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Cafés are becoming a key aspect in the renaissance of urban living. They are often the key element in the gentrification of urban neighbourhoods, and their role as the ‘third place’ is becoming fundamental to many people’s lives. They are where people go to socialize, sip coffee and watch the world go by. Several studies have considered this phenomenon, often linking the renaissance of café culture to their former role, in their perceived ‘heyday’, as locations of development of political and philosophical ideas. In this chapter, we explore the growth of the small, independent cafés which are becoming the homes of micro-communities and where a range of social interchange take place, as well as the consumption of food and beverage.

From our research, adopting the role of flaneurs to observe and experience the atmosphere of a number of independent cafés, we identify and classify some of these micro-communities by identifying the bonds that hold them together. The essential feature underlying the success of these independent cafés is much more than the food and beverage, it is also the environment, a place where customers feel comfortable socializing in an active or, in many cases, passive, way – for example, drinking coffee and reading the paper in a comfortable environment.

We also observe that many independent cafés have a loyal following which compose their regular customers. We have referred to these micro-communities as ‘tribes’. From our observations, it appears that they are growing and that for many in society they are becoming an important part of daily life.

Outlines the philosophy, concepts and structure of a course in counselling for consultants. The participants on the first course were introduced to counselling whilst on a management course and had asked for further training. They found the skills useful in enabling their own personal development; in working with their patients; in supporting their colleagues and in career advice to junior staff. Evaluation indicates the high value placed by participants on this course.

The purpose of this study is to explore non‐principals’ working patterns and attitudes to work.

The article is based on data provided by a questionnaire survey.

Gender division was apparent among the non‐principals. Males were more likely to work full‐time, because their spouses modified their working hours.

It was impossible to identify all non‐principals in Scotland or to compare responders and non‐responders, due to the lack of official data. Hence, the results might not be representative.

More flexible posts would enable GPs to more easily combine paid work with family commitments. It is anticipated that the new GP contract should deliver this.

This was the first time a study of all non‐principals in Scotland had been attempted. The findings provide a more comprehensive picture of GPs in Scotland and provide valuable information for policymakers.

This paper aims to ascertain how knowledge of corporate social responsibility (CSR) by community members influenced their perception of Anglo Gold Ashanti (AGA) and its reputation.

The study used a qualitative approach using the phenomenology design. The population of the study was the residents of the Obuasi Municipality and a sample size of 20 was used. Purposive sampling was used to select both the sample frame and the respondents for the interview. An interview guide was used to carry out the in-depth interviews. Thematic analysis was used to analyse the interview notes.

The study found out that the CSR carried out by AGA was mainly for philanthropic or ethical purposes. The CSR of AGA was perceived to be very important for the Obuasi Municipality, except that it has not been done to the satisfaction of the community members. There was a gap between the perception of the community members about AGA’s CSR and the observed CSR activities of AGA.

The findings are based on people’s experiences and may differ in another geographic area even within the same country. People’s experiences may be different from reality.

Detailed background study is required to understand the expectations of communities where mining firms operate.

It is important for companies to appreciate the fact that communities in Africa have high expectations from entities doing business because there are real needs in communities.

Poor CSR practices will jeopardise the relationship between the firm and the community.

Purpose: This chapter proposes narrative allyship across ability as a practice in which nondisabled researchers work with disabled nonresearchers to co-construct a process that centers and acts on the knowledge contained in and expressed by the lived experience of the disabled nonresearchers. This chapter situates narrative allyship across ability in the landscape of other participatory research practices, with a particular focus on oral history as a social justice praxis.

Approach: In order to explore the potential of this practice, the author outlines and reflects on both the methodology of her oral history graduate thesis work, a narrative project with self-advocates with Down syndrome, and includes and analyzes reflections about narrative allyship from a self-advocate with Down syndrome.

Findings: The author proposes three guiding principles for research as narrative allyship across ability, namely that such research further the interests of narrators as the narrators define them, optimize the autonomy of narrators, and tell stories with, instead of about, narrators.

Implications: This chapter suggests the promise of research praxis as a form of allyship: redressing inequality by addressing power, acknowledging expertise in subjugated knowledges, and connecting research practices to desires for social change or political outcomes. The author models methods by which others might include in their research narrative work across ability and demonstrates the particular value of knowledge produced when researchers attend to the lived expertise of those with disabilities. The practice of narrative allyship across ability has the potential to bring a wide range of experiences and modes of expression into the domains of research, history, policy, and culture that would otherwise exclude them.

