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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.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to examine the prevalence of ill-treatment and bullying experienced by Irish workers and to explore individual and organisational predictors. The most recent national figures available are specific to bullying and predate the economic recession; therefore, this study is timely and investigates a broader range of negative behaviours.

A questionnaire survey study on a national probability sample of Irish employees was conducted (N = 1,764). The study design replicated the methodology employed in the British workplace behaviour study.

The results showed that 43% of Irish workers had experienced ill-treatment at work over the past two years, with 9% meeting the criteria for experiencing workplace bullying. A number of individual and organisational factors were found to be significantly associated with the experience of ill-treatment at work.

This study provides national-level data on workplace ill-treatment and bullying that are directly comparable to British study findings.

The findings indicate that a significant number of Irish workers experience ill-treatment at work, and that workplace bullying does not appear to have decreased since the last national study was conducted in Ireland.

This study is of use to the Irish regulator and persons responsible for managing workplace bullying cases, as it identifies high-risk work situations and contributing individual factors.

This study provides national Irish data on workplace behaviour and ill-treatment following a severe economic recession.

The traditional method of compensation for a future continuing loss in UK tort law has always been by means of a lump-sum payment.¹ The lump sum is calculated by means of a simple formula in which a net annual sum (the multiplicand) is multiplied by a factor (the multiplier) that takes into account early receipt by a rate of discount periodically set by the Lord Chancellor (at 2.5 percent since June 2001). The resulting sum provides a ‘rough and ready’ estimate of the capital sum that, if invested to achieve a real net rate of return of 2.5 percent, will fund the estimated annual loss over the expected period of that loss. The operation of this formula in the calculation of damages for loss of future earnings was demonstrated in previous chapters (4) and (5) of this volume.

In 1999, Shoemaker and Lewis declared customer loyalty as “the future of hospitality marketing”. This paper aims to evaluate the state of research and practice in hotel loyalty and reward programs in the subsequent 15 years to determine if the tenets set forth have occurred. The loyalty circle provides a conceptual framework within which to evaluate progress and trends in hotel loyalty marketing.

Three approaches were used: a comprehensive review of hotel loyalty and reward program literature from 2000 to 2015, a classification and analysis of program benefits for major hotel companies and in-depth interviews with industry professionals.

The literature shows a progression from process-focused research to a greater emphasis on brand relationships. Communication is neglected compared to the other loyalty circle components. Reward programs still depend largely on financial benefits but have added greater flexibility and customization of rewards.

The literature search was limited to hotels and did not consider other hospitality segments. The sample of interviews was small and may not represent the opinions of all loyalty professionals.

The findings have practical implications for developing more effective loyalty programs and theoretical implications for expanding research horizons.

Shoemaker and Lewis (1999) was a landmark article that led to a period of prolific research on hospitality loyalty. During that time, loyalty programs were progressing and permeating the industry. This study applies the loyalty circle to provide a framework within which to evaluate both research and practice in hotel loyalty marketing.

Using two main research questions, the purpose of this paper is to examine well-being and preparedness among Cambodian and Laotian immigrants living near the Gulf Coast of the USA, and the ways in which indicators such as sense of community and risk perception are related to these constructs.

This study employed a cross-sectional prospective design to examine disaster preparedness and well-being among Laotian and Cambodian immigrant communities. Quantitative survey data using purposive snowball sampling were collected throughout several months in Alabama, Mississippi, Florida and Louisiana.

Results from two multiple regressions revealed that sense of community and age contributed to well-being and were significant in the model, but with a negative relationship between age and well-being. Risk perception, confidence in government, confidence in engaging household preparedness and ability to cope with a financial crisis were significant predictors and positively related to disaster preparedness.

Well-being and disaster preparedness can be bolstered through community-based planning that seeks to address urgent needs of the people residing in vulnerable coastal locations. Specifically, immigrants who speak English as a second language, elder individuals and households in the lowest income brackets should be supported in disaster planning and outreach.

Cambodian and Laotian American immigrants rely upon the Gulf Coast’s waters for fishing, crab and shrimp income. Despite on-going hazard and disasters, few studies address preparedness among immigrant populations in the USA. This study fills a gap in preparedness research as well as factors associated with well-being, an important aspect of long-term resilience.

