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This paper aims to report on a structured attempt to develop new directions for research into telecare. Current research evidence suggests that telecare in the UK is not optimally cost-effective and does not deliver better outcomes than more traditional forms of care and support. To address this problem, an analysis of expert opinion about future directions for research is provided.

Two electronic surveys of UK based academic experts were conducted. Participants were drawn from a range of professional disciplines, including medicine, social care, occupational therapy and social policy and identified were by their contribution in this, or allied fields. The first survey included nine questions intended to identify at least one new research question that could form the basis of a funding proposal to the Nuffield Foundation, which provided “seedcorn” funding to support this work. Ten themes were identified following thematic analysis. The second survey asked participants to prioritise three of these themes.

Key themes emerging as priority areas for future research were as follows: the role of assessment in ensuring technology deployment meets the needs of service users; ethical implications of technology and how these might be addressed in the future; and the use of end user co-production/co-creation approaches in the development of new assistive technologies and digital enabled care.

The findings are based on academic expert opinion; perspectives of practitioners, service users and family members are unrepresented.

The findings of this study could contribute to development of new directions for telecare research, and future strategic funding decisions in this rapidly changing field.

Evidence for sub-optimal outcomes for telecare requires new thinking. The authors are not aware of any other study that offers an analysis of expert opinion of fruitful areas for new research into telecare.

Japan, the world’s “oldest” society, has adopted intergenerational care programmes as one solution to the challenges of caring for its growing population of people living with dementia. Many countries are drawing inspiration from these intergenerational programmes, but research exploring factors influencing intergenerational care practice and how far these programmes can be translated in other countries is more limited. This paper aims to explore how environmental design features are used to support intergenerational initiatives in Japan. By examining four case studies, the paper illustrates how intergenerational engagement can be enabled and supported through environmental design.

The research adopts a qualitative methodology, using observations, workshops and photographic elicitations within four case study sites: two residential care facilities, a community centre and supported housing scheme and a restaurant staffed by people with dementia.

Two key themes emerge: encouraging community engagement through intergenerational shared spaces, and the role of intergenerationality in supporting social and economic participation. The paper concludes with a discussion of some of the key principles through which other countries can translate lessons gained from the Japanese experience of intergenerational programmes into their own health and social care systems.

This paper provides international evidence of the role environmental design plays in supporting the development of intergenerational relationships among people with dementia and the wider community. Intergenerational engagement is community engagement; therefore, promoting community engagement is essential to promoting intergenerational care practice. Environmental design can play a key role in providing affordances through which such relationships can develop.

This paper aims to examine how Chinese multinational enterprises’ (CMNEs) autonomy-style post-merger integration (PMI) modes of managing developed-market targets evolve into actual-form integration through the lens of ambidexterity.

This study adopts multi-case comparisons with content analysis. A data set was collected from 37 conversations by in-depth interviewing 29 respondents regarding four cases of Chinese acquisitions in the German market.

This study develops a three-stage framework that theorised CMNEs’ autonomy PMIs’ evolution to actual-form integration over time and the effect on acquisition value based on structural, temporal and contextual ambidexterity manifestations. The findings divide the evolutionary trajectory into two sub-trajectories, from great autonomy to autonomy-integration balanced or full integration, to illuminate the effect of different degrees of actual-form integration on value creation or value destruction.

The existing literature on CMNEs’ PMI discovered that CMNEs frequently grant ample autonomy when managing targets acquired from developed markets. However, long-term acquisition benefit is dependent on combining autonomy and actual-form integration; insights into how this can be accomplished are limited. The research is unique in that it reveals the evolutions of CMNEs’ PMIs on developed-market targets, from autonomy to actual-form integration through the lens of ambidexterity.

To provide practitioners of information management with an overview and framework to explore the various controversies associated with the methods of traditional methods of voting with electronically enhanced voting via the internet (I‐voting). The current paper is centered on the assumption that I‐voting is the next logical step in applying online information‐gathering and retrieval technologies to the field of e‐government.

A review of the applied literature on electronically enhanced voting methods with potentials associated with internet voting, as well as from practical experience, resulted in a basic model for discussion of the emergent nature of I‐voting.

I‐voting would reduce the cost for staffing polling stations, and also the funds needed to pay for voting machines. I‐voting could also reduce the number of errors made by both the voters and the electoral administrators, and allow for easier adoption of uniform standards in the ballot format, since it could be transmitted via the internet from a central election agency to all local and regional polling places. Bridging the digital divide and internet security issues may be the most important barriers that must be overcome if I‐voting becomes a viable option in the USA.

