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Ever since human society developed, environmental and social changes have led to major challenges that must be dealt with. Some of these major challenges are seen as “disasters,” for which a definition that is frequently used is similar to “A serious disruption of the functioning of a community or a society causing widespread human, material, economic or environmental losses which exceed the ability of the affected community or society to cope using its own resources” (UNISDR, 2004; see, e.g., Quarantelli, 1998, and Furedi, 2007, for discussions on the meaning(s) of “disaster”). From witnessing disasters and being forced to work through the aftermath, humanity has been shifting toward trying to reduce disasters’ impacts or to avert them entirely. This field has the modern-day interpretation of “disaster risk reduction,” defined as “The conceptual framework of elements considered with the possibilities to minimize vulnerabilities and disaster risks throughout a society, to avoid (prevention) or to limit (mitigation and preparedness) the adverse impacts of hazards, within the broad context of sustainable development” (UNISDR, 2004).

Disasters are increasingly depicted as unique opportunities to ‘build back better’, to make communities more ‘resilient’ and to address pre-existing ‘vulnerabilities’. This has seen international disaster risk reduction (DRR) and recovery frameworks attempt to link short-term relief efforts with long-term development objectives while at the same time ensuring active community participation, local knowledge inclusion and ownership. This chapter looks at how ‘build back better’ – which became institutionalised through the 2015 Sendai Framework for Disaster Risk Reduction – attempts to reconcile normative concepts of ‘better’ with diverse place-based needs, interests and knowledge. Through an analysis of three United Nations DRR frameworks from 1994 to 2015, the chapter tracks how disasters have been constructed as opportunities for development, and asks whether the post-disaster context is the right time for implementing development agendas given the potential for recovery to be co-opted by dominant development ideologies.

Foodbank use in the UK is rising but, despite high levels of poverty, Pakistani women are less likely to use food banks than white British women. The purpose of this paper is to understand the lived experience of food in the context of poverty amongst Pakistani and white British women in Bradford, including perspectives on food aid.

A total of 16 Pakistani and white British women, recruited through community initiatives, participated in three focus groups (one interview was also held as a consequence of recruitment difficulties). Each group met for two hours aided by a moderator and professional interpreter. The transcripts were analysed thematically using a three-stage process.

Women in low-income households employed dual strategies to reconcile caring responsibilities and financial obligations: the first sought to make ends meet within household income; the second looked to outside sources of support. There was a reported near absence of food insecurity amongst Pakistani women which could be attributed to support from social/familial networks, resource management within the household, and cultural and religious frameworks. A minority of participants and no Pakistani respondents accessed charitable food aid. There were three reasons for the non-use of food aid: it was not required because of resource management strategies within the household and assistance from familial/social networks; it was avoided out of shame; and knowledge about its existence was poor.

This case study is the first examination of varying experiences of food insecurity amongst UK white British and Pakistani women. Whilst the sample size is small, it presents new evidence on perceptions of food insecurity amongst Pakistani households and on why households of varying ethnicities do not use food aid.

This chapter examines if women in Higher Education Institutions (HEIs) are constrained in their leadership style and if the organizational culture makes them less valued in senior management teams. It then explores if the 7-S organizational framework has relevance to gender and leadership in HEIs.

The nature of authority within HEIs increases the complexity of leadership within an academic context. Leadership is often vested in a single person, and the positional power of Rectors/Vice-Chancellors (VCs) is based on authority, discipline knowledge, experience, and peer and professional recognition. The literature highlights that HEIs continue to be male dominated and that women are underrepresented in university leadership.

A total of 44 interviews with female and male university senior managers in Australia and Portugal were conducted by the authors and then analyzed using thematic content analysis.

This chapter analyzed the leadership styles of female and male leaders in HEI management teams in Australia and Portugal. It found that both women and men in Australian universities valued transformational leadership skills, whereas the male respondents in Portugal saw traditional management as more effective, even though female respondents considered women demonstrated transformational leadership. It also found that while women’s leadership is recognized in Australian universities, in Portugal men saw women’s leadership as problematic.

The findings suggest that there is more possibility for transformation in the academy if both men and women in HEI leadership value women’s leadership role.

The authors provide a general framework of behavior under asymmetric information and develop indices of diligence, objectivity and quality by an analyst and analyst firm about a studied firm, and relate them to the accuracy of its forecasts. The authors test the associations of these indices with time.

The test of Public Information versus Non-Public Information Models provides the index of diligence, which equals one minus the p-value of the Hausman Specification Test of Ordinary Least Squares (OLS) versus Two Stage Least Squares (2SLS). The test of Objectivity versus Non-Objectivity Models provides the index of objectivity, which equals the p-value of the Wald Test of zero coefficients versus non-zero coefficients in 2SLS regression of the earnings forecast residual. The exponent of the negative of the standard deviation of the residuals of the analyst forecast regression equation provides the index of analytical quality. Each index asymptotically equals the Bayesian ex post probability, by the analyst and analyst firm about the studied firm, of the relevant behavior.

The authors find that ex post accuracy is a statistically and economically significant increasing function of the product of the indices of diligence, objectivity and quality by the analyst and analyst firm about the studied firm, which asymptotically equals the Bayesian ex post joint probability of diligence, objectivity and quality. The authors find that diligence, objectivity, quality and accuracy did not improve with time.

There has been no previous work done on the systematic and objective characterization and joint analysis of diligence, objectivity and quality of analyst forecasts by an analyst and analyst firm for a studied firm, and their relation with accuracy. This paper puts together the frontiers of various disciplines.

