comparativist, as ethnographer, and as a Bachelor of Science in Advertising and Marketing also situate this analysis.

On Becoming a Working Visual Artist: Opportunities and Challenges Along the Path

Thousands of students graduate from colleges and art schools every year with the goal of becoming working visual artists. The majority of them, however, find that earning a living as a working artist is a tough and competitive career path. This Capstone Project, through an extensive literature review and interviews, examines the factors and characteristics that influence whether an individual will make the leap to becoming a working visual artist. Research results indicate that primary factors in achieving the status of working visual artists include specific personality traits, experiential and career-oriented arts education, and development of strong business skills.

Making it easy to do the right thing in healthcare: Advancing improvement science education through accredited pan European higher education modules

Background: Numerous international policy drivers espouse the need to improve healthcare. The application of Improvement Science has the potential to restore the balance of healthcare and transform it to a more person-centred and quality improvement focussed system. However there is currently no accredited Improvement Science education offered routinely to healthcare students. This means that there are a huge number of healthcare professionals who do not have the conceptual or experiential skills to apply Improvement Science in everyday practise. Methods: This article describes how seven European Higher Education Institutions (HEIs) worked together to develop four evidence informed accredited inter-professional Improvement Science modules for under and postgraduate healthcare students. It outlines the way in which a Policy Delphi, a narrative literature review, a review of the competency and capability requirements for healthcare professionals to practise Improvement Science, and a mapping of current Improvement Science education informed the content of the modules. Results: A contemporary consensus definition of Healthcare Improvement Science was developed. The four Improvement Science modules that have been designed are outlined. A framework to evaluate the impact modules have in practise has been developed and piloted. Conclusion: The authors argue that there is a clear need to advance healthcare Improvement Science education through incorporating evidence based accredited modules into healthcare professional education. They suggest that if Improvement Science education, that incorporates work based learning, becomes a staple part of the curricula in inter-professional education then it has real promise to improve the delivery, quality and design of healthcare.

Gaining Insight into Actual and Preferred Sources of Coaching Knowledge

Previous research has suggested that current formal coach education programs do not fully meet the learning needs of coaches. The purpose of the present study was to examine actual and preferred sources of coaching knowledge for developmental-level coaches. Structured quantitative interviews were conducted with coaches (N = 44) from a variety of sports. Learning by doing, interaction with coaching peers, and formal coach education were the top actual sources of coaching knowledge. Discrepancies were found between actual and preferred usage of learning by doing, formal coach education, and mentoring. Coaches indicated they would prefer more guided learning and less self-directed learning by doing. Further, differences in preferred sources were identified between coaches wishing to move to an elite level versus coaches wishing to stay at a developmental level. Findings highlight the importance of both experiential and formally guided sources of coaching knowledge and the context-specific nature of coach learning.

Aggressive incidents inside a Montreal barroom involving patrons, barmaids and bouncers : a micro level examination of routine activity theory

Objectives: This article further examines the phenomenon of aggression inside barrooms by relying on the “bouncer-ethnographer” methodology. The objective is to investigate variations in aggression through time and space according to the role and routine of the target in a Montreal barroom. Thus, it provides an examination of routine activity theory at the micro level: the barroom. Methods: For a period of 258 nights of observation in a Canadian barroom, bouncers completed reports on each intervention and provided specific information regarding what happened, when and where within the venue. In addition, the bouncer-ethnographer compiled field observations and interviews with bar personnel in order to identify aggression hotspots and “rush hours” for three types of actors within barrooms: (a) bouncers, (b) barmaids and (c) patrons. Findings: Three different patterns emerged for shifting hotspots of aggression depending on the target. As the night progresses, aggressive incidents between patrons, towards barmaids and towards bouncers have specific hotspots and rush hours influenced by the specific routine of the target inside the barroom. Implications: The current findings enrich those of previous work by pointing to the relevance of not only examining the environmental characteristics of the barroom, but also the role of the target of aggression. Crime opportunities follow routine activities, even within a specific location on a micro level. Routine activity theory is thus relevant in this context, because as actors in differing roles follow differing routines, as do their patterns of victimization.

Esclerose Múltipla e psicoterapia: A hipnose clínica como ferramenta psicoterapêutica

"A Esclerose Múltipla é uma doença inflamatória e desmielinizante crónica, imuno-mediada, com expressão clínica variável. Com esta revisão da literatura pretendemos compreender em que medida a Hipnose Clínica se poderá assumir como um recurso terapêutico eficaz no contexto da adaptação e vivência da Esclerose Múltipla. Reflectiremos acerca das características da Esclerose Múltipla, da Hipnose Clínica e do impacto dos processos psicoterapêuticos, de uma forma geral, no ser humano. É então possível concluir que a Hipnose Clínica se poderá assumir como uma ferramenta terapêutica útil no contexto da Esclerose Múltipla, por incluir na sua abordagem a exploração de aspectos vivenciais de grande impacto emocional, abordando e agindo em simultâneo sobre as sensações corporais associadas às mesmas, facilitando a integração de uma “consciência” do corpo fundamental para a vivência de um portador desta patologia. Apesar disso, é inegável a necessidade de se realizarem estudos específicos acerca do tema."

