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This chapter engages Heidegger’s notion of caring-for-others to consider what it means to care authentically for young students who are struggling to engage in their professional education. While care is commonly understood as an emotive or cognitive state, from Heidegger’s perspective, caring for students is expressed in human action. In “Being and Time”, Heidegger examines how humans care for one another in variable ways in the course of everyday life and distinguishes between “inauthentic” and “authentic” modes of caring. The author critically builds upon Heidegger’s underdeveloped analysis, which articulates a binary between “leaping in” for others (inauthentic modes), and “leaping ahead” of others (authentic modes). From within this conceptual binary, the author argues that authentic care could be mistaken for the educator’s capacity to somehow always care for students in leaping ahead modes, and that such a view leaves little room for the possibility of pedagogic situations that sometimes call educators to leap in for students. Drawing on an Australian youth work lecturer’s story about her experience caring for a student, the author shows how any authentic caring on the educators’ part is predicated on students leaping ahead of themselves, toward their own futural selves as caring professionals in the world.

The interactive video-case methodology of Literacy Education: Application and Practice (LEAP), a program that focuses on the reading/writing workshop approach, provided a shared environment for dialogue and self-reflection in an English/language arts teacher education program. LEAP includes a laserdisc, computer software, and seminal books on the reading and writing workshop approach, and is designed according to assumptions underlying cognitive flexibility theory. Twenty-three video mini-cases focus on classroom practices of three middle school teachers. This chapter describes the process of designing, developing and evaluating LEAP and offers guidelines based on what was learned about the process.

District-university partners increasingly rely on “grow-your-own” licensure programs to address teacher shortages. Because vacancies in special education represent a chronic issue, our district-university partnership developed LEAP – the Licensed Educators’ Accelerated Pathway, successfully preparing 26 paraprofessionals as special education teachers (SEs). We describe a model university-district partnership in which we collaborated to design and implement paraprofessionals’ SE licensure program.

In this general review, we describe a district-university partnership collaboration that resolved barriers experienced by paraprofessionals working toward licensure in special education (Essential #4, Reflection and Innovation). The specialized design and partnership solutions were grounded in SE preparation research literature.

25 (28 entered the program and 25 completed) paraprofessionals from one large urban and several regional districts completed special education licensure through LEAP. Slightly more than half of LEAP participants were Black or Hispanic (see Table 1), contributing to the diversification of SE workforce. University-district partnership was successful in designing and delivering a program that allowed participants: a) to remain employed, b) attend evening classes in their geographic region or online, c) complete all field experiences in sponsoring districts (Essential #2) and d) receive concierge advising from a “completion coach.” We describe solutions to barriers experienced by paraprofessionals and advocate for district-university collaboration to address chronic teacher shortages.

Limitations include lack of data on success of program completers during their first year of teaching as they began this work in Fall 2023. Further, because the participating district was large and urban, generalization of program details for small and rural districts is difficult.

Practical tips for developing grow-your-own special education licensure programs are providing. Detailed descriptions of barriers candidates experienced and ways the district-university partners resolved these issues are included. Programs like the one described has the potential to positively impact teacher pipeline issues.

The program described provided highly-trained teachers to fill chronic vacancies in special education in three participating districts/agencies. Because students receiving special education services are at risk for school failure and are disproportionately impacted by teacher turnover, addressing this area through grow-your-own licensure programs represents a diversity, equity and inclusion initiative. Further, upskilling diverse paraprofessionals to licensed teacher roles represent an economic boost, which they might not otherwise have achieved.

Available research literature signals alarm over persistent teacher shortages in hard-to-staff districts and lack of diversity in the teacher workforce, but few published accounts describe successful programs. Partner collaboration fostered a re-imagining of course formatting and delivery to accommodate adult learners, avoiding problems often reported with alternative programs.

This study seeks to identify locational and gendered determinants of inclusion of households in Livelihood Empowerment Against Poverty (LEAP) and estimate the respective impacts of LEAP on children education enrolment of beneficiary households in Ghana.

The study used secondary data of the Ghana Living Standard Survey Round 7 and employed the propensity score matching (PSM) model for the analysis of the objectives.

The PSM results established that different factors determine the inclusion of households in LEAP in rural and urban areas. Similarly, different factors determine the inclusion of male-headed and female-headed households in the programme. The impact of LEAP on children education is higher in urban areas compared to rural areas. The impact of LEAP on children's education is 10.4% higher in urban areas than in rural areas. Lastly, female-headed households are better at using the cash received from LEAP to take care of their wards' education relative to male-headed households.

