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Focuses on women doctors at a critical life stage, 25‐35 years, during career establishment and early 30s transition. Examines drivers behind career choices of female doctors and identifies stressors experienced by women who opt for hospital medicine and general practice. Suggests that sources of pressure and predictors of mental wellbeing for hospital doctors are related to the structural aspects of the environment of hospital medicine such as career development and organizational climate. In the case of general practitioners, perceived stressors and predictors of mental well‐being are related to ongoing daily pressures such as balancing work and family.

This chapter discusses the coupling of High Impact Educational Practices with an Active Learning pedagogical approach applied within an introductory undergraduate Visual Communication course (VC1). The course involves several high impact educational practices, such as collaborative assignments, community-based learning, and ePortfolios as reflective tools. VC1 is also open across the School of Art, Design, and Media and accordingly attracts a diverse, multicultural cohort. This heterogeneity provided an ideal circumstance to encourage the exploration of differing cultural perspectives, life experiences, and worldviews and, subsequently, an opportunity for students to better connect with the subject matter on an intercultural level. While the entire course successfully implemented several high impact practices (HIP), this chapter aims to provide a concise overview of these methods before differing to a more microanalysis; focusing on an integrated, preventing visual plagiarism workshop, which leveraged global knowledge, active learning, and collaborative discourse to facilitate improved academic integrity among the student body. The workshop engaged students by posing ethically driven questions through active learning exercises, such as case study discussions and reflective making activities, to open dialogues and encourage debate on various, and often opposing, ethical perspectives. The overarching objective of this workshop was for students to develop best practice ethical frameworks to subsequently inform and underpin their creative practice, both within higher education and in a professional industry context.

The question of “taking sides” has received a lot of attention within qualitative criminology. Much of this has focused on the moral-philosophical or value-laden aspects of taking sides, following Becker's 1967 essay “whose side are we on”. However, the question of taking sides also has methodological implications, especially for qualitative researchers who wish to study multiple sides of a criminological problem, such as the perspectives of offenders and law enforcement around a particular illegal activity.

This paper considers some of the practical, ethical and analytical challenges of studying illegal markets from opposing sides – the market participants' perspective on one side and law enforcement on the other. It outlines the advantages of researching both sides: the improved validity and reliability that comes with exploring and trying to reconcile different perspectives and the potential this has for developing theory and policy. It then explores the challenges researchers may face when trying to engage with opposing sides in qualitative fieldwork.

The paper pays particular attention to some practical and ethical questions researchers may face in this situation: who to research first, whether to be open about researching both sides and whether researchers should ever share information they have received from one side with their participants from the other side.

The authors do not offer absolute answers to these questions. Rather, the authors aim to outline some of the factors researchers may need to consider when juggling qualitative research involving participants on both sides of the law.

Despite the significant amount of time that children spend in the home, relatively little attention has been paid to the direct impact of housing conditions on children's development. A literature review of over 100 research studies was undertaken to examine evidence of a ‘housing effect’ on children's health, learning, safety and behaviour. The results found strong evidence of a relationship between poor housing conditions and children's health and some evidence that growing up in sub‐standard housing affects children's performance at school. While children's safety is clearly linked to the quality of their home environment, further research is necessary to understand the apparent link between poor housing conditions and children's behavioural problems. The review suggests that growing up in poor housing has a profound and long‐term effect on children's life chances and that public policy should play closer attention to this relationship. Nevertheless, the volume of high‐quality research in this area is surprisingly limited and there is a need for more comprehensive studies.

This chapter focuses on the objectives of historical interpretation (particularly teaching objectives outside of the traditional name- and date-driven curriculum), ideas that lead to creating a safe environment for students to be willing to try character portrayal themselves, content typically taught using this strategy, and successfully implemented sample lessons and activities by the authors that effectively utilize and harness the power of historical interpretation. These activities involve intense and intentional skill–based instruction that scaffolds students throughout their coursework, filling the school year with meaningful student-researched and student-produced historical interpretation. The authors discuss their teaching philosophy in relation to history and social studies, explaining why historical interpretation benefits teaching and learning. Through teacher- and student-driven character portrayals, the authors have created vibrant, secure classroom environments where students become responsible for their own learning and enthusiastic about research, writing, and performing. The chapter contains recommendations for coaching students in artifact analysis, performance, historical thinking strategies, storytelling, and creative writing. While they acknowledge that living history is not a “one-size-fits-all” solution to teaching history and social studies, they demonstrate that the unique learning culture that can result, providing student reflections to illustrate that point. The authors include and explain several effective resources that they have developed for student analysis of artifacts/objects, for guiding historical thinking, and for researching and writing. The chapter concludes with suggestions for individual and large group performance activities and advice on how to grade living history projects, keeping learning in mind as a component of holistic grading of creative student products.

