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Designing and manufacturing long-lasting things and minimizing the use of material resources are central concerns to the circular economy. Yet, repairing and repurposing objects, and the experiences and knowledge of those who extend the life of objects at the consumption level, are absent from discussions on the circular economy. Based on in-depth interviews focussing on practices of repair and repurposing within households, this article interrogates waste and its capacity to disturb, impede or provoke practices central to the circular economy. Re-considering waste within discussions on the circular economy is a way to bring to the surface the overlooked capacity of waste to enable or hinder household engagement in practices of repair and repurposing through waste’s heterogeneous and shifting components, sacredness and morality.

This chapter explores the inequalities and restrictions faced by women as they entered the medical profession in the United Kingdom. A case study in the first hospital in the United Kingdom to be founded and run by women, the Edinburgh Hospital for Women and Children, it demonstrates the importance of history for understanding women doctor’s early career choices and opportunities. The chapter begins with an outline of nineteenth-century notions of feminine propriety. It considers how middle-class women sought to subvert these restrictions and gain an active role in public life, and explores how this impacted upon arguments in favour of medical women. It reveals the significance of the changing nature of medical knowledge in this period, and considers how this contributed to the emergence of two distinct specialisms, both of which became the preserve of women doctors: maternal welfare schemes in the 1900s, and the treatment of VD in the inter-war period. The chapter concludes with its contribution to this edited collection.

This chapter compares student and facilitator perceptions of what supports learning in teams in online environments. The authors (one Italian and one British) draw on their experiences facilitating modules in a UK-based online international professional doctorate of Higher Education with students from across the globe, as well as a two-year research project on developing best practice in supporting online international graduate students to engage in virtual learning teams. The theories underpinning the educational use of learning teams are those of constructivism and social learning, all of which suggest a facilitative role for the tutor. However, there is disagreement about what this looks like and what it means for student autonomy and facilitator presence. Many students expect greater tutor involvement, especially when teams are not functioning at an optimal level. The chapter offers both an in-depth discussion of the literature that looks at student and tutor perspectives on virtual team learning,and a summary of findings from a mixed methods research project on students’ needs and tutors’ practice while working in dispersed learning teams. Finally, the chapter draws out implications for the development of e-pedagogy to support learning and engage international learners in online contexts at the graduate level.

Musical experiences play a formative role in shaping individuals, culture and society. This chapter descriptively analyzes a six-week study abroad program based in Budapest, Hungary that focuses on music, popular culture, and the politics of everyday life. I begin by describing the program's rationale, goals, and objectives. I then provide insight into the program's content as it relates to music's formative role in sociology and learning. Lastly, I discuss the usefulness of Kotarba and Vannini's (2006) special issue of Symbolic Interaction to assist student learning about music in everyday life. I show how the study abroad program focused on the conceptual, methodological, and substantive significance of music practices in everyday life. I also show how including the special issue of Symbolic Interaction with more general scholarship on music, culture, and society, allowed students and me to share an in-depth, collaborative focus on interactionism that would not be so easily achieved in a normal classroom setting. I close by commenting on the program's impact on students’ conceptions of self.

The news of recent mobilizations in Arab, European, and North-American countries quickly spread across the globe. Well before written reports analyzing the unfolding mobilizations, images of protests circulated widely through television channels, print newspapers, internet websites, and social media platforms. Pictures and videos of squares full of people protesting against their governments became the symbols of a new wave of contention that quickly spread from Tunisia to many other countries. Pictures and videos showing the gathering of people in Tahrir square (Egypt), Puerta del Sol (Spain), and Zuccotti Park (United States) quickly became vivid tools of “countervisuality” (Mirzoeff, 2011) that opposed the roaring grassroots political participation of hundreds of thousands people to the silent decisions taken in government and corporation buildings by small groups of politicians and managers. The presence, and relevance, of images in mobilizations of social movements is no novelty. Encounters with social movements have always been intrinsically tied to the visual sense. Activists articulate visual messages, their activities are represented in photos and video sequences, and they are ultimately rendered visible, or invisible, in the public sphere. Social movements produce and evoke images, either as a result of a planned, explicit, and strategic effort, or accidentally, in an unintended or undesired manner. At the same time, social movements are perceived by external actors and dispersed audiences via images which are produced both by themselves and others.

Today, appearance is an integral aspect of a politician's image and personality and therefore his or her brand (Budesheim & DePaola, 1994; Sanghvi & Hodges, 2015; Smith & French, 2009). While appearance is critical to political marketing, most of the research focusing on appearance in politics is experimental in nature (Lenz & Lawson, 2011; Olivola & Todorov, 2010; Todorov et al., 2005). This study investigates the importance of appearance for marketing politicians through a qualitative interpretivist framework that offers implications for theory. Moreover, this chapter offers a specific focus on the importance of appearance for female politicians.

Research shows women face greater scrutiny on their appearance (Carlin & Winfrey, 2009; Sanghvi, 2018). This chapter examines myriad of issues women in politics face based on their appearance. It also examines how women have successfully managed the issue of appearance at local, state and national levels. Thus, this study delivers a multifaceted view of the topic and facilitates the understanding of how appearance management enters into the political marketing process.