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Ageism refers to the systematic, cultural devaluation of agedness and concomitant discrimination against older adults that is endemic to Western industrialised societies. Age-based discrimination is expressed through the numerous, taken-for-granted, negative stereotypes that equate oldness with frailty, senility, asexuality, obsolescence and loss of attractiveness. It is also evident in the institutional policies and everyday practices that both subtly and overtly exclude older adults from full and meaningful access to resources and opportunities in various organisational settings, including the workplace. This chapter explores the ways that ageism shapes and constrains the experiences and prospects of older workers as they endeavour to obtain or retain employment and/or access to training and promotions. I will discuss how age-based stereotypes and discrimination are gendered, resulting in differential impacts on older men and women seeking employment or those who are currently employed. I will further consider how the older body more generally and appearance in particular are the focal points of ageist assumptions, norms and practices in the workplace. I will conclude by reflecting on the implications and outcomes of age-based exclusion and discrimination on the lives of older male and female employees.

The purpose of the chapter is to overview the sociological literature related to social media and digital technologies in sport, with particular attention to media representations, content production, and audience responses. The chapter examines how social media and digital technologies reproduce and challenge hegemonic representation strategies, while maintaining existing cultural norms in the industry. Further, the chapter evaluates how athletes and fans create digital communities to bring visibility to marginalized groups. Finally, the chapter considers the potential of digital media for social justice and advocacy.

The chapter synthesizes existing literature in sociology of sport, sport communication, and media studies to provide an assessment of the implications of social media and digital technologies for sport.

Scholarship on social media and digital technologies in sport has primarily focused on descriptive analyses. Sociological approaches provide a theoretical grounding for examining issues of power, inequality, and social justice in relation to media ideologies, production, and consumption.

The chapter identifies future areas of study, including a more robust engagement with theory and an expansion of methodological approaches.

The chapter provides an overview of the literature on social media and digital technologies in sport of nearly 80 scholarly publications. The chapter moves beyond focusing on patterns in content to consider how structures, journalistic practices, cultural norms, and audience interactions collectively shape ideologies about gender, race, sexuality, religion, and disability in the sport media industry.

The purpose of this paper is to examine the perceptions of pre-service teachers (PSTs) who used lesson study on a five-week school-based teaching placement. The paper analyses 12 undergraduate PSTs’ perceptions of the way lesson study affected classroom-based teaching of English as a foreign language to pre-school and primary school.

A qualitative study is carried out from the responses to a semi-structured interview to the PSTs, and written responses to the open-ended question: What are your perceptions of lesson study?

This paper provides empirical insights about the way lesson study reinforced the PSTs’ classroom management and lesson planning skills. The case-pupils’ responses to the PSTs’ questions post-treatment indicated that games and active techniques in the classroom led to high retention of the taught content. Nevertheless, PSTs’ evaluations of pupils’ learning outcomes require further development. These evaluations often resulted in vague perceptions of overall lesson performance.

This study provides hints of how case-pupils better learned and how PSTs did the observations and performed. However, the results cannot be generalized.

The researchers sustain that the teaching degrees should encourage critical thinking in PSTs’ self-evaluations to reduce the focus on standards and expectations. It is believed that if the pressure of designing perfect lessons is removed from the equation, and instead, sensible and realistic lessons are planned, PSTs will be more inclined to learn and respond resourcefully, creatively, and resolutely to classroom situations.

This chapter examines how lesson study is reported with pre-service teachers in initial teacher education programmes. Different voices are included talking about the ways in which lesson study has been reported in various settings so far. The chapter concludes with a qualitative study of student-teachers’ reflections drawn from their reports, written after finalising the lesson study cycle at the Universidad Católica de Valencia. The analysis provides support for the premise that lesson study significantly promotes research in ITE and develops a more critical approach to literature about pedagogy and good practice in teaching.

