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As disaster resilience activities are increasingly occurring at the neighbourhood level, there is a growing recognition in research and in practice of the contributions that community stakeholders can make in assessing the resilience of their communities. The purpose of this paper is to describe the process in deriving a disaster resilience measurement framework by soliciting the perspectives of stakeholders from urban neighbourhoods in two countries. The authors examined their community values, and their perspectives on both the concept of resilience and the essential elements that they believe would contribute to the resiliency of their neighbourhoods.

The authors used an appreciative inquiry approach to draw out the perspectives of 58 stakeholders from nine focus groups in five urban neighbourhoods in New Zealand and in the USA.

Results of this research show common values and recurring perceived characteristics of disaster resilience across the study sites. A neighbourhood-based disaster resilience measurement framework is developed that encompasses individual/psychological, socio-cultural, economic, infrastructural/built, and institutional/governance dimensions of disaster resilience. In the process of developing the framework, the authors identified challenges in engaging certain segments of the population and in accounting for wider structural influences on neighbourhood resilience.

Issues relating to inclusive community engagement and linkages to cross-scalar resilience factors need to be addressed in future studies.

Results of this research provide insights and guidance for policy makers and practitioners when engaging communities in the development of resilience metrics.

This study fills the literature gap in evaluating community values and stakeholders’ perspectives on disaster resilience when identifying metrics for resilience interventions in urban neighbourhoods. The proposed measurement framework is derived from cross-cultural and diverse socioeconomic settings.

The purpose of this paper is to investigate how training or exercises are assessed in local government emergency management organisations.

An investigative review of the resources available to emergency managers across North America and within New Zealand, for the evaluation and monitoring of emergency management training and exercises was conducted. This was then compared with results from a questionnaire based survey of 48 local government organisations in Canada, USA, and New Zealand. A combination of closed and open ended questions was used, enabling qualitative and quantitative analysis.

Each organisation's training program, and their assessment of this training is unique. The monitoring and evaluation aspect of training has been overlooked in some organisations. In addition, those that are using assessment methods are operating in blind faith that these methods are giving an accurate assessment of their training. This study demonstrates that it is largely unknown how effective the training efforts of local government organisations are.

Further study inspired by this paper will provide a clearer picture of the evaluation of and monitoring of emergency management training programs. These results highlight that organisations need to move away from an ad hoc approach to training design and evaluation, towards a more sophisticated and evidence‐based approach to training needs analysis, design, and evaluation if they are to maximise the benefits of this training.

This study is the first investigation to the authors’ knowledge into the current use of diverse emergency management training for a range of local government emergency offices, and how this training impacts the functioning of the organisation's emergency operations centre during a crisis.

The purpose of this paper is to contribute information and recommendations that could better equip emergency managers to prepare for and respond to emergencies and disasters, with a focus on improving their decision‐making capabilities during response.

A questionnaire‐based survey approach was used in this research and 48 different local government organisations participated. These results were examined in conjunction with contemporary emergency management decision‐making literature. A combination of closed and open ended questions was used, enabling qualitative and quantitative analysis.

Results suggest that while there is information available about decision making, not all emergency managers are aware of the existence of this information or understand its relevance to emergency management. It is likely that those who did have a comprehensive understanding of decision making had gained this knowledge through non‐emergency management‐related courses. In total, 71 percent of participants said they would be interested in receiving more support regarding training and practice for decision making in Emergency Operations Centres.

A wide body of research has investigated decision‐making styles. However, this paper shows that in the local government emergency management sector there is little awareness of the understanding of the different decision‐making approaches. In addition, for those organisations surveyed, there is a great desire for further training and practice in decision making. It is thus vital that this need is addressed, to further improve the future response of these organisations to emergencies.

The purpose of this paper is to review the evidence base for the use of risk formulation in forensic practice settings.

Systematic literature review principles were adopted to identify literature exploring risk formulation in forensic practice settings in relation to offending behaviour.

Data were analysed using a narrative synthesis approach, and commonalities were observed across some of the studies in terms of definitions, outcomes, and implementation, of risk formulation; however, the findings of the review did not provide a definitive account of risk formulation practice in forensic settings. This is due to the narrow scope of the included studies, the small yet diverse samples, the heterogeneity in research aims and the methodological weaknesses apparent within the included studies.

Further research is needed to understand the application and outcomes of risk formulation in forensic practice settings.

Practitioners should be clear about how they are defining, implementing and assessing the outcomes of risk formulation, alongside being mindful of the evidence base when utilising forensic risk formulation in practice.

