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In the complicated interaction between sport and law, much is revealed about the perception and understanding of consent and tolerable deviance. When a football player steps onto the field, what deviations from the rules of the game are considered acceptable? And what risks has the player already accepted by voluntarily participating in the sport? In the case of Canadian football, acts of on-field violence, hazing, and performance-enhancing drug use that would be considered criminal outside the context of sport are tolerated and even promoted by team and league administrators. The manner in which league review committees and the Canadian legal system understand such actions highlights the challenges faced by those looking to protect players from the dangers of the sport. Although there has been some discussion of legal and institutional reforms dealing with crime and deviance in Canadian sport, little exists in the way of sports law, with most cases falling into the legal categories of criminal, administrative, or civil law.
In Game-Day Gangsters, Fogel argues for a review of the systems by which Canadian football is governed and analyzes the reforms proposed by football leagues and by players. Juxtaposing material from interviews with football players and administrators and from media files and legal cases, he explores the discrepancies between the players’ own experiences and the institutional handling of disciplinary matters in junior, university, and professional football leagues across the country.

Games and Culture (G&C), peer-reviewed and published quarterly, is an international journal that promotes innovative theoretical and empirical research about games and culture within interactive media. The journal serves as a premiere outlet for ground-breaking work in the field of game studies and its scope includes the socio-cultural, political, and economic dimensions of gaming from a wide variety of perspectives.

"From 2007-2013 the European 7th Framework Program Science in Society (FP7) funded a multitude of formal and informal educational institutions to join forces and engage in alternative ways to teach science—inside and outside the classroom—all over Europe. This book reports on one of these projects named INQUIRE which was developed and implemented to support 14 Botanic Gardens and Natural History Museums in 11 European countries, to establish a collaborative learning network and expand their understanding of inquiry based science teaching (IBST). Suzanne Kapelari provides insight into the complex theoretical background and practical considerations that informed the project design and which guided the consortium through a three-year process of collaborative knowledge creation. ‘Expansive Learning Theory’ is fundamental to this approach and places emphasis on communities as learners, on transformation and creation of culture, on horizontal movement and hybridization of knowledge, and on the formation of theoretical concepts. This book is to be considered for planning and running international science education projects as well as a multifaceted theoretical underpinning of teaching. It serves as a conceptual and practical resource for formal and informal science educators and project managers. This project has received funding from the European Union’s Seventh Framework Programme for research, technological development and demonstration under grant agreement no 266616."