The purpose of this paper is to investigate where students in a Swedish compulsory school acquire their knowledge of food safety and how trustworthy they deem them to be.

A survey of students’ self-reported sources of and trust in food safety knowledge was performed. A student response system was used for data collection, and the students were asked to answer questions presented on a PowerPoint presentation using a small wireless handheld device: a clicker. A questionnaire with 24 questions was used, and the responses were collected at 18 different schools with a total of 529 participants attending school Year 9.

Mothers were reported as being the most important source of food safety knowledge (38 per cent), especially among girls, and were also given high credibility (36 per cent). Boys reported trusting home and consumer studies (HCS), fathers and media to a higher extent. Girls reported cooking at home more often but, for all students, it was more common to rarely or never cook at home, which is why HCS teaching can be seen as valuable for many students. HCS teaching needs to be improved in order to raise its credibility. About half of the students (51 per cent) reported to have the highest trust for their source of knowledge.

The students could only choose one source of knowledge and trust, although it is usual to learn from many different sources.

HCS teaching needs to get higher credibility among students as a counterweight against other sources.

Educated consumers could influence their health.

Limited research has been performed on food safety knowledge among adolescents.

Despite the rhetoric emphasising partnership working, there has been a dearth of research related to the educational practices that reify interprofessional partnerships for young children with special educational needs. This doctoral study examined the subtle power shifts in the interactions between early years educators and other professionals against the backdrop of deficit policy discourses and institutional challenges. This research adopted a case study approach and utilised methodological triangulation to unveil educators' phronetic knowledge. The findings point to power differentials and partnership inequities which affect the roles and identities of early years educators. Participants assumed emergent leadership roles that encompassed elements of social pedagogy and pedagogical eclecticism which eschewed medicalised interventions in favour of intuitive pedagogical approaches centred on the child and family.

This paper discusses the American debate over price controls and economic stabilization after World War II, when the transition from a war economy to a peace economy was characterized by bottlenecks in the productive system and shortages of food and other basic consumer goods, directly affecting the living standard of the population, the public opinion, and political discourse. Specifically, we will focus on the economist Franco Modigliani and his proposal for a “Plan to meet the problem of rising meat and other food prices without bureaucratic controls.” The plan prepared by Modigliani in October 1947 was based on a system of taxes and subsidies to foster a proper distribution of disposable income and warrant a minimum meat consumption for each individual without encroaching market mechanisms and consumers’ freedom. We will discuss the contents of the plan and its further refinements, and the reactions it prompted from fellow economists, the public opinion, and the political world. Although the Plan was not eventually implemented, it was an important initiative for several reasons: first, it showed the increasing importance of fiscal policy among postwar government tools of intervention in the economic sphere; second, it showed a third way between direct government intervention and full-fledged laissez faire, in tune with the postwar political climate; third, it proposed a Keynesian macroeconomic approach to price and income stabilization, strongly based on econometric and microeconomic foundations. The Meat Plan was thus a fundamental step in Modigliani’s effort to build the “neoclassical synthesis” between Keynesian and Neoclassical economics, which would deeply influence his own career and the evolution of academic studies and government practices in the United States.

Decolonizing involves dismantling deeply entrenched colonial systems of knowledge and power by disrupting colonial patterns of thought, questioning how teaching and learning occurs, and critiquing the colonial practices that are merged into the fabric of higher and adult education. Within this process, scholars and practitioners engage in interrogating teaching and learning approaches and developing a critical consciousness regarding what knowledge is valued and how this value is acquired. Within higher and adult education, limited research has explicitly considered the ways in which conceptions of andragogy and its accompanying instructional approaches might be deconstructed within the context of decolonization. The purpose of this chapter is to deconstruct and decolonize foundational higher and adult learning conceptual and theoretical frameworks that are routinely embedded within courses and programs. The conceptual and theoretical frameworks selected and analyzed include self-directed learning, transformative learning, and action learning as conventional examples of individual and collective instructional approaches employed within higher and adult learning settings. Maōri scholar Linda Tuhiwai Smith's (2012) nine characteristics of theory that contribute to colonizing discourses and 25 Indigenous projects/principles are employed as the lenses that frame this analysis. These lenses include social science and methodological approaches and strategies that decolonize populations and promote Indigenous epistemologies.