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A strange phenomenon among women writers of the late eighteenth century, both conservative and liberal minded, was the predominance of female villains in their novels. While this can be seen as an after-effect of masculine patriarchal discourse, particularly for those women writers who possessed a more religious-based ideology, why was it prevalent among feminist writers of the time who should have been aware of misogynistic stereotypes? Two such writers who emulated this strange paradox were Mary Robinson and Charlotte Smith. Both these women had been vilified by the Anti-Jacobin British 18th press as notorious and corrupt ‘female philosophers’ who followed in the footsteps of Mary Wollstonecraft. This chapter will conduct a historical feminist close comparative reading of Robinson's novel, Walsingham, and Smith's novel, The Young Philosopher, based on feminist scholarship on eighteenth-century female writers. It will examine how the female villains in the novels overpowered even the male antagonists and were often the cause behind the misfortunes, directly or indirectly, of the heroines/heroes. While these villains did serve as warnings against inappropriate behaviour, they illustrated the disaster for women when there is a lack of female community. Specifically, in the case of Robinson, her Sadean villains illustrated that no one is spared from the corruption of power and that the saintly female figure is nothing but an illusion of the male imagination. They were fallen Lucifers, rebels who relished in their freedom and power despite their damnation and punishment. The patriarchal system was temporarily demolished by them.

This paper aims to present the process of reviewing, adapting and evaluating, the second edition of the I Can Feel Good programme (Ashworth et al., 2018) and adapted DBT programme facilitated at a low-security psychiatric hospital for men with intellectual disability. Through the presentation of programme development, evaluation and revision, a more thorough and transparent understanding of the process involved can be disseminated.

The programme lasted approximately 14 months and covered all four modules. N = 5, all-male, ages ranged between 23 and 57 years old. All detained under the MHA (1983) with a primary diagnosis of Mild ID with comorbid psychiatric diagnoses including mental illness, autism spectrum disorders and personality disorder. To evaluate routine effectiveness a pre-post comparison within groups design was used. A standardised GAS approach provided a template to score the degree to which identified goals were achieved over the intervention for participants.

Wilcoxon signed-rank tests were used due to data not meeting parametric assumptions regarding normal distribution. Except for the mindfulness module, all modules saw pre to post programme psychometric results in the desired direction, evidencing skills acquisition. Coping in crisis and managing feelings modules outcomes neared statistical significance, with the module of people skills demonstrating statistical significance (p < 0.05).

Upon examination of the results, it appears as though the second edition pilot programme, displayed initially promising results. The clinical and statistical aspects of the programme are explored, in the hope that clinicians may consider the programme’s application and utility within various clinical contexts, in addition to gaining insight into the process of programme development and refinement.

The aim of this paper is to demonstrate a reflective use of literary devices, within an over‐arching concept of narrative, in practical coaching. The paper also aims to show the benefits of working with literary devices within the coaching relationship and provide a few practitioner tips.

Using case study methodology and based on the recorded field notes of five participating coachees, the nature of the relationship between coach and coachee in coaching conversations forms the empirical basis of the paper. A framework of sub‐headings of different forms of narrative; stream of consciousness, metaphor, time and space, analepsis, prolepsis and focalisation are applied to the case studies in the context of coaching sessions. The analysis includes reflections of the coach.

Literary language devices associated with narrative can be applied in the coaching context. Such techniques can be used for the analysis and interpretation of coaching conversations to enable sense‐making and enhancement of insightful questioning, interpretation and reflective practice.

There are many other literary devices which could be studied and applied to coaching both as part of reflective practice and in coaching supervision.

There is a need for active listening by the coach and a heightened awareness of literary techniques and deep culture to explore and probe meanings through narratives embedded within coaching conversations.

Literary techniques are used as a means to analyse the coaching relationship and for the discovery of insightful coaching questions and reflective practice.

By the time this issue of the British Food Journal reaches its readers, the Food and Drugs (Amendment) Bill is likely to have received Royal Assent. Since Parliament reassembled in mid‐October the House of Commons has been able to allot three days to the Committee stage of the Bill. The amendments made have not been of great importance. One amendment, moved on behalf of the Government, empowers the Minister to make regulations providing that food not of the proper composition may be treated as unfit for consumption and seized by Inspectors.

IN 1846, Charlotte Brontë was attempting to find a publisher for the sisters' first book—a selection of their poems. It was a bad time for poetry. In the earlier years of the century it had flourished remarkably with the rise of Scott and Byron, whose popularity brought record sales, but by the 1840s the demand had declined, and while prose fiction had a reasonable market, poetry was unwanted. Even the arch‐publisher of Victorian poets, Edward Moxon, was not keen to undertake the Poems (1844) of the established Elizabeth Barrett, and showed some reluctance even in the publication of Wordsworth. By 1848 Charlotte had come to appreciate ‘that “the Trade” are not very fond of hearing about poetry, and that it is but too often a profitless encumbrance on the shelves of the bookseller's shop’. It is little wonder, therefore, that of 1846 she later wrote: ‘As was to be expected, neither we nor our poems were at all wanted…. The great puzzle lay in the difficulty of getting answers of any kind from the publishers to whom we applied.’

The Scopes Monkey Trial is a landmark court case in American history and has often been referred to as “The Trial of the Century.” It provides a curricular platform for understanding changes in American society, populace tensions with shifting social and moral views, gaps in economic prosperity, and the outcomes of urbanization. Studying this pivotal and historical trial – along with the context surrounding it – offers readers a dynamic lens to view powerful social and cultural insights at the beginning of the twentieth century. Additionally, academic freedom issues, which have a history in our nation's courts, (Patterson & Chandler, 2008) as well as current dialogue among educators (see the November/December issue of Social Education), and are at the very center of the Scopes Trial, require critical examination. Most importantly, it exemplifies the type of interdisciplinary content social studies educators should be promoting, a goal of 21^st Century Teaching and Learning and Common Core Standards. In this article, we provide a brief historical context setting the stage for the Scopes Monkey Trial, a daily synopsis of significant points in the trial, a rationale for teaching the Scopes Trial, and instructional teaching resources with particular emphasis on books, DVD/media, and web-based materials.

Use of “less than lethal weapons” by police has generated extreme review and controversy in some highly publicized cases. Confronting hostility and aggressiveness, police officers cannot turn away and flee from a dangerous situation, forcing them to select the best available option for controlling the individual. Among the officers’ choice of responses, oleoresin capsicum (OC) pepper spray has proven to be extremely effective. However, this is not a risk‐free weapon, and due to a number of suspect deaths following its use, it has become controversial. Investigates if OC spray reduced the frequency and level of use of force, and if its availability affected the number of suspect and officer injuries.

This innovative practice paper explains how a student-produced podcast is used as an educational tool to showcase leadership and ethics. It illustrates how podcasting provides a unique pedagogical experience for students to engage with leadership themes in a way that is accessible, practical, and relevant. In this example, the podcast episodes become an innovative teaching resource, while the creation of it provides an experiential learning opportunity for the student hosts. In creating the work, students develop essential critical thinking skills, and the students who engage with the podcast are introduced to valuable leadership concepts.