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This study aims to explore the causes, characteristics and consequences of workplace anger expression and suppression, with an additional aim of testing the emotional dimension of Affective Events Theory.

Participants (n = 187) from management and non-management positions completed an event-contingent anger diary over a period of four working weeks, alongside measures on trait anger and job satisfaction.

Over 50 per cent of the sample disclosed anger-causing events. In keeping with Affective Events Theory, disposition was important, with trait anger higher in those disclosing anger-causing events. There appeared a range of factors predicting the expression of anger, with these focused primarily on individual issues and pre-existing emotion rather than work characteristics.

Through consideration of management and non-management workers and by using a longitudinal design, the study highlights the importance of individual factors in understanding workplace anger. It notes the value in focusing on discrete emotion. The findings offer a clear direction for future research that could assist with enhancing models of workplace emotion, particularly if the aim is to account for discrete emotions.

The purpose of this paper is to examine the experience of anger in the workplace and in particular to identify the characteristics, causes and short‐ and long‐term consequences of workplace anger episodes.

This qualitative study involves in‐depth semi‐structured interviews with 24 participants from within four different organisational sectors. Participants were asked general questions about their experiences of anger at work, followed by more specific questions as appropriate.

Analysis of the data resulted in several themes being identified within the categories of causes, characteristics and consequences of anger episodes.

This study allows managers to understand better the role of anger in the workplace and its relationship with various undesirable outcomes as well as how aspects of organisation life might contribute to anger episodes. This should help them to introduce strategies aimed at reducing the incidences of anger experiences as well as contributing towards the development of better coping skills at all levels when anger episodes do occur.

While existing research into the experience of emotions in the workplace suggests that anger is commonly experienced and might have detrimental effects not only on the health of the individual experiencing it, but also for the organisation, there is currently a lack of empirical research into the experience of workplace anger in terms of what causes it and what the long‐ and short‐term consequences are for the individual and the organisation. This paper aims to fill that gap.

In March 2015, following unseasonable heavy precipitation, the River Am burst its banks flooding the village of Ambridge and causing one death and numerous injuries. The lines between fiction and reality became blurred when the BBC offered updates about the weather situation in Ambridge through social media. However, in fiction, as in reality, memories are short; recent village gossip in Ambridge has been dominated by other matters including a certain murder trial and the mix-up with Jill Archer’s chutney. The flood has come and gone.

In this chapter, I will examine the response to, and recovery from, the floods in Ambridge in order to ascertain what lessons have been learned, and whether enough has been done to make Ambridge more resilient to future floods events. I will show how the programme raised important issues in relation to flooding management in England today, and focus upon the increasing responsibilisation of citizens, the tension which exists between framing the flood response in terms of ‘resilience’ or ‘vulnerability’, and the need for people to find someone or something to blame for their misfortune. I conclude that The Archers could play a critical role in maintaining flood awareness in the future.

There is increasing interest in long-term conditions experienced singly and in combination. This paper aims to address this by considering the impact of long-term conditions on female labour market participation in later life.

This literature review considers a variety of evidence and policy related to long-term conditions as experienced by women.

The review suggests the importance of gender when considering long-term conditions and when considering employment because this is often gendered. There are several long-term conditions affecting women in particular that need to be considered by employers and policy makers.

This review scopes the literature offering some illustrative examples of long-term conditions.

The review encourages practitioners and policy makers to include long-term conditions, as people age in thinking about ways to prevent, alleviate and respond to long-term conditions and to consider them in age-related initiatives in employment.

The review addresses long-term conditions among women in later life, suggesting that multiple policy and practice responses may need to be considered together in the development of any strategies and guidance.

Jill Beard is a Library and Learning Support Manager at Bournemouth University, a service which includes libraries, learning technology, and academic skills development. She has written extensively over many years on a wide range of subjects and is currently co-editing a book on Digital Library Environments in Higher Education (Ashgate, 2010).

Storytelling began quite possibly as early as 15,000 bc, with cave drawings of animals and a man. Enduring because of its appeal to the human spirit and imagination, stories illuminate and inspire as well as bridge a gap between fact and fiction. From the time we are little children, stories have taken us on a journey. Whether simple or complex, we use them to remember; we use them to create; we use them to disrupt. But there is a Part Two to the power of a story that can be found in telling it – in the act of becoming the storyteller. In either presenting a narrative or sharing the narrative as the character, one transforms from a learner to a teacher. And in that transformation is found deep understanding and learning. There is a story at every turn in education – in history, in languages, in maths, in science – everywhere. This chapter will discuss the tremendous value of the story, not just in the telling but as the teller.