Search results

Post-diagnostic dementia care is often fragmented in the United Kingdom, with great variation in provision. Recent policies suggest moving towards better community-based care for dementia; however, little is known on how this care is delivered. This study aimed to map the post-diagnostic dementia support provided in England a decade after the introduction of a National Dementia Strategy.

A mixed-methods e-survey (open Nov 2018–Mar 2019) of dementia commissioners in England recruited through mailing lists of relevant organisations was conducted. The authors descriptively summarised quantitative data and carried out thematic analysis of open-ended survey responses.

52 completed responses were received, which covered 82 commissioning bodies, with representation from each region in England. Respondents reported great variation in the types of services provided. Information, caregiver assessments and dementia navigation were commonly reported and usually delivered by the voluntary sector or local authorities. Integrated pathways of care were seen as important to avoid overlap or gaps in service coverage. Despite an increasingly diverse population, few areas reported providing dementia health services specifically for BME populations. Over half of providers planned to change services further within five years.

There is a need for greater availability of and consistency in services in post-diagnostic dementia care across England.

Post-diagnostic dementia care remains fragmented and provided by a wide range of providers in England.

This paper aims to contribute to understandings of the dynamics of marketplace exclusion and explore the benefits of a performative approach to knowledge production.

Interactive documentary theatre is used to explore the pressing issue of marketplace exclusion in a deprived UK city. The authors present a series of three vignettes taken from the performance to explore the embodied and dialogical nature of performative knowledge production.

The performative mode of knowledge production has a series of advantages over the more traditional research approaches used in marketing. It is arguably more authentic, embodied and collaborative. However, this mode of research also has its challenges particularly in the interpretation and presentation of the data.

The paper highlights the implications of performative knowledge production for critical consumer learning. It also explores how the hitherto neglected concept of marketplace exclusion might bring together insights into the mechanics and outcomes of exclusion.

While theatrical and performative metaphors have been widely used to theorise interactions in the marketplace, as yet the possibility of using theatre as a form of inquiry within marketing has been largely neglected. Documentary theatre is revealing of the ways in which marketplace cultures can perpetuate social inequality. Involving local communities in the co-production of knowledge in this way gives them a voice in the policy arena not hitherto fully addressed in the marketing field. Similarly, marketplace exclusion as a concept has been sidelined in favour of marketplace discrimination and consumer vulnerability – the authors think it has the potential to bring these fields together in exploring the range of dynamics involved.

THE Correspondence columns of The Times always make interesting reading, but never so much as in the last four weeks, for librarians anyway. We understand that there are people who do not read The Times (bottom people ?) and it is a regrettable fact that many libraries do not take The Times. For them and for recapitulation and comment we summarise the letters arising from the editorial comment on the Report of the Roberts Committee.

This article explores the meanings of societal marketing in the context of AIDS community‐based organizations (CBOs). Studies have investigated the practice of relationship marketing in for‐profit businesses, but we have yet to understand fully the practice of relationship marketing in the vast and socially important not‐for‐profit or philanthropic sectors that practise societal marketing. Four ways in which therapeutic or “revivalist” discourse is cultivated and appropriated by clients are elaborated: reproduction of community, the use of metaphor, encouraging reflexive self‐development, and tangibilizing grief. Implications for customer intimacy and relationship marketing in the societal marketing sector are elaborated.

In 2018, the World Health Organization released its latest report on air pollution identifying that seven million people die annually as a result of poor air quality. Moreover, it is estimated that 90% of the world's population is exposed to ‘dangerous levels’ of air pollution (WHO, 2018a). This is an alarming news, given the United Nations Sustainable Development Goal number three seeks to ‘substantially reduce the number of deaths and illnesses from hazardous chemical and air, water and soil pollution and contamination’ (WHO, 2016). In addition, the WHO Director-General Tedros Adhanom Ghebreyesus has publicly stated that ‘…air pollution threatens us all, but the poorest and most marginalised people bear the brunt of the burden… If we don't take urgent action on air pollution, we will never come close to achieving sustainable development’ (WHO, 2018b). This chapter explores the political economy of global air pollution including an analysis of international trade that perpetuates and exacerbates emissions and the environmental injustices associated with global warming and air quality ill health. It also draws on discourses of power, harm and violence to analyse air pollution and climate change within frameworks of green criminology and atmospheric justice.

