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Drawing on the author's multi‐method research on the viability of specific ecotherapy practitioner training and curriculum design, this paper debates how the use of ecotherapeutic approaches can provide a two‐pronged system to achieve both individual health (at micro level) and public and environment health outcomes (at macro level). The research sought the views of service users, practitioners and educationalists through use of interviews, focus groups, a nominal group, and an ethnographic case study group. This research raised other considerations: namely, that people seeking personal recovery also, through stewardship of green spaces, may achieve unanticipated social capital and natural capital outcomes and thereby meet current multi‐disciplinary policy targets. This added social value has not been previously considered as an important dimension in people's well‐being and recovery from ill health or social exclusion. Such outcomes emerge from the idea of green spaces becoming a ‘product’ delivered to the community by people whose pursuit of personal recovery also directly contributes to improved public mental health.

The United Arab Emirates’ complex history, its current demographics, its youthfulness as a country, and the fact that it is a region undergoing fast-paced change make the issue of cultura identity particularly relevant and urgent in this part of the world. This is especially true given the rapid spread of English in the sphere of education and everyday life in recent years. This paper discusses the above issues before analyzing the attitudes and perceptions of female Emirati undergraduate students and female Emirati primary school teachers with regard to global English and its effects on local culture and identity. After analysis of the findings from a qualitative study using open-response questionnaires with 35 undergraduates and twelve teachers, a discussion follows with recommendations on how to overcome issues raised in the study.

This study aims to examine why Ghana has English legal origins (hypothesised as a legal framework that promotes financial development) but has not developed a well-functioning mortgage finance market.

The authors adopt the institutional autopsy approach developed by Milhaupt and Pistor (2008). This study is not a cross-country study but a historical examination of Ghana’s mortgage finance regulatory framework. The institutional autopsy framework considers the iterative process of change in a system and allows for context-specific system analysis.

The authors note that for a long period of about 68 years (1940-2008), some of the legal rules regulating mortgage finance were not typical of the hypothesised characteristics of the English common law tradition. These rules, including, interest rate controls, excessive entry barriers, loan default guarantee discriminations and complex foreclosure procedures, tended to inadequately protect creditors. In the context of the history of military rule and law-making, judicial discretion that could have promoted legal efficiency and strengthened contract enforcement was also limited. During this period, the legal system demonstrated a concentrated and coordinative character. New legislation in the form of the Home Mortgage Finance Act 2008 (Act 770) attempts to resolve some of these bottlenecks and improve creditor rights protection.

The study focuses solely on how the legal institution affects creditor protection and mortgage finance in Ghana.

Policy-wise, the study deepens the understanding of the channels through which the law affects the development of mortgage finance.

To the best of the authors’ knowledge, the methodology used (institutional autopsy) is novel in the context of analysing mortgage finance.

This study aims to examine the environmental attributes relevant to older people's preferences for neighbourhood open spaces. It also aims to explore the association between the relative importance of different environmental attributes and personal and social characteristics in a sample of older people covering a range of geographic locations in the UK.

Choice‐based conjoint analysis (CBC) was used to obtain responses from a sample of 237 older people (60 years +) living in the UK. A total of 13 environmental attributes were identified from earlier qualitative and quantitative studies. Participants were asked to choose a preferred park from a pair of hypothetical neighbourhood parks differing on four of the attributes presented in a questionnaire. The questionnaire included 14 such tasks.

The results suggest that older people preferred a neighbourhood park which is without nuisance, has cafes and toilets, many trees and plants, light traffic en route, wildlife to watch, and is well maintained. Analyses also reveal that whether or not people live alone, and their functional capabilities in getting around, make a difference in the way they place importance on attributes.

The findings can assist those involved in designing and managing outdoor environments to identify salient environmental attributes and prioritise interventions aimed at improving access to, and use of, outdoor spaces for older adults. The approach aids understanding of what is likely to maximise preference and use of open spaces in different segments of the older population.

