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Reports on “Eat Your Words!” – a developmental health promotion project for 9 to 11‐year‐olds, which aims to encourage children to become discerning food consumers. Funded by the Consumers′ Association Jubilee Award, the project is a joint initiative between the National Forum for Coronary Heart Disease Prevention, Bloomsbury and Islington Health Promotion Department, the British Dietetic Association and Camden Local Education Authority. It aims to counter the pressure of promotion and advertising from the food industry when the hidden messages contradict national guidelines for a healthy diet. Primary schools within the London Borough of Camden will trial and evaluate the resources during 1992, after which the materials will be reviewed and revised for nationwide distribution.

This chapter focuses on the school placement element of Initial Teacher Education provision. It opens with an examination of a range of issues characterising research and writing about placement at global level before considering the vernacular nuances of the Scottish context. The chapter then turns to the problematic matter of quality in teaching practice and argues against reifying school placement as something that exists separate or apart from the student teachers who participate in it. It challenges simplistic analyses of the quality of the placement in terms of external provision through supportive mentoring relationships within a welcoming organisational culture. Drawing on data from the author's recent research, the relational nature of the school placement is emphasised and an argument promoted that individual student teachers make significant contributions to the nature of the support they experience on placement. Implications for further research are considered in the conclusion.

While the South Pacific is often cited as highly vulnerable to the impacts of climate change, there is comparatively little known about how different groups perceive climate change. Understanding the gaps and differences between risk and perceived risk is a prerequisite to designing effective and sustainable adaptation strategies.

This research examined three key groups in Samoa, Fiji and Vanuatu: secondary school teachers, media personnel, and rural subsistence livelihood-based communities that live near or in conservation areas. This study deployed a dual methodology of participatory focus groups, paired with a national mobile phone based survey to gauge perceptions of climate change. This was the first time mobile technology had been used to gather perceptual data regarding the environment in the South Pacific.

The research findings highlighted a number of important differences and similarities in ways that these groups perceive climate change issues, solutions, personal vulnerability and comprehension of science among other factors.

These differences and similarities are neglected in large-scale top-down climate change adaptation strategies and have key implications for the design of disaster risk reduction and climate change adaptation and therefore sustainable development in the region.

The research was innovative in terms of its methods, as well as its distillation of the perceptions of climate change from teachers, media and rural communities.

Vocational higher education and skills are recognised as key factors in shaping an economy to adapt to fast-emerging business models that disrupt workplace behaviours. Employers require graduates to be “work-ready”, emphasising the need to demonstrate resilience, as a critical desired behaviour (CBI, 2019). This case study shares the integrated curriculum design, co-creation and operationalisation of “Graduate Transitions” workshops that were piloted in a compulsory final-year module across a number of programmes in a higher education institutions’ business faculty to enhance graduates “work readiness”.

The collaboration and leadership thinking of industry professionals, academics and career consultants designed and co-created a workshop that enhances transitioning student resilience and prepares them for their future of work. Action research gathered data using a mixed-methods approach to evaluate student and stakeholder feedback.

Evidence indicates that the workshops actively embed practical coping strategies for resilience and mindful leaders in transitioning graduates. It assures employers that employability and professional practice competencies are experienced by transitioning graduates entering the future workplace.

Limitations to this research are clearly in the methodology and concentrating on the co-creation of an innovative curriculum design project instead of the tools to accurately evaluate the impact in a systematic manner. There was also limited time and resource to design a more sophisticated platform to collect data and analyse it with the imperative academic rigour required. Emphasis on piloting and operationalisation of the intervention, due to time and resource restrictions, also challenged the methodological design.

The positive feedback from these workshops facilitated integration into the curriculum at an institution-wide level. This paper shares with the academic community of practice, the pedagogy and active learning design that could be customised within their own institution as an intervention to positively influence the new metrics underpinning graduate outcomes.

This pioneering curriculum design ensures that employability and professional practice competencies are experienced by graduates transitioning to the workplace.

This study aims to understand whether poverty alleviation can be realized in tourism via tourism cooperatives. As a fast growing industry in the world, tourism has accelerated economic development in many participating places. A large number of tourism cooperatives have emerged to capture conspicuous economic benefits from tourism in many rural areas of China. The role of tourism cooperatives has not yet been explored from the poverty alleviation perspective.

Two field trips to Yuhu Village, Lijiang, China, which included in-depth interviews, were conducted during August and December 2011, aiming at understanding the roles of tourism cooperatives in poverty alleviation. In-depth interviews with villagers (45) and mangers of tourism cooperative (5) were conducted. A systematic coding procedure including open, axial and selective coding was conducted with the software assistance of ATLAS.TI6.2.

Evidence from Yuhu suggested that resources and power changes, both of which are further divided into both individual and collective levels, are the main contributors to substantial improvements of the poor. Material and social resources were significantly accumulated. In addition, empowerment, referring to the improvements in status, legitimacy and capability/knowledge, facilitated villagers to obtain favorable policies. By embracing a more broad understanding of poverty, the tourism cooperative is proven to effectively alleviate the poverty suffering of Yuhu villagers.

Understanding poverty from a multi-dimensional perspective is deemed to be critical to reveal the actual story, as evidenced in this study, with analyzing resource flows and power changes at different stages of tourism development. By embracing a more broad understanding of poverty, the role of tourism cooperatives in poverty alleviation was able to be noticed and emerged from in-depth interviews. A systematic scrutiny has been carried out to examine the pro-poor effects brought about by tourism cooperatives.

The purpose of this paper is to report on how early years practitioners worked with the ORIM Framework to support work with parents to promote early literacy experiences.

Co-produced Knowledge Exchange (KE) was used to develop and evaluate work with parents to facilitate their young children’s literacy. Information was gathered in discussion groups, interviews with parents and practitioners and feedback from all the parties involved.

Practitioners and families engaged with each other in the further development of an established literacy programme, and families demonstrated “ownership” of the co-produced knowledge after the end of the project.

Project design in co-produced research and KE is necessarily flexible. The focus is on practitioners’ knowledge and ownership of the process, sharing knowledge with parents and enhancing children’s experiences.

Practices that can enhance parental engagement in their children’s early literacy are varied and multiple and ORIM can be used flexibly to plan, develop and evaluate innovative and community – (and family –) specific practices.

Where parents have more knowledge of children’s early literacy development they are in a better position to support them; for learning communities there are implications in terms of future development of work with families to support early literacy development.

This paper contributes an original approach to the co-production of research with early years practitioners. It also identifies specific issues around the ethics of ownership in co-produced research.