Canterbury Christ Church University Research Articles

Mapping the Impact: A Comprehensive Review of Art-Based Interventions for Dementia (2000-2022)

The global arts in healthcare movement affects patient care and hospital surroundings. This paper reviews and bibliometrically analyzes Impact Art-Based Intervention for Dementia Patients from 2000 to 2022. A total of 57 documents were created on October 16, 2022, using Rstudio 4.2.1 and biblioshiny for bibliometrix. These papers were used for doing an in-depth study to identify research patterns. In Scopus, Dementia is the most popular journal, and in Web of Science, Dementia-International Journal of Social Research and Practice. Scopus uses “Dementia” as the most common author keyword and add keyword, but Web of Science uses “Impact”. Most popular writers include Camic, P. M. (Scopus), Charura, D., and Surr, C (WoS). UK scientific papers dominate Scopus and Web of Science. Scopus is most associated with Canterbury Christ Church University, whereas Web of Science is Leeds Beckett University.

A74The use of simulation to support the upskilling of interprofessional teams providing an Urgent Community Response service (UCR)

An NHS provider had no established simulation education opportunities for community based allied health professionals (AHP). Urgent Community Response (UCR) teams are interdisciplinary teams, comprised of nurses, paramedics, physiotherapists and occupational therapists, who provide care to adults in their home to avoid hospital admission [1]. Older people experience effective high-quality care when a multi-skilled clinician, working across the usual professional boundaries, can effectively address their needs rather than requiring numerous other professionals to visit them at home. In this NHS Trust, intermediate care teams were required to include UCR referrals as part of their usual work. The physiotherapists and occupational therapists from these teams required upskilling to be able to safely support patients requiring this more acute and urgent level of care. Clinicians working in the community have limited opportunity to observe and learn from each other. Simulation is an evidenced based educational activity to support the development of new knowledge and skills required in interdisciplinary teams working in clinical settings [2]. It was hypothesized that interprofessional simulation would be an effective educational intervention to support this upskilling. A faculty was established which included a simulation educator; simulation technician; a practice development AHP; and a physiotherapist with clinical experience of working within this setting. Simulation scenarios were developed to reflect common referral presentations; the Skills for Health UCR Capability Framework [3]; and learning outcomes identified as priorities by the clinicians and service managers. The learning outcomes included applying an A to E assessment; the use of NEWS2 and the SBAR escalation tool when assessing an adult patient in their own home. A modified Kirkpatrick evaluation form was used to evaluate the training. Three simulation training events were offered. There were 26 participants overall with representation from physiotherapy, occupational therapy, nursing and healthcare support workers. There were fourteen evaluation responses to a modified Kirkpatrick evaluation form. The evaluation identified that simulation provided an opportunity to learn from other professions; supported the practical application of learning; debriefing provided a safe learning environment; and that the learning would lead to changes in their current practice (see Evaluation themes with supporting examples Simulation training events were evaluated by participants from an interprofessional community team as a safe, practical and effective way to support their upskilling to provide an UCR service. Simulation should be considered as part of an education package to support interprofessional teams upskilling to provide new services in a community setting. Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable. This work forms part of a fellowship project funded by NHS England (South East) Workforce, Training and Education; with the Florence Nightingale Foundation and Canterbury Christ Church University.

Prioritising a Sense of Belonging Within the Rural Nexus: An Empirical Study of Five Rural Church Primary Schools

ABSTRACT The rural church primary school exists in a nexus of connections between school, home, and the institutional Church (parochial, diocesan, and national). This article applies Walker’s model of belonging to God through church to the sense of belonging expressed by families whose children attend a rural Church of England primary school. The data drawn from the Faith in the Nexus project undertaken at Canterbury Christ Church University, consists of 24 semi-structured focus group interviews, and 8 individual interviews with school and church leaders from parents, school staff, clergy, and governors across five rural Church of England primary schools. The findings highlight how rural church school families develop and sustain a sense of belonging through events, people, place, and activities. The discussion considers the value of Walker’s model of belonging, the fragility of the rural nexus and a need to acknowledge the relational nature of belonginess expressed by parents and pupils.

