Chapter 7 aims to further explore the impact of dyslexia on performance at work. It will incorporate the framework of adult dyslexia outlined earlier in the book along with ideas for strategy development so that the latter can be put into practise to manage job demands. In the chapter, we will explore the main areas that our dyslexia contributors have most commonly identified as challenges over-and-above the literacy/language challenges discussed in chapters 5 and 6. This chapter, therefore, discusses the common challenges in the workplace related to new situations or novelty, as well as time management, stress and work overload, and remembering information. It also covers how dyslexia can impact on workplace training and professional examinations. Ideas related to developing job specific expertise will be covered as these can reduce the impact of challenges and increase confidence. The 4 M’s strategy that we introduced in chapter 6 will be something we will discuss further in this chapter. It will also discuss issues related to organisation and prioritisation, which links to metacognition and planning discussed in previous chapters.

This brief chapter examines how narratives are useful in work psychology. Narratives can be used for everything from career planning to worker relations and ideas around job identity. People often want to identify with the organisation they work for, and successful identification can be positive in terms of satisfaction and productivity. If there is a shared narrative between workers and managers, then the organisation is likely to be more successful. Narrative is a useful device for examining the nature and progress of careers, and activities such as appraisal can enhance these narratives.

This chapter analyses how the ecumenical synods contributed to the organisation of the festival network. It first discusses their involvement in the organisation of individual agones. The sources indicate that there was a broad spectrum of synod involvement: the old, well-established agones probably did not require a lot of organisational assistance, whereas the organisation of some newly founded agones was entirely outsourced to one of the synods. Between these two extremes, synod involvement varied according to specific circumstances. Second, this chapter investigates how the synods helped maintain the festival network as a whole. Due to the combined experiences of their travelling members, they had a unique overview of the agonistic circuits and as such could provide valuable input when the festival calendar was reformed. Communication went the other way around as well: for instance, they communicated changes in schedules and imperial decisions to their members. In sum, the synods were the lubricant that kept the agonistic machine running. The synods were thus not simply a by-product of the ‘agonistic explosion’ of the Principate but rather a key factor that made it possible.

This chapter examines the organisational structure of the ecumenical synods. First, a new interpretation of their organisation is proposed. Whereas earlier scholars have argued for a (con)federal structure consisting of a leading group in Rome and quasi-independent local branches in the provinces, the sources indicate that the ecumenical synods were much more uniformly organised, with a central headquarters in Rome, local headquarters in certain cities and mobile delegations travelling along the agonistic circuits. Next comes an overview of synod officials and a discussion of the finances of the two associations. The chapter then proceeds to discuss the relationship between the synods and the emperor. Whereas several other scholars believe that the synods were a tool with which the emperor kept the agonistic world under control, it appears that the synods had more agency than was earlier assumed. Finally, this chapter analyses other agonistic associations in the Roman empire and their relationship with the ecumenical synods.

Organisational empowerment is a critical pathway to support the sustainable transformation of food systems, mediated through different types of organisations. Collective action can be an effective strategy to include marginalised groups who may otherwise be excluded from agricultural development, extension, financing, or other aspects of climate-resilient food security. Key empowerment actions by farmer and producer organisations include building capacity, supporting greater access to inputs and information, facilitating the formation of agricultural enterprises, connecting to policy and markets, and encouraging youth membership and leadership. A focus on livelihoods, production, and poverty reduction can be a basis for increased agency and influence in decision-making. Women’s collective action is a platform to access information, technology, and a share of finances, which can lead to agency and leadership in local decision-making. For youth organisations, it is important to mobilise finance, provide support to post-production activities, support rural youth networks and recognise the role of young women in food systems.

The Introduction provides an overview of the book and explains its rationale, main goals, and research questions. It presents how the book is organised and its target readership.