To the best of the authors’ knowledge, this is the first paper to focus solely on the evidence base for forensic risk formulation in practice.

The overarching goal of the research is to understand strategies that can support utility and access to high-quality teacher professional development (PD). This study aims to examine the design and delivery of an online asynchronous course for science teachers using the edX massively online open course (MOOC) platform. The conceptual framework considers three areas of research: high-quality PD characteristics for K12 teachers, the development of social capital and known challenges in MOOC and computer-supported collaborative learning and participation.

This is an empirical mixed-methods study that details the design of the PD course and implementation strategies that instantiate the conceptual framework. The authors collected three data sources from 41 teachers who completed the course. These included post course satisfaction surveys, teacher semi structured interviews and discussion board contributions.

Survey findings revealed high satisfaction among teachers in the areas of overall course design, module construction and delivery and usability of materials in teaching. Interview findings showed positive perceptions of the social capital framing in developing tie quality, trust, depth of interactions and access to expertise. Analyses of discussion board contributions also demonstrated high degrees of information exchange resulting from prompts intentionally constructed to foster collaboration.

This study offers a set of strategies to build networked teacher PD communities in asynchronous online PD platforms and shows promising evidence of addressing quality and access issues.

Designing experiences to build teachers’ social capital shows promising potential to support high quality PD that may, in turn, raise the quality of science education for students and classrooms both locally in the US and globally.

The conceptual framework provides a novel approach to theorizing and operationalizing best practices for teacher PD and online participation.

The assessment and management of risk towards others is an integral part of clinical practice, particularly in forensic and other psychiatric settings. Version 3 of the HCR-20 is the latest version of a comprehensive set of professional guidelines based on the Structured Professional Judgement model. It is the most widely used and best validated tool available to assess risk of violence; however, clinicians perceive it as an additional task with limited clinical usefulness, which requires undergoing expensive training and takes considerable time to implement. The paper aims to discuss these issues.

Training was delivered to 148 clinicians to improve perceptions with regard to risk formulation and the HCR-20v3 as an effective and clinically useful tool in generating individual and robust care plans to minimise risk of violence.

Results indicated significant score increase post-training, indicating higher regard for the HCR-20 in terms of its usefulness, anticipated impact upon working, anticipated impact upon managing risk, ease of completion and perceived relevance to clinical practice. This was also consistent with qualitative feedback indicating improved risk management and care planning with reference to how learning would support respective roles. Feedback also highlighted the added value of certain aspects of the training provided, which may be useful to consider when designing HCR-20 training packages.

This study demonstrates the importance of engaging clinicians in bespoke training on the practicalities of HCR-20 completion and the fundamentals of risk formulation.

This study highlights the importance of incorporating a training package for staff of all disciplines in changing perceptions of risk management tools and thus their use in the practical management of violence. The useful aspects of training may assist changing perceptions of the role that risk formulation and the HCR-20v3 play in the assessment and management of violence.

This research suggests that if this can be done successfully, it may lead to a change in the perception of the role that the HCR-20v3 can play in assessing risk of violence and generating meaningful management plans to reduce the future likelihood of violence.

This article calls for educational leaders to reexamine Equity, Diversity, and Inclusion (EDI) frameworks through decolonial leadership lens, during and post-COVID-19. “Based on our individual journeys, our collective voice is grounded on a bond that spans the decades …Our voice here is the enactment of our decision to listen to the oral traditions and connection to spirit of our ancestors…as mentors and collaborators in this work…[t]he validity of their voices…is unquestionable” (Sullivan TwoTrees and Pinto, p. 197). In this article, I intentionally center Mother Africa/Earth and incorporate indigenized expressions from narratives, dialogues, and interviews from assorted studies and sources. In the article Rekindling the Sacred: Toward A Decolonizing Pedagogy in Higher Education, Shahjahan et al. (2009) use a “tapestry of dialogical insights into… theorizing of how spirituality may be incorporated into teaching in higher education” (p. 1). So, with respect to K-12 education, anchoring decolonizing educational leadership to Mother Africa and practices and attitudes which support students who are behaviorally racialized and marginalized in our schools is integral. All through the chapter, I interweave my story with the narratives and dialogues of other voices to make the case for decolonization leadership approaches in our schools. Joining my voice are voices taken from a previous study focused on Special Education Workers who foster relationship and work directly with Students Labeled as Behavioral (will be defined later in this chapter) (Mitchell, 2020). In section one I locate myself in relationship to Mother Africa which informs this anthology chapter. Section two focuses on defining colonization and the theoretical framework and themes discussed in the anthology chapter. Section three examines the role educational leaders may play in creating school spaces for socially just relationship building, nimble student and teacher dissent, and opportunities for personal and community transformation. Section four provides a contextual analysis of educational leadership's response to the COVID-19 pandemic, namely how they impacted schools, classrooms, students, and teachers. Lastly, Section five introduces “ROCK”, a forward-looking conceptualization of a decolonizing leadership practice aimed at reclaiming one's indigeneity through nurturing connections to Mother Africa.

