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The paper aims to describe intergenerational participation work undertaken at Sussex Partnership NHS Foundation Trust with young and older people using mental health services where participants learn how to interview, role play, and put radio shows together.

In this case study, younger and older people reflect on age and mental health discrimination through the production of radio programmes.

Radio provided fun and the acquisition of new skills, resulting in a product that could reach a wide audience. Intergenerational work gave participants an opportunity to challenge stereotypes and gain confidence, with positive effects on personal recovery and social inclusion.

The radio programme invites listeners to challenge their own prejudices in relation to age and mental health.

The project is innovative in its intergenerational approach, its partnership between the NHS and an outside media facilitator, and the collaboration between participation workers across health departments.

Around 7% of the female prison population are pregnant (Albertson, O'Keeffe, Lessing-Turner, Burke & Renfrew, 2014; Kennedy, Marshall, Parkinson, Delap, & Abbott, 2016; Prison Reform Trust, 2019). However, although recent years have witnessed growing academic interest in relation to mothering and imprisonment, limited attention has been paid to exploring the experiences of pregnancy for women serving a custodial sentence. Combining health and criminological research, this chapter offers a unique perspective of women's accounts of pregnancy and imprisonment, highlighting the specific challenges faced by pregnant women in negotiating the prison environment, whilst also illustrating the adaptive strategies adopted to cope with pregnancy and new motherhood in the context of imprisonment.

In this paper, a theoretical and applied understanding is brought to the study of acute myocardial infarction [AMI] care‐seeking behavior. The time between the onset of an AMI and the initiation of definitive medical care is presently the single most important factor impeding reduced mortality and improved morbidity from thrombolytic therapy. It is suggested that the acknowledged, yet relatively neglected, area of emotional response is a key element in understanding why individuals may delay seeking definitive health care services following the onset of AMI symptoms. Emotionally significant dimensions of the care‐seeking process and a model for intervention to reduce morbidity and mortality are presented.

The purpose of this paper is to evaluate the application of an acoustic micro‐imaging (AMI) inspection technique in monitoring solder joints through lifetime performance and demonstrate the robustness of the monitoring through analysis of AMI data.

Accelerated thermal cycling (ATC) test data on a flip chip test board were collected through AMI imaging. Subsequently, informative features and parameters of solder joints in acoustic images were measured and analysed. Through analysing histogram distance, mean intensity and grey area of the solder joints in acoustic images, cracks between the solder bump and chip interface were tracked and monitored. The results are in accord with associated Finite Element (FE) prediction.

At defective bumps, the formation of a crack causes a larger acoustic impedance mismatch which provides a stronger ultrasound reflection. The intensity of solder joints in the acoustic image increase according to the level of damage during the ATC tests. By analysing the variation of intensity and area, solder joint fatigue failure was monitored. A failure distribution plot shows a normal distribution pattern, where corner joints have the lowest reliability and are more likely to fail first. A strong agreement between AMI monitoring test data and FE prediction was observed, demonstrating the feasibility of through lifetime monitoring of solder joints using AMI.

The paper indicates the feasibility of the novel application of AMI inspection to monitor solder joint through lifetime performance non‐destructively. Solder joints' real life conditions can be tracked by an AMI technique, hence solder joint fatigue failure cycles during the ATC tests can be monitored and analysed non‐destructively.

The purpose of this chapter is to propose a framework that can assist school leaders in working toward respect that is mutual, and integrated with their other school improvement efforts. I define mutual respect as the work of intervening on those power asymmetries typically found in classrooms – both between teachers and students, and among diverse groups of students – by way of according children increased equality, autonomy, and equity. Drawing on empirical examples from an ethnographic and comparative study of four elementary schools situated across two educational systems (i.e., Montessori and International Baccalaureate (IB)) and two national contexts (i.e., the United States and Canada), I highlight the need for a framework for mutual respect. The work of embedding symmetry – particularly in schools, which reflect the racism, classism, sexism, ableism, and heterosexism that is ever-present in broader society – is anything but straightforward. This is because: (1) mutual respect is multidimensional, and these dimensions can reinforce and conflict with one another in unexpected ways; and (2) mutual respect can be operationalized via a school's instructional, organizational, and social practices, again in ways that may conflict or work synergistically. By highlighting the complexity of leading for mutual respect, this framework is a first step toward supporting such efforts in leadership preparation and practice.

The preparation of future teachers of young children should incorporate attention to the developmental markers at the heart of developmentally appropriate practice and ground early childhood subject matter learning in disciplinary perspectives, engagement, and thinking essential for later disciplinary learning. With this focus in mind, I described an instructional sequence designed to engage teacher candidates in historical reasoning tasks where they considered the conceptual resources they used to support their own historical reasoning as a point of entry for considering the conceptual resources young children have at their disposal. I presumed that such a comparison would allow candidates to develop the kind of content knowledge for teaching, enabling them to best leverage children’s historical reasoning as a means of deepening children’s historical knowledge and understanding. The analysis indicated that candidates began to construct initial developmental trajectories of children’s historical reasoning and raised pedagogical questions suggesting they began to envision themselves as teachers of historical inquiry.

The purpose of this paper is to explore teachers’ noncompliance with secondary-level standardised literacy testing in Tasmania, Australia, particularly their motivations, behaviours and justifications. This paper challenges pervasive views regarding test noncompliance, suggesting a reframing as “advocacy cheating”: noncompliance for purposes of advocating for and supporting students.

The research used a single case study design, with a simple thematic analysis of the qualitative data. The design enabled data to be collected during one iteration of the examined test regime, with depth of exploration into participants’ experiences and perspectives.

Findings indicate that small number of participants were engaged in test rule noncompliance at all stages of the testing regime: before, during and following the tests. This paper presents the concept of “advocacy cheating”, illustrated in these data through the motivations presented by participants for their noncompliant actions and the forms of noncompliance used.

The small sample size and single site problematise drawing much broader comparisons. The age of the data means that current test processes and requirements have developed. Larger-scale studies might enable identification of ways in which this current regime has and might be improved.

This study’s findings and its focus on the classroom and teacher experience of testing provide insights into a widely debated and publicly important phenomenon.

The concept of “advocacy cheating” provides a newer way of considering and interpreting the range of ways in which teachers implement standardised tests.