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This chapter uses the historian’s method of micro-history to rethink the significance of the Supreme Court decision Muller v. Oregon (1908). Muller is typically considered a labor law decision permitting the regulation of women’s work hours. However, this chapter argues that through particular attention to the specific context in which the labor dispute took place – the laundry industry in Portland, Oregon – the Muller decision and underlying conflict should be understood as not only about sex-based labor rights but also about how the labor of laundry specifically involved race-based discrimination. This chapter investigates the most important conflicts behind the Muller decision, namely the entangled histories of white laundresses’ labor and labor activism in Portland, as well as the labor of their competitors – Chinese laundrymen. In so doing, this chapter offers an intersectional reading of Muller that incorporates regulations on Chinese laundries and places the decision in conversation with a long line of anti-Chinese laundry legislation on the West Coast, including that at issue in Yick Wo v. Hopkins (1886).

This paper presents a case study concerning the recovery of a young woman's wellbeing after a personal crisis in the summer of 2019. The analytical approach used draws on a conceptual model where wellbeing is a balance point between an individual's resources and the challenges they face. Therefore, stable wellbeing is when individuals have the physical, psychological and social resources they need to meet the physical, psychological and or social challenges they face. When individuals have more challenges than resources, the balance dips, along with their wellbeing, and vice versa. After outlining the theoretical base of the model, this paper presents a highly subjective analysis of the challenges faced by and resources available to the young woman in the case study. The daughter of a pig man and a Horrobin, she had worked three jobs in order to purchase a house for her young family. Her plans were precipitously destroyed leading to a breakdown in her marriage. This paper considers her path to recuperation in the aftermath of the crisis with a reference to her notion that ‘security is everything.’

Who will lead Ambridge in the years to come? Theories rooted in psychology and political science, when applied to family dynamics in The Archers, allow for some educated guesses. Social learning theory suggests that children who see their parents vote, run for office and participate in other civic activities are more likely to do the same in adulthood. Emma Grundy did just that when she followed in the footsteps of her father, Neil Carter, in winning a seat on the parish council. Previous research has found that birth order also can shape future leaders, with the eldest child more likely to benefit developmentally from parents' undivided attention in the early years, and also more likely to establish a hierarchy of power over younger siblings. With these factors in mind, who are the most probable contenders to lead Ambridge in the spheres of politics, business and civic affairs? The extant research points to Pip Archer, Lily Pargetter, Phoebe Aldridge and George Grundy. The unique circumstances of Ruairi Donovan's childhood suggest he may also be a formidable candidate. And, as is the case in so many contexts, one would be wise not to overlook Molly Button.

Finding a suitable home can be difficult in a constrained housing market such as small rural village. Within Ambridge, only a small proportion of the homes in the village is known about, and it is rare for additional homes to be added to those where named characters live. This chapter takes a generational view of housing pathways and options, showing how Generation X, Millennial and Generation Z populations in Ambridge are housed. The chapter examines the extent to which characters rely on friends or family for solving their housing problems and considers the role of family wealth and wider dependence in determining housing pathways. The research shows that dependence on others' access to property is by far the most pronounced feature of housing options for these households. These pathways and housing choices are compared to the wider context in rural England, to consider the extent to which luck, in the form of the mythical ‘Ambridge Fairy’, plays a role in helping people to find housing. The ways in which the Ambridge Fairy manifests are also considered – showing that financial windfalls, unexpectedly available properties and convenient patrons are more likely to be available to people with social capital and established (and wealthy) family networks. The specific housing pathway of Emma Grundy is reviewed to reflect on the way in which her housing journey is typical of the rural working-class experience of her generation, within the wider housing policy context.

Most fairy tale narratives have a hero, a damsel in distress and the ever-present opposing villain. The villains, or antagonists, share several commonalities across the various narratives as well as one over-arching trait of evil. However, as television viewers have become more intuitive, and demand for more sophisticated narratives have increased, contemporary portrayals of villains, as in the television series Once Upon a Time (Horowitz & Kitsis, 2011–2018), have shifted away from presenting villains as one-dimensional and restricted characters.

Instead, the construct of evil is depicted as a multifaceted and evolutionary trait of the character. Whereas previously evil was the fundamental core of the character it is now presented as a fluid concept. This chapter investigates how the construct of evil, and therefore the villain, has been redefined through a contemporary television narrative.

To identify features of teacher support associated with children who made accelerated progress in writing in an early literacy intervention.

Mixed methods were used to describe the paths, rates, variability, and potential sources of change in the writing development of 24 first grade students who participated in an early literacy intervention for 20 weeks. To describe the breadth and variability of change in children’s writing within a co-constructed setting, two groups who made high and low progress were identified.

We focus on one child, Paul, who made high progress (became more independent in the writing of linguistically complex messages) and the features of teacher support that this child received compared to those who made lower progress. We compare him to another child, Emma, who made low progress. Teacher support associated with high progress included a conversational style and flexibility to adapt to the child’s message intent as the student composed, supporting students to write linguistically more complex and legible messages, and supporting students to orchestrate a broad range of problem-solving behaviors while writing.

We describe how teachers can support children to gradually take control of the composition process, how they can recognize complexity in early written messages and we provide suggestions as to how teachers can systematically assess, observe, and support children’s self-regulation of the writing process.