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Research indicates that work in predominantly white professional settings generates stress for minority professionals. However, certain occupations may enable or constrain these race-related stressors. In this paper, we use affect control theory to examine the identity dynamics present in professions that explicitly require workers to highlight racial issues. We might expect that occupations that require attention to racial inequalities could produce heightened stress for these workers. However, our research on diversity officers indicates that the opportunity to advocate for disadvantaged groups and address racial bias explicitly creates emotions of satisfaction and fulfillment, and removes some of the common pressures to manage negative emotions that arise as a result of cross-race interactions. Importantly, these emotions are achieved when minority diversity workers perceive institutional supports that buttress their work. Thus, our findings offer a more nuanced assessment of the ways professionals of color engage in various types of emotional performance, and emphasize the importance of both occupational role and institutional support.

Imprisonment can severely alter, disrupt, or even terminate mothering. Yet, often seen by society as giving up on or abandoning their children, women in prison tend to invoke less empathy or tolerance than women whose mothering is disrupted through other means, such as illness. Therefore, while many women in prison attach great significance to the role and responsibilities of motherhood, the restrictions of the prison environment impacting the ability to participate in mothering, compounded by a sense of guilt, failure, stigma, shame, and role strain can pose a direct threat to mothering identities of women in prison. Central to the research from which this chapter has developed was the challenge of making sense of the constructed meaning of motherhood for women in prison. Drawing on feminist narrative approaches, significance is placed not only on the content of stories but equally on the social role of the story told (Plummer, 1995). Three key and interrelated narratives are highlighted: “Difficult Disclosures,” “Double-edged Sword,” and “Negotiating Care.” This chapter concludes by considering the implications of the research for policy and practice and how through exploring the stories of mothers in prison we are able to hear about and value a diversity of mothers’ lives, so that these mothers do not have to inhabit the margins of motherhood.

Finding a suitable home can be difficult in a constrained housing market such as small rural village. Within Ambridge, only a small proportion of the homes in the village is known about, and it is rare for additional homes to be added to those where named characters live. This chapter takes a generational view of housing pathways and options, showing how Generation X, Millennial and Generation Z populations in Ambridge are housed. The chapter examines the extent to which characters rely on friends or family for solving their housing problems and considers the role of family wealth and wider dependence in determining housing pathways. The research shows that dependence on others' access to property is by far the most pronounced feature of housing options for these households. These pathways and housing choices are compared to the wider context in rural England, to consider the extent to which luck, in the form of the mythical ‘Ambridge Fairy’, plays a role in helping people to find housing. The ways in which the Ambridge Fairy manifests are also considered – showing that financial windfalls, unexpectedly available properties and convenient patrons are more likely to be available to people with social capital and established (and wealthy) family networks. The specific housing pathway of Emma Grundy is reviewed to reflect on the way in which her housing journey is typical of the rural working-class experience of her generation, within the wider housing policy context.

This paper aims to present an iterative approach to creating a collaborative design-and-play skatepark videogame for a children’s museum physics exhibit. Intended for children of 5-8 years old and accompanying adults, this interactive tabletop game encourages players to build a skatepark and then skate through it with a skater character. This case study describes the authors’ design perspective shift to make the game’s possibilities for tinkering more “perceptible.”

This paper presents a case-based design narrative that draws on the project’s iterative playability testing with parent–child dyads and reflections from the design team’s endeavors. This analysis draws on methodological elements adapted from agile game development processes and educational design-based research.

The initial game prototype inhibited the collaborative tinkering of parent–child dyads because it used interface abstractions such as menus, did not orient to the task of tinkering with skatepark design and did not help players understand why their skatepark designs failed. Subsequent game versions adopted blocks as a metaphor for interaction, gave players explicit design goals and models and provided players with more explicit feedback about their skater’s motion.

Museum games that provide tinkering experiences for children are an emerging medium. Central concerns for those designing such games are presenting multiple modes of play for different players and contexts and clearly and quickly communicating the possible activities and interactions. The design approach in this study offers players the opportunity to – at both short and long timescales – take up game-directed challenges or explore the skatepark physics through self-generated goals.

Purposes – The overall aim of the chapter is to explore children's acting and disputing within a family role-play and highlight how different roles are argued upon and negotiated by the participants, both verbally and nonverbally.

Methodology – The chapter is drawn from a single play episode between five 6-year-old girls at a Swedish preschool. The analytical framework of the study is influenced by ethnomethodological work on social action focusing in particular on participants’ methodical ways of accomplishing and making sense of social activities.

Findings – The analyses show that the girls use a range of verbal and nonverbal resources to argue and accomplish the social order of the play (i) using past tense to display the factual past event status, and present tense to bid for upcoming events, (ii) building a mutual pretend understanding of places and objects that were used to configure nearness as well as distance in the girls’ interaction and relationship. Finally, the analyses clearly show that the significance of a pretend role is situated and depends on the social context in which it is negotiated.

Practical implications – To get acquainted with detailed analyses of children's pretend play can be useful for preschool teachers’ understanding of how children build relationships within the play, and hopefully awaken their interest to study children's play in depth in everyday practice.

Value of chapter – The present chapter contributes to a wider understanding of how social relationships are argued and negotiated by preschool girls within pretend family role-play.

To identify features of teacher support associated with children who made accelerated progress in writing in an early literacy intervention.

Mixed methods were used to describe the paths, rates, variability, and potential sources of change in the writing development of 24 first grade students who participated in an early literacy intervention for 20 weeks. To describe the breadth and variability of change in children’s writing within a co-constructed setting, two groups who made high and low progress were identified.

We focus on one child, Paul, who made high progress (became more independent in the writing of linguistically complex messages) and the features of teacher support that this child received compared to those who made lower progress. We compare him to another child, Emma, who made low progress. Teacher support associated with high progress included a conversational style and flexibility to adapt to the child’s message intent as the student composed, supporting students to write linguistically more complex and legible messages, and supporting students to orchestrate a broad range of problem-solving behaviors while writing.

We describe how teachers can support children to gradually take control of the composition process, how they can recognize complexity in early written messages and we provide suggestions as to how teachers can systematically assess, observe, and support children’s self-regulation of the writing process.

VINE is produced at least four times a year with the object of providing up‐to‐date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by Tony McSean, Information Officer for Library Automation based in Southampton University Library and supported by a grant from the British Library Research and Development Department. Copyright for VINE articles rests with the British Library Board, but opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription to VINE is £10 per year and the subscription period runs from January to December.

VINE is produced at least four times a year with the object of providing up‐to‐date news of work being done in the automation of library housekeeping processes, principally in the UK. It is edited and substantially written by Tony McSean, Information Officer for Library Automation based in Southampton University Library and supported by a grant from the British Library Research and Development Department. Copyright for VINE articles rests with the British Library Board, but opinions expressed in VINE do not necessarily reflect the views and policies of the British Library. The subscription to VINE is £10 per year and the subscription period runs from January to December.