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Adopting meat reduction strategies within the UK is fundamental to limiting environmental damage and achieving public health benefits. This paper aims to compare the attitudes to adopting meat reduction strategies within the general population and people with a link to agriculture to understand attitudes to meat reduction.

Cross-sectional self-administered questionnaires were disseminated using online fora, community groups and by attending agricultural marts. Questionnaire development was informed by current literature, and structured around four theoretical domains: knowledge, social/cultural influences, beliefs about consequences and intentions to change and a food frequency questionnaire for meat consumption. Inclusion criteria were people > 18 years, living in the North East of Scotland. In total, 470 adult participants, from within the North East of Scotland, were recruited. The study population was divided into two groups, individuals with a link to the agricultural economy (n = 174) and the general public (n = 296).

The general public group were more willing than the agricultural community to adopt meatless meals (or were doing so) [55.1% (n = 162) vs 28.1% (n = 49), p < 0.001]. Barriers to change included habit, limited choice when eating out, resistance of family members, lack of information, income related to meat consumption and the status of meat within a meal. Men were less likely to choose meatless meals than women (23.8%, n = 36, vs 55.1%, n = 176, p < 0.001).

Meat reduction strategies should be tailored appropriately to population groups, with an understanding of social and political drivers, and further studies investigating barriers within the agricultural economy are warranted.

This chapter details a cultural relevance of text project in-service K-12 teachers engage in during their graduate literacy methods class. Through this project, teachers, who work with emergent bilinguals, learn how to select culturally relevant texts using a rubric. They read their selection with a student and reflect on the experience. Four important conclusions came from an analysis of the projects teachers carried out. Teachers found that their students made connections and were more engaged when reading culturally relevant books. Participants found the rubric helpful in identifying what they should look for in a culturally relevant text. In addition, through this project, the teachers discovered that their libraries tended to lack culturally relevant literature. Finally, participant teachers learned more about their emergent bilingual students through the process of finding and reading culturally relevant stories. While this project was carried out by a limited number of teachers in urban environments, it has implications for teachers of emergent bilingual students in other contexts.

Accessibility and inclusion are at the very core of what libraries are all about and libraries and librarians have an essential, catalytic role to play in facilitating the full participation of people with disabilities in society. Inclusive librarians ensure that their library’s facilities, services, programs, collections, and technology are designed in ways in which all people, regardless of their ability, have an opportunity to participate in and use them. The purpose of this chapter is to raise librarian awareness to the importance of providing effective, well-designed, inclusive programs and services to patrons with disabilities and ensuring that all libraries are physically and virtually accessible to everyone.

The chapter provides a brief review of the history and current state of accessible and inclusive libraries, including the laws and policies governing it and identifies some of the major barriers to successful accessibility and inclusion (including insufficient time and money, externally controlled decision-making, unawareness of existing services, and inadequate training).

The chapter offers a variety of practical strategies for overcoming those barriers, with potential or actual examples of how librarians have/can put them into action.

The chapter concludes with descriptions of special national, regional, and state initiatives, including Syracuse University’s Project ENABLE (Expanding Non-discriminatory Access By Librarians Everywhere), Florida State University’s Project PALS (Panhandle Autism Library Services), and the Illinois State Library’s Targeting Autism projects, all designed to help librarians ensure that their library’ facilities, programs, and services are accessible and inclusive.

This paper aims to help workplace ethnographers navigate and reflect on primary access negotiations by scrutinising two of the concepts mentioned in the call for papers on this special issue: workplace relations and tensions. We introduce the frames of reference (FoRs) concept as used in the field of employment relations to the ethnographic community. We propose that the implicit frames of gatekeeper and researcher influence what they deem interesting for research, thus influencing the content of access negotiations. Moreover, we propose that tensions typically emerge when gatekeepers and ethnographers do not share the same frame of the employment relationship (ER).

We explore the ER through Fox’s (1966, 1974) framework, taking inspiration from Budd et al. (2022), who applied FoRs to employer–employee relations. We adapt the framework to the relationships between workplace ethnographers and gatekeepers by theorising the characteristics of ideal types of gatekeepers and workplace ethnographers and exploring possible implications for when they meet in access negotiations. We distil lessons learnt from previous research by drawing on illustrative examples from the literature to suggest strategies for interacting with gatekeepers when tensions emerge, providing a pragmatic application of our contribution.

