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This case study aims to understand the experience of care from a patient/carer perspective and to describe how the method can be replicated to address gaps in evidence relating to integrated person-centred care.

The case study was constructed using data extracted from personal diaries and medical records kept by a person with a complex condition, correspondence with family from the last 18 months of life and interviews with the carer and long-term conditions coordinator. The number of professionals or teams involved in providing care from statutory services, the third sector, and private providers were counted to understand the ecosystem of care. The number of contacts was plotted by provider and purpose of care. The type of care and hours of respite were estimated. A protocol was developed to assess the feasibility of replicating the data and analyses used.

There were 35 care providers from the public, private and the third sector, demonstrating that only the patient or carer can identify the ecosystem of care. The majority of care was for respite and on average, the carer provided four hours of care per every respite care hour. The method was replicated successfully.

The case study formed the basis of a workshop that brought together health care professionals from the public services and the third sector. The discussion led to the identification of gaps and areas where greater coordination between providers would benefit patients.

The case study method combines contemporaneous patient and carer sources of data and health service activity to create a detailed account of care at the end of life. The approach addresses gaps in person-centred evidence for the development and evaluation of integrated palliative and end-of-life care.

Palliative care requires integration between services, organisations and the community. A series of community engagement programmes, named “Listening Events”, were conducted across the Isle of Man. The aim was to involve the community in the development of Hospice strategy by sharing their views on the future of palliative and end of life care.

Three Listening Event programmes were conducted in community settings, secondary schools and the Isle of Man’s University College. The investigators facilitated discussions on current knowledge of Hospice services, what would matter to people should they need to use these, and how Hospice could best serve the community in the future. Participants and investigators noted thoughts and comments. Data were analysed using thematic analysis.

In total, 899 people participated from across the community. Main themes surrounded effective care, person-centred care and integrated care. Most themes agreed across the three programmes, despite some nuances.

The results were used as an evidence base from which Hospice Isle of Man’s new strategy was derived in order to ensure that it aligned with the community’s needs. By initiating conversations and discussions in the community, the Listening Events may have also increased understanding about hospice care.

This paper intends to examine the behaviors autistic individuals display during police encounters, determine if there are differences in those behaviors by age and gender, then examine if any behaviors cluster or frequently co-occur.

Using data from the Survey of Parents and Caregivers of Individuals with autism spectrum disorder and focusing on a subsample of respondents who report that their autistic loved one has had prior police contact, the authors examine the frequency and clustering of behaviors displayed by autistic individuals during police encounters. The authors use chi-square tests of independence to examine age and gender differences and latent class analysis to assess behavioral clustering.

The findings show that many behaviors that autistic individuals display during police encounters are associated with social communication and interaction difficulties, such as failure to maintain eye contact and difficulty answering questions. Many of these overlap with police training on deception, compliance and passive resistance. Moreover, the authors find that there are age differences in two behaviors, fidgeting and not responding to one's name. Lastly, the authors find that many of these behaviors cluster in unexpected ways, adding a layer of complexity to encounters between the police and autistic individuals.

Training police officers, autistic individuals and their loved ones on interactions with the police is critical for positive outcomes. Without details on what occurs inside a police encounter, constructing those trainings is difficult. While this study provides only a small glimpse into police encounters with the autistic community, it is a first step toward understanding these multifaceted interactions better.

The purpose of this paper is to understand young children’s knowledge of visual literacy elements as well as their ability to comprehend newly introduced visual literacy concepts. The study also examined existing support for visual literacy programs from parents and educators.

The study explored the knowledge of basic visual literacy elements of young children enrolled in two private schools in the New York City metropolitan area. The authors interviewed 17 children, aged four to six years old, about fine art paintings using a semi-structured interview format. Children’s responses were qualitatively analyzed to determine their initial level of visual literacy and their ability to learn and retain the concepts of visual literacy after receiving basic instruction. The children’s educators and parents completed online questionnaires that were quantitatively analyzed to determine their level of support for visual literacy programs.

The findings show that young children exhibited extensive knowledge of simple visual literacy elements (color, shape, line), and limited understanding of more abstract elements (perspective and salience). Children’s knowledge of visual elements improved after instruction. Parents and educators expressed support for incorporating visual literacy instruction in early childhood education.

The study relied on a sample of children and adults drawn from two private schools. The sample’s demographics might have affected study findings. More studies are needed using a larger and more diverse sample.

The study suggests that young children are ready to receive instruction on visual literacy elements using art images. Children reacted positively to the images and were engaged in the discussions about them, supporting the use of fine art paintings as an instrument to introduce visual literacy concepts to young children. Survey of children’s parents and teachers indicated strong interest in, and support for such programs.

With the increase of visual information production and consumption, it is important to introduce visual literacy early in life. The study advances research in methods for developing visual literacy instruction for young children.

There are no previously reported studies that have examined pre-kindergarten children’s knowledge of basic visual literacy elements and reactions to visual literacy instruction.

This chapter explores the numerous considerations that an external examiner (EE) of an undergraduate degree within a further-education (FE) college must be mindful. There may be the perception that our academic experience of lecturing within a university equips us with the knowledge to collaborate with colleagues within an FE institution. However, this is valid only to a certain point. There is a spectrum of contrasts between the higher education (HE) and FE environments that are reflected within the comparisons that this chapter highlights between the teaching-and-learning experiences. If we think back to the original purpose of an EE (where Oxford scholars were invited by Durham University to provide external guidance in the nineteenth century), we can appreciate the key task of an EE and its aim: to assess the comparability of student achievement. The landscape of HE has changed considerably since then, and now undulates with numerous opportunities for learners to gain a HE qualification. It is this difficulty in assessing comparability that an EE of a HE course within an FE environment must be willing to acknowledge. The fact that the student-and-learning experience varies wildly in HE and FE muddies the waters for the EE: how can comparableness be assessed?