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This paper aims to present a thematic analysis of student nurses’ experiences of an innovative collaboration between a mental health Recovery College and a nursing faculty, where Recovery College trainers’ expertise in co-production and peer facilitation were foregrounded. The aim of this study is to understand how nursing students experienced being peer facilitators of well-being workshops for fellow students following training with Recovery College trainers.

Thematic analysis of qualitative data from eight semi-structured interviews and a focus group with 15 participants.

The overarching theme that emerged was “The process of being a student Peer Facilitator”. Six themes emerged from the data: “What we brought”; “Conceptualisation”; “Adaptation”; “we’re giving them the tools”; “What we gained”; and “Development”.

Mental health nurse educators could forge collaborative relationships with Recovery College colleagues with a broader remit than service users’ “lived experience” of mental distress. Student nurses should be given opportunities to be peer facilitators and draw on their lived experience as student nurses as means of addressing their and their peers’ mental health.

Original findings were that the student experience of being a peer facilitator was different to their other experiences in education and clinical practice. They drew on their lived experience throughout and found that they learned skills to address their well-being through supporting other students to improve theirs.

This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being.

Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach.

Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging.

University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students.

The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.

Sustainability reports (SRs) could be viewed as organisational measurements of sustainability performance. The purpose of this paper is to discuss how well SRs are measuring and communicating sustainability and how reporting could be assessed and improved by presenting a maturity grid based on quality management principles.

Quality management students have assessed publicly available SRs. A total of 55 student assessments have been analysed by the author and used to indicate how understandable reports are. Quality management principles and input from the student assessments have been used to propose a maturity grid for sustainability reporting quality.

The indication is that SRs are not easy to interpret. The word sustainability aspect used should be replaced with impact on vital stakeholder needs. Guidelines for analysing reports could be improved by using process focus to clearly describe scope of reporting as the entire value chain.

Results are limited to assessing how sustainability is measured. How sustainable the organisations are is not assessed. The research is ongoing, and the proposed matrix is preliminary needing validation and further modification.

The proposed maturity grid for sustainability reporting forms a good basis for further development of SRs and the critical review of them.

Results indicate a need to report sustainability in the entire value chain and to focus more on vital stakeholder needs such as poverty and climate change.

The paper discusses a field of synergies between quality and sustainability management, which is important but still sparingly researched.

WE tell our students to concentrate on policy rather than practice, and this I propose to do here. But I am sure that librarians are interested in the way in which our policy is implemented, so there will be some account of our selection procedures. Some questions of principle will be examined as they arise from the facts given; others will be left to later sections of this paper.

With this number the Library Review enters on its ninth year, and we send greetings to readers at home and abroad. Though the magazine was started just about the time when the depression struck the world, its success was immediate, and we are glad to say that its circulation has increased steadily every year. This is an eminently satisfactory claim to be able to make considering the times through which we have passed.

That the health of the body is very closely connected with the nature and quantity of the food we take is a statement in the nature of a self‐evident proposition. When we desist from eating food, starvation sets in after a longer or shorter period, according to the individual; when we eat too much or drink too much, distressing symptoms as inevitably supervene. Moreover, the quantity of food or drink consumed is not the only factor. The quality also is a matter of supreme importance, as in cases of malnutrition, while the various forms of blood disease, more or less loosely classed together as anæmia, appear to be associated to some extent with the question of nourishment. Without going so far as extreme partisans do who would seek to prove that all diseases are ultimately due to the consumption of unsuitable food, as witness, for instance, the views of the more advanced vegetarians and fruitarians, who attribute cancer and other maladies to the eating of meat, it is obvious that a very close connection exists between the health of the body and the nature of our food supply.

Summarizes the results of an evaluation of an interactive multimedia program designed to inform young adults on the physical and behavioral consequences of excessive use of alcohol. The sample of 710 participating undergraduate students were referred to the university because of some violation of code of conduct regarding alcohol use. Of these, 610 students were assigned to use of an alcohol harm reduction computer program versus writing an essay on responsible drinking. Analysis of alcohol expectations found that the software users, as compared to the comparison group, reported significantly more changes in expectations about alcohol post‐intervention and intentions to change behavior towards greater safety and responsibility. Such an approach is potentially (in terms of resources) available on a campus for this type of educational programming and has the advantage of targeting students during a teachable moment introduced through a university sanction. Suggests that computer supported programs might evolve to be an effective method for health education.

This paper aims to report a case study in flexible learning with multicomponent blended learning mode in an undergraduate chemistry course. Traditional chemistry courses usually include lectures, tutorials and laboratory sections. For a course “Advances in Organic Synthesis” at undergraduate level, it consists of advanced information in organic chemistry such as reaction mechanisms, asymmetric catalysis, retrosynthesis and applications in synthesis of natural products. This course is a difficult subject and requires deep understanding of contents. After learning this course, students should have comprehensive knowledge in advanced strategies of organic synthesis and have an ability to apply them to real cases. This “flexible learning with multicomponent blended learning mode” was implemented by the authors to enhance student engagement and self-motivation in their studies.

The authors hoped to enhance students’ engagement in “flexible learning” – a mixed concept with “blended learning” and “flipped classroom” – and called this approach as “multicomponent blended learning mode.” Blended learning combines face-to-face and e-learning components with interactive Web-based components and technical experimental videos were developed. The knowledge integrated in different components provides a natural environment to link the different synthetic methods together, which help students to get a better understanding of the complicated knowledge and strengthen their skills. For flipped classroom, students participated in the case studies of the organic synthesis and shared their findings to other classmates in oral presentations.

In this study, both course evaluation score and students’ academic performance in the “multicomponent blended learning mode” were increased significantly when comparing with traditional teaching methods in 2011. It was found that students’ engagement and their self-motivation in learning were enhanced.

The positive feedback from the students and the enhancement of their academic performance supported the value in this research. Besides, most universities in Hong Kong have suspended all face-to-face classes and conducted all teaching in online mode during COVID-19 outbreak. As the multicomponent blended learning mode of this course has already been conducted for eight cohorts, the authors are confident that this feature can minimize the sudden change in the learning habits for the students. As social factors and individual variations in students’ learning and study mode may affect the learning outcomes, these interactive multicomponent e-learning components in this special period make students excited when they can study and digest the knowledge according to their own pace.

Purpose – The purpose of this chapter is to trace the history of the cultural myth that children, especially boys, experience an abrupt heterosexual awakening during pubescence, from its origin during the 1950s to the present, with particular attention to a decrease in the age posited for such an awakening, from fourteen or fifteen to eight or nine or even earlier, until finally children are presented as heterosexually desiring from birth.

Methodology – The methodology is a content analysis of a sample of mass media texts starring or featuring prepubescent or pubescent boys, including films, television programs, comic books, comic strips, and juvenile novels, appearing in the United States between 1950 and 2007.

Findings – The rapid decrease in the age is correlated with an increased visibility of lesbian, gay, bisexual, and transgender (LGBT) adolescents, leading to the conclusion that it results from an attempt to privilege heterosexuality by making it appear a natural, inevitable outcome of biological maturation that is absent until puberty, whereas at the same time addressing homophobic insistence that no juvenile character be presented as gay by ensuring all characters, regardless of age, express heterosexual desire.

Research limitations/implications – The study is limited to a single causal factor, but it illustrates a complex cultural phenomenon, a shift in the way childhood is constructed, so there are doubtless other factors that should be explored. It is also necessary to explore why the change from presumed pubescent heterosexual awakening to presumed constitutional heterosexuality occurred at different rates depending on the race and social class of the character and the medium presented.