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Care options for older people are important to individuals and to society, and currently, there is a crisis in this care. The chapter presents a research base projection onto the situation in England in 2045, using Office for National Statistics (ONS) modelling based on current population reaching the age of 85-years plus. We take three The Archers characters and fantasise about their lives in 2045, Shula and Kenton Archer and Hazel Woolley. Through them, we illustrate three options for care, namely, cared for by family members, buying in care in own home and moving into a care home. The financial aspects of these choices are explored.

This paper aims to investigate the impact that building design has upon the quality of life for residents of a care home who have dementia. To present a balanced perspective, carers within the care home also participate in the research.

A case study methodological approach was adopted using one care home, ten residents and five staff as a sample frame. During interviews conducted, participants were asked semi-structured questions on how building design features impact upon the quality of life of residents. Questions posed focussed upon key design principles that emerged from a detailed review of extant literature.

Building design for people with dementia must consider a complex array of features to provide a safe and habitable living space for residents and family members who visit. This living space must also be suitably utilitarian and provide a workable environment for staff. Hence, an appropriate balance between these two competing requirements must be attained, and often a tailor-made solution is required that fits the individual’s level of dementia. Three prominent areas that study participants expressed a desire for were a safe environment; support for wayfinding, orientation and navigation; and access to nature and the outdoors.

The work reports upon the rarely discussed issue of building design for people with dementia and could be used by policymakers and construction firms to enhance their knowledge capabilities in this area. The research concludes with direction for future research which should seek to provide more evidence-based research vis-a-vis perception enquiry and extend this seminal work to a larger sample of care homes or people with dementia living at home.

Exploring subjective experiences of people living with dementia through qualitative research has become increasingly common in recent decades. Nonetheless, researchers have shared a number of ethical challenges in involving people living with dementia in research. A concept that has been influential in discussions about ethics within the field of dementia care, in particular, is person-centredness. A person-centred approach reflects values of respect for personhood and the rights of a person and of building mutual trust and understanding. This chapter presents my experience of adopting person-centred ethical practices in a sensory ethnographic study involving older adults living with dementia. I highlight person-centred ethical considerations at the design stage of my study and occasions during the conduct of my research when research methods and processes were adapted to further meet the needs of the participants. A person-centred approach required that I continually assessed the need to make ethical decisions in every aspect of the research process throughout its duration. Building and drawing on positive researcher–participant relationships to inform those decisions and an adaptable research design allowing research practices to be adapted in situ were therefore essential.

This chapter considers the opportunities and challenges for HE to develop, support and celebrate excellent teaching. Drawing on conceptualisations of teaching excellence in quality frameworks and in the literature, it considers how teaching quality has traditionally been interpreted, suggesting (as in Chapter 2) that there is a need for more nuanced and comprehensive understandings of teaching excellence to be developed, demonstrated, recognised and rewarded, to reflect the complex nature of teaching excellence across the academic career profile. It considers how institutions might build and communicate shared understandings of excellence in teaching and promote a culture in which excellence at all levels of teaching is valued in the same way as research. It discusses the ways in which the professional learning and support needs of academics can be met at various stages of the academic career, to develop in teaching faculty and education leaders a sense of being appreciated, connected and competent in their contribution and commitment to teaching excellence.

This article aims to describe the aims, role and impact of a specialist intermediate care service for people with dementia in Kent, entitled the Home Treatment Service (HTS). The authors reflect on two workshops about the service, delivered as part of the “Dementia Care: A Positive Future” conference held in May 2010.

The 45 participants in the workshops included service providers, professionals and family carers. The aims and nature of the service were outlined by members of the clinical team as: adopting a multi‐professional approach, emphasising the value of a shared assessment process and having a commitment to flexible and intensive working within a person centred framework.

Focusing on the HTS's work with care homes, presenters offered case illustrations to highlight its collaborative approach to working with service users, staff, managers and families to improve the quality of life for users presenting with “challenging behaviour” and preventing placement breakdown. Discussion with participants explored the obstacles and opportunities in working productively with care homes. The HTS's potential to reduce reliance on anti‐psychotic medication was specifically highlighted. In addition to improving user and carer quality of life, outcomes of HTS intervention include a reduction in and quicker discharge from, mental health hospitals and maintaining the person in their existing setting.

The importance of including all parties – the older person with dementia, relatives, care staff and professionals – in co‐creating “solutions” was identified as one the HTS's keys to success.

The purpose of this paper is to establish a scientific understanding for electrochemical infiltration of laser sintered (LS) preforms.

Electrochemical deposition techniques were modified to induce infiltration of nickel ions inside porous LS structures with deposition on pore walls.

This novel process is feasible and has the potential to produce fully dense parts. Both conductive and non‐conductive preforms can be infiltrated by this method.

Removal of trapped fluids and gases inside the porous structure is one of the major challenges in the described electrochemical infiltration process.

This work enables low‐cost production of structural parts. It expands the application base for additive manufacturing, especially laser sintering technology.

The novel process carried out in this research is energy efficient when compared to state‐of‐the‐art vacuum‐melt infiltration.

The proposed process is a novel method for facilitating room‐temperature infiltration of porous LS preforms.

The purpose of this paper is to provide a student learning outcome focussed assessment of the benefits and limitations of traditional internships, e-internships, and simulated internships to evaluate the potential of computer-mediated internships (CMIs) (e-internships and simulated internships) within higher education from a student perspective.

The paper undertakes a systematic conceptually based assessment of the extent to which CMIs are able to replicate the cognitive, skill-based and affective learning outcomes of traditional internships. In addition, the key limitations of traditional internships from a student perspective are identified, and the potential ability of CMIs to address these limitations is assessed.

The findings of this paper highlight that CMIs are able to replicate most of the benefits of traditional internships, whilst concurrently addressing many of their limitations. However, the current paper also identifies a number of important limitations for student learning in CMIs, and provides advice that aims to assist students in maximising their learning outcomes in these situations.

The paper is the first to provide a systematic student learning outcome focussed comparison of traditional internships and CMIs. In addition, the paper establishes the high potential of simulated internships for student learning in higher education, and provides students, higher education providers and researcher with learning outcome focussed criteria sets that enable the empirical evaluation of CMIs in future research.