Teachers are often the first contact for students with mental health difficulties. They are in an ideal position to identify students who are struggling and frequently support them using different approaches and techniques. The purpose of this paper is to investigate secondary school teachers’ experiences of supporting the mental health of their students.

Seven secondary school teachers from state-funded schools in the UK participated in face-to-face semi-structured interviews. Interpretative phenomenological analysis was used to understand and structure the data into themes.

Five superordinate themes emerged from the data analysis: perceived role of teacher, nature of relationship, barriers to helping the child, amount of training and resource, and helplessness and satisfaction. Participants described the lack of training, resource and clarity about their role to be causes of frustration. Internal and environmental factors often influenced participants’ feelings of helplessness.

The findings from this study cannot be readily generalised to the wider population due to the nature of qualitative interviews.

This study has led to a greater understanding of the experiences of teachers within a school setting. It is crucial that mental health training for teachers directly meets their needs and abilities.

This paper finds value in recognising the lived experience and difficulties faced by teachers supporting students’ mental health problems. A theoretical model is presented based on this analysis that can help inform best practice for schools.

The purpose of this paper is to research lesbian fashion consumption in order to draw conclusions on the attractiveness of the lesbian target segment for the fashion industry. So far, lesbians’ fashion consumption behaviour has hardly been researched. However, an evinced lesbian stereotype exists which describes doctrinal feminists with an antipathy against consumption in general and fashion shopping in particular. In contrast, gay men have been identified quite contrary as an attractive market segment and marketers have started to particularly target this so-called “dream market”.

First, qualitative semi-structured interviews (n=18) were conducted to gain first insights into fashion consumption behaviour of lesbians. Second, a quantitative online survey (n=879) was carried out to generate more detailed findings. Due to the difficult reachability of the homosexual consumer target group, the segment’s high online media affinity was used and data collection was conducted through popular German homepages targeted to homosexuals (esp. “queer.de” and “lesarion.de”). The research investigated fashion-consciousness, willingness to pay, brand-affinity, and openness to homosexual marketing. In addition, influencing factors – such as the affinity towards the homosexual scene, career orientation, income, age, status of coming out, and number of inhabitants of the city of residence – have been researched.

Results prove that lesbians are an equally attractive and financially interesting market segment for fashion marketers as gays. Lesbians have a similarly high fashion-consciousness and willingness to pay, and an even higher brand-affinity – but a lower openness to homosexual marketing than gays. Especially scene-affine femme lesbians with a high-paid professional career are a highly attractive market segment. The study proves the attractiveness of the lesbian target segment for fashion marketing and debunks the myth of the consumption-averse lesbian stereotype.

This paper provides evidence on the attractiveness of the lesbian market segment for the fashion industry. Due to its size and financial attractiveness, the question whether to target lesbians with a specifically adopted marketing mix should be raised.

Research on lesbians’ fashion consumption behaviour in general is very scarce and on fashion consumption behaviour in particular is almost non-existent. This study is a first attempt to analyse the major areas of fashion consumption for the German market.

The purpose of this paper is to investigate the development of mathematics teachers’ pedagogical content knowledge (PCK) over successive cycles of lesson study. Utilising the framework of mathematical knowledge for teaching (MKT) (Ball et al., 2008), this research classifies features of PCK as utilised by post-primary mathematics teachers in their planning and reflection conversations in lesson study. The development of these features of PCK is then traced over successive cycles.

In total, 12 teachers in two Irish post-primary schools participated in this research. Over the course of one academic year, these two groups of teachers completed a number of cycles of lesson study and qualitative data were generated through audio recordings of all lesson study meetings and through individual interviews with participants.

Analysis of teacher dialogue reveals distinct features of knowledge of content and students (KCS) and knowledge of content and teaching (KCT) incorporated by these teachers in their planning and reflection conversations, providing empirical evidence of MKT in lesson study. The occurrence of these features of KCS and KCT in lesson study conversations increased over successive cycles, demonstrating teacher learning.

This research contributes to the literature in expanding the theoretical underpinnings of teacher learning in lesson study. It also provides further empirical evidence of MKT (Ball et al., 2008) in teacher practice, specifically related to post-primary mathematics teachers.