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Antibiotic resistance presents a major public health challenge at local, national and international levels. At a local level, the challenge is to tackle the antibiotic stewardship agenda, within the clinical governance framework, across all professional groups and specialities. This paper presents the response to this challenge in a large multi‐site NHS trust. The approach focuses around a multi‐disciplinary antibiotic steering group, in which a dedicated infectious diseases pharmacist plays a key role. Proposes seven key elements for a successful antibiotic stewardship programme and discuss examples of local action. These elements are: strong leadership; dedicated individuals with responsibility for leading on antibiotic use; integration into pre‐existing trust structures; harnessing existing resources to deliver change; obtaining local data on prescribing patterns and resistance; communication; and education and training. All pillars of clinical governance are supported by the multi‐disciplinary approach described.

Building on the proposition that Bernstein's ideas are due for a revival in higher education research, the call for studies in which theory is put to use and for policy studies to engage in textual analysis, this chapter argues for the affordances of the theoretical underpinnings of Bernstein's pedagogic device and critical discourse studies in investigating connections between policy and practice. Drawing on the sociology of pedagogy and applied linguistics, this chapter aims to explore the theoretical complementarities of the chosen approaches for exploring how policy ideas move through time and space. A focus on the notion of recontextualisation enables an understanding of how influences beyond the discipline itself, including policy discourses, can shape learning, teaching and assessment practices. The illustrating case examines policy on learning and teaching and how these ideas are recontextualised from national policy through to institutional policy and individual practices. The critical or questioning angle of both approaches in seeing ideas, including policy, as never value-free but as situated within their sociopolitical context can shed light on how policy ideas make their way into universities and in whose interests.

Architecture, at its very essence, is the process of providing physical space and place for human activity. Primarily concerned with responding to the specific needs of users and their societies, the built environment plays a tremendous role in shaping and facilitating the every day world we live in. Although being inextricably concerned with this man-environment dynamic, architecture however seems to limit its mainstream practices, education and standards to the conventional spectrum of “normal”. This leaves numerous user groups and victims of social circumstances largely excluded from the luxury of an architecture that deems itself specifically to serve them.

This paper aims to develop and empirically test a theoretical framework of consumer engagement with brands on Twitter.

Depth interviews were conducted to gain initial insights into consumer engagement on Twitter. Using a blend of the extant literature and interview findings, a theoretical framework, including antecedents, outcomes and moderators, was developed and empirically tested using cross-sectional survey data.

Brand customer service and brand intimacy positively influence consumer engagement on Twitter, and consumer engagement mediates the relationship between these antecedents and consumer co-promotion intentions. Consumer perceptions of a brand account’s popularity on Twitter and their likelihood of adding value to a brand are found to be moderators within the conceptual framework.

Caution needs to be exercised in generalising these findings beyond the Twitter context, and the use of a cross-sectional survey means causality cannot be inferred.

Brands need to be perceived as providing excellent customer service and intimate brand knowledge on Twitter to drive consumer engagement and co-promotion. Brands are recommended to develop strategies to increase their Twitter following, including rewarding consumers for their contributions on the brand’s Twitter account to signal that they are valued.

The authors add to the emerging literature on consumer engagement on social media in two key ways, by developing and testing a theoretical framework of consumer engagement in the Twitter context and by identifying moderators in the consumer engagement process on Twitter.

The purpose of this paper is to draw upon empirical research in order to demonstrate the ways in which trade unions have responded to the so‐called current UK pension crisis.

The paper uses both theoretical approaches to neoliberalism, and empirical research in the form of interviews, to examine the contradictions between the rhetoric and reality of government policy towards, and trade union responses to, pension reform in the UK.

That trade unions have been constrained by: the fact that the labour party, which they support, has been in government but has increasingly become receptive to neoliberal economic policies; and by the broader discourse of pension reform, advanced by elites that are committed to neoliberal reforms to the British welfare state.

The scope of the paper is large and thus certain issues regarding the pension crisis and ideology are not covered in as much detail as would be preferred.

The paper offers forward a unique critique regarding the current favoured pension policies and solutions.

This paper draws upon front‐line theoretical contributions and combines them with the author's interviews with leading trade union general secretaries. As such, it is a unique insight into not only the current so‐called “pensions crisis” but also the responses of trade unions, and the labour movement more broadly, to this constructed dilemma.

This paper describes how researchers from diverse research disciplines are working together with design teams of children, carers and practitioners to create an exploratory multimodal environment for children. This learning environment, entitled ECHOES II, aims to be both an educational intervention and an environment through which we research children's learning. It is designed for typically developing (TD) children and children with Asperger's syndrome aged five to seven, with the aim of enabling the children to enhance their social interaction and communication skills. This paper explains the technology development process, which in order to create designs that are relevant to the individual user, is based on a deep relationship between theory, design and practice. We outline our current focus upon the inter‐relationships between pedagogy, knowledge about child development, people and technology.

The way organizational actors use language to think about and communicate their organizational experiences is central to how organizational actors enact organizational paradox. However, most inquiries into the role of language in the organizational paradox literature has focused on specific components of language (e.g., discourse), without attention to the complex, multi-level linguistic system that is interconnected to organizational processes. In this chapter, we expand our knowledge of the role of language by integrating paradox research with research from the linguistics discipline. We identify a series of linguistic tensions (i.e., generalizability-specificity, universalism-particularism, and explicitness-implicitness) that are nested within organizational paradoxes. In the process, we reveal how the organizing paradox of control and autonomy is interconnected to other paradoxes (i.e., performing, learning, and belonging) through the instantiation of linguistic paradoxes. We discuss the implications of our findings for research on paradox and language.

WENT TO Brittany in July for a week's holiday with my dear wife, and found it agreeaby empty of both tourists and the flood of crude oil which had enveloped the coast a few months ago when the tanker Amoco Cadiz broke up. Plenty of rain, though, so we spent the week perambulating between restaurants, and returned lighter of pocket and heavier of tum, to find a charming letter from a librarian in Hong Kong, who said he had met my sister there recently and she had expressed great admiration for me. I replied that in that case it couldn't have been my sister and would he please send a photo of the lady.

This chapter addresses current trends regarding how the meta-theory of critical realism (CR) frames comparative and international education research and practice. It introduces the key tenets of CR and explores how these ideas have been and can be applied in educational research. It demonstrates how CR provides a valuable alternative to the positivist, interpretivist and constructivist paradigms, and leverages elements of all three to provide new approaches to develop knowledge that is free from the dualisms embedded in their ontological assumptions. I argue that by offering a dialectical understanding of structure and agency, as well as the material and ideational dimension of social reality, CR provides an ontological framework that does not do conceptual violence to the reality we seek to research. This ontological basis is particularly valuable to the social justice agenda of educational research in general because it allows researchers to work beneath the surface of empirical research to disclose the field of possibilities for social action.

This paper reports findings from a qualitative study of the mental health needs of refugees, asylum seekers and migrant workers living in an East Anglian seaside town with high rates of socio‐economic deprivation. Nine key informants were recruited from people working with refugees, asylum seekers and migrant workers, and from people who were either members of, or had extensive knowledge of the issues affecting the relevant communities. Barriers were reported both at the stage of seeking services and in accessing services once sought. Barriers to seeking services included different understandings of mental health problems, lack of acknowledgement, discussion and prioritisation of mental health problems, stigma, lack of knowledge of services, fear of authority and lack of trust. Barriers to access included previous negative experiences of accessing NHS services, resource limitations, lack of interpreting and translation services, and practical barriers such as transport and hours of appointments. The findings are discussed in relation to mental health service delivery and mental health promotion.