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The notion of mental health service user involvement in curriculum design and delivery has become commonplace over recent years. However, concern has been expressed that the rhetoric has not matched the reality. In particular, service user involvement has tended towards either tokenism or over‐sensitivity to the point of near inertia. By contrast, this paper describes a project that took a pragmatic approach and was designed to make involvement in curriculum planning, design and delivery meaningful and worthwhile for service users, students and educators alike. The paper has two principal objectives. In the first instance, it outlines the strategy for involvement that was used to inform curriculum design and delivery at the University of Abertay Dundee. This was grounded in the academic literature. Second, it provides an evaluation of this strategy based on practical experience and identifies some of the difficulties that must be overcome to work in a collaborative manner. In so doing, it examines some of the common concerns of educational staff, service users and students in relation to service user involvement. In conclusion, we provide recommendations for educators seeking to involve mental health service users in a meaningful manner in both the design of training programmes for mental health workers, and in their delivery.

Many scholars have noted the critical skills needed for leaders in the face of volatility, uncertainty, complexity, and ambiguity (VUCA). These skills include self-awareness, listening, communication, adaptability, critical thinking, and collaboration. Students who are able to develop these skills would be better equipped to lead in settings where the answers—and even the questions—are unknown. This paper details an approach to developing leadership skills to prepare undergraduate leadership students for a VUCA world, through the use of a classroom workshop on improvisational comedy. I have refined this improv workshop over sixteen course iterations spanning the past nine semesters, and students commonly point to the workshop as one of the most challenging and rewarding class sessions of the course. In this paper I review the literature that has informed my approach, explain the learning objectives addressed by the improv workshop, describe the approach I use, share quantitative and qualitative data that illustrate the success of the approach, and share my lessons learned, all in service of supporting colleagues who wish to try this approach.

The purpose of this paper is to review, from a sustainable management perspective, a range of conceptual frameworks; determine the efficacy and utility of three different data sources in generating indicators collectively; and consider the utility of a single index of total ecosystem services (TESI). The ecosystem service (ES) concept has been discussed as an important model to aid sustainable land-use management.

The historical development and the relative merits of sustainable management frameworks which can be implemented in a decision-making context were examined. The efficacy of a single index TESI was examined considering three data sources for 11 contrasting sites within the UK.

The choice of conceptual framework and data source depends on the specific question and scale being addressed. Publicly available data through the Eurostat route is primarily limited to the assessment of the provisioning services.

Limitation of the study is that both bottom-up and top-down sourcing of data to conduct an ES assessment were considered.

The scale of enquiry when conducting ES assessment to aid sustainable management dictate the most useful data source. If conducting local assessments that give local data is more appropriate while conducting European Union (EU)-wide assessment gives less local precision, it does provide some insight when conducting larger-scale regional assessment which cannot otherwise be achieved.

The various data set analysed in this study all provided insight for sustainable management.

A growing tendency towards interdisciplinary and international social science research has resulted in the need for codes of ethics and guidelines that cross disciplinary and national boundaries. One set of such documents was developed by the RESPECT project, which produced Europe-wide professional and ethical guidelines for social sciences. This chapter builds on a semi-structured interview conducted with the Principal Investigator of the RESPECT project. Her thoughts are contextualised within the broader discussions of ethics and professional standards codes and guidelines as identified by other scholars in the field. Drawing on an experience-based account, the chapter offers guidance in overcoming some of the common concerns when developing international, interdisciplinary ethics codes and guidelines for social science research.

Strengthening the nation’s technological workforce, competing and expanding its relevance in the global economy, and maintaining personal as well as homeland security will be highly dependent on the quantity, quality, and diversity of the next generations of scientists, engineers, technologists, and mathematicians. Production of a diverse generation of human resources with relevant, competitive skills is critical. However, so too is the need to raise an enlightened citizenry with cross-cultural experience and cultural awareness competency, with a broad worldview and global perspectives. These requirements are critical to understanding the challenges and opportunities of scholarly activity in a pluralistic global environment and positioning ourselves to capitalize upon them. Scholars with cross-cultural experience and competency are empowered to adapt and work collaboratively, nationally and globally, with scholars of different races, geopolitical, socioeconomic, and cultural backgrounds. Development of effective strategies to transform science, technology, engineering, and mathematics (STEM) departments for inclusion and to broaden the participation in STEM across cultures, socioeconomic standing, race, and gender in higher education has been a dominant topic of pedagogical interest of national priority in the last several decades. However, success in these endeavors is achievable only through systemic change and a cultural shift to address the underlying root causes of socioeconomic disparity, gender, and racial disparities and a paucity of cultural awareness among all educational stakeholders. STEM departments can only be truly transformed for inclusion through the development of sensitive, creative, and student-engaging curricula and targeted recruitment and retention of underrepresented minorities in STEM. Formation of well-coordinated alliances spanning educational sectors, governmental and non-governmental organizations, and community engagement and outreach are also critical to promoting inclusive and broad participation in STEM education.

