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Advanced care planning (ACP) involves the discussion of preferences relevant to a possible future time when one’s ability to make decisions may be compromised. ACP is considered as having potential to enhance choice and control and thereby to improve the experience of care for people with dementia and their carers. Care coordinators have been highlighted as possibly playing a central role in facilitating these discussions among people with long-term care needs. However, there is limited evidence of how ACP is facilitated by community mental health professionals who may be supporting people with dementia and carers. The paper aims to discuss this issue.

This exploratory study took the form of qualitative semi-structured interviews to explore the views and experiences of community mental health professionals when discussing ACP with people with dementia and/or their carers. A convenience sample of 14 participants working in community mental health services in one NHS Mental Health Trust in London, England, was recruited and interview data were analysed using a framework approach.

Five themes emerged from the interviews – knowledge and experience, use of ACP, inhibitors of discussion, service influences and the future. The depth of ACP facilitation appeared dependent on the knowledge, confidence and skills of the individual professional. Limited resources leading to service rationing were cited as a major barrier to ACP engagement. Helping people with dementia and their carers with ACP was not viewed as a priority in the face of competing and increasing demands. A further organisational barrier was whether ACP was viewed by service managers as “core business”. Findings indicate that practice was generally to refer people with dementia to other agencies for ACP discussions. However, pockets of ACP practice were reported, such as explaining proxy decision making options for finances.

This exploratory study took place in the community mental health services in one NHS Mental Health Trust that may not be representative of other such teams. Case records were not scrutinised or clinical conversations with people with dementia or carers.

Barriers to initiating ACP discussions were cited, such as limited resources, lack of time and knowledge; unclear role remit, uncertain service direction and poor documentation sharing processes. However, participants held a common belief that ACP for people with dementia is potentially important and were interested in training, a greater team focus on ACP and pathway development. This indicates the potential for staff development and continuing professional development.

Few studies have asked a wide range of members of community mental health services about their knowledge, skills and confidence in ACP and this study suggests the value of taking a team-wide approach rather than uni-professional initiatives.

The overall aim of the chapter is to explore how preschoolers with different language backgrounds accomplish everyday interaction at a Swedish preschool, where the lingua franca (common language) is Swedish. More specifically, it aims to analyze how the target children, despite their limited language resources in Swedish, use their existing communicative resources to make friends and achieve intersubjectivity in front of two alphabet charts illustrating the Arabic and Latin alphabets, respectively.

The data are drawn from a single play episode between three boys and a girl, aged four years. Their interaction was video-recorded, and the analytical framework of the study is influenced by ethnomethodological work on social action focusing particularly on participants’ methodical ways of accomplishing and making sense of social activities.

The analyses show that the children’s trajectory of achieving intersubjectivity was partly bothersome as their interpretation of the alphabet charts diverged, due to their different language knowledge and earlier experiences. Hence, to attain joint understanding and intersubjectivity, they used a range of communicative resources: besides speaking Swedish they used word mixing, attention-getters (“look” and “check it out”), and nonverbal moves such as pointing, gesturing, intone, and screaming. It is notable that, despite some problems in understanding, their desire to make friends and have fun together seemed to compensate for their joint failure to always understand each other.

Detailed analyses and observations of how children with diverse language backgrounds use their communicative resources to achieve intersubjectivity and make friends can be useful for preschool teachers’ understanding of how they can further support the children’s socialization and capturing of the majority language – here Swedish.

The present chapter contributes to a wider understanding of how second-language learning is a complex trajectory edged with both setbacks and successes, especially when all the children interacting have diverse language backgrounds and experiences. However, the analysis highlights how, in their endeavor to make friends, the children find ways to solve problems in situ in their own way, and enjoy each other’s company despite the fragility of the play and their language shortcomings.

Stagl, Salas, Rosen, Priest, Burke, Goodwin, and Johnston (this volume) conducted a review of distributed team performance and discussed some of the implications of distributed, multicultural operations for individual, team, and organizational decision making. Expanding upon Stagl and colleagues’ discussion, Alutto (this volume), and Coovert and Burke (this volume) provided thought-provoking commentary on these issues. The current note briefly responds to some of the questions posed and comments made by Alutto, Coovert, and Burke and concludes by calling for a continued dialogue by all stakeholders concerned with fostering effective distributed teams.

The datafication of teaching and learning settings continues to be of broad interest to the learning sciences. In response, this study aims to explore a non-traditional learning setting, specifically two Golf Teaching and Research Programs, to investigate how athletes and coaches capture, analyze and use performance data to improve their practice. Athletic settings are well known for spurring the proliferation of personal data about performance across a range of contexts and ability levels. In these contexts, interest in athletes’ experiences with data has often been overshadowed by a focus on the technologies capturing the data and their capabilities.

This ethnographic research focuses on the data-rich experiences of golf coaches and students during two pedagogical encounters. Using Balka and Star’s (2015) concept of shadow bodies, this article explores how golfing bodies can become infused with data, creating partial representations of a lived experience that can be augmented and manipulated for pedagogical purposes, depending on the context and the individuals involved.

