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An article which draws on the author’s experience working as a consultant chartered psychologist in Manchester action zone schools. The article seeks, initially, to clarify what is meant by personal and social education. Locating early implementation of such practice in the work of the Manpower Services Commission and “youth training” it develops a three‐stage model viewed from a perspective of organisational analysis. The article proceeds to address current and future practice and suggests a relatively inexpensive action programme for addressing the transition from school at Year 11 and beyond.

This essay examines the broad thesis of organizational learning theorist Chris Argyris in terms of communicative action, and finds his critical understanding of Model I and the emancipatory potential embedded in double‐loop learning consistent with prominent themes in critical organization study.

In response to the evolving COVID-19 pandemic, many universities have transitioned to online instruction. With learning promising to be online, at least in part, for the near future, instructors may be thinking of providing online collaborative learning opportunities to their students who are increasingly isolated from their peers because of social distancing guidelines. This paper aims to provide design recommendations for online collaborative project-based learning exercises based on this research in a software engineering course at the university level.

Through joint work between learning scientists, course instructors and software engineering practitioners, instructional design best practices of alignment between the context of the learners, the learning objectives, the task and the assessment are actualized in the design of collaborative programming projects for supporting learning. The design, first segments a short real-time collaborative exercise into tasks, each with a problem-solving phase where students participate in collaborative programming, and a reflection phase for reflecting on what they learned in the task. Within these phases, a role-assignment paradigm scaffolds collaboration by assigning groups of four students to four complementary roles that rotate after each task.

By aligning each task with granular learning objectives, significant pre- to post-test learning from the exercise as well as each task is observed.

The roles used in the paradigm discourage divide-and-conquer tendencies often associated with collaborative projects. By requiring students to discuss conflicting ideas to arrive at a consensus implementation, their ideas are made explicit, thus providing opportunities for clarifying misconceptions through discussion and learning from the collaboration.

What can be written about Library Management Systems (LMS) that might make interesting reading? This may seem a rather downbeat opening to an overview of the various makes of systems you can read about in this issue, but it is a fact noted recently by Chris Batt that: these days, in the public library sector at least, attention has become focussed on the exciting medium of the Internet, and in common with other sectors the LMS is rightly seen as one system amongst others. Having said that, within the pages that follows the reader is treated to the recent experiences of some of the current offerings in the marketplace. The trepidation for some of setting out on the procurement path may be allayed by the information in the articles, and one aspect to particularly look out for is the opportunity offered by some of these systems to access the wider world of information and the integration of these systems to remote and distributed databases. In this article it is proposed to set out an overall context against which these systems operate and to point out the main features of change as we draw to the end of the 1990's.

When detaining and enforcing treatment, psychiatric services often assumed that the person is separate from their dysfunctional biology and removed from their social context. Coproduction is hindered by polarised views where one party holds power and others are not able to promote their views. But if biomedical models are abandoned, ethical grounding for mental health law would be lost. The purpose of this paper is to explore the experience of detaining and being detained, clarifying understandings of trust, illness, personhood and control.

A hermeneutic phenomenological approach was employed.

A Social Worker and man who suffers from psychosis report that their choices are limited by mental health law. They both experience themselves as passive. The man rejects society and withdraws to avoid stress; while the Social Worker just follows legal guidelines. Interaction in mental healthcare is experienced as lacking trust, involving threat, but sometimes negotiation is possible. Control over illness is associated with having a choice of treatments. Psychosis is not experienced as a separate illness process and control is exercised over the person rather than that illness.

This was a small qualitative study designed to prompt discussion and inform further research and policy review.

To enable coproduction, detention or enforced treatment should be grounded more firmly in morality or criminal justice.

People who suffer psychosis could be understood and their views more often accepted.

An innovative research approach is used to bring new understanding.