PLACE AND URBAN EXPERIENCE IN THE SUBURBS: MICROSOFT’S CAMPUS LOCATION AND ITS LONG-TERM COMPETITIVENESS

Thesis (Master's)--University of Washington, 2016-06

Integrating science and management through collaborative learning and better information management

Achieving more sustainable land and water use depends on high-quality information and its improved use. In other words, better linkages are needed between science and management. Since many stakeholders with different relationships to the natural resources are inevitably involved, we suggest that collaborative learning environments and improved information management are prerequisites for integrating science and management. Case studies that deal with resource management issues are presented that illustrate the creation of collaborative learning environments through systems analyses with communities, and an integration of scientific and experiential knowledge of components of the system. This new knowledge needs to be captured and made accessible through innovative information management systems designed collaboratively with users, in forms which fit the users' 'mental models' of how their systems work. A model for linking science and resource management more effectively is suggested. This model entails systems thinking in a collaborative learning environment, and processes to help convergence of views and value systems, and make scientists and different kinds of managers aware of their interdependence. Adaptive management provides a mechanism for applying and refining scientists' and managers' knowledge. Copyright (C) 2003 John Wiley Sons, Ltd.

Mind and body: Concepts of human cognition, physiology and false belief in children with autism or typical development

This study examined theory of mind (ToM) and concepts of human biology (eyes, heart, brain, lungs and mind) in a sample of 67 children, including 25 high functioning children with autism (age 6-13), plus age-matched and preschool comparison groups. Contrary to Baron-Cohen [1989, Journal of Autism and Developmental Disorders, 19(4), 579-600], most children with autism correctly understood the functions of the brain (84%) and the mind (64%). Their explanations were predominantly mentalistic. They outperformed typically developing preschoolers in understanding inner physiological (heart, lungs) and cognitive (brain, mind) systems, and scored as high as age-matched typical children. Yet, in line with much previous ToM research, most children with autism (60%) failed false belief, and their ToM performance was unrelated to their understanding of. human biology. Results were discussed in relation to neurobiological and social-experiential accounts of the ToM deficit in autism.

Tradesperson or artist? A critical exploration of chefs' job satisfaction and turnover

The interest in experiential and embodied aspects of brand and other product usage is under-represented in tourism orientated research, which generally falls to develop a contextualised understanding of the relationships between products and consumers, and within this in particular, considerations of individuality and self, embodiment, emotion and sensation. Aiming to `reverse the causality' (Lannon and Cooper 1983:201) of consumption focused tourism research, in this paper, I draw on the tourism experiences of Audrey, a participant in a larger study to reveal how, rather than just `consuming', tourism consumers interpret the meaning and values in a wide range of products and objects, weaving individual, rich, sensory, embodied experiences which are informed by the interactions and relationships with activities and products, and by their own personalities, past experiences and aspirations. Audrey is highly conscious of her self and of elsewhereness, hers are fragile, self-indulgent, tactile experiences which offer the freedom to step out of everyday life roles into other time and situational spheres where environment, objects and sensory stimulation are paramount. [ABSTRACT FROM AUTHOR]

Queensland's music outcomes: building pedagogical bridges

This paper discusses the challenges surrounding the implementation of the Music strand of the new syllabus for secondary teachers within the context of emerging trends in pedagogical reform in Queensland, and identifies several areas where research is needed to inform classroom music teaching practice and to guide teacher training programs. Secondary music teachers (Years 8-10) have not had the same systemic, school-based curriculum guidance that was given to teachers in years 1-7. This has resulted in a plethora of teaching and learning practices in lower secondary classrooms, many of which may be more experiential than developmental in approach and which may have little reference to the types of music programs common in primary classrooms.

Understanding consumer evaluation criteria for repurchase in a performing arts context

The purpose of this paper is to examine consumers' experience of a performing arts service to identify the predictors of audience behaviour especially as related to positive repurchase intention. Experiential service settings such as the performing arts have been cited in recent research as service contexts that may challenge current theory that repurchase intention is driven by service quality and customer satisfaction. It is posited that consumer emotions and the hedonic nature of the consumption experience may complicate the evaluation process to repurchase intention in a setting such as the performing arts. Qualitative semi-structured indepth interviews were undertaken of twenty-six performing arts consumers using a pool of questions and prompts developed from a review of the extant literature. Transcribed field notes were examined for key words and phrases and data was divided into the main emergent themes related to each of the questions and also coded for confirmation and is-confirmation of the extant literature constructs and relationships. The dimensions of service experience,price, service quality, target goal-directed emotions and non-target appraisal emotions were identified as driving repurchase intention in a performing arts setting. Customer satisfaction in this setting appears to result from emotional factors rather than expectancy dis-confirmation. This research supports the notion that an experiential consumption experience such as the performing arts will challenge the current theory of the drivers of repurchase intention and suggests that a more thorough large scale examination of these dimensions in this service setting is warranted.

Developing interdisciplinary research graduates: educational opportunities and dilemmas

Attempting to solve the complex problems of the 21st century requires research graduates that have developed a sophisticated array of interdisciplinary teamwork and communication skills. Although universities, governments, industry and the professions have emphasised the need to break down disciplinary silos in order to produce graduates, who can respond more effectively to the needs of the knowledge economy, much of this work has centred on undergraduate programs. While there are some research higher degree students who choose to work on interdisciplinary research topics, very little has been done to develop interdisciplinary research education systematically. This paper explores the educational opportunities and dilemmas involved in developing systematic programs of interdisciplinary research activities in two research centres at the University of Queensland. Framed by Bruhn's (2000, p. 58) theoretical discourse about interdisciplinary research as 'a philosophy, an art form, an artifact, and an antidote', this paper emphasises the need for such programs to embed the development of students' interdisciplinary research skills and attitudes within their research projects. The two diverse programs also emphasise experiential, active and interactive learning techniques and are centred upon the development of students' reflective practice skills.