Assuming that their FoR of the ER contributes to what they find to be of practical relevance/academic interest, we suggest that a (mis)match of gatekeepers’ and workplace ethnographers’ FoRs can lead to tensions between workplace ethnographers and gatekeepers, either remaining latent or becoming salient. We propose three possible strategies as to how to navigate these tensions during primary access negotiations.

Whilst previous research has mainly focused on the ethnographer as an individual who needs to give gatekeepers a reassuring and enticing impression, we discuss how an important structural factor, an organisation’s ER setup, may influence access. We thus bring an important yet hitherto neglected aspect of organisational life into the debate on the pragmatic realities of ethnography, contributing to the discussion of how to navigate the tension between the “practical” need to convince gatekeepers and the need to fulfil one’s own standards of rigorous research and ethics.

This study aims to deal with the role of vocational training in developing social inclusion by analyzing the school‐to‐work transitional outcomes of early school leavers whose successful experience in vocational training was documented in previous works.

The sample comprises 126 males who enrolled in and successfully completed biennial vocational training courses soon after dropping out of school. The transitional outcomes one year after the qualification as well as the variability of these outcomes in relation to age, degree of success in vocational training, and achievement in the previous schools were analyzed. A phone interview was used to collect data, and a binary logistic regression analysis was applied. In addition, narrative materials were collected through biographical interviews and qualitatively analyzed.

Although most subjects obtained a stable job, some critical aspects emerged: at times employment seemed to be the result of a “negative compromise”; several constraints emerged in managing further personal investment in school and learning.

Results support the usefulness of studying social inclusion by adopting a transitional perspective. The main limitations concern the focus on just a few variables that only partially explain the different outcomes.

Findings suggested the need for greater flexibility among school, vocational training, and the world of work in order to promote effective social and professional inclusion through the VET system.

The paper's results indicate that developing social inclusion of early school leavers inevitably demands a transformation in the widespread beliefs about the dichotomy between learning and work.

The primary goal of this longitudinal study was to examine whether technology use predicts substance use and/or whether substance use predicts technology use during adolescence.

The sample included 1,031 10th and 11th grade students from the Mid-Atlantic United States. The students completed surveys in school in the spring of 2007 and 2008.

Gender differences in technology use were observed with girls texting, e-mailing/instant messaging, and working on the computer more than boys, and boys playing video games more than girls. Technology use also predicted later substance use for boys and girls. Importantly, technology use was observed to have both negative and positive effects on youth. Substance use also predicted later technology use for girls.

The sample only included adolescents from the Mid-Atlantic United States. In addition, the measures were based on self-reports. Nevertheless, results from this study highlight the importance of considering both negative and positive effects of technology on adolescents. Of note, social types of technology (texting and e-mailing) predicted more substance use for both boys and girls. As such, substance use prevention programs should target these types of technology.

Findings from this study underscore the importance of examining both directions of influence between technology use and adolescent adjustment.

Purpose – There are many unknowns about the obstacles as well as the resilient characteristics that vulnerable youth possess as they engage in the transition to adulthood. This chapter seeks to address some of these unknowns.

Methodology/approach – This chapter is based on qualitative interviews with 60 youths residing in a homeless shelter and follow-up interviews with 39 of these youths after they left the shelter.

Findings – This chapter presents the difficult life histories of these youths and how these histories affect their ability to successfully transition into adulthood. Youths reported elevated levels of instability, most often due to physical, emotional, and sexual abuse, as well as parental drug abuse, poverty, and transience. From these experiences, youths learned to rely only on themselves for support and believe resiliently in their own ability to achieve their goals. However, when located after they had left the shelter, many were still struggling mightily to achieve these goals. Post shelter, the most stable group of participants was women with children and many young mothers spoke evocatively about the support and motivation given to them by their children.

Research limitations/implication – This chapter is limited by its small, nonrandom sample. Future research on the transition to adulthood would benefit from analyzing the transition for youths with diverse backgrounds and experiences.

Originality/value of paper – The sample population and the use of qualitative, longitudinal data make this paper an important contribution to the broader transition to adulthood literature as well as the growing sociological literature on homeless youth.

With the growth of worldwide e‐commerce, companies are increasingly targeting foreign online consumers. However, there is a dearth of evidence as to whether global consumers prefer to browse and buy from standardized global web sites or web sites adapted to their local cultures. This study provides evidence from five different countries as to whether global consumers prefer local web content or standardized web content. The study also measures how the degree of cultural adaptation on the web affects consumer perception of site effectiveness.