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The purpose of this paper is to look at how workplaces can create a healthy corporate culture as a hybrid way of working comes into force. The pandemic has made many businesses rethink their corporate culture strategy, and this study addresses how to regain and sustain a positive long-term culture. This is done by exploring aspects of pre-pandemic work life, how businesses can continue this going forward, and additional ways to ensure employees are fulfilled – all while providing a safe environment to work in.

The author analyses pre-pandemic working culture, impartial report findings, third-party research, and her deep understanding and domain expertise in human resources (HR) to guide the reader in identifying key components of an effective corporate culture during this fast-paced, disruptive era. The study provides background context and offers three main ways on how to successfully achieve this.

The findings from this study demonstrate three main ways in which HR leaders can enhance the working environment and how this can have multiple positive business outcomes. Driving and living core values from the most senior positions all the way through the workforce, changing values which are no longer fit for purpose, creating new workplace networking opportunities and recognising colleague contributions, especially during times of uncertainty, are all critical components of long-term culture success. The findings demonstrate how this is not only beneficial for a business but for the workforce too – helping retain important talent and also attracting new employees.

The study fulfils an identified need to analyse and inform on forward-looking corporate culture trends and challenges amid the pandemic.

In public health and sustainable transport campaigns, walking is positioned as an important way families can become more active, fit and spend quality time together. However, few studies specifically examine how family members move together on-foot and how this is constitutive of individual and collective familial identities. Combining the notion of a feminist ethics of care with assemblage thinking, the chapter offers the notion of the familial walking assemblage as a way to consider the careful doing of motherhood, childhood and family on-foot. Looking at the walking experiences of mothers and children living in the regional city of Wollongong, Australia, the chapter explores how the provisioning and enactment of care is deeply embedded in the becoming of family on-the-move. The chapter considers interrelated moments of care – becoming prepared, together, watchful, playful, ‘grown up’ and frustrated – where mothers and children make sense of and enact their familial subjectivities. It is through these moments that the family as a performative becoming, that is always in motion, becomes visible. The chapter aims to provide further insights into the embodied experience of walking for families in order to better inform campaigns which encourage walking.

In this chapter, we examine how the schooling experiences of disabled children have changed during COVID-19, how families' engagement, advocacy and support of their children have shifted during the pandemic, and how race, class, and other axes of inequality shape these processes.

We used a semi-structured interview protocol with families of disabled children, asking them about their experiences with their children's schools before and during the pandemic. We analyzed the interview data using “flexible coding” and the constant comparative method.

COVID-19 has had wide-reaching effects on disabled children's schooling experiences, yet these effects varied, particularly at the intersections of disability with race, class, linguistic status, and gender. Remote learning and other pandemic-related changes to schools exacerbated extant inequalities in children's educational experiences, as well as in families' ability to effectively advocate for their children in school.

This research provides important information about how the pandemic has exacerbated inequality at the intersection of disability, race, and other axes of inequality. Moreover, it provides a lens to examine ableism and other systems of oppression in schools. The findings have crucial policy implications, pointing to the necessity of equitably allocated, high quality, inclusive educational services for disabled students, as well as to the need for special education policy that does not rely on individual family advocacy to allocate appropriate services.

This chapter explores three different Cinema, Memory and Wellbeing pilot projects, two of which were carried out in Liverpool and the other in Petrópolis, a city of comparable size in the state of Rio de Janeiro, Brazil. It begins by discussing our motivations for developing these projects and how we drew on our previous research relating to films and cinema-going. It then presents the three different projects, showing how each was tailored to the care context in question (a residential nursing home and a day-care centre on Merseyside, and a GP practice in Brazil), explaining how they were conducted and discussing the results, with a view to informing and improving future initiatives of this type. We also show how our findings have shaped the creation of the ‘best-practice’ toolkit designed to enable activities coordinators, carers and health professionals to optimize the benefits of using films to stimulate memories and reminiscence and promote an improved sense of wellbeing among older people and those living with dementia. (This toolkit is available to download from the Emerald website in English: https://books.emeraldinsight.com/page/detail/Selfies/?K=9781787437173). We recount in detail our practical experiences of setting up and running screenings in diverse environments, how we set about trying to ‘measure’ or at least gather some tangible evidence of the wellbeing benefits of these events, and provide numerous examples of the reminiscences that they generated, as well as the feedback on the projects that we received from both the people who participated and the people who care for them.

