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This study investigates how debrief conversations unfold during virtual coaching sessions that provide embedded opportunities to practice teaching within a mixed reality simulation (MRS). We examine how teacher and coach topical episodes function (agreeing, explaining, clarifying, probing, recapping, reflecting and suggesting) to activate reflection as part of virtual coaching.

Grounded in Vygotsky's sociocultural theory and the belief that learning is collaborative and impacts how pre- and in-service teachers construct knowledge, this exploratory case study draws on insights from 15 graduate students (5 pre-service teachers (PSTs) and 10 in-service teachers (ISTs)) who participated in virtual coaching with embedded practice opportunities. Data sources were video recordings and transcripts of 15 virtual coaching sessions, and one-on-one postcoaching interviews. Coding categories were determined through the constant comparative analysis method.

Findings indicate that an MRS provides an immediate context for reflection, which guided the debrief conversations. Additionally, functions occurred with varying frequency among PSTs and ISTs, and across both groups, probing questions often led directly to reflecting and recapping the shared simulation context.

This study had a small sample (n = 15) and the use of an MRS, while widely used, is not necessarily a scalable practice.

In times of remote teaching, like during corona virus 2019 (COVID-19), opportunities to simulate clinical experiences become vital. With a limited research base, learning how teachers engage with and learn from simulated experiences is a key to creating rich learning opportunities for teachers.

Dual Diagnosis Anonymous (DDA) is a peer-led programme developed in the USA, which aims to address mental and addictive disorders in an integrated manner. This study is part of a mixed-methods evaluation of the first DDA pilot in the UK, and the purpose of this study is to explore the impact and mechanism of change of the programme through the perspective of DDA attendees, facilitators and the funding commissioners.

Six DDA members were interviewed three times over a period of 12 months, the facilitators were interviewed twice and the commissioner was interviewed once. The qualitative longitudinal data were analysed using a trajectory thematic analysis.

DDA attendance was perceived to have had a positive impact on five main areas: acceptance of self, of others and from others; social functioning; self-development; recovery progression; and feeling of hope. The possibility of addressing both mental health and addiction at the same time was a key factor in the recovery process. The facilitators observed that DDA had contributed to integrate members into employment and education, while the commissioner stressed the importance of joint commissioning and sustainability.

The longitudinal approach provided a unique insight into the recovery process of DDA members. Being able to address the mental health as well as the substance use problems was considered to be a fundamental strength of DDA in comparison to the single purpose peer-support fellowships.

The purpose of this paper is to illustrate practical examples of arts projects that have successfully engaged older people in the public realm and to stimulate debate and provide practical insights for the arts, planning and social care sectors.

The paper presents research gathered during an international fellowship supported by the Winston Churchill Memorial Trust to the USA, New Zealand and Australia. A selection of the projects researched are included, to illustrate three key approaches to working creatively with older people in the public realm: engaging older people in creative retelling of public histories; enabling older people to become individual artists in the public eye; creating performances by and with older people in the public realm.

The paper finds that the arts can offer a range of practical methods for engaging older people in the public realm which have a number of potential outcomes: increasing their visibility in public life; increasing their active role in communities; and exploring important questions about the public realm and ageing.

Older people can be “invisible” and feel threatened in public life and the public realm, however, arts projects can offer a number of ways to increase their visibility and agency in public spaces and services, particularly through enabling and supporting their creative expression and foregrounding communication and collaboration.

The paper illustrates a number of key projects from the first major international research project into creative interventions involving older people in the public realm.

Secondary publishers respond to Internet challenge Two services have been launched that aim to combine formal published information with data offered via World Wide Web sites. Engineering Information (Ei) and Cambridge Scientific have employed editors to select sites and to check that they are still current, and are combining them with their own databases.

This paper is an attempt at uncovering some online practices that it is proposed utilise the age‐old lineages of the visual comic and cartoon, which can help one better understand how to create and learn through interaction enabling technologies such as those available today. As a secondary theme the paper looks at the potential for new media practices (using the label to cover a range of disciplines from design to fine arts in the digital realm) to encourage a different type of educational dialogue between student and tutor, a dialogue which could be useful in developing student confidence and thus re‐engage them in academic enquiry.

The purpose of this paper is to address the call for more public sector empirical studies on benefits realisation (BR), to contribute to the literature on BR as a dynamic capability (DC) within the context of IT-enabled innovation in a public sector context and to highlight the challenges facing organisations if they adopt a BR competence and capability framework.

The empirical research conducted within this paper is an exploratory survey. Exploratory surveys are particularly useful when investigating a little known phenomenon and can help to uncover or provide preliminary evidence of association among concepts. This survey was a census of all National Health Service acute hospital trusts in England.

The study indicates that most hospitals that participated in the survey have a basic approach to BR and have yet to develop a more mature approach that would provide the strong micro-foundations of a BR capability.

The BR framework that has been the basis of the survey is interesting in terms of its components but is limited with regards to the micro-foundations of a benefits realisation capability within an organisation. The research suggests that organisations in the public sector need to focus much more on staff development and recruitment in the area of BR to ensure that they have the appropriate skills sets for a rapidly changing environment.

The paper proposes a framework for BR capabilities and IT-enabled change, and suggests that although the concept of maturity is valuable when considering the micro-foundations of BR, DCs change and respond to stimuli within the external and internal environment and must be renewed and refreshed regularly.

Meadway School for Girls (not its real name) is a London comprehensive school for girls aged 11–16. I worked there for just under four years as a part-time learning support teacher, with students who had been identified as having ‘special educational needs’. Some of these students also participated in my ethnographic research into the micro/politics of ‘special educational needs’ (Benjamin, 2002). Meadway is, in current terms, a ‘successful school’: relatively high proportions of its students attain examination results at or above normative levels, and it has a low rate of student exclusions. Every year, when the local league tables of schools’ examination results are published, Meadway vies with another local girls’ comprehensive school for top place. This contest for league table precedence is played out on the battleground of percentages of sixteen-year-old leavers achieving at least five passes at grades A^∗ to C in the externally-administered General Certificate of Education (GCSE) examinations. These examinations, traditionally regarded as school leaving examinations, measure individuals’ performance on a scale from A^∗ (the top grade) to G (the lowest grade), though employers, further education institutions and the media commonly recognise only grades from A^∗ to C as passes. Schools’ overall results are collated, and local ‘league tables’ based on the percentages of students scoring five or more A^∗ to C grades are compiled and published. In the academic year ending in 2001, just over sixty percent of Meadway’s leavers attained this ‘benchmark’ of externally-recognised success: the school’s best ever score. Such a figure is above the national average, and is well ahead of the National Learning Target of 50% of sixteen-year-olds achieving such a standard by 2002 (DfEE, 1999). In the statutory documentation of school performance, Meadway itself scores an ‘A’ grade when compared with ‘other similar schools nationally’: that is, comprehensive girls’ schools in which over thirty percent of students are eligible for free school meals.

Software benefit no deal When Chancellor Norman Lamont presented the Government's Budget this spring, he proposed that up front or lump sum payments for software licences qualify for a 25% annual tax deduction. This so‐called benefit is not as attractive as it sounds, says Daniel Feingold, a tax specialist at the London law firm Bird & Bird, and could leave users worse off.

THE ART OR PRINTING was first introduced into Cumberland in 1735 when Thomas Cotton came to Whitehaven at the invitation of Sir James Lowther. Whitehaven was at that time an expanding town with a growing trade with Ireland and the colonies of Maryland and Virginia.