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The purpose of this paper is to investigate the relationship between the age-friendliness of local environments and self-reported loneliness for a representative sample of community-dwelling adults aged 55+ in Ireland.

Data were from the Healthy and Positive Ageing Initiative Age friendly Cities and Counties Survey (n=10,540) (2016). Several age friendly indicators, as proposed by World Health Organisation, were included in this study: outdoor spaces and buildings; access to social services; social participation; respect and social inclusion; and transport. Loneliness was measured using five items from the UCLA Loneliness Scale. Informed by an ecological approach to ageing, multi-level negative binomial regression models were used to investigate the association between each age friendly indicator and social loneliness. Models were adjusted for known demographic, socio-economic and health correlates of loneliness.

Average loneliness scores were significantly higher for those in poorer health, who lived alone, were materially deprived and those never or formerly married. Lower ratings and poorer outcomes for several interrelated age friendly place-based factors were significantly associated with higher loneliness scores: difficulty with transport, difficulty accessing social services, barriers to community activities, lower social engagement, and experiences and perceptions of ageism in the community; however, the effect sizes were small.

This study identified several modifiable age friendly features of local environments that are associated with loneliness in this older population. The results of this study can inform coordinated local and national efforts to enhance the age-friendliness of local environments and reduce the risk and experience of loneliness among the ageing population in Ireland.

This article examines the continued salience of ethnic identity and ethnic conflicts in world politics; this is especially important given the central role that ethnicity plays in world politics, especially many developing world countries. The author argues that teachers and teacher educators must understand the pivotal role that ethnicity continues to play in world politics, especially in post-colonial African and Asian societies. Teaching about global issues, such as the current war in Iraq, population patterns in the former Soviet Union, and the genocide in Sudan, requires a deep understanding of ethnicity and its major perspectives. Moreover, by adopting a non-linear perspective, students can understand that traditional societies will reassert their ethnic identities as they confront the powerful and dynamic forces of globalization. Finally, the article will establish the links between ethnicity and multicultural and global education, especially the National Council for the Social Studies major curriculum standards.

This chapter looks at the discursive dimension of the working environment in research and higher education organizations; more specifically at neoliberal managerial discourse and at how it participates in shaping the way researchers, teachers and support staff perceive themselves and their experiences. It is based on a multiple case study and combines an intersectional and a socio-clinical approach. The empirical data is constituted by in-depth interviews with women conducted in Ireland and Chile, and includes some observations made in France. A thematic analysis of individual narratives of self-ascribed experiences of being bullied enables to look behind the veil drawn by managerial discourse, thus providing insights into power vectors and power domains contributing to workplace violence. It also shows that workplace bullying may reinforce identification to undervalued social categories. This contribution argues that neoliberal managerial discourse, by encouraging social representations of “neutral” individuals at work, or else celebrating their “diversity,” conceals power relations rooting on different social categories. This process influences one’s perception of one’s experience and its verbalization. At the same time, feeling assigned to one or more of undervalued social category can raise the perception of being bullied or discriminated against. While research has shown that only a minority of incidents of bullying and discrimination are reported within organizations, this contribution suggests that acknowledging the multiplicity and superposition of categories and their influence in shaping power relations could help secure a more collective and caring approach, and thus foster a safer work culture and atmosphere in research organizations.

Purpose – This chapter shares a model of responsive teacher preparation in literacy labs/reading clinics that emphasizes student-centered instruction.

Approach – Through vignettes and the voices of teachers enrolled in literacy lab/reading clinics, the authors highlight clinical practices effective in helping teachers focus on learners including building relationships, learning from students, structuring opportunities for student success, and understanding the power of language choices.

Practical implications – Teacher educators can use practices presented in this chapter in their clinical instruction. In turn, their teachers can transfer these clinical practices and foundations to school settings.

Originality/value – This approach to teacher education creates a culture of collaboration and responsive teaching that moves beyond clinical settings to classrooms and schools.

