Liz Curry

Summary Forest‐to‐pasture conversion is known to cause global losses in plant and animal diversity, yet impacts of livestock management after such conversion on vital microbial communities in adjoining natural ecosystems remain poorly understood. We examined how pastoral land management practices impact soil microorganisms in adjacent native forest fragments, by comparing bacterial communities sampled along 21 transects bisecting pasture–forest boundaries. Our results revealed greater bacterial taxon richness in grazed pasture soils and the reduced dispersal of pasture‐associated taxa into adjacent forest soils when land uses were separated by a boundary fence. Relative abundance distributions of forest‐associated taxa (i.e., Proteobacteria and Nitrospirae ) and a pasture‐associated taxon (i.e., Firmicutes ) also suggest a greater impact of pastoral land uses on forest fragment soil bacterial communities when no fence is present. Bacterial community richness and composition were most related to changes in soil physicochemical variables commonly associated with agricultural fertilization, including concentrations of Olsen P, total P, total Cd, delta 15 N and the ratio of C:P and N:P. Overall, our findings demonstrate clear, and potentially detrimental effects of agricultural disturbance on bacterial communities in forest soils adjacent to pastoral land. We provide evidence that simple land management decisions, such as livestock exclusion, can mitigate the effects of agriculture on adjacent soil microbial communities.

Abstract The Frontline programme is a social work qualifying route, in England, featuring a different approach to curriculum design and delivery. Students are based in groups of 4, learning through practicing social work in a statutory child and family social work setting, alongside a Consultant Social Worker (in the role of practice educator). They are also supported by an Academic Tutor who works in partnership with the Consultant Social Worker to facilitate learning. A weekly “unit meeting” is a foundational aspect of the programme, providing opportunities for in‐depth discussion, teaching, and reflection on practice with families. The authors worked together over the first 2 cohorts of the programme and undertook action research to explore the learning opportunities that arise when academic staff and practitioners work side by side to support student learning in this model. Three broad themes were identified which were considered to be significant in helping students to learn which are explored in the paper: Learning through engaging in joint dialogue about practice in a unit meeting The influence of relationships on learning in social work The importance of a connected model of learning which has practice with children and families at its heart

This article explores strategic conceptions within the alter-globalisation movement in Ireland. Based on action research carried out within the left-libertarian (‘Grassroots’) wing of the movement, it notes imbalances in participation in a very intensive form of political activity, and asks how activists understand winning. It finds substantial congruence between organisational practice and long-term goals, noting social justice and participatory democracy along with feminist, environmental and anti-war concerns as central. Using Wallerstein's proposed transition strategy for anti-systemic movements, it argues that Irish alter-globalisation activists are realistic about popular support and state power, and concerned to link short-term work around basic needs with the construction of alternative institutions and long-term struggles for a different social order.