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Supporting People, in conjunction with Best Value, creates an urgent requirement for those who manage sheltered housing to review the services they provide. Both the wider strategic, financial and logistical framework within which sheltered housing operates and the quality of service provided to service users must be appraised by all providers in order to be prepared for these two key regimes. The CSHS Code of Practice for Sheltered Housing and Related Services for Older People in the Community, and Starfish Consulting's Appraisal Toolkit for Sheltered Housing have been designed to be used by sheltered housing providers to prepare themselves fully for Supporting People day ‐ 1st April 2003.

Higher education goes beyond classroom teaching and emphasizes on community and democratic participation of students and teachers who are expected to practice inclusive education and support the needs of the community and a diverse group of stakeholders. In the 1990s a new form of experiential learning started evolving in higher education where students were given credits to become more empathetic and address the needs of humanity or their immediate community. Curriculum were improvised to include volunteering services, internships and integrating them to the existing teaching learning needs. However, a fine line does exist about how inclusive education should be and what dimensions of community services can be included in the curriculum. This book is a collection of case studies and interventions adopted by academics across the globe to explain and explore the concepts of social responsibility in education, social justice and civility. The current pandemic situation has made it increasingly difficult for students to explore gaps in society and work toward mitigating it. Academics have showcased that online learning doesn’t mean an end to service learning, but it can be enhanced, and students can continue to be agents of social change. The volume describes the concept of service learning as a model, as a pedagogical tool, a framework that can be inculcated in different areas higher education.

This study aims to illustrate how one-sixth grade language arts teacher transforms the theory of culturally sustaining pedagogy (CSP) into practice, an effort made visible through classroom discourse.

This classroom discourse inquiry is guided by tools of reconstructive discourse analysis which encourage a complex consideration of communicative efforts with intent to deconstruct them in the process of uncovering how oppressive social power structures are maintained. Additionally, reconstructive discourse analysis drives attention to how the data analyzed can reveal both how discourse marks moments where justice is constructed as well as how unjust structures may be reshaped into those that are more equitable.

In a setting where rapport and trust have been established, intentional teacher-driven classroom discourse influenced the ability of student cultures, namely, their languages, to be sustained in the classroom on their own merits and not merely as a conduit for accessing dominant academic material.

The information presented in this manuscript in the form of analysis of discursive classroom moments provide examples for equity-driven practitioners to engage in similar critically reflective activities with the potential to expose instances of CSPs or to assist in the identification of instances where the taking up of CSPs should sought.

One difficulty in transforming theoretical stances to practical actions stems from oversimplification of CSP and related asset-based pedagogical practices as “just good teaching.” By deconstructing classroom discourse, this study can subsequently reconstruct effective, generative, culturally sustaining approaches to community practice within a classroom learning space.

Although there are a number of hybrid tropes and cross-over conventions that relate to contemporary action cinema, broken down to its most rudimentary components, the genre places its cinematic hero in scenes of ritualised violence or conflict, with the intent of showcasing both athletic mastery and aesthetically pleasing physiques for interested and invested audiences. In as much as it is difficult to define the contemporary genre, the role of the action hero is clear in all permutations. Indeed, there is little question or query about who or what makes for a popular and long-standing action star. After all, names such as Stallone, Schwarzenegger and Statham have become inextricably linked to the genre in question. While there is much to consider here in relation to the muscles and power of these hard-bodied heroes in sweaty vests or form fitting t-shirts, there is another iteration of masculinity, a different and more agile physique, a more refined sartorial code, that has quietly overtaken these macho figures as the site of contemporary action, and that figure is Keanu Reeves. With this in mind, this chapter will examine the ways in which popular media reviewers foreground star image, acting, movement, the body and performance in order to position Reeves as an action star removed from the physical excesses of bulkier, slower and less agile men who continue to perform in the genre around him.

Through adoption of the psycho-emotional model of disability, this study aims to offer consumer research insight into how the marketplace internally oppresses and psycho-emotionally disables consumers living with impairment.