Conjoint analysis procedures are some of the best tools available for determining importance or relative value of attributes of complex environments from the user point of view. The CBC analysis has been employed for the first time in this study to explore the relative importance of such attributes of open spaces for older adults.

Elaborates on English Nature, a public body financed by grant‐in‐aid from the UK Department of the Environment, which was formed when the former Nature Conservancy Council for Great Britain was disbanded five years previously. Pinpoints that four types of performance measures are used by English Nature and these are: quantified corporate targets; strategic indicators; service standards; and soft indicators. States results show that English Nature is still quite risk averse ‐ in part due to Government constraints and procedures. Closes with a question and answer panel with Andy Brown, Chief Officer of the Joint Nature Committee.

Depending on the research approach one uses, the development of particular bodies of knowledge over time is the result of a combination of agency, chance, opportunity, patronage, power, or structure. This particular account of the development of geographies of tourism stresses its place as understood within the context of different approaches, different research behaviors and foci, and its location within the wider research community and society. The chapter charts the development of different epistemological, methodological, and theoretical traditions over time, their rise and fall, and, in some cases, rediscovery. The chapter concludes that the marketization of academic production will have an increasingly important influence on the nature and direction of tourism geographies.

By engaging in critical literacy, participants theorized Blackness and antiblackness. The purpose of this study was to have participants theorize Blackness and antiblackness through their engagements with critical literacy.

The authors used a youth-centered and informed Black critical-race grounded methodology.

Participants’ unique and varied revelations of Blackness as Vitality, Blackness as Cognizance and Blackness as Expansive Community, served to withstand, confront and transcend encounters with antiblackness in English curricula.

This paper provides a model for how to engage Black youth as a means to disrupt anti-Black English education spaces.

This study provides a foundation for future research efforts of Black English outer spaces as they relate to English education. Findings in this study may also inform existing English educator practices.

This study theorized both the role and the flexible nature of Black English outer spaces. It defined the multi-ethnic nature of Blackness. It proposed that affirmations of Blackness sharpened participants’ critical literacies in Black English outer spaces as a transformative intervention to anti-Black English education spaces.

Significant effort has been made to support pre-service and novice teacher learning in the K-12 context. Less attention has been paid to promoting pre-service and novice second language teacher learning via collaboration with peers and more expert educators at the university level. In order to facilitate this type of teacher collaboration, a mentoring project was incorporated into the existing practicum of a Master of Arts in Teaching English as a Second Language (ESL) program at a US University. The purpose of this paper is to examine the nature of the mentoring experiences of four ESL mentor-pre-service teacher pairs in the US University context.

For this research project, eight teachers – four mentor-pre-service teacher pairs – participated as pairs in mentoring sessions focussed on activities such as co-planning, co-teaching, and co-reflecting on teaching. Informed by a sociocultural perspective on teacher learning (Vygotsky, 1978), this study presents case studies of all four pairs in order to demonstrate the complex nature of mentoring. The data analysis focussed on the content of the teachers’ interactions and their perceptions of the mentoring experience.

The study traced the developmental trajectories of the participating teachers over one 15-week academic semester. The study uncovered some critical contradictions that the participants encountered during the mentoring experience, thus pointing to its complexity. The study also uncovered the varied nature of mentoring: whereas in one pair the mentor acted as a more expert other (Vygotsky, 1978), in another pair, the mentoring relationship was more reciprocal.

This study showed that pre-service teachers can develop further through mentoring. Such mentoring can help teachers gain confidence and share teaching strategies. At the same time, the study revealed certain challenges associated with introducing a mentoring project in a pre-service teacher practicum. It is recommended that program faculty as a whole read the rich dialogues produced by participating teachers engaged in relationships focussed on collaborative learning, thereby discovering a foundation for revisions that go beyond individual teaching practices to the programmatic level.

This study’s principal contribution to the field is that it showcases the complex nature of mentoring experiences and the ways in which they differ from each other.