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The purpose of this paper is to explore how Brexit-related food issues are being presented in the UK print media.

Using the news database Nexis UK, relevant articles were identified based on key search terms, “Brexit” and “Food” or “Farm!” or “Agriculture!”. The search criteria were set to include articles with three or more mentions of these terms. The search period was 6 April to 5 July 2018.

The quality newspaper genre, and remain-supporting newspaper, The Guardian, in particular, dominated food Brexit coverage. In total, 17 distinct food Brexit issues were covered, with food security and subsidies receiving the most coverage in leave-supporting publications and agriculture, trade and labour receiving the most coverage in remain-supporting publications. Dominant narratives and frames can be identified in the reporting, illustrating newspapers' tendency to promote certain viewpoints in support of their own standpoint on Brexit. In all publication types, political voices feature far more prominently than any other stakeholder group, highlighting the significant potential for this group to influence public opinion and the post-Brexit food policy agenda.

The authors only examined newspapers over a limited period. Reporting in other media and at different stages in the Brexit negotiation process may differ.

Media reporting on food Brexit issues has the potential to influence post-Brexit food policy.

This is the first study to look at reporting on food Brexit in the UK media.

Reproduces the three winning entries in the Scottish schools essay competition. Entrants were asked to choose a character from a book and to write about what that character means to them.

Reports on the uncovering of a small‐firm reality where the self‐gratifying behaviour of the owner/manager threatens the survival of the organization. Takes a “middle‐range thinking” approach to mould ethnographic data, and demonstrates and develops, via a case study, models of change within organizations. Identifies the importance of power in such change‐resistant contexts, and draws conclusions from the work which suggest that in such contexts “second order” change is unlikely to be achieved and only “pseudo‐colonization” can be sustained in the long term. It is the authors’ view that this context is a common one and is worthy of further research since there may be far‐reaching implications for a whole range of stakeholders associated with such an organization.

Purpose – This chapter explores which factors women see as limiting their ability to achieve preferred traditional and egalitarian gender roles.Design/methodology/approach – Data from 25 in-depth interviews and questionnaires with Black and White wives in same-race and interracial Black/White marriages are used. Analysis relies on an intersectional framework to illustrate how gendered power, race, and resources create obstacles in realizing gender ideology.Findings – Wives who were unable to fulfill egalitarian ideals faced gendered power issues. Wives who desired “traditional” gender roles encountered structural limitations related to class position and racial discrimination in the workplace.Research limitations – This study is limited to the perspectives of Black and White women living in the Atlanta, GA metropolitan area. Future research should look further at how socialization that gives men greater power than women affects intimate relationships while taking into account how the experiences of gender are influenced by other aspects of status, including class, race, and location.Originality/value – Findings from this study add to sociological knowledge of gender by conveying the intersectional nature of race, class, and gender in the family and by further illustrating the importance of applying theories of intersectionality to empirical research in this area.

This paper aims to explore the influence of wildfire events on community perceptions of climate change and the risk of future wildfire disasters in southern Australia.

The study was located around Beechworth in northeast Victoria, where wildfires occurred in 2003 and 2009. Semi-structured qualitative interviews and focus group interviews were conducted in 2010, involving 40 people from local businesses, government and property owners.

The authors conclude that people’s experiences of recent consecutive wildfire events did not necessarily influence their views on climate change in general or as a causal agent of wildfire events. However, there was general agreement that weather conditions had been extreme in recent times. Some attributed the increase in wildfires to factors other than climate change that were more easily observed.

Further research is needed into the relationship between wildfire experiences, climate change views and adaptive behaviours across a wider range of social contexts. Research needs to determine if views and behaviours change over time or with frequency or severity of fires.

Understanding the nature of potential wildfires, and being able to prepare and respond to such events, is more important than believing in climate change, as views may not change in response to fire events. Strategies need to focus on supporting people to prepare, respond and recover from wildfires, regardless of their climate change perceptions.

Paying attention to people’s local social context and how it influences their beliefs about climate change will allow sensitive and adaptive strategies to evolve over time.

There is limited research into relationships between disaster experiences and perceptions of climate change, particularly the influence of wildfire experiences.

In the assessment of student nurses, there is limited research exploring why the contributions of people with lived experience (LE) have an impact on learning. The purpose of this paper is to compare the nature of feedback provided to students by people who have both worked in and used mental health services.

To explore the nature of qualitative student feedback generated from an assessment involving people who have experience of using and working in mental health services. Therefore, an inductive content analysis conducted on the formative written feedback provided to students following a simulated assessment.

The results demonstrate significant similarities in the feedback provided by those with LE of using and working within mental health services, suggesting a shared conceptualisation of professionalism.

The research indicates the potential socialisation of professionals and service users to not only the assessment process but also the professional expectations of mental health nurses. These findings resonate with Barker et al.’s (1999) description of the “pseudo ordinary me” and emphasise the principles and importance of person-centred care.

The paper highlights that assessment approaches which incorporate feedback from people with LE offer a vehicle to demonstrate and explore how attributes, subjectively associated with professionalism, can be recognised and developed by student mental health nurses.

Much discussion has taken place in real life and in cyber space about the future of Henry Archer. He has been the subject of gossip, with the nature of his conception, and then gained a stepfather, seemingly a gentleman, who cared for both Henry and his mother. Coercive control came to dominate the relation between Rob Titchener and Helen Archer, giving an outward appearance of perfection in all aspects of family life. Henry experienced the gaslighting along with Helen and having seen his mum stab his new adoptive father, Henry was left without his mum, and in the care of evil Rob, effectively prevented from contact with his staid, and consistently caring grandparents. This paper will consider the impact of the trauma on Henry's potential psychological self as an older child and adolescent, looking at the impact of attachment, disparate parenting styles, social learning theory and domestic violence. There is also a comparison to a case study which could illustrate Henry's future, should he decide to begin a career in serial killing.

This chapter investigates how we have come to know what we know, in the United States, about the terms “ability” and “disability” through the story of Helen Keller and her teacher Anne Sullivan Macy. What is the narrative of Helen Keller as told through children’s literature? How might the ways in which her life is presented contribute to stereotypes of what it means to be disabled? What, if any, are the ways in which authors of these books resist writing about her as someone who “overcame” her disabilities? How is Helen Keller’s relationship with her teacher, Anne Sullivan, portrayed and what might this representation contribute to the concepts of dependence and interdependence?

This project provides a sociological analysis of common themes through a content analysis of 20 children’s books on Helen Keller.

The theme of the widely circulating “story of the water pump moment” (when Keller realizes that hand movements signify language) depicts a one-sided relationship of Helen Keller and her teacher Anne Sullivan Macy. This informs the narrative representations of Anne Sullivan Macy as “miracle worker” and Helen Keller as “miracle child.” Another theme is the “complexities of resistance,” which shows how these narratives uphold the stereotype that Helen Keller needed to “overcome” her disabilities while also resisting this notion and showing how she also helped Anne Sullivan Macy.

This demonstrates how widely circulating stories such as those about Helen Keller shape what we know about what it means to be abled or disabled, challenges simplistic binary understandings of the disability experience, and points to the power of narratives to shape systems of beliefs.