We explore place branding as an economic development strategy for technology clusters, using London's 'Tech City' initiative as a case study. We site place branding in a larger family of policies that develop spatial imaginaries, and specify affordances and constraints on place brands and brand-led strategies. Using mixed methods over a long timeframe, we analyse Tech City's emergence and the overlapping, competing narratives that preceded and succeeded it, highlighting day-today challenges and more basic tensions. While a strong brand has developed, we cast doubt on claims that policy has had a catalytic effect, at least in the ways originally intended.

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This article examines the lack of research on the pornography industry and the means of addressing this situation. Much contemporary pornography research invokes the apparent economic prowess of the pornography industry as justification for its work, yet focuses on the product and its reception rather than on the industry that produces it. In this article I identify and discuss the specific institutional challenges around studying pornography within business studies, and also the opportunities that arose through this work. The research methods used in this study of the North American pornography industry are presented and discussed, together with considerations around access, authentication, and stigma. I challenge the dependence by current scholars on secondary data about the industry by offering theoretical frameworks and methodological approaches with which to gather rich empirical material, thus furthering the wider field of pornography research.

This paper examines how young peoples' lived experiences with personal technologies can be used to teach engineering ethics in a way which facilitates greater engagement with the subject. Engineering ethics can be challenging to teach: as a form of practical ethics, it is framed around future workplace experience in a professional setting which students are assumed to have no prior experience of. Yet the current generations of engineering students, who have been described as 'digital natives', do however have immersive personal experience with digital technologies; and experiential learning theory describes how students learn ethics more successfully when they can draw on personal experience which give context and meaning to abstract theories. This paper reviews current teaching practices in engineering ethics; and examines young people's engagement with technologies including cell phones, social networking sites, digital music and computer games to identify social and ethical elements of these practices which have relevance for the engineering ethics curricula. From this analysis three case studies are developed to illustrate how facets of the use of these technologies can be drawn on to teach topics including group work and communication; risk and safety; and engineering as social experimentation. Means for bridging personal experience and professional ethics when teaching these cases are discussed. The paper contributes to research and curriculum development in engineering ethics education, and to wider education research about methods of teaching 'the net generation'.

Questions of bi identities can be invisibilized and overlooked by queer theorizing and LGBT studies. This article explores the ways in which complex performances of bisexuality can simultaneously encompass and deconstructively critique bi identity in a manner that embraces the "and" between bi and queer, offering important insights into how bi is lived, contested, and reaffirmed. Drawing on the BiCon and BiFest events in the UK, we argue that both the materialities (and supposed fixities) of bi erasures and exclusions and the fluidities that trouble the heterosexual/homosexual divides offer key insights into the spatial and temporal fixing and unfixing of identities.