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This paper, which originates in an English-as-a-foreign-language (EFL) classroom activity in Hong Kong, aims to explore English learners’ expressive and creative potential in writing by studying their work in the literary narrative genre.

A group of upper secondary students (15-16 years of age) with limited English resources and competence was enlisted to remake a folktale with visual and written prompts.

The writing samples demonstrate that these low-level EFL writers are able to refashion the narrative elements, and to communicate meanings for their own purposes. They exhibit logicality and problem-solving skills in their attempts to challenge and transform idea and to include themes of interest to them. There is also evidence of creative play with language in their use of dialogues and figures of speech.

These writing outcomes suggest the need to re-vision English language arts practices in increasingly diverse education systems. Genre-based instruction, with its emphasis on “writing to mean” as a social activity supported by learning to use language, could lead to widening EFL learners’ access to genre knowledge and to greater life chances.

A linguistics-based pedagogy scaffolding less able EFL writers while they learn to build effective narratives is identified as a way forward.

Although the idea of using narratives to engage EFL learners in writing is not entirely new, this paper contributes to the field by responding to low-level learners’ writing that goes beyond linguistic “correctness”, and developing strategies for supporting creativity and language play.

draws from a variety of folk traditions, including images and texts, to put together a version of a Cinderella story. The writing blends various elements from Cinderella stories from twenty countries and places to create a tale full of culture-specific images and perspectives. The book illustrates the diversity in people’s lives, which is continuously connected through our similarities and differences. The book is appropriate to use as a hook supporting delivery of a social studies curriculum, and to introduce social studies concepts in third and fourth grade classrooms.

This study explores the meaning of Cinderella archetype through the use of visual narrative art (VNA) created from the chosen motion film. First, the present study describes basic concepts of several qualitative research methodologies including visual sociology, cognitive sculpting (CS), storytelling, and VNA. Mapping contexts that the movie describes deepens the understanding of the stories and enactments. Second, the paper briefly examines the Cinderella archetype in storytelling. Finally, the paper illustrates VNA via CS of a subject movie for improving interpretations and sense-making of the story.

Some of the most recognizable ‘evil’ fairy tale characters are the stepmothers; second-wives who enter happy households, and seek to subjugate their step-children. This character arc is due to be dismantled. Patriarchal regimes over time have constructed realities where women and power do not go together. In early-to late-modern (white, European) societies, patriarchal structures placed restrictions on the decisions women could make with their lives. This meant that women with status were left with very few options to earn an income. The aim for this analysis is to show this distortion of upper-class female reality by analysing the portrayal of the stepmother characters in four fairy-tale film narratives released since 2000, focusing on the Cinderella and Snow White narratives (two of the more widely disseminated fairy-tale stories). By illustrating how little information is given about their lives before re-marrying, this chapter will demonstrate how audiences are still ignorant to the backdrop of wealthy male superiority and the patriarchal structures that would lead to a woman remarrying for economic security, showing them in a more sympathetic light.

Although the issue of retail location has attracted a great deal of academic attention, the bulk of this literature pertains to the national, regional and urban scales of analysis. An equally important, but comparatively neglected, consideration is micro‐scale retail location; that is, location within planned shopping centres and unplanned shopping districts. Summarizes the existing literature on retail location at the micro‐scale and asks whether it is in fact a “cinderella” subject – unappreciated but with much to offer – or an “ugly sister”, unworthy of serious attention.

The process of metal abrasive shot or grit blasting is a familiar technology that has been in evidence since the middle of the 19th century. Herein lies the problem. It is said that: “Familiarity breeds contempt”, and it is particularly true of this process which has become the ‘Cinderella’ of the engineering industry.

The purpose of this paper is to explore school-based mentors' perceptions of the non-statutory National Standards for school-based initial teacher training (ITT) mentors in England.

Taking the form of a qualitative survey, the paper explores the views of mentors in relation to the potential use of the National Standards in supporting the mentoring role and in enhancing the experiences of pre-service teachers during school placements.

The paper reports that the National Standards have the potential to support the role of mentoring in ITT if used in ways that support mentor recognition and reward.

In the absence of any common training model for mentors in England, there is potential that the National Standards could offer mentors some guidance for the role to support more equitable experiences for pre-service teachers.

The paper contributes to the field since it accesses mentor voices about matters that involve them. The paper draws attention to the impoverished representation of mentoring in the National Standards, whilst paradoxically noting that in the absence of any common mentoring framework, mentors perceive that the standards could offer some support for mentors and mentees alike.

The purpose of this paper is to examine how Oakridge Training and Consulting helped AstraZeneca to develop a training program in teamwork for its information‐services (IS) project managers.

Discusses a three‐day workshop that focused on developing individual learning skills, which was followed by a program focused on developing team spirit.

Reveals that the project managers were encouraged to think practically about responding as an individual as well as part of a team, to question and to practice what they had learned. Describes how attendance at training sessions increased from 55 percent at the start of the program to around 98 percent.

Advances the view that the project managers see the sessions as a good opportunity to share problems, learn with colleagues and support other team members.

Contends that the training has developed a sense of belonging, and that team members have begun to trust the group to help solve problems.

Argues the case for the full integration of industrial design into the new product development (NPD) process. Demonstrates, first, a clear structure of benefits based on design′s direct contribution to profitability and brand value as a core component of the sales proposition – and, by its power of association, a key influencer on the sale itself. Second, it reviews the current state of play in UK industry, based on recent research by the author′s company, Random, in which it identifies a major “intention gap” between attitude and practice. Finally, in prescriptive mode, it provides a detailed “route‐map” for achieving full integration.