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The purpose of this paper is to discuss the challenges of assessment and management of psychotic symptoms in a background of intellectual disability (ID) and treatment-resistant epilepsy caused by a genetic syndrome.

Ring chromosome 20 [r(20)] syndrome is characterised by the triad of severe refractory epilepsy, mild to severe ID and behavioural problems. This paper describes the presentation of r(20) syndrome in a young woman with moderate ID and treatment-resistant epilepsy, who experiences psychotic symptoms at times of improved seizure control.

There are several diagnostic possibilities for such a presentation, including psychotic symptoms due to adverse effects of anti-epileptic medications and forced normalisation (alternating psychosis).

This paper advocates judicious use of antipsychotic medication to manage psychotic symptoms, as well as involvement of both patient and close family members throughout all stages of care. It is essential to strike a balance between control of epileptic seizures and psychiatric symptoms, providing an optimal benefit to the patients’ quality of life by meeting their complex needs through a multidisciplinary and multi-agency team input.

The purpose of this chapter is to highlight the issue of sex trafficking – internationally, in the United States, and particularly in Florida – and the needed services for victims to promote recovery and increase the likelihood of success in redefining themselves and creating a new life. The vast majority of victims are women and children, especially those from vulnerable popu­lations. While much attention has been given to addressing the needs of minors, few programs and services focus specifically on the needs of adult women. This chapter will feature the work of Selah Freedom, a national anti-sex trafficking organization headquartered in southwest Florida dedicated to serving women 18 and over. In particular, the emphasis will be on their long-term services, which offer a comprehensive approach to the treatment of trauma and rehabilitation and have proven successful in removing women from “the life.”

The food standards of the Indiana State Board of Health, which appear on another page, show that it is quite possible to lay down official definitions of various articles of food; and a study of these regulations may be of assistance to those authorities who are striving to arrive at some form of order out of the chaos which at present exists in this country in matters relating to food standards. With reference to milk, it will be seen that not only is the question of composition dealt with, but strict directions are given that milk derived from a cow which can in any way be considered as diseased is regarded as impure, and must therefore, says the Board, be considered as adulterated. In regard to butter and margarine, limits are given for the total amount of fat—which must consist entirely of milk‐fat in the case of the former substance—water, and salt; and not only are all preservatives forbidden, but the colouring matters are restricted, only certain vegetable colouring matters and some few coal‐tar colours being permitted. All cheese containing less than 10 per cent, of fat derived from milk must be plainly labelled as “ skim‐milk cheese”; and if it contains fat other than milk‐fat, it must be described as “ filled cheese.” Some exception is taken to the use of preservatives in cheese, inasmuch as it appears that cheese may contain a preservative if the name of such preservative is duly notified upon the label ; and the rules for the colouring of cheese are the same as those which apply to butter and margarine. All articles of food containing preservatives are considered as adulterated unless the package bears a label, printed in plain type and quite visible to the purchaser, stating that a preservative is present, and also giving the name of the preservative which has been used. Articles of confectionery must not contain any ingredient deleterious to health, such as terra alba, barytes, talc, or other mineral substance, nor may they contain poisonous colours or flavours.

Despite extensive academic research related to digital technologies (DT), their integration into architecture, engineering and construction (AEC) projects lags in practice. This paper aims to discover DT deployment patterns and emerging trends in real-life AEC projects.

A case study methodology was adopted, including individual case analyses and comparative multiple-case analyses.

The results revealed the temporal distribution of DT in practical AEC projects, specific DT products/software, major project types integrated with digital solutions, DT application areas and project stages and associated project performance. Three distinct patterns in DT adoption have been observed, reflecting the evolution of DT applications, the progression from single to multiple DT integration and alignment with emerging industry requirements. The DT adoption behavior in the studied cases has been examined using the technology-organization-environment-human (TOE + H) framework. Further, eight emerging trend streams for future DT adoption were identified, with “leveraging the diverse features of certain mature DT” being a shared recognition of all studied companies.

This research offers actionable insights for AEC companies, facilitating the development of customized DT implementation roadmaps aligned with organizational needs. Policymakers, industry associations and DT suppliers may leverage these findings for informed decision-making, collaborative educational initiatives and product/service customization.

This research provides empirical evidence of applicable products/software, application areas and project performance. The examination of the TOE + H framework offers a holistic understanding of the collective influences on DT adoption. The identification of emerging trends addresses the evolving demands of the AEC industry in the digital era.

Qualitative research consistently centers Eurocentrism through courses' integrations of ontological, epistemological and axiological perspectives. This literal whitewashing was a source of great frustration and confusion for the authors, four Black women, who found their identities omitted and disregarded in qualitative inquiry. Using Collins' outsider-within concept and collective narratives to center their experiences, the authors seek through their writing to actively repurpose and re-engage with qualitative scholarship that generally seeks to exclude Black women.

Theoretically informed by Collins' outsider-within concept, the authors use Deleuze and Parnet's collective biography to tell the stories of four Black doctoral students negotiating race, gender, class and intellectual identity, while critiquing Eurocentric theory, through coursework. The collaborative writing process provided shared space for the engagement of individual thoughts and experiences with(in) others' narratives.

Black women can interpret qualitative inquiry outside of the Eurocentric norm, and qualitative courses can provide spaces for them to do so by repositioning Black women philosophers as central to understanding qualitative inquiry.

Through collective biography (Deleuze and Parnet, 2007), this paper centers the voices of four Black women scholars who use a creative writing approach to think with/through theory as Black women (Jackson and Mazzei, 2012). The paper offers new discussions of and ways in which qualitative researchers might decolonize Eurocentric ways of knowing in qualitative inquiry and qualitative pedagogy from students' perspectives.

Browsing rooms are those alluring spaces in the college or university library where the reader may shut out the flood and clamor of information. Here the imagination and personal interests of the reader are nurtured. Today's browsing rooms are vestiges of the 1920s and 1930s, developed in an era when academic libraries vigorously promoted recreational reading interests of students. As repositories of works chosen from the main collection for their ability to uplift, relax, and stimulate the student reader, the browsing collection in the college library of the 1930s was itself the embodiment of readers' advisory, that Cadillac of public library services.

This study aims to evaluate the usability of the augmented reality-based Evoke Education System (EES) to improve service operations in educational settings. The EES uses an animated character (Moe) to interact with children in a classroom by reproducing their teacher's movements and speech.

This study uses a quantitative approach for the system usability evaluation. The ESS was evaluated by 71 children aged 6–8 years old, from two primary schools. After interacting with the EES, they completed a system usability questionnaire and participated in a knowledge acquisition test.

The knowledge acquisition test undertaken on the initial day showed statistically significant improvements for children taught with the EES, compared to children taught through traditional teaching approaches. However, the retest nine days later was not statistically significant (as only one school participated) due to low power. This study used confirmatory factor analysis (CFA), resulting in the identification of five essential factors (likeability, interactiveness, retention, effectiveness/attractiveness and satisfaction) that contribute to the EES's usability. The comparison with existing literature shows that these factors are consistent with the definition of system usability provided by the International Organization for Standardization and current academic literature in this field.

The findings presented in this study are based on the data from only two schools. The research can be extended by involving children from a greater number of schools. Mixed methods and qualitative research approaches can be used for future research in this area to generalise the results.

This study proposes an innovative augmented reality-based education system to help teachers deliver their key messages to the children in a fun way that can potentially increase their knowledge retention.