The Welsh Marches: Resilient Farmers? Exploring Farmers' Resilience to Extreme Weather Events in the Recent Past

In the 21st century climate change will cause a significant increase in the frequency and intensity of extreme weather events across Europe. Investigating farmers’ resilience to extreme weather events in the past can be used to establish the inherent level of resilience farmers’ will have to respond to comparable events in the future. The Welsh Marches has experienced a range of extreme weather events including: heatwaves, flooding; prolonged rainfall; and heavy snowfall. To identify the resilience of farmers in the Marches farmers’ apparent vulnerabilities, coping capacity, social capital and adaptive capacity that have been exposed in past events are discussed. Rural isolation is identified as an exacerbating factor of farming vulnerability. Yet, this is also an apparent source of resilience as farmers are found to rely on high social capital to assist each other in emergency and challenging situations during extreme weather events. The paper concludes by indicating that more localised studies are required, situated within unique farming cultures. This will enable a more complete picture of farmers’ resilience across Europe to be established.

Identity, Well-being and Effectiveness: the Emotional Contexts of Teaching

This paper draws on findings from a four‐year longitudinal research project, commissioned by the Department for Education and Skills (DfES), which investigated Variations in Teachers’ Work, Lives and Effectiveness (VITAE). Drawing on data gathered from 300 teachers working in 100 primary and secondary schools in England, the research identified associations between commitment and effectiveness (perceived and in terms of pupil attainment) and found that there were more, and less, effective teachers in each of six professional life phases. It found that teachers in each of these phases experienced a number of different scenarios that challenged their abilities to sustain their commitment (i.e. remain resilient). This paper discusses how these impact, positively and negatively, on teachers’ capacities for sustaining their initial commitment and associations between identity, well‐being and effectiveness. It finds that teacher identities are neither intrinsically stable nor intrinsically fragmented, but that they can be more, or less, stable and more or less fragmented at different times and in different ways according to the influence of the interaction of a number of personal, professional and situated factors. The extent to which teachers are able to and are supported in managing the scenarios they experience will determine their sense of effectiveness.