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What are the psychological requirements for increasing fruit and vegetable intake in young people? Psychological theory suggests behaviour modification is driven by ten experiential and behavioural “processes of change”. However, their role in food choice remains unclear. Some of these mechanisms may be nothing more than a proxy for self‐efficacy, a dominant factor in behaviour change. Thus, the aim of this study is to delineate the importance of processes of change (POCs) in fruit and vegetable intake, over and beyond self‐efficacy.

The study was based on a questionnaire survey assessing POCs and self‐efficacy in relation to change in fruit and vegetable intake. Participants were 150 university undergraduates.

MANOVA revealed significant differences in both experiential and behavioural processes across stages of behaviour change. These resources were more copious at advanced stages. Controlling for self‐efficacy via MANCOVA negated stage differences in consciousness raising. Overall, though, the contribution of experiential and behavioural processes in fruit and vegetable uptake transcended differentials in self‐efficacy. The unique or direct contribution of consciousness raising requires further investigation.

The findings may not generalise to an older more ethnically diverse population.

Fruits and vegetables interventions may require a mixture of cognitive, self‐evaluative, and behavioural treatments, over and beyond self‐efficacy enhancements.

Although previous studies have demonstrated the importance of POCs in fruit and vegetable intake this study shows that, at least in young adults, these associations largely transcend self‐efficacy, a key driver in behaviour change.

The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.

Networks, based upon informal relationships, have ensured that care was delivered to patients for many years. This informal organisation of care, based upon personal relationships, ensures that where the bureaucratic organisation fails the patient, health professionals’ work together to network the resources the patient needs. Networks are not new. Formalising networks and recognising their potential to deliver seamless care is new. The NHS must ensure that networks are developed, allowing them freedom from bureaucracy to reach their potential. The Northern and Yorkshire Learning Alliance (NYLA) was established as part of the Northern and Yorkshire health community’s efforts to radically improve care. The NYLA operates as a network with a small team of change experts working to develop change management and service improvement capacity across 10,000 square miles. As a network based organisation the team has learned many lessons, which may inform the development of clinical networks in England.

Cultural perceptions of the zombie have shifted dramatically in the twenty-first century. No longer only associated with anxiety and fear, zombie fiction often appeals to pleasure. One source of pleasure comes from ludification, the process whereby game-like principals and gameful elements shape non-game activities. Increasingly, print fiction borrows from games and uses ludic elements to shape narratives. As such, it has become embedded in convergence culture, a dynamic media ecology where top down processes compete with bottom up processes. This chapter argues that ludified zombie fiction brings this media ecology into sharp relief, revealing ways that gamification and ludification are just as apt to reinforce capitalist processes of commodification and neo-liberal ideologies of power as they are to dismantle them. Through a close reading of three contemporary zombie fictions, this chapter exposes tensions and contradictions in ludification. The dead body of the zombie, the nihilistic landscape of the post-zombie apocalypse and the futility of human endeavour in the face of walking death are all elements of genre that undercut the gamified pursuit of external utility-oriented goals. The chapter explores these knotty ethical and ideological problems, not only considering the zombie apocalypse as a gameful space for rethinking social organisation, but also recognising it as a platform for the promotion of neo-liberal ideologies that perpetuate existing power inequalities through coercive disciplinary regimes.

Purpose – The purpose of this chapter is to demonstrate “walking alongside” in the three-dimensional space of narrative inquiry, as explored through the field texts of two teacher educators, one mentoring the other through layered stories of “place.”

Approach – The authors use several interpretive tools to explore the question, “What sustains us as teacher educators?” The dialogue deepens as the authors make their professional knowledge landscapes more visible, bringing sacred stories, stories of gender, stories of hierarchy, stories of power, and stories of race forward, exploring how these stories are held in tension with one another. The authors ponder the questions: what happens when the small stories’ educators living in “place” become so far removed from authorized meta-narratives also underway in “place”? And, how can we remain wakeful to the numerous story constellations of others that revolve around us?

Findings – The analytical spaces described by the researchers helped them to realize and share with others that researchers may more fully respect the vulnerability our research participants feel that comes along with their own restorying. Vulnerability brought forward a common bond found in the experiences of “place” in the field texts. Narrative inquirers who write field texts, then restory their own narratives of place, add to the empirical dimensions of narrative inquiry and its attentiveness to lived experience.

Research implications – This demonstration, through its examples of the three-dimensional space of narrative inquiry, shows how interpretation emanates from the various cracks, corners, and even the air within this important analytical space. Narrative researchers may continue to unpack this space in their work. Narrative inquirers are also reminded that place is storied and that human beings are narratively anchored in place, an important consideration for relational research ethics.

Value – Readers can interact with the tools used by narrative inquirers, in this case, “tracing” and “burrowing and broadening.” Narrative inquirers may also recognize vulnerability as an effect of interpreting within the three-dimensional inquiry space, and understand the necessity of vulnerability as a part of thinking narratively.

The purpose of this paper is to explore the possibility of doing more with writing and autoethnography as ethical, response-able and decolonizing practice.

This paper is written in a playful, performative and poetic way and engages with the writings and ideas of Helene Cixous and Virginia Woolf as a conversation between them and the author.

This paper suggests that an autoethnographic writing practice which is at once affective, critical and performative, holds the possibilities to engage in decoloniality.

Engagement with the past and present legacy of colonial practice in education and ethnography is crucial if the author want to move beyond social justice and decoloniality as metaphor. The writing practice put forward is new and challenging in its push to do this.

Facing a high birth rate, a falling mortality rate, and inconsistent policies on family planning from the 1950s to the early 1970s, the People's Republic of China (PRC) launched its widely known one‐child policy in 1979. The intention was to restrict population growth by reducing fertility through family planning and thereby to conserve the nation's resources to advance economic development. The effectiveness of the one‐child policy has varied greatly because policy regulations are differentially carried out by officials of provinces, municipalities, counties, communes, and minority regions. Generally speaking, the state policy has had greater acceptance in urban areas but is far less rigidly enforced by local officials in rural areas and for certain national minorities, which can have a second child under certain circumstances (Chow and Chen, 1994).

In recent years, a number of historians have examined the reasons for differences in the height and health of men and women in nineteenth-century Britain, often drawing on economic studies which link excess female mortality in the developing world to restrictions in women's employment opportunities. This paper re-examines this literature and summarises the existing literature on sex-specific differences in height, weight and mortality in England and Wales before 1850. It then uses two electronic datasets to examine changes in cause-specific mortality rates between 1851 and 1995. Although there is little evidence to support the view that the systematic neglect of female children was responsible for high rates of female mortality in childhood, there is rather more evidence to show that gender inequalities contributed to excess female mortality in adulthood.

This concluding chapter discusses how the unfurling of the Writers in the Schools (WITS) Collaborative took place against a backdrop of four pandemics: COVID-19, the movement against racial injustice, climate change, and the inevitable economic despair that spills over into the field of education. The work looks backwards on the chapters in this book and their findings. It also looks forward to the lessons that the WITS Collaborative has taught – and will teach – as it moves toward a future unknown, yet much anticipated.