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Social Work education has seen some changes since my first paper on how The Archers could be used to enhance a student's understanding of service user experiences (Burrows, 2016). Social Work students still, however, need to understand the difficulties that their future service users may experience; learning is developed through lectures, seminars and workshops, and most of all through practice experience, but a real challenge for educators is how to show students the constant lived reality of families and communities who have complex difficulties. A visit to a household only gives a snapshot of their life, and service users may be guarded in their behaviour during a professional visit. My original paper considered the educational value of the ‘fly-on-the-wall’ perspective of The Archers, in catching unguarded moments and drawing attention to issues in the community. From the impact of rural poverty and unaffordable housing, through issues of mental health, hospital discharge, to adult survivors of child sexual abuse and the tangled webs of modern slavery, these issues will resonate with any social worker, in Adult, Children and Families or Mental Health fields. These are not just issues in a rural setting; professionals in more urban settings will recognise these as things the families and individuals they work with must deal with from time to time.

Nature-based solutions (NBS) are increasingly seen as a holistic approach to a wide array of environmental and societal problems. Crucially, much of its appeal stems from its potential to address multiple challenges at once, being not only valuable for their positive impacts toward sustainability and human welfare but also their cost-effectiveness when compared to some engineered solutions. This helps to explain the growing awareness of the private sector of the market opportunities arising from the introduction of NBS to their operations. This chapter presents some of the opportunities for businesses in implementing NBS, such as the risk and cost reductions, compliance with regulatory requirements, reputational and financial gains, among others. I will also introduce some of the challenges they might face, such as the difficulties for companies to fully internalizing all benefits generated by investing in NBS, the need for long-term planning in adapting NBS in a company's operations, possible hindrances in financing innovative NBS, among others. The chapter will also showcase NBS being implemented by companies in urban contexts, based on the responses of local governments that disclose to CDP's cities questionnaire. This concluding section of the chapter provides policy recommendations for public entities to incentivize the uptake of NBS by the private sector.

Our chapter examines the ways national developments in Australia and New Zealand over the past two decades reflect distinctively antipodean understandings of educational leadership and management. Our interest is twofold. We are concerned about the extent to which these understandings are reflected in strategies designed to enhance the quality of school leadership. We are also concerned about the extent to which these strategies represent progress towards achieving ‘sustainable’ school leadership. We define sustainable leadership in terms of both building leadership capacity within the organisation and embedding lasting organisational change (Fink & Brayman, 2006; Hargreaves & Fink, 2006; Spillane, 2006). The concept used here implies both models of distributed or shared leadership and leadership succession.

Unfortunately, I am not the first to attempt to map out the narrative terrain of Others. In 1985, R. S. Perinbanayagam presented various social theorists’ conceptions of the Other in his book Signifying Acts: Structure and Meaning in Everyday Life. Basically, they comprise three Others: the Generalized Other, the Meiotic Other (my language), and the Significant Other. I will address three additional Others – the Unconscious Other, the Marginalized Other, and the Nonhuman Other – that I find in a broader and more recent literature. Although I group them into six main Others, the borders of these types are somewhat arbitrary, porous, and nondiscrete, as interaction and intersection exist among them. Two characteristics that distinguish one Other from another are whether the Other exists within or outside the Self and whether the Other is an individual or aggregate entity. The Unconscious Other and the Generalized Other both are constructed from symbolic material outside the individual but ultimately take up residence within the Self. The Meiotic Self is the self-divided; there may be multiple divisions but each Meiotic Self is usually presented as singly constituted. The Significant Other, an individual, and the Marginalized Other, often a status group or member of it, reside outside the Self but play supporting roles in relation to any particular Self, which may also be an individual or status group, such as men, Whites, and Americans. The Nonhuman Other may be individual, an aggregate of individuals, or the product of human behavior, all of which reside outside the Self.

John Churchley is the Assistant Superintendent-Human Resources for the Kamloops/Thompson School District in British Columbia, Canada. He has a background in both arts education and educational leadership. These two fields are reflected in his work as a practitioner and leader and in his academic research. He has taught music at elementary, secondary, and university levels and has worked as a fine arts curriculum consultant and as a school principal and district administrator. John holds a Doctor of Education degree from the University of Nottingham and keeps connected academically through an appointment as Adjunct Professor at Thompson Rivers University and through his involvement in the Arts, Aesthetics, Creativity, and Organization Research Network. His research interests include: the aesthetic experience; integrated arts/aesthetic education; leadership development and its intersection with aesthetic education; and public education issues in human resources management, labor law, and labor relations. E-mail: jchurchley@sd73.bc.ca