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To describe the role one classroom writing community played in shaping students’ understandings of the analytical writing genre; and to discuss the impact the community had on students’ developing academic writing identities.

While research has demonstrated the impact of classroom writing communities on student writing practices and identities at the elementary level (Dyson, 1997) and for secondary students engaged in fiction writing (Halverson, 2005), less is known about the role classroom writing communities may play for secondary students who are learning to write in academic discourses. This chapter explores the practices of one such classroom community and discusses the ways the community facilitated students’ introduction to the discourse of analytical writing.

The teacher turned the classroom writing community into an authentic audience, and in so doing, he developed students’ understandings of the analytical writing genre and their growing identities as academic writers. First, he used the concept of immediate audience (i.e., writing to persuade real readers) as the primary rationale for students to follow the outlined expectations for analytical writing. Second, he used inquiry discussions around student work (i.e., interacting with other members of the writing community) to prepare students for a future audience of prospective independent school English classrooms.

By turning the classroom writing community into an authentic audience through inquiry discussions, teachers can develop students’ deep and flexible understandings of a potentially unfamiliar writing genre. Furthermore, by employing the classroom writing community as a support for moving students through moments of struggle, teachers implicate students’ expertise as academic writers, thereby facilitating their willingness to take on academic writing identities.

This chapter draws on data from an empirical study investigating ethical challenges and dilemmas in inclusive classrooms in order to consider the ways in which such issues may impact the effective implementation and measurement of inclusion. Data from interviews conducted with 12 classroom teachers show that teachers frequently face ethical problems in their practice. Most concerning are those related to the discriminatory behaviors and practices of colleagues. While teachers acknowledge that these behaviors and practices disadvantage students, most elect to compromise their beliefs, professional responsibilities, and ethical principles in order to protect fellow professionals for fear of negative reprisals. Electing loyalty to colleagues over the best interests of students raises questions regarding the measurement of inclusive education. Responses on measurement tools may reflect a desire for teachers to protect colleagues or themselves, providing an inaccurate picture of the situation. On the other hand, honest responses to measurement initiatives may come at the expense of collegial relationships, potentially undermining the very inclusive practices such measurement processes are trying to encourage.

Formulaic in both their narrative and character development, buddy-cop films are unique in their ability to present ideas about masculinity and the journey towards manhood without sacrificing the likeability or relatability of their male leads. The focus of this chapter is how aspects of masculinity are depicted when there are two or more male protagonists in an action film. Examples I have selected for analysis are the highly successful franchises Beverly Hills Cop (1984–1993) and Lethal Weapon (1987–1998). In the case of Beverly Hills Cop, the male dynamic is unique in that there are a trio of male leads (as opposed to the traditional duo), each of which depicts masculinity in different ways, often resulting in the lead characters jostling for the role of the alpha-male. In contrast, the Lethal Weapon franchise explores the dynamics of age and the importance of mateship and mentoring in the construction of relationships between men. In both examples the necessity of vulnerability in the dynamic of solid man-to-man peer relationships is also paramount. The enduring popularity of these films and their subsequent sequels is indicative of the fact that while pop-cultural ideas around masculinity may be in a constant state of flux, elements of the stereotypical action hero remain prominent.

Discussions about the male action hero will be informed by Susan Jeffords Hard Bodies (1994), while concepts of maturing will be explored through the lens of Joseph Campbell's construct of the Hero's Journey and Carl Jung's archetypes, which, as I will demonstrate, are central components of the relationship dynamics present in each film.

Higher Education (HE) is spinning. The systematic erosion of our academic freedom, (Docherty, 2012) means that the authors of this chapter no longer know how to navigate what is on the horizon. The neoliberal agenda now driving HE is threatening how we work via, ‘a quiet ruination and decay of academic freedom’ (Docherty, 2012, p. 47). This chapter offers an autoethnography of a collaborative creative project that engaged the authors in dialogues about the effects of neoliberalism on how they teach, work, live and where they compare working in HE to hula-hooping as both demand relentless movement and activity to prevent everything from collapsing. Our story offers ideas for valuing time and space in our academic lives that are playful, creative, bonding, and suggest that by mastering hula-hooping, we have enjoyed a renewed sense of confidence with academic work and academic life.

We employ a range of styles of writing that seek to engage the reader with reflection on their own experiences. Guiding questions for any reader might be, but are by no means restricted to:

What are the effects of neoliberalism on how we work?

How much time do we give for creative play and risk-taking?

What creative methods can we adopt and develop in order to preserve our academic freedom?

How can we navigate the HE landscape effectively without succumbing to neoliberal pressures and shifts?

How can we value human experiences in academic work and in academic life?

This paper argues for the following sensitizing proposition. At its core, much of consumer behavior that involves brand meanings is an attempt to influence, or symbolically mark, interpersonal relationships.

This paper presents a conceptual argument based on a literature review.

First, I argue that our pervasive concern with other people is a basic genetic component of human beings, and discuss some possible evolutionary pressures that may have led to this result. Then I discuss how this pervasive concern influences consumer behavior related to brand meanings. This discussion is structured around two aspects of social relationships: interpersonal closeness and social status. Relationship closeness is discussed with regard to brand communities, gifts, special possessions and brand love, and the often hidden ways that social relationships permeate everyday consumer behavior. Social status is discussed with reference to materialism. Materialism is sometimes misunderstood as an obsession with physical object, or as occurring when people care more about products than they do about people. In contrast, I argue that materialism is better understood as a style of relating to people.

This paper integrates a range of disparate findings in support of a broadly applicable generalization that nothing matters more to people than other people. This generalization can function as a sensitizing proposition that managers and researchers can bear in mind as they seek to interpret and understand how brand meaning influences consumer behavior.

Punitive damages is a controversial topic in the legal profession and in the field of economics. This chapter explores the economics of punitive damages as they relates to corporate defendants. The economic difference between large corporations and other potential defendants, such as individuals or smaller closely held companies, causes the effects of a punitive award to be different. In some circumstances, these differences raise significant questions as to the appropriateness of punitive damages when imposed on large corporations.

Measures to tackle anti-social behaviour and nuisance to residents, particularly in urban areas, have been a major focus of UK Government policies over recent years. The Crime and Disorder Act 1998 and subsequent legislation such as the Anti-Social Behaviour Act 2003 introduced stricter powers, particularly through the use of anti-social behaviour orders (ASBOs), as a means of addressing problems in residential neighbourhoods. While there is clearly a need to tackle problem behaviour that impacts seriously on the quality of life of community members, evidence also suggests that behaviour previously tolerated by many is now targeted through enforcement measures, leading to increased polarisation and stigmatisation of some groups (Rowlands, 2005). At the same time, national agendas around Neighbourhood and Civic Renewal¹ aim to minimise conflicts in neighbourhood renewal areas through fostering understanding and building bridges between different groups within diverse communities. There is thus some tension between the different agendas which impacts on how such issues are addressed within localities.