The study recommends that different selection criteria should be used in selecting male-headed and female-headed as well as urban and rural poor households for inclusion in the LEAP programme. Female-headed households should be prioritised for benefiting from LEAP. The social welfare department disbursing the LEAP funds in rural areas should intensify education on the need for LEAP beneficiary households to enrol their wards in schools.

In this paper, the authors demonstrate that household inclusiveness of LEAP is influenced by locational and gendered factors. Also, the impact of LEAP on children education enrolment is relatively higher in urban areas than rural areas. Lastly, female-headed households relatively educate their wards with LEAP benefits than male-headed households.

Ghana has implemented different kinds of pro-poor program and policies since its independence to reduce poverty. The Livelihood Empowerment Against Poverty (LEAP) is one of such program. LEAP is a social cash transfer program and its implementation has been under the auspices of the Ministry of Gender, Children and Social Protection since 2008. It provides direct cash and health insurance coverage for extremely poor households across the country to alleviate short-term poverty and encourage long-term human capital development. This paper examines the LEAP program in terms of how it has achieved its aim and the opportunities for improvement.

Primary data were obtained from interviews of 110 beneficiaries of the program. The study proposes a conceptual framework that links poverty reduction and social policies to assist researchers analyze pro-poor or social cash transfer program.

The findings show that the program is challenged with administrative bureaucracies, irregular inflow of funds, perceived political interferences, inconsistent implementation strategies and low value of the cash transfer (which results in little or no impact on consumption). However, the data also show that LEAP has positive impacts on nonconsumption spending like children's schooling. The program' exit strategy does not impact much on beneficiaries to allow them exit without the tendency of being poor.

This paper discussed the LEAP program as a social cash transfer to the poor in Ghana. The study constructed a conceptual framework to help researchers and practitioners analyze the implementation of pro-poor interventions. This conceptualization allows for cash transfer program to empower beneficiaries and exits them to allow for other beneficiaries to enroll, ensuring reduction in poverty over time. Generally, the beneficiaries have benefited from the LEAP in the areas of consumption, education and healthcare with few beneficiaries being able to accumulate some few assets. The LEAP program has no exit plan.

This study adds to literature by offering a conceptual framework to help researchers and policy makers in dealing with social assistance policies to the poor. The study also gave an insight into how pro-poor policy strategies could be crafted.

The purpose of this paper is to consider the process of working with a Lived Experience Advisory Group (LEAP) and its outcomes in REFOCUS, a large five-year programme of recovery research.

Narrative reflections on the experience of working with LEAP were collected from five members and the chair of LEAP, two REFOCUS researchers and the principal investigator. These were synthesised to show both the process and outcomes of LEAP involvement in REFOCUS, and how involvement evolved organically over time.

Individual reflective accounts showed how working with LEAP impacted (to a greater or lesser extent) on each individual involved in the process, providing new insights and influencing, to varying degrees, the way in which they then worked with LEAP. Synthesis of the reflections showed how these changes impacted organically on LEAP’s process of involvement, with a shift in LEAP’s role from being purely consultative/advisory towards one which was much more about co-production, with LEAP pro-actively contributing to some aspects of REFOCUS in the later stages of the study.

The authors stress the importance of considering process as well as outcomes in patient and public involvement, and make practical recommendations for improving both in future programmes of research.

This is the first empirical evaluation of user and carer involvement and its development during a large recovery research programme.

The physical health needs of people with mental health problems are currently under addressed and often ignored, both in training and in practice. The PRIMROSE trial intervention was designed to remedy that – focusing in particular on risk of cardiovascular disease (CVD). This paper describes how people with experience of using mental health services and carers contributed to the development of the PRIMROSE intervention. It draws out key messages for educators, researchers and practitioners.

Using a case study approach the paper outlines how a Third sector organisation supported the study team in setting up a Lived Experience Advisory Panel (LEAP), drawing on a pre-existing model and recent thinking about service user and carer involvement in research. It is described how the approach sought to engage wider involvement of people with an interest in CVD while also offering more focused input into specifically the development of the trial intervention.

An innovative approach was taken whereby a large LEAP, comprising 27 service users and carers, was supporting the development of the study mainly through e-mail and web updates and feedback, while a sub-group of the LEAP, with eight members, met three times and had a focus on inputting ideas into the development of the intervention. The creation of a LEAP proved helpful to the project, resulting in an enhanced and more relevant intervention – summed up in a series of eleven recommendations. Appointment of an independent chair of the sub-group proved invaluable and there is learning from this project for other similar initiatives.

