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This paper uses privilege as an analytic frame to examine millennials’ co-residence with parents, connecting research on privilege, intergenerational transfers, and housing. I pull apart the concept of privilege, examining how having, being and doing privilege fit the experience of co-residence: Having privilege situates privilege as a resource—having a place to stay that is often rent-free puts some young adults well ahead of their peers in terms of paying down debt and saving for the future. Being privileged is about sense of self—some participants feel lucky to be able to live with parents, but others are ashamed. Doing privilege pays attention to how young adults create privilege through their actions, emphasizing that privilege (and its reproduction) is an ongoing process. Ultimately, this paper argues that digging into different registers of housing privilege offers lessons about how privilege operates more generally and how inequality can grow over generations.

Scholars have recently begun to account for the absence of feminist analyses in the popular and academic discourse surrounding ‘the future of work’. In this article we offer a critical synthesis of emerging research from feminist economic geography to propose a series of questions about the future of work, conceptualized as both an object of intellectual inquiry and an emerging empirical reality. Feminist economic geography emphasizes difference, embodiment, and conceives of workplaces as dynamic, uneven, and untidy spaces, an emphasis which can help recenter discussions about the future of work on workers and their experience of work. Our discussion features a series of analytically rigorous, theoretically informed, and empirically rich conference papers, organized around three critical questions: Who are the subjects of the future of work? What counts as work? And where should we look? We highlight a broad concept of work developed through debates among feminist scholars across disciplinary fields as a key frame for understanding the global economy, including difference, social reproduction, and the spatial division of labor. Feminist economic geographers are pluralizing the subjects, forms, and geographies of work, which may help enhance our understanding of the future of work in economic geography.

This article situates media engagement as an under-examined form of knowledge work, offering a nuanced discussion of the temporalities of media work from the perspective of expert sources and contributors. Using in-depth interviews with expert women in Canada, we focus on the temporality of media engagement to understand the complexities of this labour—that it is often unpaid, ad hoc, and contingent. We offer three key findings: First, there is an ongoingness to media participation; preparation, training, and responding to comments are less visible forms of work beyond the obvious media contact. Unpacking the ongoingness of media engagement highlights the temporalities hidden within the extended present of media work. Second, contributors need to make time for this impromptu knowledge work, a complex process involving decisions about the value of each engagement. We argue that contributing to the media demands not only the knowledge work of being a source but also the labour to make and manage the time to contribute. Third, paying attention to the spacetimes of media engagement reveals the inequalities of this work. Contributing to the media often requires working beyond typical (paid) work hours and spaces, bringing additional burdens on women who do more caring and household labour. Examining the temporalities of media engagement as a form of invisible ‘free’ labour—and as a form of knowledge work that occurs inside other knowledge work—allows us to consider how work is changing in the new economy.

Debates about public scholarship and research impact are vital for geographers, helping us examine who our work is for and how we can make change in the world. Although there is a vibrant literatur...

This commentary focuses on how some Indigenous communities in the United States (U.S.) and Canada are addressing the opioid epidemic within the context of the COVID-19 pandemic, from the perspective of the co-authors as researchers, clinicians, and pharmacists working within or among Indigenous communities in three eastern Canadian provinces and two western U.S. states. The pandemic has likely exacerbated opioid use problems among Indigenous communities, especially for individuals with acute distress or comorbid mental illness, or who are in need of withdrawal management or residential services. In response to the pandemic, we discuss first how greater prescription flexibility has facilitated and even increased access to medications for opioid use disorder. Second, we describe how Indigenous-serving clinics have expanded telemedicine services, albeit not without some challenges. Third, we note challenges with restricted participation in traditional Indigenous healing practices that can be helpful for addiction recovery. Fourth, we mention providers' worries about the pandemic's impact on their patients' mental health and safety. We argue that certain treatment transformations may be helpful even after the pandemic is over, through enhancing access to community-grounded treatment, decreasing stigma, and promoting patient self-efficacy., Highlights • COVID-19 pandemic has challenged opioid use treatment for Indigenous peoples. • Treatment has been aided through expanded telemedicine and prescription flexibility. • These adjustments may expand future treatment access to Indigenous communities.

