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The fallout from numerous inquiries into the death of patients, as well as the timely development of various pieces of anti‐discrimination and human rights legislation have all led to a major shift in the way physical restraint techniques are now used. Even so, techniques remain potentially harmful, with danger present in every application. This paper seeks to discuss this issue.

A review of the relevant literature revealed a large number of the psychiatric population are uniquely vulnerable to harm. The paper then examined how the way that this risk is managed could be enhanced.

The literature review revealed that a significant minority of patients in forensic settings engage in the types of damaging or injurious behaviours that may, as a last resort, require physical intervention. Physical intervention systems, some of which have migrated across into forensic settings from police and prison training portfolios, are often comprised of generic techniques which are applied in an unmodified form to patients; this mismatch can increase risk. The authors draw on a developing body of literature that examines how physiotherapists and manual handling experts can be used to enhance risk management strategies by formulating patient screening systems, applying bio‐mechanical knowledge to the configuration of holds, as well as developing technique risk assessment procedures and supporting trainers.

This discussion paper enriches the current debate on how risk can be managed within the context of restraint, as well as that of how best NHS resources can be used in practice.

The chapter establishes the rationale for the development of an online professional development course in designing culturally responsive assessment for faculty of the Institute of Education in Dublin City University. As the literature on which the course is based is from several countries, the course may be considered relevant for faculty in various countries and can be accessed as the course is online. The course of about 3.5 hours in duration begins with a definition of culturally responsive assessment before emphasizing the desirability of culturally responsive assessment based mainly on the obligation to design tests that are fair to all test takers. Key elements of the program are the concepts of multicultural validity, construct validity, language issues, dimensions of cultural difference impacting on learning and assessment, and the lecturer/supervisor as researcher of their own students as well as of their own enculturation. The focus is on the implications of these concepts for professional practice. The course synthesizes several sources to posit eight criteria for the preparation, process, and outcomes of culturally responsive assessment before presenting several assessment modes that have potential to be culturally fair. Finally, the course provides the opportunity for participants to design culturally responsive assessment in their own disciplines and then requests the participants to evaluate their designs in light of the criteria. Twelve respondents to a pilot study were essentially very positive about the value of the online course.

This chapter examines the professional background, trajectories, and learning of a broad group of teacher educators involved in initial teacher education. The work specifically identifies those who shape the practice of teaching. The authors who are members of the International Forum on Teacher Educator Development (InFo-TED) were key to the creation of InFo-TED, NA (North America), which has used Zoom technology to launch and spread its efforts. Its central purpose is to spur teacher educators and policymakers to embrace new ways to educate all children.

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Research suggests effective immersive simulations that rely on augmented reality enhance teachers’ self-efficacy and skills (Badiee & Kauffman, 2015). However, there is a gap in the literature as studies have largely ignored their uses in educational leadership programs (Bradley & Kendall, 2015). This study investigated the relationship between application of critical skills within an immersive simulation environment and 26 school or district leaders’ perceptions of self-efficacy in leading a professional learning community (PLC). Two overarching themes materialized from participants: improved general confidence in leading a PLC, and a sense of refined or expanded skills in the context of new approaches to leading PLC. Further studies are needed on the use of immersive simulation as a pedagogical tool and to examine impact for educational leadership practitioners.

Abstract This article summarises criteria that can lead to a diagnosis of personality disorder before considering the impact on personality disorder of specific interventions and policy initiatives designed to ensure that services respond to need.

A critical resource for inclusive education is ensuring that an effective curriculum is in place for preparing teachers. Reviewing an existing curriculum and revising it to meet this need is an important aspect of every teacher training institution. The purpose of this chapter is to investigate the effect of a revised Post-Graduate Diploma in Education programme on teachers' pedagogical practice and knowledge transfer for inclusive education. Following completion of the programme, this was investigated from the perspective of teachers' implementation of knowledge transfer to their teaching through various pedagogical strategies, classroom management and perceived personal awareness of student needs. In addition, teachers responded regarding the programme design. While strong support was found for the programme, significant differences were found, however, between teachers working in Chinese and English medium of instruction schools, age and teaching experience following participation in the programme. Implications are discussed within the context of responding to the new curriculum framework for formal education in Macao Special Administration Region, which promotes more inclusive schools.

This paper aims to investigate the applicability of 3D-printed molds to be used as a substitute for photolithography in the formation of polymer-based stamps. It proposes leveraging 3D printing as a rapid prototyping tool to be applied to microfluidic fabrication.

Different designs are created using computer-aided design (CAD) software and printed via Makerbot 3D printer. The molds serve as negative reliefs for a PDMS stamp. The stamp is used to apply paraffin wax to chromatography paper, creating hydrophobic barriers and hydrophilic channels. The minimum functional channel widths and barrier widths are determined for the method.

The method is demonstrated to be effective for bypassing the more cost-prohibitive photolithography approach for rapid paper microdevice fabrication. This approach produces functional channels that can be used for on-chip analytical assays. The minimum functional barrier widths and minimum functional channel widths are in good agreement with other published methods for paper-based microchannel fabrication.

The approach cannot generate the high-resolution structures possible with photolithography. Therefore, if higher resolutions are needed for a particular application, this approach is not the best.

The simplicity of the approach introduces an affordable method to create disposable devices that can be used at the point of testing.

The paper satisfies a need for inexpensive, rapid prototyping of paper-based devices. The method is simple and can be used as a tool for introducing labs to microfluidics research.