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This paper aims to explore the use of lived experience research in peer work.

A suite of user-friendly and engaging lived experience research resources was introduced to consumers by peer workers. In-depth interviews were conducted with 33 consumer participants and five peer workers about their experiences. The data were analysed using qualitative content analysis.

The role of the peer workers appeared critical in ensuring that participants, despite their varied needs, preferences and backgrounds, derived optimum benefit from each resource. Features in resource delivery that promoted a positive experience included presenting the resources in the context of an existing relationship, providing clear explanations, going through resources together, encouraging reflection, taking enough time; and flexible delivery. Peer workers viewed the resources as potentially useful in their everyday peer work and as a valuable addition to their peer work toolkit.

The benefit of lived experience research to consumers is likely to be optimised by supportive and thoughtful delivery of the resources. Peer workers have the skills and are in an ideal position to do this. Bringing lived experience research to consumers provides peer workers with a potentially unique and helpful approach for supporting and promoting recovery and is congruent with their overall practice.

Lived experience research has the potential to benefit consumers directly but is rarely brought to their attention. This paper is the first to examine the potential role of peer workers in introducing learnings from lived experience research to consumers.

This paper aims to focus on the process of organisational change in the implementation of recovery principles into everyday NHS mental health practice, in order to highlight the centrality of this process in enabling implementation.

Several recent good practice examples are given below of relevant projects in which similar challenges have been met and the methods of doing so.

The organisational change process for recovery‐oriented services needs to be a win‐win situation, in which all of the participants would be able to recognise that each of them can win from the implementation of a recovery‐oriented service, even if they are in for some losses (in status, in having to share power, being indirectly criticised for the way they have worked up to now, having to unlearn). This implies that the losses need to be recognised by the leaders of the change process and addressed as much as possible, but that the emphasis should remain on what the participants stand to gain in the new culture and structure.

Conceptual framework of such a process and its significant components are linked to the challenges inherent in recovery implementation for the workforce. The challenges are expanded upon in terms of their implications for the specificity of the organisational change required and its complexity. Organisational change is both differentiated from the change in the content and structure of services necessary for implementing recovery yet related to it.

This study aims to develop a specialized and economically feasible educational model using a combination of conventional approach and additive technology with a precision that proves to be sufficient for educational use. With the use of computer-aided design/computer-aided manufacturing models in educational stages, the possibility of infectious diseases transmission can be significantly reduced.

The proposed process involves the planning and development of specialized anatomical three-dimensional (3D) models and associated structures using omnipresent additive technologies. A short survey was conducted among dental students about their knowledge of applying additive technologies in dental medicine and their desire to implement such technologies into existing curricula.

The results revealed how an educational 3D model can be developed by optimizing the mesh parameters to reduce the total number of elements while maintaining the quality of the geometric structure. The survey results demonstrated that the willingness to adapt to new technologies is increasing (p < 0.001) among students with a higher level of education. A series of recent studies have indicated that the lack of knowledge and the current skill gap remain the most significant barriers to the wider adoption of additive manufacturing.

An economically feasible, realistic anatomical educational model in the field of dental medicine was established. Additive technology is a key pillar of new specialized-knowledge digital skills for the enhancement of dental training.

The novelty of this study is the introduction of a 3D technology for promoting an economically feasible model, without compromising the quality of dental education.

This extensive lesson involves grades pre-K-3 students in exploring the similarities in the experiences in a single day that children have across the world. Students use discussion, comparing and contrasting, drawings, and digital photos to capture their own and others’ daily experiences in and out of school. They use One World, One Day as a resource and springboard for the development and testing of the generalization, “a typical day in the life of a child is very much the same around the world.” The book includes photos of children from many nations. Students locate the nation in which the photo was taken and consider similarities found in photos with events in a typical day in their lives. The lesson originates in social studies but incorporates interdisciplinary elements.

The management of children′s literature is a search for value and suitability. Effective policies in library and educational work are based firmly on knowledge of materials, and on the bibliographical and critical frame within which the materials appear and might best be selected. Boundaries, like those between quality and popular books, and between children′s and adult materials, present important challenges for selection, and implicit in this process are professional acumen and judgement. Yet also there are attitudes and systems of values, which can powerfully influence selection on grounds of morality and good taste. To guard against undue subjectivity, the knowledge frame should acknowledge the relevance of social and experiential context for all reading materials, how readers think as well as how they read, and what explicit and implicit agendas the authors have. The good professional takes all these factors on board.

A representation in relation to a sale—written or in advertisements, films or labels or in the spoken word—may be (a) a mere expression of opinion or commendation by a seller of his wares; or (b) it may constitute part of the description of the thing sold; or (c) consist of a warranty. The law allows a certain latitude in the efforts to gain a purchaser; does not insist on the absolute truth of the commendatory expressions habitually used to induce people to buy. The flourishing expressions used by auctioneers and estate agents—“ this superlatively appointed residence ”—are commonplace examples of this recognised “puffing” of wares. “ Puffing ” in relation to sale is merely an extension of the everyday usage of accepting half‐truths, untruths or the conventional evasion of truth; even as part of the bedside manner, the splendide mendax, of the doctor! What constitutes the upper limit of permissible misrepresentations such as these is by no means clear, either in civil law or in the growing body of statutory law regulating trade descriptions and advertisements of recent years, for here, as with so much law relating to sale, there is that same cleavage between civil rights of action and prosecutions to inflict penalties for statutory offences.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.