This chapter will guide readers to develop assessment and feedback practices that will support geography undergraduate students to behave as reflective practitioners, developing skills for life-long learning. The chapter begins by outlining why approaches to assessment and feedback in higher education should be reconsidered. Key theories and concepts are introduced that will encourage readers to think of assessment as part of learning rather than a summative conclusion about performance. Concepts examined are authenticity, liminality, dialogue, learner responsibility, self-regulation and self-efficacy. Two case studies are presented to exemplify a social constructivist approach to assessment, where students find assessment meaningful and ‘real’. Authentic assessment positively enhances the learning experience, improves performance and develops employability skills, supporting the transition into professional life. The first case study shares formative and summative assessments that involve students contributing to contemporary debates about the geographies of citizenship. The second case study explores student perceptions of dialogic feedforward and charts the resulting impact on student behaviour, achievement and transferable skills. The chapter highlights the challenges inherent in such approaches and how they might be mitigated, and concludes with wider recommendations for practice.

While there are many effective metrics for quantifying economic precarity, talking to young people about their experiences in the labour and housing markets reveals a gap in explanatory language ar...

In Precarious Life (2004), Judith Butler writes about how a shared sense of fear and vulnerability opens the possibility of recognizing interdependency. This is a wider understanding of precarity than is often present in human geography – recognizing the consequences and possibilities of feeling precarious. Focusing on work and the workplace, I examine the working life stories of millennial women in Canada, a labour market where unemployment and underemployment are common experiences for young workers. Using work narratives of insecurity, I argue that one potential consequence of understanding precariousness is the recognition of our social selves, using millennial women’s stories of mutual reliance and connection with parents, partners and friends to contrast assumptions of the individualizing, neoliberal, Gen Y worker. I use a feminist understanding of agency and autonomy to argue that young women’s stories about work are anything but individual experiences of flexibility or precarity – instead, I explain how relationships play a critical role in worker agency and whether work feels flexible or precarious. Overall I consider what a feminist theorizing of interdependence and precariousness offers geography, emphasizing the importance of subjectivity and relationality.

This is an Accepted Manuscript of an article published by Taylor & Francis in Gender Place and Culture on March 16, 2016, available online: http://www.tandfonline.com/10.1080/0966369X.2016.1160037

Using results from a survey and focus groups with staff and students, I evaluate best practice for student-focused assessment criteria, including the value of specific assessment criteria, where and when students engage with criteria, the use of exemplars, how assessment criteria connect to feedback and the importance of bringing students more actively into the assessment process. I argue that we need to accept that many students are assessment motivated, and rather than work against this reality (which is rarely successful), we should instead consider how assessment can address student concerns of clarity and fairness while being more tied into learning.

This article examines student-led seminars as one way of operationalizing discourses of active learning. The format of the seminars is described in detail, including an example of the kind of discussion organized by students. Evaluation follows, touching on learning outcomes, assessment, personal reflections and comments from students across two cohorts. Two key issues are highlighted as the importance of the learning space (or ‘built pedagogy’) and the challenge of getting students to recognize student-led seminars as a learning opportunity.

This article discusses the life-mapping method developed for a research project exploring transitions to adulthood with visually impaired young people. After situating life maps as a kind of participatory diagram, the article explains the design and implementation of the life maps, and young people's response to the method. The second half of the article argues for the value of the life map technique to lifecourse geographies in two ways: practically, supporting a narrative interview and as a graphic organiser of young people's stories; and empirically, as a way to answer specific research questions about temporality that are more suited to a graphic method.

The final publication is available at Elsevier via http://dx.doi.org/10.1016/j.geoforum.2009.07.007. © 2009. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/

The lifecourse perspective continues to be an important subject in the social sciences. Researching the Lifecourse offers a distinctive approach in that it truly covers the lifecourse (childhood, adulthood and older age), focusing on innovative methods and case study examples from a variety of European and North American contexts. This original approach connects theory and practice from across the social sciences by situating methodology and research design within relevant conceptual frameworks. This diverse collection features methods that are linked to questions of time, space and mobilities while providing practitioners with practical detail in each chapter.

