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Considered alone, risk is static; the purpose of this paper is to illustrate risk not as static but as a fluid condition dependent, for example, upon circumstances of its context in changeable vulnerability and behavioural responses of people facing risk.

Psychology provides strong evidence of behavioural response when facing hazards; technological disasters providing more evidence of behavioural responses to hazards and risk than response to disasters assumed to be “natural”. Initial and subsequent behavioural responses may critically affect ultimate outcomes. Post-event inquiries into technological disasters have revealed actions and inactions which created or aggravated subsequent consequences and their aftermath.

Decisions taken at a Japanese school between the 2011 earthquake and tsunami, and details of the 2017 fire at a tower-block in London, UK, indicate, in spite of training, that rigidity, uncertainty, hesitation or waver may affect critical decisions and their consequences. Pre- and post-disaster behaviour may not follow preferred patterns. Fear of imagined or real events may induce unanticipated denial of the reality of risk. Physical changes made after assessments of risk may not be recognised as affecting risk.

Few published examples exist of public inquiries following disasters assumed to be from natural causes.

Reports of inquiries into technological disasters provide significant examples of behavioural responses which, if replicated, may influence outcomes of disasters labelled as “natural”.

Awareness of risk as a fluid condition will facilitate realisation of effects upon risk of uncompleted or ongoing works, inappropriate behavioural responses, undeveloped resilience and of the need for regular reassessments of risk.

This study encourages comprehension of risk as an evolving and fluid condition.

Bringing renewed attention to the anemic representation of Black women within the teaching profession, this chapter begins by chronicling the history of Black women in teacher education – from the Reconstruction Era to the 21st century – in an effort to highlight the causes of their conspicuous demographic decline. Next, it is argued that increasing the number of Black women in the teaching profession is a worthwhile endeavor although the rationales for such targeted efforts may not be obvious or appreciated by the casual observer. It is, therefore, important to illuminate the multiple justifications as to why it is essential to improve the underrepresentation of Black women in America’s classrooms. Lastly, it is asserted that serious attention is required to reverse the dramatic exodus of Black women from the teaching profession. In conveying this issue, the author shares special emphasis recruiting tactics, for the national, programmatic, and local school district levels, as promising proposals to enlist and retain more Black women in the teaching profession.

Recent changes in professional examinations have generated much debate concerning various issues. One specific debate relates to the consistency of readability levels before and after the changes. While no significant differences in examination readability were found with respect to consistency across the entire time horizon of the study, comparisons with respect to the readability of other professional materials generate questions on whether the exam is testing at an appropriate level and whether other materials such as those produced for continuing education are written at a level commensurate to practice.

The purpose of this paper is to address the lack of knowledge of the accounting occupational group in England prior to the formation of professional accounting bodies. It aims to do so by focusing on attempts made by writing masters and accountants to establish a recognisable persona in the public domain, in England, during the seventeenth and eighteenth centuries, and to enhance that identity by behaving in a manner designed to persuade the public of the professionalism associated with themselves and their work.

The study is based principally on the contents of early accounting treatises and secondary sources drawn from beyond the accounting literature. Notions of identity, credentialism and jurisdiction are employed to help understand and evaluate the occupational history of the writing master and accountant occupational group.

Writing masters and accountants emerged as specialist pedagogues providing the expert business knowledge required in the counting houses of entities that flourished as the result of rapid commercial expansion during the early modern period. Their demise as an occupational group may be attributed to a range of factors, amongst which an emphasis on personal identity, the neglect of group identity and derogation of the writing craft were most important.

The paper highlights Early English Books Online (available at: http://eebo.chadwyck.com/home), Eighteenth Century Collections Online (available at: www.gale.cengage.com/DigitalCollections/products/ecco/index.htm) and the seventeenth and eighteenth century Burney Collection Newspapers as first class electronic resources now available for studying accounting history from the sixteenth century through to the eighteenth century.

The paper advances knowledge of accounting history by: profiling commercial educators active in England in the early modern period; studying the devices they employed to achieve upward social and economic trajectory; explaining the failure of an embryonic professionalisation initiative; and demonstrating the contingent nature of the professionalisation process.

In this study we examine how resource-constrained organizations can maneuver for competitive advantage in highly institutionalized fields. Unlike studies of institutional entrepreneurship, we investigate competitive maneuvering by an organization that is unable to alter either the regulative or normative institutions that characterize its field. Using the “Moneyball” phenomenon and recent changes in Major League Baseball as the basis for an intensive case study of entrepreneurial actions taken by the Oakland A’s, we found that the A’s were able to maneuver for advantage by using bricolage and refusing to enact baseball’s cognitive institutions, and that they continued succeeding despite ongoing resource constraints and rapid copying of their actions by other teams. These results contribute to our understanding of competitive maneuvering and change in institutionalized fields. Our findings expand the positioning of bricolage beyond its prior characterization as a tool used primarily by peripheral organizations in less institutionalized fields; our study suggests that bricolage may aid resource constrained participants (including the majority of entrepreneurial firms) to survive in a wider range of circumstances than previously believed.