Harnessing the benefits of sanctuary scholarship: opportunities for community enhancement, widening participation and internationalisation at home

ABSTRACT The paper focuses on the importance of Internationalisation at Home, access and support mechanisms which are provided and co-created by students and university departments to encourage sanctuary scholarship. The paper gives particular attention to activities that encourage meaningful interaction with local communities and widen international participation of marginalised groups, such as students from the global south and asylum seeker communities. The paper presents two case studies. The first case study focuses on a student-led project developed by the students and staff of Canterbury Christ Church University. The second case study projects students’ voices from the global south and refugee communities at The University of Kent and University College London (UCL). The experiences of these students highlight the importance of welcoming and supporting students from marginalised backgrounds. They also demonstrate the need for both curriculum-based and co-curricular activity and student services which provided tailored support and encouragement.

Older Women Rock!

In this article artist/activist Leah Thorn shares the processes and rationale underpinning 'Older Women Rock!', a project creating pop-up political art spaces to raise awareness and explore issues facing early-old-age women in their 60s and 70s. Through poetry, performance, retro clothes, film, consciousness-raising and listening skills, 'Older Women Rock!' celebrates older women, unites them across differences, challenges their invisibility and subverts society's assumptions and prejudices about them. The project arose out of a 10-month Leverhulme Trust artist residency undertaken by Leah in 2015 at the Kent Academic Primary Care Unit, University of Kent, and the England Centre for Practice Development, Canterbury Christ Church University. The project was developed in 2017 through a Fellowship at Keele University Institute of Liberal Arts and Sciences.

COMPARATIVE ANALYSIS OF DIFFERENT STAGES OF PSYCHOLOGICAL ADAPTATION OF UKRAINIANS ABROAD DURING THE WAR

The article highlights the results of a research of the psychological features of adaptation of Ukrainians abroad (on the basis of the Canterbury Christ Church University, Great Britain, among Ukrainian students of English language courses). Psychological adaptation is considered as a prerequisite for socio-cultural adaptation, and therefore it is an actual direction of scientific research in the context of the difficulties and crises faced by Ukrainians due to forced migration abroad. Based on the results of the empirical research, the main mental states of Ukrainians determined by the new place of residence were revealed. In the context of the study of mental states, the study of the emotional attitude to the fact of moving and new living conditions is of particular interest. The signs of culture shock and the spectrum of states (from euphoria to anxiety) were also analyzed, which, as evidenced by the experienced psychologists and psychotherapists, which were most evident in Ukrainians who were forced to leave the country during the war. To analyze the psychological characteristics of Ukrainians, the concept of the U-curve by K. Oberg was used, according to which a person in a new socio-cultural environment goes through different stages A comparison of the psychological characteristics of people who are at different stages of adaptation was made, according to which several correlations were found, in particular: the adaptive capabilities of the individual are influenced by age; in the first stages of adaptation, the need for support from family and loved ones is greater than in the final stages; anxiety is the most thing on the 2nd (crisis) and the 4th (when new challenges arise) stages of adaptation.

Early years and key stage 1 teachers’ attitudes towards outdoor and online play

ABSTRACT Children’s opportunities for outdoor play have declined (Nash, D. 2018. The Construction of the Decline of Children’s Outdoor Play as a Social Problem in the UK. Canterbury: Canterbury Christ Church University) whilst opportunities for online play are increasing (Berrett, B., J. Murphy, and J. Sullivan. 2012. “Administrator Insights and Reflections: Technology Integration in Schools.” The Qualitative Report 17 (1): 200–221). This study investigated early years/key stage 1 teachers’ attitudes towards outdoor and online play utilising (Rosenberg, M. J., and C. I. Hovland. 1960. “Cognitive, Affective, and Behavioural Components of Attitudes.” In Attitude Organization and Change, edited by M. Rosenberg, C. Hovland, W. McGuire, R. Abelson, and J. Brehm, 1–14. Connecticut: Yale University Press) tripartite model of attitudes. An online survey was employed with 30 early years/key stage 1 teachers, gaining an understanding of teachers’ attitudes towards outdoor and online play. In summary, results show there is significant variation in teachers’ attitudes towards outdoor and online play, whilst children’s opportunities for outdoor and online play within UK early education also remain infrequent and varied.