This chapter takes up a relational understanding of space (Massey 2005) to make sense of conceptual resources for research with young people from critical human geography. After a brief discussion of relationality, the second section begins with the understanding that relationality needs to be grounded, examining the concept of lived space. The chapter considers how space is integral to young people’s experiences, from the macro, how global changes interact with young people’s lived experiences (Horschelmann and Sch€afer 2005; Jeffrey and Dyson 2008), down to the micro, as Valentine (2003, p. 48) states, there is a need to explore the “importance of different life spaces and the interconnections between them (e.g., school and work, work and home)” while also exploring how young people are both actors in space and constrained by it. The third section picks up geographic work with timespace, considering the relationship of time to space in the lives of young people, highlighting critical work on temporalities and intergenerationality in geography (Thrift and May 2001; Dodgshon 2008; Vanderbeck 2007). Introduction: Relationality and Youth Research in Critical Human Geography Much work on youth identity is rooted in literature from psychology, building on the development perspectives of Piaget and Erikson. In other disciplines, research on identity is more postmodern – embracing context and subjectivity and an inherent relationality (Rattansi and Phoenix 1997). This chapter picks up on the “relational turn” within geography and in geographic work on youth and young adulthood in particular. The chapter considers what geographers’ everpresent preoccupation – the spatial offers to a relational approach to research with young people. For geographers, social experience is contingent on understanding space – from physical location but also social and embodied forms of space. Therefore, this chapter uses a relational understanding of space (Massey 2005) to make sense of conceptual resources for research with young people. In this first section the concept of relationality is briefly traced through sociology as well as its use by youth geographers. The second section begins with the understanding that relationality needs to be grounded, examining the concept of lived space. The section considers how space is integral to young people’s experiences, from the macro, how global changes interact with young people’s lived experiences (Horschelmann and Sch€afer 2005; Jeffrey and Dyson 2008), down to the micro, as Valentine (2003, p. 48) states, there is a need to explore the “importance of different life spaces and *Email: nworth@mcmaster.ca Handbook of Children and Youth Studies DOI 10.1007/978-981-4451-96-3_8-1 # Springer Science+Business Media Singapore 2014

This article examines the use of audio diaries as an innovative method for research with young people. As the second stage of a project about visually impaired (VI) young people's transitions to adulthood, young people recorded their experiences and reflections about growing up on microcassette recorders. As a follow-up to a narrative interview, audio diaries allowed the research to get closer to the lives of young people, as participants actively reinterpreted the research questions in the context of their own lives. This article focuses on the utility of audio diaries—detailing the research process and the accessibility of the method for VI young people. Then, using excerpts from a set of twenty-two audio diaries, this article examines how the audio diary technique designed for this project engages with three key issues: how audio diaries capture narrative in distinctive ways; how the method can be employed within a participatory framework; and how audio diaries raise complex issues about the nature of audience.

In this article, I extend the growing literature on education spaces by examining disabled young people's possibilities for sociality in mainstream and specialist high schools in the UK, focusing on visually impaired (VI) young people's narratives of bullying, friendship and their complex relationships with carers and support workers. By using stories from both mainstream and specialist schools, the research is able to compare how young people's agency comes up against the power of disablism in different school spaces and the impact of this interplay on VI young people's relationships at school. A focus on sociality recognizes how highly young people value their social lives at school and that school sociality is a powerful indicator of future inclusion. Theoretically, I offer new insight on spatiality within a relational understanding of disability, arguing that school is a key site where discourses of disablism and youth agency intersect.

Some eukaryotic cells in culture synthesize a variety of lipoxygenase and/or cyclooxygenase products when stimulated by appropriate agonists. Under normal nutritional conditions, these products are derived from the polyunsaturated fatty acid (PUFA) 5,8,11,14-eicosatetraenoic acid (ETA), arachidonic acid, which before metabolism must be liberated from cellular lipids by deesterification. If the cellular lipids are preloaded with 5,8,11,14,17-eicosapentaenoic acid (EPA) and cells are then stimulated to metabolize the PUFAs. levels of cyclooxygenase and lipoxygenase products synthesized are altered. Cyclooxygenase products decrease, while lipoxygenase products are not significantly affected and may even increase. The decrease in the production of cyclooxygenase products results from reduced utilization of the substrate (ETA). Decreased prostaglandin production by rat basophil leukemia-1 cells preloaded with EPA and radiolabeled with [ 3 H]ETA and [ 14 C]EPA can also be demonstrated by high-performance liquid chromatographic analyses of [ 3 H]- and [ 14 C] radiolabeled metabolites in culture fluids of cells stimulated to metabolize PUFA hy the Ca 2+ ionophore A23187.

Stimulation of prostaglandin production in C-9 rat liver cells by transforming growth factor (TGF)-alpha was synergistic with that of the tumor promoter 12-O-tetradecanoyl-phorbol-13-acetate (TPA). TGF-alpha and TPA synergized the release of radiolabelled compounds from [3H]arachidonic acid prelabelled C-9 cells. 1-Oleoyl-2-acetyl-glycerol (OAG) and TGF-alpha also synergized prostaglandin production in the C-9 cells suggesting that the tumor promoter was mimicking the physiological activator of protein kinase C, 1,2-diacylglycerol. TGF-alpha and TPA also synergistically stimulated arachidonic acid metabolism by NRK-49F rat kidney cells. In A-549 human lung carcinoma cells, TGF-beta, but not TGF-alpha, stimulated arachidonic acid metabolism synergistically with TPA.