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The “Change your life?” event was the culmination of a lifelong learning project throughout Hampshire libraries that had begun at the Gosport branch. Describes the context in which the idea for the promotional event was conceived. Discusses the methodology and planning undertaken and particularly assesses the role of partnership working. Evaluates the impact of “Change your life?” and identifies the areas with room for improvement and lessons to be learned for future projects.

There is a common misconception that entrepreneurship in the cultural and creative industries can be characterised by the tension between artistic aspirations and the economic sustainability of the enterprise. The image of a bohemian artist, associated with Paris of the twentieth century, remains a significant aspect of the contemporary creative worker’s identity. Yet, a more nuanced understanding of creative entrepreneurship situates creative practices in a relational environment and allows us to analyse diverse non-economic values and motivations. Through qualitative research, this chapter explores the distinctive practices of a small group of cultural and creative industry entrepreneurs based in studios in a post-industrial heritage building. Framed by the impact of COVID-19, this research situates entrepreneurs within social communities: a milieu for developing their creative entrepreneurial identities. The research suggests that workspaces and personal values play a significant role in shaping entrepreneurial practices, and that these are entangled with a sense of responsibility to locality and community.

This study explores how the context of a classical Christian school (CCS) interacted with a how teacher taught and how students learned and experienced a unit about World War II.

A sixth-grade class was observed during their 13-day unit on World War I. The teacher was interviewed before the unit began to understand her goals for the unit and was interviewed after for her to reflect on her teaching and student learning. All classroom documents (notes, worksheets, essays) were collected. After the unit, each student participated in a think aloud of the assessment and reflected on their experiences during the unit.

The findings suggest that teacher and students were greatly impacted by the classical Christian nature of the school. The teacher used three biblical themes to frame the unit, which caused misconceptions for students. While students learned factual information about World War II, they struggled to relate the teacher's themes to World War II.

This study adds insights about teaching and learning history in a CCS and highlights the need for more research to explore what and how students in private religious schools are learning. While the teacher's themes could have been useful organizing concepts for the material, they instead complicated student learning.

The paper aims to explore the social origins of Scottish chartered accountants and the accounting stereotype as portrayed in popular fiction.

The detective novels of the Scottish chartered accountant Alexander Clark Smith are used as a lens through which to explore the social origins of accountants and the changing popular representations of the accountant.

The novels contribute to our understanding of the construction of accounting stereotypes and of the social origins of Scottish accountants. They suggest that, while working class access to the profession was a reality, so was class division within it. In addition, Smith was ahead of contemporary professional discourse in creating a protagonist who combines the positive aspects of the traditional stereotype with qualities of a private‐eye action‐hero, and who uses accounting skills to uncover corruption and address (social) wrongs. However, this unconventional portrayal may have been incongruent with the image the profession wished to portray. The public image (or stereotype) portrayed by its members would have been as important in signalling and maintaining the profession's collective status as the recruitment of its leadership from social elites.

Smith's portrayal of accountants in personal and societal settings at a time of profound social change, as well as his background in the Scottish profession, provide a rich source for the study of social origins of Scottish chartered accountancy during the first half of the twentieth century. Further, Smith's novels are of a popular genre, and innovative in the construction of their hero and of accounting itself; as such they merit attention because of their potential to influence the construction of the accounting stereotype(s) within the popular imagination.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

It is widely acknowledged that eating habits established during adolescence can follow on into adulthood. Consequently, the fact that body dissatisfaction and dieting are very prevalent among adolescent females offers some cause for concern. The aim of this study is to determine body satisfaction/dissatisfaction levels, body weight concerns and dieting practices among a sample of 400 adolescent (13‐17 years) females in the Republic of Ireland (ROI).

A total of 400 female adolescents attending either a fee‐paying school or a school within a disadvantaged catchment area, in both rural and urban areas (four schools in total), completed a self‐administered questionnaire within the school setting during class time.

High levels of body shape dissatisfaction and dieting existed, with 80 per cent (n = 320) of the girls stating that it was important for them to be thin and 49 per cent (n = 197) engaging in some form of dieting behaviour. Younger respondents were more likely to be satisfied with their current body shape and not dieting than older adolescents. Indeed, the results demonstrated a statistically significant difference (F = 6.854, df = 3, p < 0.001) between the mean ages of respondents who were dissatisfied with their body shape and had dieted.

There remains potential for educational intervention that will encourage healthy eating practices as opposed to dieting among this target group and particularly within the school setting.

In this chapter, I discuss the development of the cannibal picking up from Jennifer Brown’s (2013) study, Cannibalism in Literature and Film. Brown (2013, p. 7) argued that the cannibal is a sign of ultimate difference who ‘reappears in various guises at times when popular culture needs to express real fears and anxieties’. I argue that the most recent version of the cannibal is gendered female and that this coincides with a postfeminist media culture. I explore how the cannibal is positioned as an ambiguous figure which questions both humanity and monstrosity. I argue that this is complicated by gendering it female as women have traditionally straddled the line between human and less-than human in popular culture. I discuss three films: 301/302 (Park, 1995), The Woman (Torino, Van Den Houten, & McKee, 2011) and Raw (De Forêts & Ducournau, 2016) and explore how they use incest, objectification and dehumanization as well as cannibalism to explore the ambiguities of postfeminist subjecthood. I will argue that by performing acts of cannibalism the female cannibals in these films reclaim their subjectivity both by objectifying others and by identifying with their victims. The cannibalism also presents the opportunity for female-oriented families through shared consumption which ironically embraces patriarchal ideals of feminine feeding roles and challenges the patriarchal basis of the family.

Recovery Colleges are education-based mental health resources, utilising practitioner and lived experience expertise, promoting skills to enhance student independence. The purpose of this paper is to evaluate the impact of engagement with a Recovery College in Northern England on student wellbeing.

Feedback questionnaires were analysed from 89 students attending the Recovery College. Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMBS) and “Empower Flower” (a measure of personal resources) data for 56 students were compared pre- and post-attendance at courses.

The SWEMBS and Empower Flower indicated improvements in wellbeing and personal resources pre- to post-attendance at Recovery College courses. Satisfaction with the service was high. Students saw the service as unique, accepting and enabling. Students noted they developed a sense of hope, confidence and aspirations. They related this to practical changes, e.g. increasing work-related activity and decreasing service use.

This research suggests that there is a need for further evaluation of the unique contribution that Recovery Colleges can make to mental wellbeing, and the mechanisms involved in promoting the process of recovery.

The Recovery College may be a cost-effective way to provide a supportive recovery-orientated environment which promotes students’ ability to build self-confidence and skills, enabling them to connect with others and progress towards independence and valued goals. This complements more traditional mental health services.

This paper reports on an area of mental health development where there is very limited research, adding valuable data to the literature.