It may be years, if ever, before a truly secure, relatively risk‐free internet service, such as I‐voting, is developed. However, despite the controversies associated with election fraud, the numerous current voting systems that are in place suffer from the same problems associated with online informational exchanges; but, for the most part, nations still conduct their businesses and the political systems are still relatively stable.

Owing to recent voting débâcles in the USA, the public is demanding a more reliable and secure method of voting. Currently, many nations are moving more toward electronically enhanced voting methods with the long‐term goal being internet voting. Unfortunately, there are heated debates about the pros and cons of handing over the right to vote, using a system that is prone to security risks from outside sources.

In the short term, there should be increased interest in establishing national and international standards for testing and certification of electronic and I‐voting systems and their IT‐infrastructure. It is a basic premise of the present study that voting online increases voter participation, which can only be viewed in a positive light.

This paper aims to describe the results of a qualitative case study of three beginning elementary teachers’ knowledge-in-practice of multicultural science education.

Data included interviews, focus group discussions, audio-recorded lessons and daily field notes through the course of a month-long summer science program. Data were coded deductively using a framework of receptivity and resistance, and then coded inductively to determine themes within each category of data.

Analysis revealed three key elements of teachers’ knowledge-in-practice: positive perceptions of teaching for social justice, practices that overlooked students’ perspectives and practices that discounted race and culture in science.

Insights from this case study respond to the well-documented need to address the gap between knowledge and practice in multicultural science education by revealing potential roadblocks and guideposts useful for bridging this gap.

This practitioner article uses human rights education (HRE) to frame issues of social justice, particularly anti-Black racism, depicted in the film Till. Teachers cognizant of the need to address racism in American history often struggle to find resources that are accessible and meaningful for their students (Howard and Navarro, 2017; Vickery and Rodriguez, 2022). Furthermore, the use of film in social studies instruction can be an engaging way for students to develop conceptual knowledge and grapple with sensitive issues in history education (Stoddard, 2012).

Till (2022) is a powerful film that teachers can use to pursue anti-racist goals in their classrooms, and HRE provides an approach to analyze a horrible manifestation of racism in American history as well as frame larger systems of injustice. By using widely accepted standards of human dignity, such as the Universal Declaration of Human Rights, teachers can address dimensions of oppression and inequality with a more “neutral” or objective approach.

Given the current political climate that instills fear in educators who teach about racism, HRE can empower social studies teachers to engage students in analysis of a dominant force in American life.

The lesson plan offered in this article includes a film viewing guide, enrichment opportunities and an activity that connects themes in Till and the Civil Rights Movement to human rights concepts.

The current environment of misinformation is causing expensive and negative consequences for society. Fake news is affecting democracy and its foundations, as well as newspapers and media companies that aim to combat this “pandemic.” In order to effectively provide accurate information, these companies are in need of a workforce with specific attitudes, skills, and knowledge (ASK). However, several studies show that students either do not have those ASK or have poorly developed them, indicating the need for better media literacy skills. Given that such skills are often not taught in school, nor is there a way for students to efficiently obtain them and tangibly show them to future employers, we propose a model ¹ that enhances the way students learn and how we measure such learning. Journalism students – enrolled in liberal arts, general studies, and humanities – have the potential to be upskilled and become the new critical thinking and fact-checking force needed to neutralize misinformation and foster a healthy society. Our model applies learning science and behavioral research on feedback and intrinsic motivation to foster students' ASK through a digital apprenticeship model that uses structured activities together with mentorship and feedback. Students participate in the creation of digital products for the journalism and news media industry. This prepares them for the types of tasks they will be required to perform in the job market. The digital apprenticeship matches students with the proper mentor, peer, and professional network. Students' work is compared against professional news media production to generate feedback, improve quality, and track progress. During the digital apprenticeship, students receive the ASK-SkillsCredit, a digital badge, which serves as a “nutritional” fact label that displays how students created the media content, the level of efficacy of the apprenticeship, and the standard of journalism quality of the piece. Lastly, we propose to enhance existing learning management systems to capture and promote a learner's profile data and expose aligned opportunities in news media outlets.

There is an increasing awareness that higher education (HE) institutions face significant challenges in managing and supporting students as they transition into university life. If HE institutions struggle to achieve this important aim, this can lead to an increase in student drop-out. This can of course present significant financial implications and challenges and worse still, result in mental health challenges in students. The concept of Mental Toughness (MT) has been shown in a substantial number of investigations, to develop our understanding of why some people might be more vulnerable to these pressures than others. Importantly, it provides both a means of identifying those people and insights about ways they can be best supported. This chapter proposes a well-researched MT framework to facilitate and support universities with these challenges and highlights three key strategies for managing this successfully.