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This personal narrative describes the results of a tragic gun accident involving my young son and his close friend. In this autobiographical narrative, I trace the effects of youthful offender laws on my family and explain how our state's juvenile justice system transformed our family's lives for over three years. In addition, as both a participant and a sociologist observer, I show how race and class have conditioned the accident's outcome. As Griffith and Smith's (2005) work on mothering for schooling illustrates, social class greatly affects the relationship between school and family.

In our case, largely because of my training as a researcher and my husband's background in education and psychology, we were able to make the juvenile justice system work as positively as possible for our son. And, because of my privileged position as an academic, I am now able to make visible the effects of youthful offender laws on one youthful offender and his parents.

The purpose of this paper is to explore teachers’ noncompliance with secondary-level standardised literacy testing in Tasmania, Australia, particularly their motivations, behaviours and justifications. This paper challenges pervasive views regarding test noncompliance, suggesting a reframing as “advocacy cheating”: noncompliance for purposes of advocating for and supporting students.

The research used a single case study design, with a simple thematic analysis of the qualitative data. The design enabled data to be collected during one iteration of the examined test regime, with depth of exploration into participants’ experiences and perspectives.

Findings indicate that small number of participants were engaged in test rule noncompliance at all stages of the testing regime: before, during and following the tests. This paper presents the concept of “advocacy cheating”, illustrated in these data through the motivations presented by participants for their noncompliant actions and the forms of noncompliance used.

The small sample size and single site problematise drawing much broader comparisons. The age of the data means that current test processes and requirements have developed. Larger-scale studies might enable identification of ways in which this current regime has and might be improved.

This study’s findings and its focus on the classroom and teacher experience of testing provide insights into a widely debated and publicly important phenomenon.

The concept of “advocacy cheating” provides a newer way of considering and interpreting the range of ways in which teachers implement standardised tests.

The Jason Bourne series of films (2002–2016) are widely acknowledged with helping to successfully re-invent the action thriller genre in the 2000s by focusing more on motivation and plot than over-the-top spectacle. Featuring a profoundly wounded son figure in the titular character, the films are indicative of an awareness of the vulnerabilities and reactions of a fatherless masculinity within a post-Cold War political reality.

This chapter will argue that Bourne's onscreen pain and subsequent violent responses to his various narrative predicaments are a result of being repeatedly betrayed by a series of older males, in many cases, father surrogates. Bourne's experience of this paternal disruption and betrayal is the key psychological motivating factor, with the films and the story arc of the character only being resolved when both he and the audience finally discover and reconcile the role that his biological father played in shaping his destiny and his life. This ‘father hunger’ – in effect a need for a continuative masculinity – that Jason Bourne experiences, and that is arguably at the heart of the franchise, will be analysed and explored within the contexts of post-Jungian screen theory. Alongside the deliberately casting of ‘quality’ actors (such as Brian Cox, Joan Allen, Tommy Lee Jones, David Strathairn) and other formalist elements of the text, archetypal energies and symbolism are also rife throughout the film, and can be, in part, credited with the critical and commercial success of the films. Finally, the films are put in their cinematic context in terms of the influence they subsequently exerted on other action film franchises – particularly James Bond (1962 to present).

Understanding how to predict and manage the spread of negative brand-relevant content is of critical concern to marketers. This paper aims to contribute to this understanding by building on existing anti-branding, brand hate and word-of-mouth literature to explore the factors that lead individuals to engage in the transmission of negative brand-relevant information via social media.

A two-phase exploratory design was used. The first stage involved an analysis of negative transmission via comments left on news and brand posts. The second phase of the research involved a series of 13 depth interviews with frequent social media users about their negative brand-relevant transmission behavior to add richness and depth to the findings from the passive observation in the first phase of the research.

The first phase of the research demonstrated that negative transmission can be both brand-related (e.g. driven by-product or service failure or corporate irresponsibility) and consumer-related (e.g. driven by self or social motives). The second phase of the research clarified that negative transmission often occurs in the absence of brand hate, particularly when it can be used as a covert method of self-enhancement for the transmitter via downward social comparisons.

Negative transmission as a form of anti-branding that is more strongly self-related (as opposed to brand) is established, progressing understanding and applications of contemporary media channels. Implications, including how brand-generated controversy and consumer reinforcement can be used to manage negative transmission, are offered.

This paper examines the US National Basketball Association's choice of South Africa as the primary location for its 'Basketball Without Borders' camp, with the long-term future of basketball in Africa in mind. It explores the associated basketball and community outreach activities of the camp and analyses whether the NBA is meeting its objectives for development of the sport.

Grief and its concomitant loneliness are common problems in the social process of ageing. Using case study accounts, this paper describes the perceptions of four elderly bereaved people and their experiences of loneliness following conjugal bereavement. Case study accounts provide an opportunity to explore, describe and interpret data that may not yield to a simple analysis. In this paper the accounts include a collection of information on the respondents' experience of loss in the form of ‘durable biographies’ (Walter, 1996) that were typical, revelatory and critical. The respondents took part in semi‐structured interviews about their experiences as part of a larger ethnographic study. This paper reflects on their comments and raises a number of interesting theoretical and practical issues to do with loneliness following conjugal bereavement. The paper points out that bereavement research is dominated by psycho‐analytical conceptualisations which place emphasis on the ‘grief work’ hypoThesis, with less attention paid to bereavement models that highlight the social impact of loss on older people.

There is a scene in a play by Euripides in which Medea, the central character, persuades Jason, her husband, to be the unwitting participant in her plot for revenge. This scene illustrates a facet of finance and accounting expertise because it shows how narrative, including finance and accounting, provides ontological security; a belief in the security of reality and the predictability of outcomes. The Chorus in the play suggests that Jason is “so sure of destiny”. What makes the scene particularly interesting is that it carries a second meaning, which is absolutely clear to the audience, and which has tragic consequences, of which Jason is “so ignorant”. This possibility of a second meaning suggests dangers in accepting a superficial understanding of any narrative. In turn, this shows the need for a knowledge of the history and characters from which any single scene, or finance and accounting report or calculation, is constructed. Provides quotations from practitioners which illustrate ways in which they see finance and accountancy as narrative and the ways in which they succeed and fail to imbue any accounting scene with characters and history.

Few studies have addressed the experiences of a graduate’s transition from university to the world of work. Understanding how graduates react and respond to this journey will provide universities with the ability to prepare and equip students for the road ahead. The purpose of this particular Australian case study was to extend understanding of the experience of making the transition from university to work, and to identify questions for further study. Data were collected using semi‐structured interviews, which were transcribed and analysed for clusters of common themes. Four themes emerged from the case study: “an uncertain feeling”, “inflated expectations”, “the work experience paradox” and “a low time”. It is hoped that understanding this graduate’s experiences will assist higher education institutions, recruiting companies and students to better understand and prepare for this significant life passage.