Industry 4.0 has been identified as a key cornerstone to modernise economies where man and machines complement each other seamlessly to achieve synergies in decision-making and productivity for contributing to SDG 8: Decent Work and Economic Growth and SDG 9: Industry, Innovation and Infrastructure. The integration of Industry 4.0 remains a challenge for the developing world, depending on their current status in the industrial revolution journey from its predecessors 1.0, 2.0 and 3.0. This chapter reviews reported findings in literature to highlight how robotics and automated systems can pave the way to implementing and applying the principles of Industry 4.0 for developing countries like Mauritius, where data collection, processing and analysis for decision-making and prediction are key components to be integrated or designed into industrial processes centred heavily on the use of artificial intelligence (AI) and machine learning techniques. Robotics has not yet found its way into the various industrial sectors in Mauritius, although it has been an important driver for Industry 4.0 across the world. The inherent barriers and transformations needed as well as the potential application scenarios are discussed.

The popularization of slasher as subgenre begins with the release of The Texas Chainsaw Massacre (Hooper, 1974) and Halloween (Carpenter, 1978). Both films serve to define the topic of the subgenre: a serial killer that often slaughters groups of teenagers, especially attractive young women, using bladed weapons (Linz & Donnerstein, 1994; Molitor & Sapolski, 1993, 1994). Thus, although the definition of the slasher is not really fixed in terms of gender, the killers have been traditionally interpreted by men, while the victims have been usually interpreted by women (Clover, 2015; Trencansky, 2001; Weaver et al., 2015). Not for nothing, another important character is the final girl, who uncovers the monster´s motivations and finishes the killer off in the final scene; an important role that is actually a form of female subjugation. However, some exceptions can be found such as Pamela Voorhees (Friday the 13th, Cunningham, 1980), but she is simply defined as Jason´s mother. More interesting is the case of the Scream saga, in particular Scream 4 (Craven, 2011) where a teenage girl, portrayed by Emma Roberts, tries to play the role of the killer and the final girl at the same time.

In recent years, the slasher has gained importance in television. After Harper’s Island (CBS, 2009), an homage to the subgenre rather than a real slasher TV show, in 2015, MTV launched Scream, based on the film series and which continues exploring the gender roles anticipated by the last movie of the saga. In the same year, Fox launched Ryan Murphy’s Scream Queens (2015–2016) starred by Jamie Lee Curtis, the final girl of Prom night (Lynch, 1980) and Halloween saga, and Emma Roberts. In this regard, current television tries to renew the slasher, but starting from the clichés and even some familiar faces of the subgenre.

The purpose of this chapter is to evaluate the representation and evolution of female characters in slasher television series, exploring the relationship among the killer, the final girl and the rest of the victims. In this way, television series like Scream, Scream Queens (Fox, 2015–2016) or Slasher (Super Channel, 2016–) are analysed.

Previous research has explored inter-professional education (IPE) in mental health contexts, for example, between mental health nurses and clinical psychologists (CPs). However, little research has explored IPE with children’s nurses (CNs) and CPs, who often work together in a range of in-patient and community mental health settings. Indeed, a significant proportion of CNs’ work involves identifying and responding to the mental health needs of children, young people and families; equally, CPs work directly into child teams, and their consultancy work requires awareness of other professional roles. However, knowledge and understanding of roles, and true collaborative working, appears to be limited. This study aimed to address these limitations.

A project was designed to bring together these two groups in an educational context, to explore ways in which collaborative working may enable effective mental health-care delivery. A total of 17 children’s nursing students and 15 clinical psychology trainees participated in a 3-day workshop, including experiential and clinical vignette work. Workshops were evaluated at three time points, using a questionnaire.

The workshops were effective in improving knowledge, skills and understanding of roles. Teamwork and discussions were helpful in modifying attitudes and perceptions. However, “defensiveness” was an important theme, demonstrating somewhat fixed beliefs about roles in relation to child mental health care.

Few studies have explored IPE in child mental health contexts, especially in the pre-qualification arena.