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Biased assumptions and unhelpful tendencies in human nature can lead people who are experiencing mental illness to shun help and support. Mental illness is often perceived as immutable and/or a sign of weakness. Even those seeking support may not receive the assistance they need. Advice may be unsuitable or people feel too nervous and challenged to help. The Mental Health First Aid™ courses, like general first aid, are designed to enhance community knowledge and thereby support appropriate assistance. The purpose of this paper is to evaluate the extent to which this is achieved.

An educational audit based upon a short quiz administered anonymously to 162 tertiary students from a range of disciplines, before and after delivery of the standard 12 hour Mental Health First Aid™ course. This was used to examine assumptions and proposed actions before and after training.

Analysis of the 162 responses found that the Mental Health First Aid™ courses significantly improve knowledge. This has the potential to increase understanding and support for those suffering mental illness.

This educational audit looked only at knowledge improvement. Whether this really does translate into improved outcomes requires further investigation.

Tertiary students who are enrolled in health courses and others which involve human interaction as provision of services will be empowered with skills that enable them to interact with those who they will be serving at well-informed level and equity.

Social inclusion and de-stigmatising mental health issues

Mental health first aid courses potentially enable individuals who are not otherwise involved in mental health to assist people in need.

The purpose of this paper is to explore from an employer’s perspective the skills, attributes and capabilities required of a sports graduate, whilst also discovering how a student is expected to demonstrate these skills in the context of a sports organisation.

This study adopted a qualitative interpretive case study approach through the use of face-to-face interviews with six employers from sports organisations involved in the delivery of sport. Interviews lasted between 30 and 42 minutes and were recorded. This was followed by a thematic review to allow for common themes to be selected and represented. The results were then reviewed and evaluated by a further 15 industry professionals and sports educators.

The results suggest employers seek skills that are characteristically enterprise/entrepreneurship skills, together with an articulation of a “sports graduate” mindset. This mindset is described by the employers as being something which is demonstrated through a combination of behaviours and attributes. The paper concluded that in the classroom, the use of case studies and challenges, where students have to respond to and solve problems by the very nature of the activity, is optimal.

The originality of this paper lies in both the context of study and the integration of enterprise and entrepreneurship skills that are needed for the changing world of work in sport. The value of the papers is in both the employer’s description of the graduate mindset and also examples of how the skills can be applied in the context of sport.

Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less.

Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting.

Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format.

The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree.

Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.

The cleaning of food production equipment using cleaning detergents may contaminate the lubricant of the bearings, thereby reducing the bearing service life. The purpose of this paper is to investigate the cause and mechanism of such damage of bearings lubricated by cleaning detergent/water-in-oil emulsions.

The emulsion was prepared by adding a mixture of cleaning detergent and water in one base oil. A self-designed ball-on-disc optical interference test rig was applied to examine the effect of emulsion on lubrication and wear of bearing contacts under pure sliding conditions.

The emulsion reduced lubricating film thickness at a relatively low-sliding speed but only when the water concentration (20%) in emulsion was high. Water droplets were trapped around the ball-on-disc contact area under static conditions because of a high capillary force. The emulsion can induce damages on the soft surface in the startup mainly due to the presence of water around the contact.

The basic lubrication behaviour of water/oil emulsions containing cleaning detergent under pure sliding was experimental studied and the mechanism of bearing damage in food production equipment was investigated. Based on the study, the solution to avoid such damage was proposed.

Although corporate structures in Japan and, to a lesser extent Korea, have been examined in the literature, in most cases the framework is not comparative. In other cases the framework is comparative, with keiretsu and chaebol compared to US conglomerates. A third foreign conglomerate, the Mexican grupo, has thus far escaped much serious attention by scholars. Attempts to compare the structure of keiretsu, chaebol, and grupo in terms of the other. Aims to identify what can be learned from comparing foreign corporate structures with other foreign corporate structures, rather than with corporate structures in the USA.

The purpose of this paper is to compare different powder metallurgy (PM) processes to produce ceramic parts through additive manufacturing (AM). This creates the potential to rapidly shape ceramic parts with an almost unlimited shape freedom. In this paper, alumina (Al₂O₃) parts are produced, as Al₂O₃ is currently the most commonly used ceramic material for technical applications.

Variants of the following PM route, with indirect selective laser sintering (indirect SLS) as the AM shaping step, are explored to produce ceramic parts: powder synthesis, indirect SLS, binder removal and furnace sintering and alternative densification steps.

Freeform-shaped Al₂O₃ parts with densities up to approximately 90 per cent are obtained.

The resulting Al₂O₃ parts contain inter-agglomerate pores. To produce higher-quality ceramic parts through indirect SLS, these pores should be avoided or eliminated.

The research is innovative in many ways. First, composite powders are produced using different powder production methods, such as temperature-induced phase separation and dispersion polymerization. Second, four different binder materials are investigated: polyamide (nylon-12), polystyrene, polypropylene and a carnauba wax – low-density polyethylene combination. Further, to produce ceramic parts with increased density, the following densification techniques are investigated as additional steps of the PM process: laser remelting, isostatic pressing and infiltration.

The purpose of this paper is to propose an experiential learning framework for understanding how play can potentially create a unique ludic learning space conducive to deep learning.

The framework is developed by integrating two perspectives. First, from multidisciplinary theories of play to uncover the underlying play principles that contribute to the emergence of the ludic learning space are drawn. Then the formation of a ludic learning space through a case study of a pick‐up softball league where for 15 years, a group of individuals diverse in age group, gender, level of education, and ethnic background have come together to play are examined.

The case study suggests that play in a ludic learning space can promote deep learning in the intellectual, physical, spiritual, and moral realms.

This paper uses the play literature to inform the experiential learning concept of the learning space.