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The Yorkshire and Humber Personality Disorder Partnership (YHPDP) provides psychological consultation and formulation to offender managers (OMs) within the National Probation Service as part of the offender personality disorder (OPD) pathway. The pathway highlights the importance of formulation-led case management to develop pathways for offenders with personality difficulties at high risk of causing serious harm to others. This study aims to ask what is the experience of psychological consultation/formulation on the relationship between a sample of service users (SUs) and their OMs.

Semi-structured interviews were undertaken with five OMs who had engaged in at least three consultations with YHPDP psychologists/psychotherapists within the OPD pathway. Qualitative methods were used to analyse the data, specifically interpretative phenomenological analysis, which is useful when dealing with complexity, process or novelty.

OMs experienced the consultation/formulation process to be containing and reflective. They found complex, emotionally demanding clients who have offended and have personality disorder traits could be responded to differently as a result of this process. From an OM perspective, this improved the relationship between themselves and their SUs and supported risk management. These conclusions must be tentative, as they are drawn from a small-scale qualitative study, but provides the basis for further research.

Although there is increasing research into the outcomes of the OPD pathway, little has been done regarding the experience of the relationship between OMs and SUs. This research takes a qualitative perspective to explore this area.

This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability.

The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany.

The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability.

The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

In the present European crisis every intelligent individual of British birth must feel that a tremendous debt of gratitude is due to the British Navy, which, by keeping open the lines of traffic across the seas, has ensured the supply of daily food to the country. Although this journal does not concern itself with political matters, it does concern itself with the question of the maintenance of an efficient food supply in this country at all times, and the one question is indissolubly bound up with the other. Few people probably have any idea of the enormous extent to which they are dependent for the very food which nourishes them upon the ships that enter London and other ports of the English coast. Every day in the year nearly three‐quarters of a million pounds' worth of provisions are imported into this country, in addition to what we actually produce ourselves, and last year no less than two and a quarter million tons of grain, 360,000 tons of chilled and frozen beef and mutton, 170,000 tons of tea, 250,000 tons of sugar, and many other foods in proportion, were landed in the port of London alone. These figures, in view of the present crisis, completely shatter the absurd position of the “Little Navy” nincompoops.

This chapter will consider the spatial implications in disrupting hierarchies and shifting identities in the undergraduate environment and explore the extent to which space can act as an agent of change in this process. Drawing on research and empirical evidence, the chapter explores the link between the re-design of learning and the design of the physical space. As this chapter will illustrate, when the active learner is centrally positioned in the learning spaces of the future, space can support relational and dialogic learning experiences and promote learner agency and reflexive learner engagement in a way that has the potential to become a platform for transformative educational change. As educational spaces are re-conceptualised, recognising a fundamental shift has taken place in how, when and where we learn, it can be argued that space is acting as an ‘agent of change’ facilitating change in pedagogic practice, relationships and methods.