The introduction begins by addressing the uses of studying cultural institutions. It provides a working definition of ‘institution’ and a historical overview of the emergence of the infrastructure of institutions in the period 1700 to 1900. The logic of choosing the period is addressed in relation to the uneven translation from cultural institutions based on the court and church to voluntary institutions that had an arms-length relationship to the state. It also discusses the historical irony that just as a ‘romantic’ definition of the literary individualism emerged that might seem to pit literature against Institutions, there was a proliferation of institutions of literature. The purview of the collection in relation to British national and imperial culture and identities is explained and the opportunities for further work in related areas discussed in the framework of the collection’s own historical moment at a time when the university-based discipline of Literature seems to be undergoing a fundamental change in its structure and purposes.

This chapter analyses different aspects of resilience, or the lack thereof, within the experiences of those affected by five decades of armed conflict in Colombia. Although resilience has long been understood in a person-centred way, this chapter argues that such personal aspects of resilience cannot be understood in isolation from broader socio-economic aspects such as work, social relations and communities’ wider developmental and infrastructural conditions. The chapter discusses whether and how transitional justice has addressed these issues in Colombia. Looking particularly at reparations, it demonstrates that transitional justice has predominantly taken a person-centric approach oriented towards monetary compensation, while disregarding the wider social, built and natural environment. It also explores how the needs of those affected by conflict can change over time and across conflict experiences and geographical spaces. This necessarily requires an ongoing analysis of locally-specific needs and conditions, in line with the core elements of adaptive peacebuilding. The chapter concludes with reflections on how transitional justice, including the restorative justice sentences which will be applied by Colombia’s most recent transitional justice mechanism – the Special Jurisdiction for Peace – could help to promote the resilience that conflict-affected communities need to move forward.

Teachers work across a diverse range of learning environments in an array of different contexts, sectors and settings. The first section of this chapter explores this theme, and provides insight into how classroom management practices are historically, socially and culturally contextualised.

In the second section of the chapter, we introduce some of the theoretical principles and practical issues associated with establishing and maintaining positive, supportive, safe and inclusive learning environments that encourage all students to participate fully in educational opportunities.

Managing the classroom environment, particularly in relation to addressing diverse student behaviours, has been shown to be an area of major concern – often the greatest concern – for many preservice and beginning teachers (Mayer et al., 2015), and this has been the case for many years (see, for example, Veenman, 1984). Managing the classroom for diverse learners is the focus of the third section of this chapter.

In the fourth section, you will gain insight into classroom management frameworks and plans.

The decades after the death of Louis II has been traditionally intended as the first great crisis of the Carolingian politics in Italy, in which war paved the way to the break-down sealed by the year 888. The aim of this chapter is to study royal diplomas addressed to two italian recipients through a time of political turmoil: the sees of Arezzo and Parma in order to study the ways in which political communication was built by the different kings and emperors between 875 and 924. Moreover, the study of royal praecepta will consent the interpretation of the local responses to the challenges of politics and the ways in which memory was constructed by two of the most significant italian bishoprics during the Carolingian period.

Although an individual anaesthesia provider secures the patient’s airway, upstream organisational events will influence how airway management is actually performed in any institution. Decisions around equipment purchases, staff training, post-operative care arrangements and even departmental staffing will all influence how an anaesthetic is administered. While standardised equipment, and high quality protocols, guidelines and behaviours ensure better patient outcomes in the event of an airway emergency, this cannot be achieved without input from the institution to facilitate education and training for all airway team members. Organisations should learn from both critical incidents and examples of excellent practice, and have mechanisms to record airway events. Human factors (ergonomics) are a vital component of successful airway management and organisations should incorporate human factors education in their airway training programmes. Communication about patients known to have a difficult airway is vital and must be done effectively, especially when this involves communication between hospitals or even countries.

This chapter begins with an overview of the wartime organisation of the WAAF, WRNS and ATS. It then moves on to a discussion of voluntary recruitment for these forces and the decision to introduce military conscription for women in 1941. It concludes with the findings of a government committee set up in 1942 under Violet Markham to inquire into the amenities and welfare conditions in the three women’s services. The committee also investigated rumours of immorality that plagued these forces (and the ATS in particular).

In this chapter, you will develop your understanding of: organisation skills to support your teaching and wellbeing, the concept of flow and how it can support you, how to recognise emotions and care for yourself, working with the curriculum and responding to change, and planning and meeting the teaching standards.