Introduction

The papers presented in this special issue were submitted as part of the Best Paper competition at MeCCSA’s Postgraduate Network conference in 2018. The conference took place on 5th and 6th July 2018 at Canterbury Christ Church University and was organised by Nicholas Furze, Aurora Patera and Emma Kaylee Graves. As there were several high-quality papers submitted for the competition, it was decided that the 2018 conference would have two special issues in Networking Knowledge, instead of the usual one. This issue therefore compliments the previous issue of the journal: MeCCSA Postgraduate Network 2018 Conference Special Issue: Communities and the Media Around the Globe. While the first special issue had a very broad scope in terms of the topics covered by the authors, the current special issue has a more specialised focus on analyses of news discourse.

Christian universities and schools in relation and context

Editorial There is often a relationship between Christian universities and colleges of higher education and schools of a Christian character. Canterbury Christ Church University was initially founded to provide more teachers for Church schools (Bowie et al., 2018a). It is part of a group of English universities called Cathedrals Group universities which profess an agenda for values-led higher education (https://www.cathedralsgroup.ac.uk/). A research study to find out what students, staff and schools thought really mattered in the teacher education provision made by these universities found they were seen as centres of expertise in teaching and learning and as having a distinctively person-centred philosophy of education (Bowie et al., 2018b). The qualitative and quantitative 2-year study involving six English universities with Christian foundations also found a rich variety of interpretations of this philosophy, according to context, self-understanding regarding the mission of universities, and the distinct contours of schools served by this provision. This ranged from what might be called a common good mission to ‘The Five Thousand’, which sought to provide a good teacher formation for all schools, to a specific apostolic mission to ‘The Twelve’ to serve the Christian schooling sector, as well as a particular concern to serve the most disadvantaged and vulnerable in schools. The English context is marked by diverse and plural populations of students and a secular climate in general. Additionally, the research found staff and student understanding and view of the Christian dimension of the university varied between institutions to a considerable degree. Nevertheless, that dimension was valued by the schools they served. The experience of leading this project in part inspired this journal issue. This issue draws together research into the different dimensions of engagement between Christian schools and Christian universities. The relationship between these institutions and the contexts in which they are situated reveals a web of interconnections. These interconnections are shaped by both an interest in a more historically grounded awareness of the development of educational ideas in the formation of teachers, and a pressure to be more ‘profession’ orientated.

SROI in the art gallery; valuing social impact

ABSTRACTThis article considers a project that used the Social Return on Investment (SROI) methodology to describe and measure the social impact of Turner Contemporary art gallery in Margate, a coastal town in the South East of England. The article details the reasons why the methodology was chosen by the gallery, setting this in the context of the wider debate around evaluation and social impact reporting. A section of the research and analysis, which was carried out by COaST, a consultancy and research centre based within Canterbury Christ Church University, is described in detail, allowing the reader to understand the processes involved in this type of project and the kinds of outcomes that can be delivered using this method. Finally, an account is given of the impact the work had on the management of the gallery, and the ways in which the final report was used.

Professionalizing Criminal Investigation—An Examination of an Early Attempt to Support Specialization in Criminal Investigation

Abstract This article explores perceptions of individuals involved in an early attempt to professionalize detective work in Kent, UK. In 2000, Kent Police developed a Strategic Policing Doctrine incorporating a learning and development strategy. These ideas resulted in a partnership between Kent Police and Canterbury Christ Church University producing the Advanced Detective Training (ADT) programme including a university qualification, the BSc (Hons) in Applied Criminal Investigation delivered between 2001 and 2006. This research, conducted in 2016, used semi-structured interviews with 27 participants including: trainers, academic staff, students, and the Chief Constable. The research revealed that there were challenges in the selection of candidates, use of the term ‘advanced’ in the programme title and the abstraction of ADT trainees. A very high proportion of ADT officers valued the ‘training’ part of the programme with the majority valuing the ‘academic input’. This research provides a useful analysis of previous attempts to develop detective professionalization and accredited learning relevant for programme designers responding to the introduction of the Police Education Qualification Framework and direct entry and fast track detective training.

