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The purpose of this paper is to examine the suitability of additive manufacturing technologies in the reconstruction of archaeological discoveries as illustrative models. The processes of reverse engineering and part fabrication are discussed in detail, with particular emphasis placed on the difficulties of managing scaling and material characteristics for the manufacturing process.

Through a case‐based approach, this paper examines the reconstruction of a fifteenth‐century ship recovered from the River Usk in South Wales, UK. Using interviews and process data, the paper identifies challenges for both archaeologists and manufacturers in the application of additive manufacturing technologies for archaeological reconstruction applications.

This paper illustrates both the suitability of additive manufacturing in archaeological restoration, but also the challenges which result from this approach. It demonstrates the practical considerations of scaling process and materials, whilst also highlighting the techniques to improve accuracy and mechanical properties of the model.

Whilst the technologies of additive manufacturing have previously been applied to model making, little scholarly research has considered the practical techniques of design elicitation and manufacturing for archaeological applications. Using an in‐depth case study, this paper highlights the principal considerations for these applications, and provides guidance in the mitigation of manufacturing issues.

This commentary considers the demographic ‘bulge’ of the so‐called ‘baby boomer’ generation and the public mental health challenge that this group will represent as they move into old age. Toby Williamson argues that now is the time to start a debate with the aim of identifying long‐term solutions to these new challenges.

With the numbers of older men increasing as the population ages, it is not only important to get a better understanding of their health and social care needs, but equally as important to challenge the perceptions that exist of who they are and how they relate to the world. Nowhere is this more important than in relation to their emotional health and well‐being. In this article, Toby Williamson looks at some of these challenges and describes a Mental Health Foundation project that is attempting to address these issues.

Given the role that food marketing plays in influencing dietary patterns in children, the aim of this article is to explore the internet‐based marketing tactics employed by eight leading Australian food companies that produce and distribute foods that are predominantly consumed by children.

The marketing policies and child‐targeted internet marketing practices of eight major Australian food companies were examined.

Seven of the eight food companies have web sites or sections of sites that are devoted to children and/or teenagers; with downloadable materials and extensive direct marketing. Of most concern was the collection of detailed personal information from children and/or teenagers, which was evident on the web sites of five of the seven food companies that have such sites.

This study examined only eight Australia food companies, so the findings cannot be generalized to other companies, or companies in other countries. The study was conducted at a specific point in time and, given rapid changes in internet marketing, it is likely that new strategies and messages will have emerged since data collection.

The article provides a unique snapshot of internet marketing practices of a sample of Australian food companies targeting children and adolescents, and raises important issues for discussion regarding the appropriateness and ethics of some of these practices.

Any topic can be sensitive, and every subject area will have sensitive issues and topics that academics in higher education and further education settings will be expected to negotiate. Your ability to negotiate sensitive topics is important because the ways in which you engage and teach about sensitive topics will affect your ability to provide a positive learning experience and teaching alliance with students. In practice, you will face enormous pressure to ‘deliver’ on teaching, which will only be mirrored by similar freedoms in deciding on how and what needs to be done to get students to where they need to be. Negotiating, identifying, preparing for and delivering teaching on sensitive subjects and topics can be difficult in individual academics. This chapter, seeks to prepare you for developing a deeper understanding of some of the philosophical, theoretical, and practical-based concerns and issues related to teaching sensitive topics and subjects. This chapter begins with providing a rationale for what follows, and it explores some of the key themes, positionality, identity, transformational learning and lived experience, that are explored in greater depth in the collection. This chapter also contains a detailed breakdown of the structure and the content of this edited collection, and it concludes with some reflective comments about the implications of the collection for you as an individual and your career.

Previous research has shown that paramedics form intuitive impressions based on limited “pre-arrival” dispatch information and this subsequently affects their diagnosis. However, this observation has never been experimentally studied.

This was an experimental study of 83 Australian undergraduate paramedics and 65 Australian paramedics with median 14 years' experience (Range: 1–32 years). Participants responded to written vignettes in two parts that aimed to induce an intuitive impression by placing participants under time pressure and with a secondary task, followed by a diagnosis made without distraction or time pressure. The vignettes varied the likelihood of Acute Coronary Syndrome (ACS) and measured self-reports of typicality and confidence. Answer fluency, which is the ease with which the answer comes to mind, was also measured.

More participants exposed to the likely pre-arrival vignette recorded a final diagnosis of ACS, than those exposed to unlikely pre-arrival information (0.85 [95%CI: 0.78, 0.90] vs 0.74 [95%CI: 0.66, 0.81]; p = 0.03). This effect was greater in paramedics with more than 14 years' experience (0.94 [95%CI: 0.78, 0.99] vs 0.67 [95%CI: 0.48, 0.81]; p = 0.01). Answer fluency and confidence were associated with the impression, while the impression and confidence were associated with final diagnosis.

The authors have experimentally shown that pre-arrival information can affect subsequent diagnosis. The most experienced paramedics were more likely to be affected.

This is the first experimental study of diagnostic decision-making in paramedics and paramedic students.

This chapter works to provide a space beyond the predictable discourses of early childhood education in order to interrogate the social practices of teachers and children. What is presented in this chapter is not a collection of dispassionately observed facts but one person's reconstruction of some important language ‘moments’, in the lived experience of a few Year One children. Through the use of pastiche and collage as the medium for ‘displaying’ the data, this work of interrogation involves pulling apart the tried and true, established mechanisms for reading the classroom. The result is a much untidier picture of the lived experience of Year One children than the traditional educational discourses have allowed.