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Connected Care, Turning Point's model for involving the community in the design and delivery of integrated health and well‐being services, aims to involve the community in the commissioning process in a way which fundamentally shifts the balance of power in favour of local people. The model has been tested in a number of areas across the country, and previous articles in the Journal of Integrated Care have charted the progress of the original pilot in Hartlepool. Cost‐benefits of the approach are now becoming clearer. Implementation of a new community‐led social enterprise in Hartlepool began in 2007, and today its Connected Care service provides community outreach, information, access to a range of health and social care services, advocacy, co‐ordination and low‐level support to the people of Owton. Key lessons, from Hartlepool and elsewhere, have centred on the value of making the case for service redesign from the ‘bottom up’ and building the capacity of the community to play a role in service delivery, while also promoting strong leadership within commissioning organisations to build ‘top‐down’ support for the implementation of outcomes defined through intensive community engagement. The new Government's ‘localism’ agenda creates new opportunities for community‐led integration, and the Connected Care pilots provide a number of learning points about how this agenda might be successfully progressed.

The police often ask witnesses and victims to construct a facial composite of people they have seen committing a crime. Research has suggested, however, that these images are of poor quality due to memory decay, the face construction method used and the presence of the external facial features (hair, ears, face shape). In the current work, the role of the most important external feature, hair, was explored. Participants were shown an unfamiliar target face and constructed a composite of it 24 hours later using a modern recognition‐based system and one of three types of hair: exact, similar or poor match to the target. Better‐matching hair was found to help participants construct a more identifiable central region of the face (eyes, brows, nose, mouth). The results highlight the importance of accurate hair at the start of the construction session. Implications for police practice are discussed.

Increased emphasis is being placed on developing creative approaches when working with children in research settings, especially with sensitive research topics like violence against children. Community art is a social form of art that gives artists the opportunity to work in collaboration with the public, with the aim of highlighting and addressing specific social issues. This chapter reflects on an art exhibition organised in Reykjavík called Wishes of Icelandic Children. The project was a collaboration between artists and children. The aim of the chapter is to present how an art exhibition may put violence that children experience into focus and encourage attendees to reflect on the subject by looking at descriptive pictures and texts from the Convention on the Rights of the Child and then writing comments about their thoughts and feelings. The research questions are: How do children express themselves about sensitive topics such as abuse and violence? Can community art enable professionals to better support increased participation of children in discussions about abuse and violence? This study involved a qualitative thematic analysis of comments written by children after having seen the exhibition. Three students took part in the analysis process as co-researchers. The exhibition was successful in creating a platform where children could express themselves on topics concerning abuse and violence. Many comments expressed an ardent desire to end violence in society, especially emphasising bullying, which can limit young people's capacity to feel safe and express themselves.

Based on an extensive literature review, this chapter outlines key developments in global health and research during the last century with focus on the emergence of violence and child maltreatment as international public health priorities. Violence has been known to humans for millennia, but only in the late 1990s was it recognised as a global public health issue. Every year, an estimated 1 billion children are exposed to trauma, loss, abuse and neglect. Child maltreatment takes a social and economic toll on countries. Research initiated in 1985 found child maltreatment to be associated with increased disease, disability and premature death in adult survivors. The global availability of data on child maltreatment is, however, sporadic with low validity and reliability. Few global experts have consulted and involved the survivors of child maltreatment, as the experts by experience, in their attempts to provide a more comprehensive picture of reality. Youth and adult survivors of child maltreatment are often traumatised by the experience, and it is important to use trauma-informed approaches to prevent re-traumatisation. Participatory and inclusive research on child maltreatment is only in its infancy. There is a need for more inclusive research, designed by survivors for survivors, hereby strengthening local capacity building and informing policymakers from the bottom up. This chapter reviews lessons learnt and provides recommendations for how to enhance the participation and inclusion of the experts by experience in research on child maltreatment.

To describe a way of teaching industrial ecology (IE) and to show some tools that may help for the IE teaching.

In the paper, the development of lectures, practical lessons and projects on real industrial ecosystems are described. Also the teaching materials used are described.