This study has value for others who are developing practice interventions. A range of suggestions were made which will have relevance for training, ensuring that physical health issues are not ignored. There is much to learn too from the process of this project, for the involvement of service users and carers in research, education and in practice development.

Although the last two decades have witnessed the implementation of several poverty reduction strategies in developing countries, many have failed to achieve their goal partly because of defective implementation strategies. This paper examines the implementation of one of Ghana’s flagship poverty reduction programs, the Livelihood Empowerment Against Poverty (LEAP), with a focus on how leadership at the sub-national level influences the implementation of the program.

Using qualitative research approach, the study selected research participants from two Municipal Assemblies in the Greater Accra Region of Ghana. Using a combination of Focus Group Discussions, Key Informant Interviews and Participant Observation, data were collected from a total of 44 respondents including beneficiaries, officials from the local government (district) and community level actors.

The paper shows that leaders at the sub-national level were more reactionary than proactive, thereby playing passive roles in the implementation of the LEAP program. It shows that the interaction between LEAP beneficiaries and district officials is rather low, which among others limits the effective utilization of the cash grant by the beneficiaries. It maintains that, for the LEAP program to achieve its overall goal of reducing poverty, leaders at the sub-national level ought to deploy more transformational leadership tendencies to incite beneficiaries to leap out of poverty through skill and human capital development.

The empirical literature is largely silent on the role of leadership in the implementation of cash transfer programs, such as Ghana’s LEAP program at the sub-national level. This study therefore explains the extent to which district level leaders contribute to the effective utilization of cash transfer grants and the human capital development of LEAP beneficiaries in Ghana.

This paper aims to present an intuitive control system for robotic manipulators that pairs a Leap Motion, a low-cost optical tracking and gesture recognition device, with the ability to record and replay trajectories and operation to create an intuitive method of controlling and programming a robotic manipulator. This system was designed to be extensible and includes modules and methods for obstacle detection and dynamic trajectory modification for obstacle avoidance.

The presented control architecture, while portable to any robotic platform, was designed to actuate a six degree-of-freedom robotic manipulator of our own design. From the data collected by the Leap Motion, the manipulator was controlled by mapping the position and orientation of the human hand to values in the joint space of the robot. Additional recording and playback functionality was implemented to allow for the robot to repeat the desired tasks once the task had been demonstrated and recorded.

Experiments were conducted on our custom-built robotic manipulator by first using a simulation model to characterize and quantify the robot’s tracking of the Leap Motion generated trajectory. Tests were conducted in the Gazebo simulation software in conjunction with Robot Operating System, where results were collected by recording both the real-time input from the Leap Motion sensor, and the corresponding pose data. The results of these experiments show that the goal of accurate and real-time control of the robot was achieved and validated our methods of transcribing, recording and repeating six degree-of-freedom trajectories from the Leap Motion camera.

As robots evolve in complexity, the methods of programming them need to evolve to become more intuitive. Humans instinctively teach by demonstrating the task to a given subject, who then observes the various poses and tries to replicate the motions. This work aims to integrate the natural human teaching methods into robotics programming through an intuitive, demonstration-based programming method.

The purpose of this paper is the research of a novel gesture-based dual-robot collaborative interaction interface, which achieves the gesture recognition when both hands overlap. This paper designs a hybrid-sensor gesture recognition platform to detect the both-hand data for dual-robot control.

This paper uses a combination of Leap Motion and PrimeSense in the vertical direction, which detects both-hand data in real time. When there is occlusion between hands, each hand is detected by one of the sensors, and a quaternion-based algorithm is used to realize the conversion of two sensors corresponding to different coordinate systems. When there is no occlusion, the data are fused by a self-adaptive weight fusion algorithm. Then the collision detection algorithm is used to detect the collision between robots to ensure safety. Finally, the data are transmitted to the dual robots.

This interface is implemented on a dual-robot system consisting of two 6-DOF robots. The dual-robot cooperative experiment indicates that the proposed interface is feasible and effective, and it takes less time to operate and has higher interaction efficiency.

A novel gesture-based dual-robot collaborative interface is proposed. It overcomes the problem of gesture occlusion in two-hand interaction with low computational complexity and low equipment cost. The proposed interface can perform a long-term stable tracking of the two-hand gestures even if there is occlusion between the hands. Meanwhile, it reduces the number of hand reset to reduce the operation time. The proposed interface achieves a natural and safe interaction between the human and the dual robot.