Interaction analysis helps the authors to examine the embodied and interactional nature of coach-golfer pedagogical encounters across two sites, a local Professional Golf Association golf course and a Swing Analysis Lab. The authors also split these encounters into two episodes to identify how coaches and golfers use partial representations of their bodies to analyze performance and interpret data.

This research suggests that as data-driven practices continue to engulf athletic settings, and teaching and learning settings broadly, emphasis needs to be placed on ensuring that athletes (learners) – from the most recreational to elite users – have an embodied understanding of their performance to improve their ability. Furthermore, this article raises questions about what data gets shared between instructors and athletes and how that data is used.

This study aims to focus on the regulation of emotions in critical literacy, its resulting racial oppression and students’ response to emotional control. The authors examine a student discussion of a poem, looking specifically at the affective responses of students’ interactions as these open possibilities for identifying ways that students confront, resist and subvert emotional control. This research question asks how students resisted limited forms of emotion and enabled opportunities for varied affective forms of engagement.

In this analysis, the authors explored both emotions and discourse (broadly defined as languages, actions, embodied acts, etc.) as they construct the flow of activity in this discussion. The authors also looked at past familiar practices that make the present one recognizable and meaningful.

The findings indicate black students resisted emotion rules by discussing racism, a highly taboo subject in schools. Students also rallied against an interpretation that felt as a distraction, an attempt to negate or shut down the naming and sensing of racism in the poem and in the classroom. Despite the constant regulation of emotions before, during and after the discussion, black youth firmly indicated their right to judge the interpretation that the poem had nothing to do with racism as inadequate and steeped in whiteness.

In schools, critical literacy often fails to attend to how emotions are managed and reflect racial control and dominance. For critical literacy as an anti-oppressive pedagogy to confront the oppressive status quo of schools, it must no longer remain silent or leave unquestioned rules of emotional dispositions that target marginalized students.

The retail property market is constantly adopting to the continuous demand of retailers and their consumers. This paper aims to investigate retail property market dynamics through spatial accessibility measures of the City of York street network. It explores how spatial accessibility metrics (SAM) explain retail market dynamics (RMD) through changes in the city’s retail rental values and stock.

Valuation office agency (VOA) data sets (aspatial) and ordnance survey map (spatial) data form the empirical foundation for this investigation. Changes in rental value and retail stock between 2010 and 2017 VOA data sets represent the RMD variables. While, the configured street network measures of Space Syntax, namely, global integration, local integration, global choice and normalised angular choice form the SAM variables. The relationship between these variables is analysed through geo-visualisation and statistical testing using GIS and SPSS tools.

The study reveals that there has been an overall negative changes of 15 and 22% in rental value and retail stock, respectively, even though some locations within the sampled city (York, North Yorkshire, England) indicated positive changes. The study further indicated that changes in retail rental value and stock have occurred within locations with good accessibility index. It also verifies that there are spatial and statistical relationship between variables and 22% of RMD variability was jointly accounted for by SAM.

This research is first to investigates changes in retail property market variables through spatial accessibility measures of space syntax. It contributes to the burgeoning research field of real estate and Space Syntax.

Effects of voice, compensation, and responsibility attribution on justice perception and post‐complaint behavior in a consumer setting were studied in a cross‐cultural study. Hotel school students in China and Canada (N = 168) read and responded to a scenario which described how a service provider handled the complaint from a customer whose coat was stained with tea. The results showed that collectivists were more likely than individualists to blame the service provider. Also, voice offered by the service provider failed to reduce its blame, and compensation actually led to more blame attributed to the service provider. Responsibility attribution was found to be able to mediate the effect of culture on post complaint behavior. A culture by voice interaction indicated that when voice was offered by the service provider, Canadians were less likely to attribute the responsibility to themselves than were Chinese. The implications of these results on justice, culture, and responsibility attribution are discussed.

Partnerships for public mental health are common. At a national and regional level, partnerships are frequently developed in order to co‐ordinate programmes to deliver public health outcomes, such as tackling stigma (see me, 2010) or promoting recovery (Elament, 2010; Scottish Recovery Network, 2010). At a European level, public mental health partnerships commonly exist to enhance learning and knowledge exchanges commonly between countries. While these partnerships are valuable, there is an increasing recognition that public mental health programmes must be embedded, shaped and realised at a regional level. Thus regions are not ‘implementers’ of national public mental health policy, but instead should be recognised and empowered to inform policy and practice. This approach was taken in Scotland when the national programme for mental health was renewed through a highly devolved and participatory consultation process and publication of Towards a Mentally Flourishing Scotland (Scottish Government, 2009). Against this backdrop, we examine a different model of partnership working; regional‐level international collaborations. This case study explores 'FINLAN': a collaboration between Lanarkshire Mental Health Improvement Group in Scotland and The South Ostrobothnia Project in Finland.

Distributed performance arrangements are increasingly used by organizations to structure dyadic and team interactions. Unfortunately, distributed teams are no panacea. This chapter reviews some of the advantages and disadvantages associated with the geographical and temporal distribution of team members. An extended discussion of the implications of distributed team performance for individual, team, and organizational decision making is provided, with particular attention paid to selected cultural factors. Best practices and key points are advanced for those stakeholders charged with offsetting the performance decrements in decision making that can result from distribution and culture.