Dale KnickerbockerLingua Cosmica: Science Fiction from around the World

416 SCIENCE FICTION STUDIES, VOLUME 46 (2019) to, as is the work of Anthony Burgess (A Clockwork Orange [1962] and 1985 [1978]), and of the rather obscure D.G. Barron. The book is at its best when Hammond allows himself two pages on authors (Doris Lessing and Angela Carter) but at its weakest when listing out of context snippets of quotations from D.G. Compton, Richard Cowper, or Christopher Priest, whose works can only be identified in some cases from the notes. Hammond clearly knows a range of obscure books from the 1950s to the 1970s, many of which were published as sf, but is less strong on the dystopian islands of New Worlds (although the New Wave is mentioned in passing) or Interzone. His erudition is impressive—I had no idea that Stanley Johnson, father of British politician, journalist, and Brexiteer Boris Johnson, had written a novel called The Commissioner (1987), which argues for Britain to remain in the European Union to keep Germany under control as well as to fight a Cold War. This brings me to a point where I think I am asking for a different book—I suspect a lot of British fiction written during what Hammond calls the first Cold War, say up to the late 1970s, is overshadowed by the loss of empire and the traumas of the Second World War. Post-traumatic stress and invasion anxieties are there through a range of titles up to the “Hitler Wins” novels of Len Deighton’s SS-GB (1978) and Robert Harris’s Fatherland (1992); with the rise of Thatcher and neoliberalism there is perhaps a generational and political shift. But the momentum of the book is such that it is hard to disagree with its judgments—leaving aside its underlying errors of genre, it tends to move on quickly from text to text before it can any anything disputable. There are a few formatting glitches, where book and film titles lose italics and Hammond likes adding a “sic” to instances of (presumably) gender-neutral “he” and “man,” but mainly I wish he had focused on a smaller range of titles and stuck more closely to his subtitle.—Andrew M. Butler, Canterbury Christ Church University SF as a Global Genre. Dale Knickerbocker, ed. Lingua Cosmica: Science Fiction from around the World. Urbana: U of Illinois P, 2018. xxi+236 pp. $29.95 pbk. Dale Knickerbocker’s edited anthology Lingua Cosmica: Science Fiction from Around the World is a wonderful addition to the growing body of criticism about global sf. It contains eleven essays by established sf scholars on authors writing in nine different languages, from eleven countries spread across five continents. The wide scope of this anthology distinguishes it from most recent publications on non-Anglo-American sf. Apart from Sonia Fritzsche’s The Liverpool Companion to World Science Fiction Film (2014), most critical works on non-Anglo-American sf (perhaps rightly) focus on a specific region, country, theme, or critical lens. For example, such works as Russian Science Fiction Literature and Cinema (2018) edited by Anindita Banerjee, DisOrienting Planets: Racial Representations of Asia in Science Fiction (2017) edited by Isiah Lavender III, and Latin American Science Fiction: Theory and Practice (2012) edited by Elizabeth Ginway and J. Andrew Brown have a 417 BOOKS IN REVIEW specific regional or national focus. Conversely, works such as Iva Polak’s Futuristic Worlds in Australian Aboriginal Fiction (2017), Eric D. Smith’s Globalization, Utopia and Postcolonial Science Fiction: New Maps of Hope (2012), and The Postnational Fantasy: Essays on Postcolonialism, Cosmopolitics and Science Fiction (2011) edited by Masud Raja, Swaralipi Nandi, and Jason Willis take specific themes and critical issues as their organizing principles. Within these conversations on global sf, Lingua Cosmica stands apart by focusing on individual practitioners of sf, instead of on particular spaces, times, or themes. In this collection, which introduces the readers to important sf voices from around the world, the editor’s goal is indeed ambitious and possibly requires an encyclopaedic corpus to do his aims true justice. Nonetheless, a collection that provides American readers a window, however small, into other sf traditions of the world deserves commendation. The author-centered approach allows...

MeCCSA Postgraduate Network 2018 Conference Special Issue: Introduction

On 5th and 6th July 2018, MeCCSA’s Postgraduate Network held their annual conference at Canterbury Christ Church University. The event was organised by Nicholas Furze, Aurora Patera and Emma Kaylee Graves, all of whom have contributed to the creation of this special issue. The papers presented in this special issue are each based upon presentations given by attendees of this conference. With the inclusive theme of media, community and culture, the conference saw a wide variety of scholarship from contributors based in the UK and beyond. As a result, the four papers that make up this issue vary greatly, but are all related in that they each consider communities’ relationships to the media around the globe.

