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In this chapter, the authors analyze current pre-service teachers’ reflections on the journals written by teachers from the nineteenth century and early twentieth century. They explore what the interchange reveals about pre-service teachers’ conceptions of teaching and the learning-to-teach process. The analysis focuses on the commonalities and differences between these groups of teachers. Findings are presented in a readers’ theater format in which recurring themes and meaning-making are expressed by voices from the past and by those who would be teachers.

The purpose of this paper is to explore the prevalence of somatisation as a determinant of burnout amongst drug and alcohol staff in the UK.

The study employed a cross-sectional design utilising a self-completion online questionnaire. Data were collected from substance misuse workers across England and Wales. In total, 165 responses were eligible for analysis, yielding a response rate of 5 per cent. Burnout and somatization were measured with Maslach’s Burnout Inventory and the Physical Symptoms Inventory.

The prevalence of somatic symptoms was relatively low in the sample studied. The reported levels of burnout were moderate. Personal accomplishment remained high in the sample. There was a strong association between burnout and incidence of stress-related somatic symptoms, with higher levels of burnout correlating with multiple symptoms.

It was not possible to determine the extent of non-response bias, as at the time of the study there was no information available relating to the characteristics of drug and alcohol staff in the selected services. Therefore, as the response rate was very low (5 per cent) it was recognised that non-response bias might have affected the findings, in such way that non-respondents may have differed in their experiences of work stress, satisfaction, burnout and health outcomes.

Despite the limitations, the study provided practical information relating to burnout vulnerability and associated physical symptoms in this specific occupational group. These findings can support employers to address staff wellbeing with a view to prevent burnout and reduce existing levels of burnout and related somatic symptoms, and improve job performance, job satisfaction and staff retention through making appropriate adjustments, such as developing staff-wellbeing programmes. These adjustments could potentially contribute to improvement in substance misuse practice, through maintenance of healthy and satisfied workforce.

There are very few studies looking at burnout in drug and alcohol staff. This study is also novel in a way that it reveals correlations between a variety of specific stress-related physical symptoms and the three components of burnout.

Pedestrian injuries and deaths should be viewed as a critical public health issue. The purpose of this chapter is to show how incorporating safety from traffic into broader efforts to increase walking and physical activity has the potential to have a significant health impact. In this chapter we provide an overview of pedestrian safety considerations having to do with population health and the built environment. The chapter is organised around a conceptual framework that highlights the multiple pathways through which safe walking environments can contribute to improved population health. We review the existing literature on pedestrian safety and public health. Pedestrian safety will remain a vexing challenge for public health and transportation professionals in the coming decades. But addressing this problem on multiple fronts and across multiple sectors is necessary to reduce injuries and fatalities and to unleash the full potential of walking to improve population health through increased physical activity. This chapter uniquely contributes a conceptual framework for understanding the relationship between the walking environment and public health.

In this chapter we detail our understandings of inclusive pedagogical practices that enable all students to assemble complex literate repertoires. We discuss generative concepts from international related literature (e.g. Au, Dyson, Janks, Luke, McNaughton, Moll, Thomson). We then present descriptions of two lessons as examples of how inclusive pedagogical practices might look in primary and secondary classrooms. The focus will be on how texts work to represent the world in particular ways and not others – and the implications of this for the inclusion of diverse student cohorts in developing complex literate repertoires.

While a growing body of literature reveals the prevalence of men's harassment and abuse of women online, scant research has been conducted into women's attacks on each other in digital networked environments. This chapter responds to this research gap by analyzing data obtained from qualitative interviews with Australian women who have received at times extremely savage cyberhate they know or strongly suspect was sent by other women. Drawing on scholarly literature on historical intra-feminism schisms – specifically what have been dubbed the “mommy wars” and the “sex wars” – this chapter argues that the conceptual lenses of internalized misogyny and lateral violence are useful in their framing of internecine conflict within marginalized groups as diagnostic of broader, systemic oppression rather than being solely the fault of individual actors. These lenses, however, require multiple caveats and have many limitations. In conclusion, I canvas the possibility that the pressure women may feel to present a united front in the interests of feminist politics could itself be considered an outcome of patriarchal oppression (even if performing solidarity is politically expedient and/or essential). As such, there might come a time when openly renouncing discourses of sisterhood and feeling free to disagree with, and even dislike, other women might be considered markers of liberation.

The study investigates how the congruence of online deal popularity and star rating influences service quality expectation in online group buying (OGB) websites. It also investigates the role of authenticity perceptions of online cues.

Two experiments are used to assess the effects of congruence between deal popularity and star rating on service quality expectation for service deals in an OGB website.

The findings suggest that a combination of congruently high deal popularity and high star rating has a stronger effect on expected service quality than a combination of congruently low cues. The findings further suggest that expected service quality is greater under the combination of high deal popularity and low star rating than the combination of low deal popularity and high star rating, showing the differences between incongruent cue combinations. The findings also show the moderating effect of consumer authenticity perceptions of cues on the expected service quality.

The novel contribution of the study is to extend cue congruence theory to explain how congruent online information cues and the consumers' authenticity perceptions of the cues influence consumers' judgment of online deals. The contribution is validated empirically in the context of OGB. The findings advance current knowledge concerning how consumers use online information cues.

Quality management systems are being used more frequently in educational institutions, although their application has generated a certain amount of disagreement among education experts, who have at times questioned their suitability and usefulness for improving schools. The purpose of this paper is to contribute to this discussion by providing additional knowledge on the effects in educational institutions of implementing quality management systems. Specifically, this study investigates teachers’ and managers’ perception of the impact that quality management systems have on one essential dimension of schools, the teaching–learning processes, with impact being understood as sustained medium- and long-term organisational change.

The responses were analysed and classified into a set of sub-dimensions linked to quality management processes in a total of 29 Spanish primary and secondary education schools that have used such systems for at least three years.

The results showed that, according to the respondents, the following sub-dimensions were improving as a result of implementing quality management plans: teaching and learning processes, the analysis of student results, tutoring, consideration of attitudes and values and assessment processes. Conversely, quality management systems did not seem to have a clear impact on the teaching methodologies used by teachers or on family involvement in student learning. In fact, the perceived impact in these sub-dimensions varied among teachers of public and private schools as well as when comparing different regional autonomous communities.

As the main objective of a school is to guarantee student learning, one of the essential purposes of school quality assurance systems is to perform all the activities aimed at ensuring high levels of student performance.