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Emergency Department (ED) presentations in older people are associated with a wide range of adverse events, which increase the risk of lengthy hospitalisation and poor outcomes. Pathfinder is an inter-organisational initiative delivered in partnership between Beaumont Hospital Occupational Therapy and Physiotherapy departments and the National Ambulance Service. Pathfinder responds to non-serious and non-life-threatening emergency medical service (EMS) calls. This study aims to demonstrate how Pathfinder can safely treat a proportion of older people at home by using alternative care pathways (ACPs), therefore avoiding unnecessary ED presentations. Once a decision has been reached to treat the person at home, the Pathfinder follow-up team delivers functional rehabilitation and case management in the persons’ home over the subsequent days.

This paper outlines the Pathfinder assessment, management and interventions in one clinical case example. Outcome measures include the level of patient satisfaction obtained via routine telephone feedback questionnaire and re-presentation to Beaumont Hospital within 30 days.

This paper illustrates through a case example the benefit of a collaborative multi-disciplinary rapid response team for non-serious and non-life-threatening EMS calls in older adults. The patient in this case example had no further EMS calls or ED presentations for 30 days after Pathfinder intervention and reported a high level of satisfaction with the service.

ED presentation was avoided through comprehensive multi-disciplinary assessment, including immediate access to intensive follow-up support in the person’s own home.

The Pathfinder service is improving access to ACPs for older people in the Beaumont Hospital catchment area. Pathfinder will now be spread nationally, with local adaptation, so that older people in other parts of Ireland will also benefit from this integrated model of care.

Patient feedback surveys confirm older adults want access to alternative care pathways.

The case data are from a mix of secondary sources, which included company documents, webpages and blogposts, autobiographies co-written by Schultz, newspaper stories, news media and other publicly available videos, magazine articles, photographs of signed unionization statements, and webinar interview.

In late autumn 2021, the global retail coffee and foodservice company Starbucks dealt with employees at a few USA stores who initiated unionization efforts in an attempt to change their workplace. Their actions triggered a wave of similar attempts at Starbucks stores across the USA over the next few years. Employees amplified their voices on social media, stating both their love for the company and their disenfranchisement. They claimed to have little input about policies and workplace decisions that affected them and that leadership had not heard or adequately responded to concerns with staffing, safety, equipment, and abusive customers. Walkouts were staged and employees at numerous stores pursued unionization. In 2023, Laxman Narasimhan replaced Howard Schultz as CEO. His tenure started with the challenge of reengaging employees who claimed their collective voice was unheard by leadership Readers will consider what employee voice means in the context of baristas working for a large corporation, and how their emotions, commitment to and respect for the organization, and their desire to be heard, related to efforts to unionize and maintain employment.

This case can be used as a unit review to cover several organizational behavior topics or can be used with specific concepts for graduate or undergraduate students. The placement within the semester plan depends on which unit/concepts the instructor will pair with it, such as emotions in the workplace, a module on loyalty, voice and exit, or the introduction of employee voice and engagement. It can also be used in conjunction with cross-level concepts such as trust and leadership. For courses focused on talent management, employee relations, or human resource development, the case could be used to introduce multiple concepts or as a concluding assessment. It would best pair with topics such as employee satisfaction, exit, voice and loyalty, inclusive decision-making or emotions in the workplace. For a course in labor relations, the case could introduce the idea that employees’ experiences, emotions, and perceptions may be related to efforts to unionize.

Several attack models attempt to describe behaviours of attacks with the intent to understand and combat them better. However, all models are to some degree incomplete. They may lack insight about minor variations about attacks that are observed in the real world (but are not described in the model). This may lead to similar attacks being classified as the same type of attack, or in some cases the same instance of attack. The appropriate solution would be to modify the model or replace it entirely. However, doing so may be undesirable as the model may work well for most cases or time and resource constraints may factor in as well. This paper aims to explore the potential value of adding information about attacks and attackers to existing models.

This paper investigates used cases of minor variations in attacks and how it may and may not be appropriate to communicate subtle differences in existing attack models through the use of annotations. In particular, the authors investigate commonalities across a range of existing models and identify where and how annotations may be helpful.

The authors propose that nuances (of attack properties) can be appended as annotations to existing attack models. Using annotations appropriately should enable analysts and researchers to express subtle but important variations in attacks that may not fit the model currently being used.

This work only demonstrated a few simple, generic examples. In the future, the authors intend to investigate how this annotation approach can be extended further. Particularly, they intend to explore how annotations can be created computationally; the authors wish to obtain feedback from security analysts through interviews, identify where potential biases may arise and identify other real-world applications.

The value of this paper is that the authors demonstrate how annotations may help analysts communicate and ask better questions during identification of unknown aspects of attacks faster,e.g. as a means of storing mental notes in a structured manner, especially while facing zero-day attacks when information is incomplete.

This essay engages with scholarship on history as a discipline, curriculum documents and academic and public commentary on the teaching of history in Australian, British and Canadian secondary contexts to better understand the influence of the tension between political pressure and disciplinary practice that drives the history wars in settler-colonial nations, how this plays out in secondary history classrooms and the ramifications this may have on students' democratic dispositions.

This article aims to compare secondary history curricula and pedagogies in Australia, Britain and Canada to better articulate and conceptualise the influence of the “history wars” over the teaching of national histories upon the intended and enacted curriculum and how this contributes to the formation of democratic dispositions within students. A conceptual model, drawing on the curriculum assessment of Porter (2006) and Gross and Terra's definition of “difficult pasts” has been developed and used as the basis for this comparison. This model highlights the competing influences of political pressure upon curriculum creation and disciplinary change shaping pedagogy, and the impact these forces may have upon students' experience.

The debate around what content students learn, and why, is fraught because it is a conversation about what each nation values and how they construct their own national identity(ies). This is particularly timely when the democratic self-identification of many nations is being challenged. The seditious conspiracy to storm the US Capitol on 6 January 2021, Orban's “illiberal democracy” in Hungary and the neo-Nazis in Melbourne, Australia are examples of the rise of anti-democratic sentiment globally. Thus, new consideration of how we teach national histories and the impact this has on the formation of democratic dispositions and skills is pressing.

The new articulation of a conceptual model for the impact of the history wars on education is an innovative synthesis of wide-ranging research on: the impacts of neoliberalism and cultural restorationism upon the development of intended curriculum; discipline-informed inquiry pedagogies used to enact the curriculum; and the teaching of national narratives as a political act. This comprehensive comparison of the ways in which history education in settler-colonial nations has developed over time provides new insight into the common elements of national history education, and the role this education can play in developing democratic dispositions.