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The aim of this paper is to describe and detail a new workforce initiative developed by a third sector organisation: the Multi-Modality Practitioner (MMP) approach, in the provision of support for individuals and families presenting in the community with multiple and varied needs.

This paper presents a case study on a third sector organisation’s pioneering workforce initiative – the MMP approach.

The MMP approach has been developed as an alternative to existing approaches designed to address “single issues”, providing those working in the fields of health and social care and beyond, with a range of technically eclectic interventions from different modalities and approaches, to enable them to appropriately meet the needs of individuals and families presenting with multiple needs.

This case study is limited to providing a rationale for the development of the MMP approach and a description. It does not include any formal analysis as a future evaluative paper will report on an independent theory-based examination of the MMP approach via Theory of Change and Contribution Analysis methodologies.

This case study describes the innovative role that the MMP approach as a workforce innovation plays in meeting multiple needs in the community when deployed as either a stand-alone approach, or one that can be integrated with existing community-based services including, but not limited to, mental health, employability, addiction, housing, homelessness, public health and child and family services.

The MMP approach constitutes a disruptive, pionneering, client-centred, workplace innovation that is trauma-informed, relational, strengths-based and continuity of care focused, capable of supporting individuals and families with multiple needs, negating onward referral and with potential to reduce demand on public services. It also provides those working in a range of health and social care roles with the opportunity to expand their therapeutic repertoire through high-quality, multi-skilled training in evidence-based and societally important, technically eclectic interventions drawn from a range of modalities.

Pluralistic practice and multimodal theories have been in existence for over two decades, the MMP approach however, whilst sharing some of these concepts and philosophies, differs in that it provides those trained in the approach with a ‘toolkit’ of interventions that are technically eclectic, drawn from a range of modalities and approaches and aimed at meeting multiple needs in a pragmatic and accessible manner. Furthermore, the Diploma in Multi-Modality Practice is the first training course of its kind available at postgraduate level.

Branching Out is a 12‐week ecotherapy programme for clients who use mental health services within the Greater Glasgow and Clyde area. Over the course of a year 110 clients attended the programme, of whom 77 (70%) completed the course. In order to ascertain the outcomes of the programme and the elements that appeared to facilitate change, semi‐structured interviews with clients (n=28) and two focus groups with clinicians (n=5 and n=3) from the referring services were conducted.The data gathered therein was analysed using interpretive phenomenological analysis (IPA). From the results, five themes emerged as client outcomes. These were: improvements to mental well‐being, improvements to physical health, provision of daily structure and routine, transferable knowledge and skill acquisition, and increased social networking and social skills development. Three themes pertaining to the service logistics (team building and social inclusion, contrast of environments and work and recognition) emerged as potential explanations for the client outcomes. There was a perception among clients and clinicians that Branching Out represented a ‘stepping stone to further community engagement’. The results reflect a recovery‐oriented approach to health care. The limitations of the evaluation and implications for the future are discussed.

Power without authority is fragile; to be effective, leaders must appear to deserve their positions. This sense of legitimacy is the most important end product of going through Prep school. This sense of legitimacy is magnified by the sense of collective identity that Prep schools generate among their students, and much of the bonding process essential to upper‐class solidarity begins in this institution. This is the social glove that holds together the privileged classes, often at the expense of individuality but to the long‐term gain of upper‐class hegemony.

Multicore Solders Ltd are pleased to announce that Jack Saw, Paul Salmon, Gordon Clarke and Tom Perrett have joined their commercial division. The decision of Billiton Solders, UK, to sell the assets of their profitable solder division to the Cookson group released the aforementioned personnel who will be pleased to maintain their contacts in the industry and offer the same personal service as is the Multicore tradition.

This paper presents the analysis of information collected from numerous patent searches on lead‐free alloys. The significance of claim structure and content is discussed in view of the growing number of lead‐free patents. Patent analysis software was developed to effectively compare over 350 lead‐free alloy patents. A case study was conducted to assess Sn‐Ag‐Cu and special purpose lead‐free candidate alloy intellectual property. The results show that there are a number of patents and patent applications that may affect the use of “popular” Sn‐Ag‐Cu formulations.

Education perpetuates inequality directly, in that messages distributed by schools are linked to student social class. A specific focus on the response of white working‐class and minority students' attitudes to school (in the USA) reveals that elites maintain themselves not only through their own education but also through the education of others; and that those at the bottom contribute to the maintenance of class structure through their own creative response to wider ranging inequalities, and the way these inequalities are mediated in schools.

TOP TITLES, measured by the number of loans from Dumbarton District Libraries last year, were newish books by the following ten authors: Wilbur Smith, Jeffrey Archer, Catherine Cookson, Virginia Andrews, Danielle Steel, C McCullough, Susan Howatch, Desmond Bagley, Belva Plain, Douglas Reeman. (How can anyone be willing to go through life called ‘Belva Plain’?) The most popular non‐fiction writer was James Herriot, and for children (can you guess?), Enid Blyton.

Recently, the public and academic discussion on elite education and the selection of top performers in Germany has led to a renewed controversy about social exclusion and inequality. Consequently, the use of terms such as ‘elite’, ‘excellence’ and ‘intellectual giftedness’ have provoked a debate about the necessity, opportunities, and rejection of educational distinctions. This chapter takes a comparative perspective to examine a private boarding school with a rich tradition, and a relatively new state-run public boarding school, examining their status as exclusive educational institutions, including their selection processes, elite aspirations and educational philosophies. The analysis focusses on how the schools construe themselves as elite and how exclusive membership is created and negotiated within the boarding school context. Using a multilevel qualitative approach and empirical data, this chapter offers findings on mechanisms of elite formation in boarding schools between two poles: the reproduction of an existing elite status and the production of elites from scratch. The analyses show the establishment of a distinct composition of students – either selected by milieu affiliation or by cognitive abilities – resulting in specific processes of coherence and distinction within the school communities. Thus, this chapter makes a contribution to a differentiated observation of new educational hierarchies in Germany.

The paper aims to examine and compare two understandings of liberty that have dealt successfully with the normative and analytical challenge of reconciling liberty with social justice: Philip Pettit's republican liberty as nondomination and Hobhouse's concept of liberty as personal growth available to all. The paper focuses on one particular question: how successful each of these thinkers has been in resolving the tension between voluntariness of action, implicit in the “primary” meaning of liberty (as defined by T.H. Green), with the often heavy demands of social justice policies aiming at social equality and entailing economic redistribution.

The paper analyses two theories of liberty by spelling out the difficulties they aimed to deal with and by assessing the level of success they have achieved in resolving these difficulties, with the objective to demonstrate their originality in the broader context of conceptualising liberty.

The paper criticises Pettit's republican theory from a new perspective and develops an original critique of it; it spells out the achievements of Hobhouse's understanding of liberty in a new light – related to the specific critique of Pettit's republican liberty; and by spelling out the analytical and normative achievements of Hobhouse's liberty as “personal growth available to all” it offers a viable concept of liberty that fits with contemporary conceptualisations but overcomes their shortcomings.

As the project is based on analysing texts that have been easy to access, there have not been significant research limitations.

The two theories of freedom assessed here (the contemporary republican and the “new liberal”) entail some subtle, but potentially significant differences in public policy implications. While both can justify extended state action, the latter could tailor specific policies in a manner more mindful of the well-being of all parties, even those on the wrong side of social justice.

The paper makes an original contribution in three areas: contemporary republican theory of liberty, Hobhouse's theory of liberty and conceptualisations of liberty in general.