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Total purchasing is an experimental extension of GP fundholding through which GP practices can purchase community, secondary and tertiary services not included in standard fundholding budgets, for their registered patient populations. The paper presents selected findings from a study of contracting by TPPs during the first year of purchasing, concentrating on the perceived relationship between aspects of the contracting process and the achievement of TPPs’ strategic objectives. These findings are of relevance to the development of commissioning by primary care groups in light of the Government’s proposal that contracts be replaced by long‐term service agreements as competition within the NHS internal market is replaced by more collaborative arrangements between commissioners and providers. The paper identifies features of the contracting process which have been instrumental to the achievement of TPPs’ service development objectives and may need to be preserved to ensure effective commissioning within the context of the new service agreements.

Purpose: We critically examine the idea of neurodiversity, or the uniqueness of all brains, as the foundation for the neurodiversity movement, which began as an autism rights movement. We explore the neurodiversity movement's potential to support cross-disability alliances that can transform cultures.

Methods/Approach: A neurodiverse team reviewed literature about the history of the neurodiversity movement and associated participatory research methodologies and drew from our experiences guiding programs led, to varying degrees, by neurodivergent people. We highlight two programs for autistic university students, one started by and for autistics and one developed in collaboration with autistic and nonautistic students. These programs are contrasted with a national self-help group started by and for stutterers that is inclusive of “neurotypicals.”

Findings: Neurodiversity-aligned practices have emerged in diverse communities. Similar benefits and challenges of alliance building within versus across neurotypes were apparent in communities that had not been in close contact. Neurodiversity provides a framework that people with diverse conditions can use to identify and work together to challenge shared forms of oppression. However, people interpret the neurodiversity movement in diverse ways. By honing in on core aspects of the neurodiversity paradigm, we can foster alliances across diverse perspectives.

Implications/ Values: Becoming aware of power imbalances and working to rectify them is essential for building effective alliances across neurotypes. Sufficient space and time are needed to create healthy alliances. Participatory approaches, and approaches solely led by neurodivergent people, can begin to address concerns about power and representation within the neurodiversity movement while shifting public understanding.

Neuroscience, with its promise to peer into the brain and explain the sources of human behavior and human consciousness, has captured the scientific, clinical, and public imaginations. Among those in the thrall of neuroscience are a group of ethicists who are carving out a new subspecialty within the field of bioethics: neuroethics. Neuroethics has taken as its task the policing of neuroscience. By virtue of its very existence, neuroethics presents a threat to its parent field bioethics. In its struggle to maintain authority as the guardian of neuroscience, neuroethics must respond to criticisms from bioethicists who see no need for the subspecialty. We describe the social history of neuroethics and use that history to consider several issues of concern to social scientists, including the social contexts that generate ethical questions and shape the way those questions are framed and answered; strategies used by neuroethicists to secure a place in an occupational structure that includes life scientists and other ethics experts; and the impact of the field of neuroethics on both the work of neuroscience and public perceptions of the value and danger of the science of the brain.

American Horror Story, with its strong narrative arcs, interesting characters and high production values, is one of the most important horror TV series in the post-millennial years. This chapter will focus on the four roles played by Oscar-winning actress, Jessica Lange in the first four series.

This is a resource guide for librarians who wish to gather books and other materials to use in promoting National Women's History Week or, as it will be soon, National Women's History Month. The emphasis is on history rather than on current women's issues. Most of the materials cited have appeared within the past ten years, but a few important older works are included as well.

This chapter explores how robots can be used to design science, technology, engineering and mathematics (STEM) learning that is inclusive and engaging for adolescents with autism spectrum disorder (ASD). The importance of purposefully designed and problematic learning experiences is explored along with an examination of the role and function of meaningful discursive situations and inclusive contexts for learning. The goal of the chapter is to provide a context for readers interested in integrating the use of robots with adolescents with ASD, but it is also of use to those more broadly interested in the use of robots as learning tools. Recommendations for successful use are provided along with a discussion of how to start. This chapter is of interest to K-12 educators and others interested in the use of robots to create opportunities for students to understand the nature of doing STEM in an inclusive environment.

Identifies key activities that network users can perform in order to use the network effectively. Offers recommended reading, from beginner to expert user status. Explains some commonly used terms (e.g. Turbo Gopher with Veronica!). Lists useful Internet resources.

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

The purpose of this paper is to understand the lived experience of people who have experienced homelessness and street activity, and professional stakeholders’ views about the challenges faced by this client group. The study sought to identify measures to improve the current situation for both individuals experiencing homelessness and professionals working with them.

Peer researchers with lived experience of multiple and complex needs conducted semi-structured interviews/surveys with 18 participants (eight individuals experiencing homelessness and street activity and ten professional stakeholders). The authors of the paper conducted a thematic analysis of the data.

This paper offers insights into both the current challenges and assets for people who are or have been homeless in an urban setting. Key findings include the need for a coordinated partnership approach to address pathways to support, and the importance of developing opportunities for meaningful activity and building on local resources including giving homeless people a voice. These findings are discussed within the context of current policy (Housing First) and legislation (Homelessness Reduction Act 2017) and the impact on integrated care for people who have experienced homelessness.

The views explored in this study are specific to one city centre in the West Midlands; thus, generalisability may be limited.

This study presents a participatory research approach with peer researchers exploring the perspective of individuals experiencing homelessness and wider stakeholders. The findings of this research are considered with reference to the provisions of the HRA 2017.