As a site of contestation among job seekers, workers, and managers, the bureaucratic workplace both reproduces and erodes occupational race segregation and racial status hierarchies. Much sociological research has examined the reproduction of racial inequality at work; however, little research has examined how desegregationist forces, including civil rights movement values, enter and permeate bureaucratic workplaces into the broader polity. Our purpose in this chapter is to introduce and typologize what we refer to as “occupational activism,” defined as socially transformative individual and collective action that is conducted and realized through an occupational role or occupational community. We empirically induce and present a typology from our study of the half-century-long, post-mobilization occupational careers of over 60 veterans of the nonviolent Nashville civil rights movement of the early 1960s. The fourfold typology of occupational activism is framed in the “new” sociology of work, which emphasizes the role of worker agency and activism in determining worker life chances, and in the “varieties of activism” perspective, which treats the typology as a coherent regime of activist roles in the dialogical diffusion of civil rights movement values into, within, and out of workplaces. We conclude with a research agenda on how bureaucratic workplaces nurture and stymie occupational activism as a racially desegregationist force at work and in the broader polity.

While it is generally well known that nonviolent collective action was widely deployed in the US southern civil rights movement, there is still much that we do not know about how that came to be. Drawing on primary data that consist of detailed semistructured interviews with members of the Nashville nonviolent movement during the late 1950s and 1960s, we contribute unique insights about how the nonviolent repertoire was diffused into one movement current that became integral to moving the wider southern movement. Innovating with the concept of serially linked movement schools – locations where the deeply intense work took place, the didactic and dialogical labor of analyzing, experimenting, creatively translating, and resocializing human agents in preparation for dangerous performance – we follow the biographical paths of carriers of the nonviolent Gandhian repertoire as it was learned, debated, transformed, and carried from India to the Fellowship of Reconciliation (FOR) and Howard University to Nashville (TN) and then into multiple movement campaigns across the South. Members of the Nashville movement core cadre – products of the Nashville movement workshop schools – were especially important because they served as bridging leaders by serially linking schools and collective action campaigns. In this way, they played critical roles in bridging structural holes (places where the movement had yet to be successfully established) and were central to diffusing the movement throughout the South. Our theoretical and empirical approach contributes to the development of the dialogical perspective on movement diffusion generally and to knowledge about how the nonviolent repertoire became integral to the US civil rights movement in particular.

The purpose of this paper is to explore the process of co-producing a formulation alongside a service user and the clinical team within a secure inpatient service. This paper has been co-authored by the service user and members of the multi-disciplinary team (MDT).

An open-ended focus group discussion was facilitated with the service user and members of her MDT. The process of thematic analysis was applied to the focus group transcript.

The following themes highlighted important outcomes of co-producing a formulation within a secure inpatient setting; “Meaningful Collaboration”, “Co-Produced Understanding” and a “Shift in Power Differential”. This paper demonstrates the importance of meaningful co-production within a secure inpatient service whilst also highlighting the challenges and tensions of working in a co-produced way within this context.

This paper explores the process of co-producing and developing a formulation from the perspective of one service user and their MDT within a secure inpatient setting. It would be unhelpful to extrapolate broad assumptions from this case study although this study does raise important considerations for future research and encourages an emphasis on a co-produced design and dissemination.

This case study highlights the importance of co-production in clinical endeavours, service delivery and development perspectives and in the dissemination of this information.

The importance of co-producing and co-authoring alongside service users have been highlighted in this paper. This approach to co-production and co-authorship is highly recommended in future research endeavours.

The purpose of this paper is to emphasise how vulnerability is not only “place-based” and to explore by example how vulnerability to hazards in England may comprise additional economic, social and psychological contributors to poverty. The mutuality of poverty and vulnerability is demonstrated, as are examples of susceptibility of the vulnerable to stigmatic disregard and cruelty.

“Place-based” vulnerability is exemplified by coastal vulnerabilities and causes of their increase. Poverty and its causes are explained, followed by examples of possible contributors, indicators and consequences in incomes, living costs and debt; housing welfare and homelessness; food, nutrition, health and mental ill-health. Susceptibility to stigmatic behaviours exacerbate personal vulnerabilities.

Dynamics of mutual inter-relationships between poverty and vulnerability are demonstrated. Behavioural responses to either condition by individuals and by society at large, to which those who are vulnerable or in poverty are susceptible, are described in the present and from history.

Findings form a “theoretical reality” upon which some measures may follow. An additional need is identified for long-term social field research to follow adults’ and childrens’ experiences, and consequences of poverty in vulnerable situations.

Vulnerability accrues irrevocably between disasters, the results of which may be exposed by disaster impacts.

Recognition of linkages between economic and social vulnerability and disasters is essential for subsequent action to reduce the impact of disasters upon society.

Though vulnerability has been explored for many years, the dynamics of its contributing processes require further explanation before their wider comprehension is achieved.