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Because of its conceptually dense character, social studies can be difficult to learn. Educators often struggle to find ways to teach higher-order thinking and make academic language and concepts comprehensible for English language learners (ELLs). Visuals may be the key to effective social studies instruction for this student population. Images can be located and obtained easily through the Internet, meshing well with the learning styles of today’s adolescents. This article presents some of the most promising approaches—including historical photographs, paintings and illustrations, maps, propaganda posters, and graphic organizers— that can be used with learners at all levels of language proficiency.

The purpose of this study is to explore the experiences of those volunteering within a restorative justice service thus enabling an insight into their perceptions of the different methods used, their beliefs about restorative justice effectiveness, and its place within the criminal justice system. The study also sought to identify any challenges and positive experiences the participants encountered during their role as volunteers, with volunteering during the COVID-19 pandemic explored specifically.

Data was collected from the participants (n = 5) via semi-structured interviews and analysed using thematic analysis, thus enabling patterns within the experience of the volunteers to be identified.

A prior understanding and interest in restorative justice was evident within the data, with participants demonstrating a preference for direct, face-to-face mediation. The perceived lack of support from external agencies was discussed along with the role of education in their volunteering experience. Finally, it was acknowledged that although face-to-face practice was deemed the most effective overall, certain practices adopted during COVID-19 enabled aspects of the role to be carried out more efficiently and equally as effectively.

The findings from this study draw out real-world implications, producing tangible action points for restorative justice services. Some tentative suggestions for future practice are outlined.

The volunteers’ role within restorative justice is often overlooked within the literature (Paul and Borton, 2013) and time constraints can add additional barriers to a hard-to-reach population. However, volunteers play a vital role in restorative justice. By exploring and listening to the volunteers’ experience, this study expands an additional strand within the literature in terms of what makes restorative justice effective and the challenges that are faced from a volunteer perspective.

Ambridge residents live with extended kin and non-family members much more often than the population of the United Kingdom as a whole. This chapter explores cultural norms, economic need, and family and health care to explain patterns of coresidence in the village of Ambridge. In landed families, filial obligation and inheritance norms bind multigenerational families to a common dwelling, while scarcity of affordable rural housing inhibits residential independence and forces reliance on access to social networks and chance to find a home among the landless. Across the socioeconomic spectrum, coresidence wards off loneliness among unpartnered adults. Finally, for Archers listeners, extended kin and non-kin coresidence creates a private space where dialogue gives added dimensionality and depth to characters who would otherwise be known only through their interactions in public spaces.

Health education still tends to be dominated by an approach designed to achieve individual behaviour change through the provision of knowledge to avoid risk. In contrast, a critical inquiry approach educates children and young people to develop their capacity to engage critically with knowledge, through reasoning, problem solving and challenging taken for granted assumptions, including the socially critical approach which investigates the impact of social and economic inequalities on, for example, health status and cultural understandings. The purpose of this paper is to explore the conditions of possibility for a socially critical approach to health education in schools. It examines the ways in which preservice health and physical education (HPE) teachers talked about their experiences of health education during their school-based practicum.

In total, 13 preservice HPE teachers who were about to graduate with a Bachelor of Health and Physical Education from a university in New South Wales, Australia were interviewed for the study. Five group interviews and one individual interview were conducted. The interviews were coded for themes and interpreted drawing on a biopedagogical theoretical framework as a way of understanding the salience of particular forms of knowledge in health education, how these are promoted and with what effects for how living healthily is understood.

The HPETE students talked with some certainty about the purpose of health education as a means to improve the health of young people – a certainty afforded by a medico-scientific view of health imbued with individualised, risk discourses. This purpose was seen as being achieved through using pedagogies, particularly those involving technology, that produced learning activities that were “engaging” and “relevant” for young people. Largely absent from their talk was evidence that they valued or practiced a socially critical approach to health education.

This paper has practical implications for designing health education teacher programmes that are responsive to expectations that contemporary school health education curricula employ a critical inquiry approach.

This paper addresses an empirical gap in the literature on the conditions of possibility for a socially critical approach to health education. It is proposed that rather than challenging HPE preservice teachers’ desires to improve the lives of young people, teacher educators need to work more explicitly within an educative approach that considers social contexts, health inequalities and the limitations of a behaviour change model.

This paper reports êndings of a study undertaken in late 1999 which aimed to identify and analyse the differences in use, by gender, of the Internet. A review of the literature of the differences in use, by gender, of computers generally is provided. The study involved students at Loughborough University and members of the public at libraries in Loughborough and Slough. The results of this (fairly limited) study show that female use, interest and conêdence in using the Internet is high but, in comparison with male respondents the females had not taken to the Internet as rapidly.

The purpose of this research is to examine the role of anticipation as a source of well-being in extended service contexts involving constraints on one’s agency (e.g. aged care). In these service contexts, consumers have limited ownership over their time usage and foci of anticipation, which affects their well-being.

Semi-structured interviews (n = 35) were conducted with members of the aged care ecosystem (residents, family and staff). Two separate aged care service models were investigated as they typically reflect different levels of agency/constraint: retirement villages and residential aged care facilities.

Results indicate that the subjective passage of time is influenced by one’s foci of anticipation. Having regular foci of anticipation both at a micro- and macro-level can generate well-being benefits for recipients. The importance of restabilization and building positive curves to counteract potential negative implications was identified.

This research is the first service study to investigate the concept of anticipation and subjective time perception as key components of one’s well-being in extended service encounters. We propose a novel conceptual model that combines micro- and macro-level foci into an iterative package to mitigate the after-effects of anticipation. We also demonstrate how Sustainable Development Goal 3 (SDG3) (good health for well-being) can be addressed through service research.