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The authors broaden the scope of consumer identity by introducing individuals’ olfactory abilities and discussing its impact on perception of the self, consumption behaviors, and consumer well-being.

The authors took a mixed-method approach by embedding smell tests during in-depth interviews. A total of 36 interviews were conducted, involving individuals with varying olfactory sensitivity levels, from decreased sensitivity, normal sensitivity, to heightened sensitivity to smell.

Emergent themes from the interviews include compensation, perception of self and control under three key areas: levels of olfactory sensitivity, the impact of olfactory sensitivity, and the coping strategies used by participants and their families. These findings show that olfactory sensitivity can either enhance or detract from the consumption experience or trigger memories of people, locations or experiences, indirectly affecting consumer well-being and quality of life.

Findings reveal that olfactory abilities not only shape and form an individual’s identity but also have a profound impact on (1) consumption behavior: time spent browsing or lingering, purchase order, product choice, or shopping venue which has immense practical implications for marketers; and (2) consumer well-being: developing coping strategies at both the individual and family level to mitigate the issues faced in consumption.

Unlike the other senses, olfactory abilities are often overseen and neglected. The authors show that olfactory abilities are both relevant and salient. The paper is forefront in demonstrating how sensory abilities shape individuals’ identities and in turn influence consumption practices and experiences.

This personal essay aims to make use of rhythmanalysis as a creative critical methodology to give an account of a visit to the French Riviera town of Saint-Paul-de-Vence. In so doing, it attends to the spatial, experiential and sensory dimensions of tourism, of individual physicality and of writing. The place of the rhythmanalyst as defined by Lefebvre is naturally aligned with that of the creative writer. The necessity of being at once immersed and at a remove, of attending to rhythms by ‘getting outside them, but not completely’, of taking the position of ‘the observer, simultaneously centre and periphery’; the ‘abandon[ment to] duration’; the transgression of limits (Lefebvre, 2004, pp. 17, 46, 37): this might describe the space and time of writing. As such, the experience of the act of writing is brought to the fore and considered as a subject in its own right; rhythm is central to the composition and form. This essay takes its cue from ‘Seen from the Window’, but moves through different thresholds and allows that motion to shape the text; and from ‘Attempt at the Rhythmanalysis of Mediterranean Cities’, in its concern with the intersection of public and private in the urban environment, but with a greater attention to the inhabited, present body, and particularly the sense of smell (Lefebvre, 2004). It seeks to work with and against Lefebvre's example by placing a feminine body at its centre, while recognising the particularity of that authorial body: a white woman and a tourist, at leisure (Lyon, 2019; Reid-Musson, 2018). As a work of creative writing, it privileges the subjective, narrative and impressionistic over the analytical and abstract.

Chapter 3 examines the attributes of an external stimulus, which the brain collects and models to construct a sensation. An important aspect of this process is the sensory system's filtering capacity, which removes extraneous and irrelevant information from the modeled information. The response mechanisms of all five senses are discussed to establish the practice of viewing the discipline (psychophysics) from multiple perspectives (senses). The differences in multiple perspectives on the same data is compiled into a model of the attributes to which the brain attends to engage with a sensation.

Chapter 4 presents the research into the attributes of a stimulus, which the brain uses to construct a perception of the external stimulus. The processes used in all five senses are examined and compiled into a collective model of the processes the perceptual system uses to discriminate and understand an external stimulus. While there are many commonalities across the senses, the structure of the discipline (energy) each system processes yields unique insights into the processes of the total system.

This paper investigates rose and rose oil production in the province of Isparta, Turkey, with reference to the discourses on and procedures of price formation. Farmers have been engaging in rose cultivation for over a century and rose oil production is considered to be a traditional industry. The market actors for rose oil are global cosmetic and local processing firms and almost all rose oil from Isparta is exported. Prices and production have been steadily increasing since 2010. Although prices are seen as good, there are concerns about overproduction and fierce competition between the rose oil firms to buy the harvest, hence pushing up rose prices and, leading to a crash in rose oil prices on the world market. Through careful observation of payment and price formation procedures, the paper raises issues concerning the moral economy of price formation. Findings are provisional and the research is on-going, but the discourse on just prices clearly suggests that value judgments are embedded in and implicitly critical of capitalist markets.

This chapter opens with the current thinking about sensory processing difficulties acknowledging the works, opposing stand points of the Sensory Integration Community, Ayres and APA and discussing implications for current assessment, treatment options and provision.

An experiential perspective is then presented from Graves’ work as an occupational therapist in CAMHS, from identification of commonly recognised presentations which can indicate sensory processing difficulties which include: ASD, ADHD, ‘fussy eater’, ‘emotional dysregulation’ and ‘meltdowns’ to detailing how these difficulties can be assessed and formulated with use of the sensory profile. Then the authors provide the practical examples of how to screen for these difficulties, explain them to young people, parents and schools and manage them through esnsory activities and environmental adaptations. The contributions from Howl’s experiences by working in the African Caribbean Community Initiative and as a specialist psychological wellbeing ractitioner improve access to psychological therapies for the ‘hard to reach’ population, consideration has been given to adapting these resources with the intention of them being more acceptable and accessible for use in work within BAME communities.

The chapter concludes with questions about the future implications for service provisions for people with sensory processing difficulties and how raised awareness of these difficulties might impact on other evidence-based diagnoses and treatments such as cognitive behaviour therapy (drawing on the authors recent learning on the CYP IAPT CBT course) for anxiety presentations.

To determine the key aspects of writing as a disciplinary literacy evident in videotaped peer talk during the writing process.

Sixth-grade students talk with peers during the writing process, the peer talk is videotaped and played back to the participants, and students reflect on the impact of peer talk on their writing.

This study gains sixth-grade students’ perspectives on how they experience talk in the disciplinary literacy of writing. Students use the content knowledge of writing and discuss habits of thinking specific to the disciplinary literacy of writing.

These findings are from a sixth-grade classroom, under the guidance of an exemplary English language arts teacher who encouraged daily writing and peer talk. Without these instructional routines and classroom talk, alternate findings may emerge.

This chapter makes a significant contribution to the field of writing as disciplinary literacy and the use of video as a mediational tool. The chapter foregrounds the voices and perspectives of sixth-grade students to understand how students themselves experience and view talk in the context of disciplinary literacy of writing.