This paper draws insight from the interview data of a wider two-year interpretive research study investigating access barriers to marketplaces for consumers living with impairment.

The overarching contribution offers to consumer research insight into how the marketplace internally oppresses and psycho-emotionally disables consumers living with impairment. Further contributions offered by this paper: unearth the emotion of fear to be central to manifestations of psycho-emotional disability; reveal a broader understanding of the marketplace practices, and core perpetrators, that psycho-emotionally disable consumers living with impairment; and uncover psycho-emotional disability to extend beyond the context of impairment.

This study adopts a UK-only perspective. However, findings uncovered that the model of psycho-emotional disability has wider theoretical value to marketing and consumer research beyond the context of impairment.

The insight offered into the precise marketplace practices that disable consumers living with impairment leads this paper to call for a revising of disability training within marketplace and service contexts.

Extending current consumer research and consumer vulnerability research on disability, the empirical adoption of the psycho-emotional model of disability is a fruitful framework for extrapolating insight into marketplace practices that internally oppress and psycho-emotionally disable consumers living with impairment.

Describing and explaining the interface between organizational culture and community culture necessitate an exploration into assumptions, expectations, beliefs, symbolism, and behaviors. This commentary examines the successful integration of an expanding US pharmaceutical firm into Indonesia's multicultural environment, a context marked by the interweaving of market exchange and reciprocity exchange. It directs attention to the interactions occurring among key leaders within the firm, and between those in the firm and those in the peasant and governmental communities. By focusing on the cultural processes of partnering, the contribution of cooperative, healthy relationships in achieving the firm's business goals is revealed.

Given that many consumers are skeptical about environmentally based advertising campaigns, the purpose of this study is to propose an optimized message strategy to facilitate consumer engagement with green messages in social media contexts.

Four empirical studies are conducted using self-report questionnaires to test proposed hypotheses with a focus on the interplay between claim specificity and benefit appeals in green advertising on social media.

The current study examines the interaction effects of claim specificity and benefit appeals on consumer engagement in social media. Specifically, the results reveal that when the message claim is abstract, using other-benefit appeals produces more positive consumer engagement than using self-benefit appeals. Moreover, the results illustrate that self-enhancement motivates consumers to engage with green product advertising messages when the advertising appeal is abstract and the advertising message is associated with benefits for others. Finally, it is found that consumers’ self-construal level moderates the interaction effect of claim specificity and benefit appeals type on consumer engagement on social media.

This paper has practical implications to both social media managers and advertisers in the green product industry: a match with advertising claim specificity and construal level (i.e. social distance: self-benefit vs other-benefit) should be ensured to increase consumer engagement on social media. In addition, self-enhancement and self-construal should be considered for a better message strategy in social media contexts.

The findings make important contributions to the literature in that we extend the applications of construal level theory to social media contexts as a valid theoretical tool to identify optimized green message strategies. As such, it provides future researchers and practitioners in the domain of green campaigns with useful guidelines to boost more consumption of green products.

This paper explores a different approach to evaluating the merits of specific technical components of computer based learning applications. A traditional double blind experimental study was implemented in a new context. A computer based Clinical Decision Simulator (CDS) system was designed and implemented incorporating an intelligent agent. This was compared to an otherwise identical system with no agent, and a group of students not using CBL systems. The results suggested that although no improvement in measurable learning outcomes could be conclusively demonstrated there was some evidence that those students using the intelligent agent system demonstrated more positive learning experiences and a deeper conceptualisation of the issues. This would suggest that a comparative multimethod experimental evaluation strategy, although complex (and not without its shortcomings) may help provide a more comprehensive analysis of students learning experience, and provide a useful picture of the student’s perceptions of CBL tools. This novel approach may be of particular relevance where the justification of a specific technological aspect of an e‐learning application is required. The value of developing and using an experimental strategy to evaluate a specific technological aspect of a computer based learning (CBL) application is discussed.