The purpose of this study is to investigate how in-service teachers within the context of an American Jewish day school perceive, practice and develop Information Literacy (IL) as a sociocultural practice and through Continuing Professional Development (CPD). A research gap exists in relation to empirical studies which examine sociocultural IL practices and the CPD learning experiences of in-service teachers within the professional environment of their work. Two emergent and compatible frameworks for investigating teachers’ IL practices and CPD in context are identified and discussed within that context: the sociocultural approach and the interactive CPD model.

The research adopted an interpretivist phenomenological perspective. Semi-structured in-depth interviews were conducted with six teachers to explore their IL experiences. Questions addressed the participants’ previous background, the working culture of the school, approaches to learning and developing new knowledge, sources and methods of obtaining work-related information, IL practices and the differences between IL and CPD practices.

Although teachers value the role of IL in their professional lives and they have confidence in their performance of it, they remain confounded by the IL terminology. Within the teachers’ everyday working environment, the primacy of social and embodied information and the centrality of information sharing demonstrated the social and experiential nature of learning and the significance of contextualisation to IL development. The study found IL, CPD and learning to be inseparable, as they intersected within a single, organic situated learning practice of becoming an expert in context.

This study makes valuable contributions to theory by supplying empirical evidence of sociocultural IL practices, linking the currently disparate scholarships on IL, CPD and learning and providing suggestions for future research. In addition, the study demonstrates alternative avenues for developing teachers’ IL and offers recommendations for supporting their CPD.

The legalization of same-sex marriage changed the parenting landscape for LGBTQ parents in a variety of ways. Parenthood is presumably different now that same-sex marriage is officially legal. Experiences among LGBTQ couples in the post-legalization of same-sex marriage era raise questions about the context of growing recognition and cultural acceptance of same-sex relationships. I conducted in-depth interviews with LGBTQ parents to learn how they navigate parenting and the construction of parenting roles in the context of a society that has legalized same-sex marriage, yet still is rooted in heteronormative notions of family and parenthood. Specifically, I ask: How do LGBTQ couples construct and make sense of their roles as parents, particularly within the contemporary context of the legalization of same-sex marriage? Understanding the contexts that shape LGBTQ parents’ experiences aids in not only understanding the lives of LGBTQ parents and their families better, but also developing a deeper understanding of contemporary parenting identities and experiences more broadly.

Luxury companies have expanded globally, but little attention is given to the difficulties associated with expansion to culturally different countries, especially when focusing on training salespeople in rapport-building behaviors. To address this discussion, we answer these research questions: (1) Does the luxury fashion brand country of origin affect the rapport-building strategies of salespeople?; (2) How do luxury fashion employees classify customers from collectivistic cultures with emerging economies, such as that in Brazil?; and (3) What are the rapport-building strategies used by these salespeople for each of these luxury fashion customer segments?

The authors conducted in-depth interviews with salespeople, managers and team supervisors from four global luxury retailers from Britain, France and Italy that operate in Brazil. In total, the authors interviewed 20 employees with an average of greater than 7 years of experience in luxury sales. The authors based their analysis on a theoretically generated coding guide and content analysis theories.

When expanding to culturally different countries, retail companies should adopt glocal strategies, especially when luxury is involved and when customers demand exclusive attention from companies. Additionally, the authors suggest that the effectiveness of rapport building strategies is culturally dependent and should be adapted to the microlevel, especially for continental countries that are culturally diverse.

This is employee-view research, with no inputs from customers or corporate managers. Luxury fashion brand stores did not grant permission for official research within their employees nor the observation of their customers during in-store interactions. Researchers interviewed employees as individual professionals, and their identities will remain anonymous.

When expanding to culturally different countries, luxury retailers should give special attention to the adaption of sales strategies, training and sales guidelines.

This study focuses on customer-employee rapport from the company's perspective.