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Food‐borne infection remains a major public health concern and it is important that healthcare professionals in training understand the epidemiology of gastro‐intestinal infection and strategies for its prevention. This article describes a student selected component (SSC), i.e. an element which supplements the core curriculum for undergraduate medical students and its use as an educational tool.

The SSC incorporated a refrigerator safari in which students examined a number of domestic refrigerators for factors which might affect adversely the microbiological quality of the food within them as well as determining refrigerator temperatures with a sensitive thermometer.

The refrigerator safaris, although small in number (n=25) highlighted a number of frequently occurring factors such as unacceptable refrigerator temperatures and foods which had passed their use by/best before dates. Student feedback indicated that the safari was much appreciated as a practical way of learning about food safety.

The refrigerator safari is a novel method for the teaching of undergraduate students about food hygiene in the domestic setting and emphasises that consumers have important roles and responsibilities in protecting themselves from food‐borne infection.

Welwyn Hatfield Council v Secretary of State for Communities and Local Government [2009] EWHC 966 (Admin), Welwyn Hatfield Council v. Secretary of State for Communities and Local Government [2010] EWCA Civ 26 and Welwyn Hatfield Council v. Secretary of State for Communities and Local Government [2011] UKSC 15 (Beesley hereafter) and Fidler v. Secretary of State for Communities and Local Government [2010] EWHC 143 (Admin), Fidler v. Secretary of State for Communities and Local Government [2011] EWCA civ 1159 (Fidler hereafter) are two recent cases concerning deliberately concealed breaches of planning control. The defendants engaged in dishonest and misleading conduct, in an attempt to rely on a loophole within Section 171B of the Town and Country Planning Act 1990 (T&CPA). This study aims to critically analyse two solutions which were created to close the loophole; in addition, this study analyses various alternative remedies that have been suggested, and finally, whether the present law has been sufficient to remedy the situation.

The T&CPA is a key piece of legislation regulating planning controls; Section 171A-C provides the time limits for taking enforcement action against a breach of planning control. To achieve the above purpose, an evaluation of those provisions will be undertaken in detail. Subsequently, this study will analyse two solutions which were created to close the loophole; firstly, the Supreme Court (SC) decision (Welwyn Hatfield Borough Council v. Secretary of State for Communities and Local Government [2011] UKSC 15) and, secondly, the governments’ decision to amend the T&CPA without awaiting the SC’s decision[1].

This research concludes that the government should have awaited the SC’s decision before amending statute to prohibit reliance upon the expiration of time where there is an element of deliberate concealment. Additionally, this study suggests that the statutory amendments were not required in light of the SC’s solution in Beesley. As a result of the governments’ ill-considered decision, uncertainty has permeated through the conveyancing process, causing ambiguity, delays and additional expense in transactions at a time when a precarious property market needs anything but uncertainty.

The scope of this research is limited to deliberate concealment of breaches of planning control and the four-year enforcement period; whilst considering the consequences of the solutions proposed, this study does not provide a detailed overview of the planning system, but rather assumes prior knowledge.

This study offers a unique assessment of the law relating to the deliberate concealment of planning breaches and offers a thorough criticism of the law with recommendations for reform. Additionally, a variety of alternative solutions are considered. Both legal academics, planning professionals and those interested in planning law will find the paper a thought-provoking digest.

This research article explores several questions about assessing the impacts of fathers' parental leave take up and gender equality. We ask: How does the conceptual and contextual specificity of care and equality shape what we focus on, and how, when we study parental leave policies and their impacts? What and how are we measuring?

The article is based on a longitudinal qualitative research study on families with fathers who had taken parental leave in two Canadian provinces (Ontario and Québec), which included interviews with 26 couples in the first stage (25 mother/father couples and one father/father couple) and with nine couples a decade later. Guided by Margaret Somers' historical sociology of concept formation, we explore the concepts of care and equality (and their histories, networks, and narratives) and how they are taken up in parental leave research. We also draw on insights from three feminist scholars who have made major contributions to theoretical intersections between care, work, equality, social protection policies, and care deficits: Nancy Fraser, Joan Williams, and Martha Fineman.

The relationship between fathers' leave-taking and gender equality impacts is a complex, non-linear entanglement shaped by the specificities of state and employment policies and by how these structure parental eligibility for leave benefits, financial dimensions of leave-taking (including wage replacement rates for benefits), childcare possibilities/limitations and related financial dimensions for families, masculine work norms in workplaces, and intersections of gender and social class. Overall, we found that maximizing both parental leave time and family income in order to sustain good care for their children (through paid and unpaid leave time, followed by limited and expensive childcare services) was articulated as a more immediate concern to parents than were issues of gender equality. Our research supports the need to draw closer connections between parental leave, childcare, and workplace policies to better understand how these all shape parental leave decisions and practices and possible gender equality outcomes.

The article is based on a small and fairly homogenous Canadian research sample and thus calls for more research to be done on diverse families, with attention to possible conceptual diversity arising from these sites.