Report on 2018 Royal Studies Journal and Canterbury Christ Church University Prizes

A report announcing the winners of the 2018 Royal Studies Journal and Canterbury Christ Church University book and article prizes.

Jonson, Lena Art and Protest in Putin's Russia (review)

SEER, 96, 4, OCTOBER 2018 776 on the otherwise hidden, typical life of a working musician across baroque Europe. Second is Owens’s ability to create this narrative around Cousser with a relatively small amount of surviving music. The former approach helps move the discipline from the ‘popularity contest’ and hagiographic approaches that are still too often found in writing history, while the latter brings a welcome focus on the core thread of the book: musical exchange. This book will be of interest not only to musicologists, but anyone with an interest on social and cultural exchange across Europe in the late seventeenth and early eighteenth centuries. Canterbury Christ Church University Robert G. Rawson Jonson, Lena. Art and Protest in Putin’s Russia. Routledge Contemporary Russia and Eastern Europe Series, 61. Routledge, Abingdon and New York, 2015. xv + 266 pp. Illustrations. Notes. Bibliographies. Index. £95.00. Art and Protest in Putin’s Russia by Lena Jonson is based on an extensive original piece of research and is a skilfully crafted, valuable scholarly contribution to Russian cultural studies. The fate of perhaps the most widely known example of Russian protest art, the feminist group, Pussy Riot, mirrors the restrictions of the existing space for questioning and opposing Putin’s consensus. Even though perfectly reflecting the current situation of protest art and dissent in contemporary Russia, the harsh treatment of Pussy Riot, who dared to speak up about Russia’s soaring issues, such as the authoritarian nature of its government, widespread misogyny and homophobia, was not the only instance of a crackdown on protest art in Russia. Rather, it was yet another reflection of an authoritarian patriotic paranoia that targets anyone who dares to question or oppose Putin’s new consensus, based on a mixture of extreme nationalism and Russian Orthodox dogma. This collection of essays discusses Russian counter-culture, which has been emerging over recent decades and has offered society a critical and dogma-free view on its most important issues. The volume consists of seven topic-based chapters, through which the reader is led ‘closer and closer to politics in art’ ( p. 15). An introduction is followed by the chapter, ‘A history of dissensus, consensus and illusion of a new era’, in which the reader is introduced to the dissensus of Russian art of the twentieth century. It sets the stage by explaining the context of contemporary Russian art and its relation to the dynamics of the regime, in particular the development of Putin’s consensus during his first two presidential terms. Chapter three, ‘An Other gaze in art’, analyses the most subtle form of dissensus in art, which emerged as a contrast to the REVIEWS 777 discourse on identity employed by Putin’s consensus. Despite the expansion of the Russian art scene in the first decade of the twenty-first century, the artists of an Other gaze opposed commercialized mainstream art and questioned the glossy ideology of Russian glamur. Its aim was not to take a political stand, but it was political in the sense that it represented dissensus in opposition to official consensus. Amongst many others, the chapter discusses the work of Anya Zhelud, whose art reflects the chaos and disorder in the environment, Aleksandr Brodskii, whose works depict ‘the frailty and vulnerability of the city and the individual’ (p. 54), as well as the group, ‘Sinii sup’ (Blue Soup) and Andrei Kuzkin, who explored feelings of being stuck. The fourth chapter, ‘Art on trial’, explores the conflict between art and the church, and examines the crackdown on art that represented even the mildest questioning of Orthodox religion and the role of the Orthodox Church in the ongoing construction of Russian identity. The chapter analyses the circumstances of the trial of the exhibition ‘Forbidden Art 2006’, which is considered a critical point in the development of contemporary Russian art counterculture. From here, Jonson invites us to explore the art of open disagreement with the ‘proper order of things’. Dissent in the art of the early 2000s discussed in chapter five contrasts with the more subtle message of an Other gaze. It was aimed at emphasizing the divide between ‘we’ — society — and ‘they’ — those in power — and expressed open...

