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This article introduces the background and drivers behind the use of telecare and discusses the fit of telecare in providing support to people to enable them to continue living independently within their own home. It mentions the need to see telecare as one element within a care solution and illustrates the importance of an overall client‐focused assessment approach if a better long‐term outcome is to be achieved. It suggests that telecare needs to be embedded within the care pathway to enable it to become integrated and mainstreamed. Information, awareness, training and good signposting will be important factors to understanding the potential benefits of telecare. Evidence‐based practice data is important to provide a resource both for practitioners and commissioners of services to make decisions. This article reaffirms that telecare and other technology should fit around the user and not the other way round.

The importance and weighting given to certain factors by occupational therapists, during the assessment process for assistive technology (AT), may have an affect on the eventual outcome for the client. Factors examined included risks around the user, carer and their environments, training and knowledge of AT, policy issues on provision and actual practice, choice of AT and whether AT has an impact on care provision. Out of 50 anonymous questionnaires sent out to collect information, 36 were returned direct to the researcher by stamped addressed envelope. 19 respondents from health and 17 from social services provided a good balance and allowed an opportunity for cross comparison. Areas of practice around multidisciplinary team working and client follow‐up were found to be weak. Frequency of social alarm referrals where no lifeline existed was low. Thematic analysis from feedback also identified concerns over knowledge and awareness of assistive technology. Differences between health and social services were detected. The research identified that many of the factors were being considered by occupational therapists, however, some of these factors were not permeating through to actual practice and application, which highlighted inconsistency in OT practice and the effect of local practice conditions on AT prescription.

The purpose of this paper is to identify opportunities where technology interventions could help manage the risks associated with fire and explosions in homes of people who are older or who are vulnerable through other causes such as mental health problems or a history of substance abuse.

The approach focused on reviewing the latest available statistics in order to identify the major causes and rooms in which fire accidents occurred.

The authors found that the number of incidents and fatalities continues to decrease as a result of preventive measures such as a greater use of smoke detectors, but that there remained issues with cooking safety. New products for limiting damage and managing risks are available which could have a positive impact.

The paper concludes that the challenges are making both professionals and the public aware of the available technologies and of introducing them following appropriate assessment of needs and risks.

Greater resources need to be offered for training of the public and of health and safety professionals. Further funding may be needed to implement the introduction of new technology.

This is the most up-to-date review of fire control measures employing assistive technology and telecare for domestic properties and will be of value to community health teams, adults care organisations, housing associations and other public bodies.

There are seven main characters of which five are women: Sindiswa, Mia, Susan, Thenjiwe and Nicky. The other two characters, Glen and Zaccaria, represent males from very different socio-economic and political backgrounds. The character of Dumasani, a young boy, is referred to in the play. What makes the play especially significant is that of a cast of seven, five are women. Throughout the play the character of Glen, a spy for the apartheid government, reveals the manipulative and deceitful manner in which the members of the South African police force and political informers carried out their work. He forms relationships with people about whom he professes to care; however, his only concern is that they are able to provide information that will secure financial reward for his spying activities for the apartheid government. Born in the RSA offers the audience an interesting exchange of ideas and thoughts about the political, economic and social situation in apartheid South Africa. Through the exploration of narratives and improvisation a landscape of violence is thrown open. A landscape of violence, that is not only physical, but also psychological. The play presents a complex situation in which violence does not only come from one source but from various sources such as the government, the youth, the opposition parties, the comrades, the private domestic space, subversive activities and political organisations. Any opposition to government policies results in harsher and more extreme violence by the apartheid regime strengthening their oppressive forces.

Wings Academy is a charter school¹ in Milwaukee, Wisconsin that opened in August of 2002. It is located in the basement of an enormous, beautifully decorated and well maintained convent which houses several social service agencies, retired School Sisters who live there and another charter school. This school was envisioned and created by the authors (Co-Directors), two special education teachers (one is also a parent of a child with Asperger’s Syndrome) who believed the local districts were not providing an appropriate education for students with special education needs, and those with a label of “learning disabled” in particular. Prior to meeting, the Co-Directors had thoughts of creating their own Utopian school in which all students were taught with appropriate methodologies. By the time they had met, they both knew what their school would look like. Eventually, they combined their ideas and opened a school three years later. In this chapter, they describe the rationale for this school and programmatic realities that they have adapted to achieve their vision.

This case is meant for MBA students as a part of their leadership/information technology and system curriculum. It is suitable for classes in both offline and online mode.

Human resources management/information technology and systems.

The case discusses how Poppy Gustafsson (Gustafsson) (she), Cofounder and Chief Executive Officer of Darktrace plc, one of the world’s largest cyber-AI companies, is reinventing enterprise security by using artificial intelligence (AI) to detect and respond to cyberthreats to businesses and protect the public. Darktrace’s technology leverages the principles of the human immune system to autonomously defend organizations from cyberattacks, insider threats and AI warfare. In addition to leading a cutting-edge cybersecurity company, Gustafsson evangelizes gender diversity at Darktrace where 40% of employees and four C-level executives are women, a number nearly unheard of in the tech sector.The case chronicles the journey of Gustafsson and how she led the company to growth and success. Under her leadership, Darktrace has grown into a market leader in the AI cybersecurity space serving 5,600 customers in 100 countries, as of June 2021. Gustafsson not only redefined the cybersecurity space but also inspired women to pursue a career in the field of cybersecurity. She also collaborated with a social enterprise called WISE to encourage more girls to consider STEM careers.However, along the way, she faced several challenges including growing competition, procuring funds from investors, cybersecurity talent shortage and training personnel. Going forward, some of the challenges before Gustafsson would be to meet the changing cyber protection demands of customers; hire, train and retain highly skilled cybersecurity personnel; beat the competition in a saturated cybersecurity services space; sustain revenue growth; and post profits as Darktrace had incurred losses every year since its inception.

This case is designed to enable students to: understand the issues and challenges women face in the field of cybersecurity; understand the qualities required for a woman leader to lead a technology firm; study the leadership and management style of Gustafsson; understand the importance of transformational leadership in management; understand the role of Gustafsson in Darktrace’s growth and success; analyze the traits that Gustafsson possesses as a tech leader in an emerging cybersecurity space; understand the importance of gender diversity in cybersecurity; and analyze the challenges faced by Gustafsson going forward and explore ways in which she can overcome them.

CSS: 11 Strategy.

This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The central question explored is, how do we best pursue work connecting evaluation and ethnography to fulfill our commitments to diversity, justice, and cultural responsiveness in educational spaces, to make tangible transformative change? With 40 years of literature on ethnography-evaluation connections as a foundation, this chapter describes three coalescing themes: transformative, intersectional, and comparative. These themes are proposed as valuable for guiding contemporary educational inquiry that serves social justice. The transformative theme denotes educational inquiry in which the researcher or evaluator ethically collects data, makes defensible interpretations, and facilitates social change in collaboration with others. Doing transformative work that meaningfully fuses ethnography and evaluation rests on essential factors like time, values engagement, collaboration, and self-work. The intersectional theme describes intersectionality as an evolving analytical framework that promotes social problem-solving and learning via investigating the significance of intersecting social identities in (a) how people's lives are shaped, (b) their access to power across circumstances, and (c) their everyday experiences of subordination and discrimination. Finally, the comparative theme refers to sensibilities and practices gleaned from the interdisciplinary and transnational field of comparative education, including developing comparative cultural understanding and analyzing complex systems in one's inquiry projects. Across themes, this chapter emphasizes positionality, responsibility, and theory-bridging to make sense of the uses of ethnographic concepts and practices in transformative evaluation work in educational spaces.