A successful component of programs designed to deliver youth leadership develop programs are youth educators who understand the importance of utilizing research-based information and seeking professional development opportunities. The purpose of this study was to determine youth educator’s perceived confidence in leading youth leadership development programs. Study objectives included describing types of youth leadership development training received by youth educators, describing the number of hours of youth leadership development training received by youth educators, describing the perceived importance of youth leadership development training received by youth educators, describing youth leadership development training delivery mode preferences of youth educators, determining if the addition of hours of training received and the perception of the importance of youth leadership training improved the prediction of perceived confidence beyond that provided by differences in selected demographic variables (gender, age, years of service, education level, office location). The target population for this study was southern region 4-H youth development educators. Results of this study indicate that perceived importance of youth leadership development training is predictive of youth educator’s confidence level in teaching youth leadership development.

Youth leadership development programs are a cornerstone of many youth serving organizations. The importance of youth leadership development to the core goals of programs is illustrated by its explicit inclusion in program logic models as well as its implicit presence when older youth serve in teaching and mentoring roles for younger youth. The success or failure of a youth leadership development program may be linked to many factors, one of which is the educator who leads the program. Youth educators influence program success in many ways. The focus of this study is to explore educators’ prior experiences as well as their perceived confidence in delivering youth leadership development programming. Given the strong connections between a person’s beliefs and behaviors, it is important to understand youth educators’ beliefs within the context of their prior experiences (Ajzen, Joyce, Sheikh, & Cote, 2011). This study seeks to expand the literature about youth educators’ youth leadership development training beliefs. It has practical implications for developing professional development trainings for youth educators as well as theoretical implications for advancing a deeper understanding of educators’ core beliefs about training specifically related to youth leadership development.

The religious tradition of male circumcision has come increasingly under attack across a number of European states. While critics of the practice argue that the problem is about children’s rights and the proper relationship between secular and religious traditions, Jews tend to see these attacks within the longer history of attempts to assimilate and remake them according to the norms of the majority. Using the 2012 German legal controversy concerning the issue as my vantage point, I explore how contemporary criticism of male circumcision remains entangled with ambivalence toward Judaism and the Jews as the “other.” Through a close reading of the arguments, I show how opponents use the seemingly neutral language of universal human rights to (re)make Jewish difference according to the norms of the majority. I conclude by arguing that such an approach to this issue runs the risk of turning Jews once again into strangers at a time when cultural anxieties are troubling European societies.

This paper critically examines how female students at a Finnish business school understand gender in management.

The analysis is based on female students' learning diaries from a basic management course.

The findings show how students respond to the topic of gender inequality through a neoliberal postfeminist discourse. The students' discourse is structured around three discursive moves: (1) rejecting “excessive” feminism, (2) articulating self-reliant professional futures and (3) producing idealized role models through successfully integrating masculinity and femininity.

This article contributes to current understanding of the role of postfeminist sensibilities in shaping student participation in the management profession. Awareness of students' responses to gender-equality initiatives offers management educators insight into the inclusion of equality topics in teaching in ways that support equal gender socialization in the management profession.

The Foreign Corrupt Practices Act (FCPA) of 1977 and its amendment – the Trade and Competitive Act of 1988 – are unique not only in the history of the accounting and auditing profession, but also in international law. The Acts raised awareness of the need for efficient and adequate internal control systems to prevent illegal acts such as the bribery of foreign officials, political parties and governments to secure or maintain contracts overseas. Its uniqueness is also due to the fact that the USA is the first country to pioneer such a legislation that impacted foreign trade, international law and codes of ethics. The research traces the history of the FCPA before and after its enactment, the role played by the various branches of the United States Government – Congress, Department of Justice, Securities Exchange commission (SEC), Central Intelligence Agency (CIA) and the Internal Revenue Service (IRS); the contributions made by professional associations such as the American Institute of Certified Public Accountants (AICFA), the Institute of Internal Auditors (IIA), the American Bar Association (ABA); and, finally, the role played by various international organizations such as the United Nations (UN), the Organization for Economic Cooperation and Development (OECD), the World Trade Organization (WTO) and the International Federation of Accountants (IFAC). A cultural, ethical and legalistic background will give a better understanding of the FCPA as wll as the rationale for its controversy.