A study into situated learning through community legal companionship

Against the background of the current graduate skills agenda and its considered importance in relation to a UK law degree, this article considers the value of the CLOCK Community Legal Companion scheme, a collaborative social justice project involving law students, legal services providers, third sector advice agencies and law courts based in two areas of the country namely; Canterbury and Brighton. In recent years, the UK Government has significantly cut civil legal aid in areas such as housing, family and welfare benefits, with a view to easing the strain on the deficit. These cuts have been opposed by many, including lawyers, who have raised concerns that the most vulnerable within our communities could be left unrepresented in court and as a consequence an undue burden placed on our civil justice system. CLOCK therefore provides an opportunity for those within our communities who are caught in the so-called ‘justice gap’, to gain support and guidance from law students when they attend court unrepresented. The findings of a small-scale research project into the perceived benefits of Community Legal Companionship, conducted at two UK law schools; Canterbury Christ Church University and the University of Brighton, indicate that the socio-legal experiential learning opportunities for undergraduate law students presented by such initiatives, are also valuable in terms of legal skills acquisition. The research shows that the scheme not only enables law students to use their legal knowledge for the benefit of their local community, but also through analysis of their own perceptions, demonstrates how such a community-based project can provide undergraduate law students with valuable employability skills. Experiences of setting up a Community Legal Companion scheme, together with an overview of how the scheme operates in the Canterbury and Brighton County Courts, as well as students’ reflections of participating as Community Legal Companions drawn from the empirical qualitative research, are evaluated in this article.

Irish Drama in Poland: Staging and Reception, 1900–2000

Book Review| July 01 2018 Irish Drama in Poland: Staging and Reception, 1900–2000 Barry Keane, Irish Drama in Poland: Staging and Reception, 1900–2000, (Bristol: Intellect, 2016), 200 pp., images, bibliography, index. ISBN 978–1783206087. Kasia Lech Kasia Lech Canterbury Christ Church University, Canterbury, Kent Search for other works by this author on: This Site Google The Polish Review (2018) 63 (2): 79–81. https://doi.org/10.5406/polishreview.63.2.0079 Cite Icon Cite Share Icon Share Facebook Twitter LinkedIn MailTo Permissions Search Site Citation Kasia Lech; Irish Drama in Poland: Staging and Reception, 1900–2000. The Polish Review 1 July 2018; 63 (2): 79–81. doi: https://doi.org/10.5406/polishreview.63.2.0079 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All Scholarly Publishing CollectiveUniversity of Illinois PressThe Polish Review Search Advanced Search The text of this article is only available as a PDF. Copyright 2018 by the Board of Trustees of the University of Illinois2018 Article PDF first page preview Close Modal You do not currently have access to this content.

Report on 2017 Royal Studies Journal and Canterbury Christ Church University Book and ECR/PGR Articles Prizes

Report on 2017 Royal Studies Journal and Canterbury Christ Church University Book and ECR/PGR Articles Prizes

Students as Producers and Active Partners in Enhancing Equality and Diversity: Culturosity at Canterbury Christ Church University

Equality and diversity of truths, of opportunity, of outcome, of dignity and of identities lie at the heart of the idea of university (Wolff, 1992, p. 68). However, despite the fact that the UK ‘has well-established equality law and practice’ and the Equality Act 2010 requires universities to implement changes that protect their students and employees from various forms and effects of discrimination, ‘inequality remains, albeit often in more complex and subtle forms than have been understood before’, argues David Ruebain (2012, p. 3).This study contributes to the discussion about equality and diversity practices in the university context by proposing strategies to embed into students’ learning community equality and diversity and subsequent graduate attributes. The case study is the Culturosity Project: an equality and diversity training initiative co-created by Dr Kasia Lech and a group of final-year students and graduates from Drama and Performing Arts programmes and delivered – as a Canterbury Christ Church University Partners in Learning project – to L4 and foundation-year students. The project was first delivered in 2015 and has now become part of student induction at the CCCU Faculty of Arts and Humanities.

Bill Law’s contribution to narrative in careers work: A story to be told

Bill Law’s work based on practice, research and theory is extensive. This article celebrates Bill’s contribution to the use of narrative in careers work and, as he saw it, its relevance for the changing world within which careers work operates. It draws on his publications for NICEC and the conference papers given at Canterbury Christ Church University. It does not aim to be exhaustive in mapping Bill’s contribution and, in keeping with the tenets of narrative, is a personal story drawn from the author’s conversations with Bill and editorial work on the articles cited. But Bill did not ignore the political and Bill’s attention to the social context is noted in the article. The final section includes Bill’s rallying call for careers work to review, continually, its relevance and to contribute to social justice.