The presented methodology for teaching IE has been a good means for the understanding of the IE concept. Some of the educational tools presented have helped the students to increase their awareness of the distance between IE and the real industrial field, discover that there are a lot of by‐product exchange possibilities between industries, to develop their creativity, to connect the theory to practice in the industrial systems and have encouraged them to try to put the IE ideas into practice. This methodology has been useful for either small or big groups and for people with either the same or very different backgrounds. And it has been observed that the quality of the work is enhanced when the members of the group have different backgrounds.

The paper shows methodologies and tools that may encourage and help other teachers/professors to use them in their IE lessons. It may also help IE researches to know which real examples and methodologies help students to understand IE concept. This could encourage them to develop projects and research in those directions.

The paper fulfils the need of knowing real experiences in IE teaching and their results. And in special, experiences that have been tested for a long period of time and with a great number of students. All the experiences described in the paper have been created and put into practice by the author.

The 2019 FIFA (Federation Internationale de Football Association) Women's World Cup in France saw unprecedented levels of success for women's football. FIFA estimates that, for the first time, total global viewership of the tournament reached 1bn. During the tournament, the eventual champions – the United States – saw their midfield veteran, Megan Rapinoe, win the golden boot (top goal scorer) and the golden ball award (most valuable player). In addition to her exploits on the pitch, Rapinoe, one of numerous ‘out’ lesbian athletes competing at the Women's World Cup, also received an unprecedented amount of media coverage. In this chapter, we analyse British print media coverage of Rapinoe during the one-month period of the Women's World Cup (7th June–7th July) and the week after the tournament concluded. Our findings indicate that although Rapinoe is a polarising character, media coverage of her throughout the tournament was generally positive. We show this through Rapinoe as a ‘personality’, Rapinoe as ‘outspoken’ and Rapinoe as a role model.

A sense of collective free-thinking with tangible goals makes co-creation an enlightening experience. Yet despite the freedom and organic flow of the methodology, there remain barriers to deploying co-creation in the real-world context. The aim was to understand the barriers and solutions to co-creation, reflect on applying co-creation in practice and co-create an applicable framework for co-creation.

These reflections and conceptual developments were completed using a Participatory Action Research Approach through the co-creation of the Erasmus+ funded Co-creating Welfare course.

Results presented are centric to the experiences in the United Kingdom but led to application at an international level. Problem formulation led to solutions devised about who should co-create, what co-creation aims to achieve, how to receive management buy-in, co-creating beyond the local face to face context and evaluation.

The Three Co’s Framework is proposed using the outline of: Co-Define, Co-Design and Co-Refine. Those who take part in co-creation processes are recommended to be called co-creators, with less focus on “empowerment” and more about facilitating people to harness the power they already have. Utilising online and hybrid delivery methods can be more inclusive, especially in response to the COVID-19 pandemic. The use of co-creation needs to be evaluated more moving forwards, as well as the output co-created.

Cancer care is complex and an integrated cancer pathway involves many health professionals in a variety of care settings using many skills. The widely distributed and heterogeneous nature of the cancer workforce raises significant challenges with respect to professional development. Cancer Learning is a government-funded initiative designed to provide access to a wide range of quality online learning resources for all health care professionals involved in the care of cancer patients and their families. The purpose of this paper is to discuss these issues.

A multi-phase project, led by a consortium of national stakeholders in cancer care, informed the design, build, and deployment of Cancer Learning; an online, evidence based, information and learning portal to support professional development of health professionals across the continuum of cancer care in Australia. An action research approach allowed for an iterative process of ongoing dynamic evaluation and improvement of this workforce improvement resource.

The National Government Agency, Cancer Australia's Cancer Learning online hub has been supporting the professional development requirements of cancer care professionals since the site deployment in 2007. Since launch, site usage continues to grow and evaluations have been positive. Time constraints of health professionals continue to be a major barrier to sustained online learning participation.

This research recount of the development and implementation of an Australia first national online learning initiative highlights the rigorous approach undertaken for the delivery of a quality evidence-based resource for the professional development of all health professionals involved in the delivery of cancer care.