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In 1997 Tom was a 32‐year‐old man with a diagnosis of severe intellectual disability and autism who engaged in high‐rate challenging behaviour. Tom's out‐of‐area placement was about to break down and he needed help urgently. For 16 months specialist challenging behaviour services supported Tom directly in a single‐occupancy service. They conducted functional assessment and delivered multi‐level intervention, including medication withdrawal, environmental enrichment, skills teaching, augmented communication and targeted behavioural intervention. Support was then transferred to mainstream learning disability services. Following intervention, the rate of challenging behaviour shown by Tom fell significantly from more than 200 instances per day to almost none. Community involvement and engagement increased. Tom moved into shared accommodation with support from mainstream learning disability services at no additional cost. Improvement at intervention was still apparent 10 years later. Tom's story adds to a growing number of articles showing how focused intervention can deliver lasting improvement in quality of life. Four aspects of Tom's story are discussed in the light of the Mansell Report.

This chapter reports research conducted in Melbourne, Australia that is focused on the use of information and communication technologies (ICTs) in schools and families. The emphasis is on the relationship between technology, learning, culture and (dis)advantage. It is generally agreed that ICTs are associated with major social, cultural, pedagogical and lifestyle changes, although the nature of those changes is subject to conflicting norms and interpretations. In this chapter we adopt a critical, multi-disciplined, relational perspective in order to examine the influence of ICTs, in schools and homes, on a sample of students and their families.

The marketer’s principal objective is typically to build a relationship with buyers, rather than merely to make a single sale. Ideally, the essence of that relationship consists of a strong bond between the buyer and the brand. Outlines six strategies for building that relationship: linking the brand to a particular need; associating it with a pleasant mood; appealing to subconscious motives; conditioning buyers to prefer the brand through reward; penetrating perceptual and cognitive barriers to create preference; and providing attractive models for buyers to emulate. The choice of an individual strategy or combination depends mainly on the nature of the branded product or service. The success of the strategy depends heavily on the marketer’s understanding of the preference building and bonding process.

The purpose of this paper is to describe the development process of building an assessment model to assess the emotional and behavioural needs of “looked after children”.

The paper is a technical paper developing and evaluating a process for comprehensively assessing children ' s needs using a combination of three existing tools.

The paper identifies a model to assess “looked after” children and highlights some of the early benefits and challenges which have been encountered using this model.

This paper suggests a model and timeframe to ensure that detailed assessments of the mental health of “looked after” children are effectively carried out.

There is a potential for an improvement in assessment of looked after children that will lead to the identification of appropriate interventions and services.

The paper is new in identifying a combination of assessment measures and a timeline to complete these.

The development of ‘desire’ in a working-class artist/academic is explored through an analysis of the reminiscences between the author and her mother. It is argued that the notion of cultural capital implies a deficit in working-class subjects that is deterministic and does not fully explain those who are successful in the art world and/or academia. Rather than thinking about works of art and art practice in terms of cultural capital, they are conceptualised as resources that can have existential significance for some people. This is because early interactions with the arts enable people to connect with the world and at the same time enable them to recognise their own desires and talents while learning to think critically about their lives. The findings of this study suggest a nuanced approach based on cultural assets and resources rather than cultural capital should be considered in educational policy and practice.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

This chapter provides a review of the literature regarding the challenges found in leading and delivering instruction for online teaching and learning. The chapter describes how the principal of a rural high school in eastern North Carolina and her team modified Maslow’s Hierarchy of Needs to provide five support levels for students to help prepare them to learn in an unconventional environment. The chapter describes a study to determine the impact of the support by reviewing school and state data. The authors review summative testing, school-made survey, and Cognia Climate Survey data to share timely results indicating student and staff wellness and school academic health. In turn, practitioners and researchers may shape current practice and future studies with as much agility, flexibility, and resilience as educators have mustered during these extraordinary times.

It has often been said that a great part of the strength of Aslib lies in the fact that it brings together those whose experience has been gained in many widely differing fields but who have a common interest in the means by which information may be collected and disseminated to the greatest advantage. Lists of its members have, therefore, a more than ordinary value since they present, in miniature, a cross‐section of institutions and individuals who share this special interest.