Current technology offers many possibilities for remote communication. Nevertheless, people with cognitive and communicative disabilities have limited access to common communication technology like text messaging via a mobile phone. This study is part of the project Text messaging with picture symbols ‐ possibilities for persons with cognitive and communicative disabilities. Semi‐structured interviews were used to investigate the experience of using Windows mobiles with adapted functions for text messaging by three men and four women. The participants' opinions about the content and organisation of the project were also evaluated. All participants except one experienced increased possibilities for remote communication via text messaging. Increased participation was another relevant finding. Technical aids and interventions were individually tailored and the majority of the participants thought that Talking Mats for goal setting and repeated interviews during the project had been successful methods.

Strong home-school partnerships consistently and substantially benefit children’s academic and social development. Home-school partnerships are considerably affected by the settings in which they take place (e.g., rural, urban, suburban), the characteristics of the partners (e.g., parents and teachers), and their relationships with one another (parent-teacher partnerships). In rural communities, supportive home-school partnerships promote young children’s success but have proven difficult to implement. African American families with young children residing in rural communities experience unique social and institutional challenges and benefits that are particularly salient for fostering home-school partnerships. Thus, the landscape of rural communities is an important and essential consideration for understanding the intersection between race and home-school partnerships. This chapter focuses on the promise of positive home-school partnerships for rural African American children, their families, and their schools. Home-school partnership as an essential component of children’s academic and social development is defined, and sample home-school partnership intervention programs are described. Finally, existing policy investments related to the facilitation of home-school partnerships are explored and policy recommendations that promote such partnerships are discussed.

In England in recent years, concerns have been raised about the proportion of time social workers and other frontline children's social care practitioners spend carrying out desk‐based, administrative activities. This article aims to report time use activity data from front line workers on the amount of time spent on different activities to support children in need (as defined by the 1989 Children Act).

The data were collected from a range of sources including focus groups, event records (diaries completed by practitioners) and online surveys.

The proportion of time spent on direct and indirect activities varies according to the types of process. Those associated with ongoing support have the highest proportion of direct activity, whereas those associated with decision making, especially if a one‐off activity, have the highest proportion of administrative activities. The greater the needs of the child, the more direct and indirect support was given, but there was some variation across social work teams. But the activities of social workers are interconnected, making it difficult to provide conclusive evidence, but the concern about the imbalance between direct work and administrative tasks seems justified.

The findings highlight the complexity of exploring how social workers spend their time and how the proportion of time spent on direct and indirect activities is determined by the needs and circumstances of children and their families.

Wider contextual practice issues are also explored including the recent increases in referrals to children's social care and the use of electronic recording systems.

The breakdown of the activities using the approach outlined in the article increases transparency in understanding how social workers spend their time.

This paper reconsiders the role of critical theory within the field of consumer culture theory.

The paper is documentary evidence of a roundtable held at the 10th annual Consumer Culture Theory conference on the subject. The roundtable uses discussion and conceptual methods.

The author begins with a brief introduction to the use of critical theory in the academy and in CCT more specifically. In the course of the roundtable, it was discovered that the reason we do not talk about critical theory more often may be attributable to its success, rather than failure – indeed, it has inspired so many new academic traditions, that we rarely pause to think of the various critical traditions in one place. Building on this foundation, participants were asked to discuss what critical theory means to them; what theorists they have used; what engagement they have had with critical theory traditions in CCT; and what their vision for critical theory influenced consumer research would be. Participation came from both planned and emergent participants. The final conclusion was the felicitous discovery that critical traditions are alive and well in consumer culture theory, and that there are many pathways to pursue critical consumer research in the future.

The roundtable session and paper are a direct response to the conference theme, which asked conference attendees to reflect on the history of consumer research, and specifically the role of critical theory within it. Moreover, the paper builds upon important debates about the philosophy of science and the role of critical theory within consumer research.