This research calls for greater attention to: the genealogies of, and relations between, the concepts of care, equality, and subjectivity that guide parental leave research and policy; to the historical specificity of models like the Universal Caregiver model; and to the need for new models and conceptual configurations that can guide research on care, equality, and parental leave policies in current global contexts of neoliberal capitalism.

We call for a move toward thinking about care, not only as care time, but as responsibilities, which can be partly assessed through the stories people tell about how they negotiate and navigate care, domestic work, and paid work responsibilities in specific contexts and conditions across time. We also advocate for gender equality concepts that attend to how families navigate restrictive parental leave and childcare policies and how broader socio-economic inequalities arise partly from state policies underpinned by a concept of liberal autonomous subjects rather than relational subjects who face moments of vulnerability and inter-dependence across the life course.

Brand storytelling is an effective marketing tool. However, when choosing whether to tell more or tell less, it remains unclear which of these two narrative styles is most effective. This study aims to examine whether blank-leaving(less) leads to favourable brand attitudes and compares its effects on consumers’ story immersion, to non-blank-leaving(more).

Two experiments were conducted to test the hypotheses. In Study 1, a single-factorial design was used with 252 participants assigned at random to one of two narrative conditions: blank-leaving or non-blank-leaving. Study 2 replicated Study 1 and investigated the moderating role of implicit mindsets.

The results show that a blank-leaving narrative style increases favourable brand attitudes. Consumers present deeper immersion in the brand story that uses blank-leaving, as compared to non-blank-leaving, leading to a more favourable brand attitude. Furthermore, this effect is stronger for individuals with growth mindsets.

Telling the brand story using a blank-leaving narrative style is more effective in catching consumers’ attention than non-blank-leaving. In particular, a blank-leaving narrative is a good approach for targeting consumers who have a growth mindset.

To the best of the authors’ knowledge, this research is the first to investigate and compare the effects of blank-leaving and non-blank-leaving narrative styles on brand attitudes in the context of storytelling marketing.

The purpose of this paper is to demonstrate how extending social innovation and impact learning to the field was accomplished.

The paper discusses how experiential learning can be adapted to social entrepreneurship education and how to structure the course and deliverables. It highlights the importance of students' selection and preparation.

The paper shares some students' reflections on their fieldwork and how they dealt with new ideas. It also provides three central lessons – “go real”, “go deep”, “get feedback” – that were learned through the experience.

Since information from only one course offering has been reported, a simple generalization should be made cautiously. For this reason, the transferability of this experiential learning course to other regions of the world is discussed and recommendations are offered for educators who want to engage in a successful “boundary‐less classroom.”

Initial evidence is provided that the success of experiential learning in social innovation and impact can be guaranteed by a number of elements, including students' preparation to assist them as they confront challenges found in the field experience. Experiential learning would not be transferable without deep intercultural understanding and a well‐chosen selection of social enterprises and social entrepreneurs with whom to collaborate.

Entrepreneurial orientation (EO) has emerged as a core concept in the field of entrepreneurship. Yet, there continue to be questions about the nature of EO and how best to conceptualize and measure it. This chapter makes the case that EO has grown beyond its roots as a firm-level unidimensional strategy construct and that a new multidimensional version of EO is needed to capture the diverse manifestations and venues for entrepreneurial activity that are now evident around the world – global entrepreneurial orientation (GEO). Building on the five-dimension multidimensional view of EO set forth when Lumpkin and Dess (1996) extended the work of Miller (1983) and Covin and Slevin (1989, 1991), the chapter offers an updated definition of EO and a fresh interpretation of why EO matters theoretically. Despite earnest efforts to reconcile the different approaches to EO, in order to move the study of EO and the theoretical conversation about it forward, we maintain that as a group of scholars and a field, we need to acknowledge that two different versions of EO have emerged. Given that, we consider original approaches to measuring EO, evaluate formative measurement models, consider multiple levels of analysis, call for renewed attention to EO configurations, and discuss whether there is a theory of EO.

This brief history of the International Study Association on Teachers and Teaching (ISATT) documents developments and trends during the decade 2013–2023. To situate recent ISATT history, we begin with an overview of the association's first 30 years (1983–2012). The dominant theme of those early years was developing ISATT as a recognized and influential professional organization connecting researchers on teaching and teacher education from a growing list of nations and regions of the world. During the most recent decade, there has been a concerted effort toward broad internationalization through biennial conferences and regional meetings, and a growing network of national representatives from across the world. Also, the ISATT journal, Teachers and Teaching: Theory and Practice, the journal, which began in 1995, has published hundreds of peer-reviewed articles written by more than 1000 authors and coauthors, contributing to a growing body of knowledge about teaching and teacher education in many cultures. In the last 20 years and especially in the past 10, the locations of ISATT meetings have become significantly more diverse, following a trend of greater internationalization compared with ISATT's European and North American beginnings. At the same time, the number of ISATT members remains stable and small thereby preserving a collegial and collaborative tone in our exchanges. In sum, ISATT's recent decade finds the association intellectually healthy, successful in managing the challenges of the Covid-19 pandemic, and enriched by the proliferation of multinational points of view and styles of research.