The first section of the chapter gives an introduction to various challenges, obstacles, and hindrances that prevent a successful transformation of K–12 science education as well as STEM departments in higher education for inclusion. The second section discusses historical perspectives of the University of Arkansas-Fort Smith (UAFS) – the institutional profile, missions, and visions of UAFS as a regional university. Policies and strategies for addressing the socioeconomic disparity, faculty gender, and racial disparities and cultural competency awareness at UAFS are also highlighted in this section. Other approaches including targeted efforts to recruit and retain underrepresented minority students, provision of financial assistance for students from low-income families, and a creative “Math-up” curriculum innovation to promote inclusive and broad participation in STEM at UAFS are highlighted in the latter section of the chapter. Formation of alliances between UAFS, local K–12 school districts, and governmental and non-governmental agencies to promote broad participation in STEM at UAFS are discussed. The last section of the chapter provides recommendations for adaptation and sustainability of strategies and efforts aimed at transforming national STEM departments for inclusion.

In recent years, guides to hiking trails and wilderness areas have enjoyed an increase in popularity. Here, Douglas J. Ernest and Lewis B. Herman evaluate more than 100 such books.

Purpose – To compare the histories of two opioid medications that are pharmacologically similar but subject to contrasting regulations in their use in treatment of opiate dependence in the United States – methadone and buprenorphine – in order to analyze the role of racial imagery and racial politics in the legalization and clinical promotion of their use.

Methodology/approach – Historical methods of archival analysis of published articles and unpublished governmental records were used in researching methadone. Ethnographic methods of participant observation and semistructured interviews were used in researching buprenorphine.

Findings – Contrasting uses of racial imagery played a major role in shaping the current regulatory differences between the two treatments. The association of methadone with black and Latino heroin users has contributed to its increased federal regulation, while the association of buprenorphine with white, middle class prescription opioid users enabled its use in deregulated private physicians’ offices.

Originality/value of paper – Advocates of biomedicalization of behaviors and conditions thought of as social or moral, such as addiction, argue that biomedicalization reduces the stigma of the condition and imply that, in turn, it also reduces the racial inequalities associated with the condition. This study of the biomedicalization of treatment for opioid dependence indicates that the very process of biomedicalization depended on heightened racial imagery associated with each treatment and ultimately intensified, rather than reduced, the stigma of addiction for black and Latino low-income patients.

I RECEIVED a most unusual publication through the post the other day which may not strictly come within the scope of this column, since it won't answer any particular problem except that of where to go for your holidays. It's called The North: a feminist local history and holiday guide by Susan Evasdaughter and is one of a series of similar booklets that includes London, Home Counties, West Country, Wales, and Central England. The books are not intended to be comprehensive holiday guides listing the best places to stay, the most interesting walks etc, but rather set out by area some of the most important things of specific interest to women. Information ranges from ‘pre‐historic matriarchal times’ to present day feminist activities. There is information on women castle builders, famous lesbians, local women heroes, artists, queens and witches, suffragettes, politicians, discoverers etc. Where possible information is given about places for women to stay although there aren't many specifically for women. The quality of printing is fairly basic; I expect the booklets were produced on a shoestring, so don't expect tourist board glossies. However, a lot of work has obviously gone into them, each has a name index, and they would be useful additions not only for local studies collections but also for any libraries who have a community information section on women's studies. The booklets cost £1.00 from 47 Ladysmith Avenue, Newbury Park, Ilford, Essex.

The purpose of this study is to determine the effect of olive cake (CO) on glycaemia and lipemia and lipid peroxidation and antioxidant enzymes activities in erythrocytes and tissues, in streptozotocin (STZ)-induced diabetic rats.

Diabetes was induced by a single intraperitoneal injection of STZ (55 mg/kg BW). In total, 12 diabetic D rats, weighing 260 ± 20 g, were divided into two groups fed a casein diet supplemented (D-OC) or not (D) with OC (7.5 per cent), for four weeks.

In D-OC compared with D, glycaemia, total cholesterol and triglycerides values (−40 per cent; p = 0.007, 27 per cent; p = 0.007 and −27 per cent; p = 0.0019). In erythrocyte, liver, kidney, heart, muscle and brain, thiobarbituric acid reactive substances contents were respectively, (−19 per cent; p = 0.03, −32 per cent; p = 0.002, −20 per cent; p = 0.04, −68 per cent; p = 0.003, −74 per cent; p = 0.0003 and −38 per cent; p = 0.04). In erythrocyte, SOD, GSH-Px and CAT activities were respectively, (+14 per cent; p = 0.01, +74 per cent; p = 0.012 and +34 per cent; p = 0.0009). In the liver, kidney, heart and muscle, SOD activity was respectively, (+31 per cent; p = 0.004, +12 per cent; p = 0.038, +43 per cent; p = 0.001 and +23 per cent; p = 0.18). GSH-Px activity was respectively, (+121 per cent; p = 0.0009, 89 per cent; p = 0.0006, + 95 per cent; p = 0.008, +71 per cent; p = 0.02 and +26 per cent; p = 0.01), in the liver, kidney, heart, muscle and brain. Catalase activity was (+21 per cent; p = 0.008) in the liver, (+88 per cent; p = 0.0002 in the kidney, +53 per cent; p = 0,002 in the heart and 83 per cent; p = 0.00004 in the muscle).

In diabetic rats, OC reduces hyperglycaemia induced by STZ and attenuates triglyceridemia and cholesterolemia. This residue is able to decrease the oxidative stress by increasing the antioxidant enzymes activity in erythrocytes and tissues. The high contents of phytoconstituents present in OC are considered to be responsible for this effect.