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This article describes the evaluation of the ACE club, a service for younger people with dementia in North Wales. The evaluation was conducted by the ACE club members and conducted through a relationship‐centred approach expressed through the Senses Framework (achievement, belonging, continuity, purpose, security, significance) (Nolan et al, 2006). Members of the ACE club found the sense of significance to be the most important and meaningful ‘sense’ in helping to structure their evaluation and use of the ACE club. The clinical interventions outline is shared within the text to help provide a grounded and inductively generated practice structure. The funding of ‘normalising’ activities for younger people with dementia is an area of dementia care that needs urgent attention.

Technology has become a very important aspect of our sacred existence as humans. It has penetrated all sections of our society – it is now an enrichment tool for our economy, politics, education, and society. While these enrichments are naturally inclusive, this chapter focuses on the use of technology in enhancing the education of students, especially those with disabilities. Things that were once inaccessible are now accessible to students with disabilities through the use of technology. These students might have some atypical traits; however, they are humans who can learn and function in our society when provided with appropriate learning tools such as technology. With technology, these students' learning and social activities can be enhanced, modified, adapted, and adjusted so that they can maximize their fullest potential. This is the premise of this chapter; and it sets the stage for the other chapters.

I want first to relate the Rules and their preparation to as wide a professional canvas as possible. Secondly, I intend to connect that relationship with the principles upon which the Rules have been based and upon which their structure has been built. And finally I would like to describe briefly how their value has so far been established and related to current library services.

In the last decade, much has been debated about the topic of BDSM in various scientific fields. With the slow and steady blending of BDSM with mainstream culture, which escalated rapidly with the appearance and extreme popularity of Fifty Shades of Grey, BDSM has become a current topic of discussion in a broad variety of contexts. Moreover, with the recent change in medical classification of BDSM practices in ICD-11 (World Health Organization, 2018), which strictly clinically separated the sexological diagnosis of nonconsensual sadism from consensual SM practices, BDSM has also become a hot issue in the community of diagnostic experts. This chapter explores three aspects of the evolution of BDSM subculture in the postcommunist Czech Republic in the context of the continuous worldwide development of BDSM subculture – (1) role-play, (2) unification, and (3) commodification in the BDSM subculture – situating them within the broader context of the development of society in the postcommunist environment and the development of the BDSM scene worldwide.

Communication is an increasingly important management discipline ‐ and audience expectations are changing. Argues that communication is a generic skill and that the best training unlocks the natural communicator rather than teaching performance skills. Describes a modern, psychology‐based approach to training managers to communicate more effectively.

The tendency to view disability through a medical lens leads to deficiency narratives which have pervasive consequences throughout life. This chapter focuses on impacts of these narratives on postsecondary education opportunities for individuals with intellectual/developmental disabilities (I/DD). Specifically, we examine how disability as deficiency narratives translate into beliefs and relationships for students in Virginia Commonwealth University (VCU) Academic and Career Exploration-Individualized Techniques (ACE-IT) program in College.

ACE-IT in College is an inclusive postsecondary education program for students with I/DD. We reviewed the clashing narratives students with disabilities face from faculty, staff, other students without disabilities, and family members. In order to analyze postsecondary experiences of participants, a content analysis of the ACE-IT Spring 2015 semester was conducted using archival data of education coach notes, employment case notes, mentor case notes, VCU faculty evaluations, work supervisor evaluations, and parent and student survey responses. Ten case studies, each of an enrolled ACE-IT student, were developed and analyzed.

Three themes surrounding this program emerged: Inclusion (the inclusive nature of the ACE-IT program encourages independence), exposure (the exposure of faculty to students with disabilities, the exposure of these students to a range of social relationships and community participation), and exclusion (the continuing power of deficit narratives).

Because narrative analysis of consolidated themes suggests specific program recommendations, this study highlights the research potential of stories to identify program characteristics and needs for program improvement.

This article reports the evaluation of two workshops to develop evidence‐based practice (EBP) in occupational therapy and physiotherapy. An innovative approach was taken in the design of workshops on critical appraisal which specifically addressed needs of therapists to appraise clinical effectiveness (ACE). The background to the workshops is given and the evaluative process and a summary of the findings presented. The statistical analysis indicates that there is a significant difference (P= 0.0001) in self‐reported knowledge before and after the workshops. The evaluation highlights the differing needs of health care professional groups in establishing a culture of EBP in then‐workplaces.

This study was conducted to explore leadership development within student collegiate clubs and organizations at an agrarian university in Ukraine. The data were then compared to a College of Agricultural Sciences at a university within the United States. The information collected in the study will serve as a basis for understanding leadership development within student collegiate clubs and organizations. The findings indicated that leadership development within student collegiate clubs and organizations is occurring. The study found that leadership development is a product of the culture in which it functions. Students from the Ukrainian university are developing leadership skills through a highly socialized model. This results in the development of a collaborative leadership style, which reflects the philosophy of the former Soviet culture. In sharp contrast to the collaborative style, the United States group is developing more of an individualistic style, indicative of its culture.