Playing online games is a highly gendered consumption activity. While female players are objectified and harassed within the gaming community, male players tend to be stigmatized through unfavorable stereotypes. More than a label of players, ‘gamer’ forms an identity that can grant membership in gaming communities. The gamer identity is defined through consumption, yet material elements have been granted a minor role within studies of gender identity in video games. Through 41 play-along interviews with children and youth aged 10–24 years, this article seeks to understand how consumption patterns shape and reinforce gender identities in games, and by which market mechanisms gendered consumption patterns are maintained. By drawing on Social Identity Theory, the findings suggest ‘legitimate’ gaming is associated with gendered expectations for the choice of gaming consoles, types of games, and in-game products. These expectations are organized within a hierarchy among players, where certain consumption patterns are assigned greater value. When female players adhere to these consumption patterns, they may face harassment and strategic disadvantages. Additionally, transactional interactions between genders and household dynamics imply female dependence. These gendered consumption patterns are encouraged and enabled through market mechanisms such as game design and marketing ideas. The findings are discussed in terms of how gendered consumption influences membership in the gaming culture and encourages the promotion of inclusion in game design and gaming platforms.

Little has been published in relation to girls and SEBD. This chapter examines outcomes from a project between university academic staff and a specialist provision for girls excluded because of behaviour difficulties. Particular focus is upon the development of identity via engagement with creative projects involving prose, poetry and the visual arts. The chapter provides vivid illustrations of the potential of girls labelled with SEBD to be so much more than that. Furthermore, it illustrates how schools can creatively form themselves to be a good fit for their students. As adults working with young people, it is as well to remember that we need to create opportunities within learning communities to review identities in transition and to capture the dynamic sense of self. The authors concur with Carrington (2007) that developing the opportunities and skills ‘with which to participate and transform one's life path’ is central to social inclusion. This applies to all young people particularly those caught up in specialist BESD/SEBD provision.

The purpose of this paper is to tell the story of the evolution of knowledge exchange (KE) activity within a department in a university in the north west of England and to understand this activity through the lens of actor‐network theory.

Applying the sociology of translation to one qualitative interview shows how different actors were enrolled and mobilized into a KE actor‐network. The process of translation consists of four stages, problematisation, enrolment, interessement and mobilisation of allies which have been applied to the data to tell the story of the KE actor‐network. This is a cross‐disciplinary approach using a theoretical framework from sociology and applying it to a management/organizational context.

This framework brings fresh ways of looking at the importance of KE networks within universities. Although limited to one interview, the methodology allows for an in‐depth reading of the data and shows how resilient and flexible this actor‐network is to withstand and respond appropriately to shifts in policy and subsequent provisions for small‐ and medium‐sized enterprise business support.

Building from one case, the paper concludes that this account adds to an historical understanding of how universities become involved with KE activities. The inclusion of non‐human actors allows for a deeper understanding of the actor‐network and shows the importance of actors such as White Papers, pots of funding and physical buildings to the role of KE within higher education.

If law's foundational promise lies in the belief that it promotes the social good, then we need to reassess the limits of that promise. Exploring the often problematic translation of legal goods into social ones, the central claim is that the legal discipline has been limited by a “legal imperative” that manifests itself in an excessive focus upon law as a social tool and attitude of complacency in the face of law's limits. Seeking to displace this approach, the author argues for an attitudinal shift that expresses honesty about limits, greater social inquisitiveness and care about law's promise.