Japanese lesson study (LS) is a professional development approach in which teachers collaboratively plan a lesson, observe it being taught and then discuss what they have learnt. LS’s global spread is increasing but studies have identified several challenges to its implementation: the lack of structures and systems to accommodate LS (especially time); the focus on demonstrating short-term impact; a lack of teacher research skills; a dearth of access to quality learning and research material; the absence of available koshis; and accountability pressures. The purpose of this paper is to examine the “translation” of Japanese LS through a case study of one English secondary school.

This study is a case study of a single school which has been using LS as an approach to professional development for five years. A documentary analysis of the school’s LS Handbook sought to understand the school’s approach to LS as articulated by senior leadership. Six observations of the schools LS processes were then carried out including planning, research lessons and post-lesson discussions. Finally, one senior leader who had led LS implementation and five teachers who had been working in the school during the implementation stage were interviewed. The findings are analysed against Seleznyov’s (2018) seven critical components of Japanese LS.

Several key deviations from Japanese LS are identified including: a lack of whole school theme studied over time; little kyozai kenkyu and no written lesson planning; teachers deviating from the role of observers in research lessons; no facilitator and little use of discussion protocols; no koshi; and struggles to ensure mobilisation of knowledge between LS groups. Several of these represent gaps between the school’s LS policy and practices. The findings show that LS practices have become diluted over time and that giving teachers choices seems to have led to teachers not adhering to important aspects of the LS policy.

One of the limitations of the research is its focus on the perceptions of a small group of teachers who were likely to be more passionate about LS than others, and perhaps a deeper understanding of the challenges to implementation might be enabled by interviewing a wider range of engaged teachers, especially those who are perceived as “resisting” full engagement. Further research might also explore whether the implementation challenges faced by this school are replicated in other English schools and in other countries using LS as an approach to professional development.

Several implications for English school leaders seeking to implement LS are discussed, including the need to articulate the rationale for the protocols that shape LS, especially for staff new to the school and to check that important protocols are adhered to over time.

Whilst several studies of LS in the UK have explored its impact on teachers and pupils, and the challenges and successes of introducing LS into a UK context, this study provides a different perspective. It explores the challenges of using LS over time as a consistent approach to professional development in a school and seeks to understand how both resistance and dilution can affect its impact on practice.

This study aims to explore and provide empirical evidence for ways that teachers can simultaneously support students’ literary reading and analytic writing through dialogic assessment, an approach to conferencing with writers that foregrounds process and integrates assessment and instruction.

This study uses qualitative research methods of three high school teachers’ dialogic assessment sessions with individual students to investigate how these teachers both assessed and taught literary reading moves as they observed and supported the students’ writing. An expanded version of Rainey’s (2017) scheme for coding literary reading practices was used.

The three teachers varied in the range and extent of literary reading practices they taught and supported. The practices that they most commonly modeled or otherwise supported were making claims, seeking patterns and articulating puzzles. The variation we observed in their literary reading practices may be attributed to institutional characteristics of the teachers’ contexts.

This study illustrates how the concept of prolepsis can be productively used as a lens through which to understand teachers’ instructional choices.

The descriptive findings show how individualized coaching of students’ writing about literature can also support literary reading. Teachers of English need not worry that they have to choose between teaching writing and teaching reading.

This study presents dialogic assessment as a useful way to guide students through the writing process and literary interpretation simultaneously.

Purpose – In a digital environment, a simple accusation has the potential to permanently attach to a person’s identity. Our purpose here is to identify several types of accusations that persist in the internet environment: person to person accusations, media documented accusations, and accusations by the state. Approach – Using a typology of cases and legal analyses, the authors trace how accusations proliferate and persist across the internet and offer a set of social and legal explanations for the salience of public accusation online. Findings – The authors ultimately find that in contemporary society, the act of accusing increasingly replaces the desire or need for a fair and just outcome. The authors close by discussing implications for the accused and potential avenues for remedy. Originality – Our contribution bridges sociological and legal perspectives on the intersection of free speech, defamation, and digital media.