The purpose of this paper is to analyse the factors in the under‐representation of female Rectors/Vice‐Chancellors (VCs), Vice‐Rectors/Deputy Vice‐Chancellors (DVCs), and Pro‐Rectors/Pro Vice‐Chancellors (PVCs) – collectively described as the University Executive or senior management – in Turkey and Australia. This includes support and mentoring, recruitment and selection processes, and the role of Rectors/VCs.

Qualitative interviews are conducted with both male and female senior managers in old and new and metropolitan and regional universities in Turkey and Australia.

It is found that some women have difficulty getting into senior management, and generally their support or mentoring came from further down the organization than for men. In both countries male and female managers consider that Rectors/VCs are particularly influential in senior management appointments, with women perceiving this as a barrier. The particularly low representation of women in senior management in Turkey reflects the absence of equity frameworks, but also role conflict which is more likely to impact on women in relation to senior management rather than academic appointments.

This research indicates that it is still difficult for women in both countries to be appointed to senior management roles in Universities and that support, networks and the role of Rectors/VCs in the appointment process are important factors. Awareness about gender in senior management links back to legislative frameworks or lack of them. Universities in Australia – unlike Turkey – are required to report annually on their commitment to addressing under representation of women in their workforce. The impact of legislative compliance has been to sensitise both men and women in universities to gender issues. Turkey, by contrast, continues to have low representation of women in senior management and no legislative imperative to address this inequality. And because many women in Turkey decide not to apply for senior management positions due to conflict between work and family responsibilities, their representation remains low and fails to challenge the prevalent view that gender is not an issue in senior management.

The paper demonstrates that equity frameworks –or lack of them – may have an impact on the representation of women in higher education (HE) senior management in Turkey and Australia but that cultural factors such as role conflict may also prevent women in Turkey from applying for senior management positions.

Gender and disability are intimately connected as embodied experiences that young people navigate interactionally. Disabilities scholars have theorized that men and women with chronic health conditions face uniquely gendered challenges. Theories of gender and disability centered on youth continue to gain prominence as the population of children and young adults with chronic health conditions grows. This study draws on data from 22 in-depth interviews with young adults diagnosed with chronic health conditions in childhood in the United States. Women, men, and gender nonbinary individuals report that doing disability in interactions in childhood meant doing gender in expected feminine ways. Specifically, interviewees described increased empathy, a deep understanding of their own emotions, and the ability to use adversity to connect with and benefit others as expectations. Interviewees employed or resisted doing gender in ways that reflected individuals' gender locations. Women and nonbinary individuals saw feminine performance as a sign of weakness, often resisting demonstrating it in interactions. On the other hand, feminine performance reportedly impacted men in the sample in positive ways. This study takes a life course approach to illuminate how the ableist expectations expressed to disabled children are gendered and impact how disabled young adults negotiate an ableist world.

This chapter focusses on food systems' vulnerability. In a rapidly and unpredictably changing world, vulnerability of farming and food systems becomes a key issue. The conceptual bases for food vulnerability analysis and food vulnerability assessment are discussed in a systemic perspective with an eye to the transition approach (Geels, 2004) as a perspective capable to analyze how novelties can develop and influence the system capability to fulfil societal functions, and food and nutrition security in particular. A framework for assessing people's food vulnerability is presented together with a simple vulnerability model based on the three dimensions of exposure (the degree to which a system is likely to experience environmental or sociopolitical stress), sensitivity (the degree to which a system is modified or affected by perturbations) and adaptive capacity (the ability to evolve in order to accommodate environmental hazards or change) (Adger, 2006). Then, other sections are dedicated to discuss the general questions that should be answered by a vulnerability assessment exercise, and the specific challenges emerging when the assessment concerns a food system. These elements are then used in the Annex to this chapter as a base for the development of a detailed method based on seven distinct steps for conducting participatory assessments of the vulnerability of food systems.

The purpose of this paper is to critically explore and foreground secondary religious education (RE) student teachers’ accounts of the dilemmas they experienced in their classrooms and schools in a highly racialised post referendum environment. Teacher narratives are analysed in order to suggest ways in which a transformative teaching and learning agenda drawing from a pluralistic human rights framework can be reasserted in place of government requirements to promote fundamental British values (FBV).

Qualitative data were collected in focus group interviews to gain insights into how the referendum environment was experienced phenomenologically in localised school settings.

The interview data reveals the complex ways in which the discourses circulating in the post referendum milieu play out in highly contingent, diverse secondary school settings. These schools operate in a high stakes policy context, shaped by the new civic nationalism of FBV, the Prevent security agenda and government disavowal of “multiculturalism” in defence of “our way of life” (Cameron, 2011). A key finding to emerge from the teachers’ narratives is that some of the ways in which Prevent and FBV have been imposed in their schools has reduced the transformative potentials of the critical, pluralistic RE approaches to teaching and learning that is promoted within the context of their university initial teacher education programme.

The findings suggest that existing frameworks associated with security and civic nationalism are not sufficient to ensure that young citizens receive an education that prepares them for engagement with a post truth, post Brexit racial and political environment. Transformative teaching and learning approaches (Duckworth and Smith, 2018), drawing upon pluralistic, critical RE and human rights education are presented as more effective alternatives which recognise the dignity and agency of both teachers and students.

This paper is an original investigation of the impact of the Brexit referendum environment on student teachers in a university setting. In the racialised aftermath of the referendum the need for transformative pluralistic and critical educational practice has never been more urgent. The data and analysis presented in this paper offer a compelling argument for a root and branch reformulation of current government security agendas in education.