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The Leap Motion represents a new generation of depth sensing cameras designed for close range tracking of hands and fingers, operating with minimal latency and high spatial precision (0.01 mm). The purpose of this paper is to develop virtual reality (VR) simulations of three well-known hand-based rehabilitation tasks using a commercial game engine and utilising a Leap camera as the primary mode of interaction. The authors present results from an initial evaluation by professional clinicians of these VR simulations for use in their hand and finger physical therapy practice.

A cross-disciplinary team of researchers collaborated with a local software company to create three dimension interactive simulations of three hand focused rehabilitation tasks: Cotton Balls, Stacking Blocks, and the Nine Hole Peg Test. These simulations were presented to a group of eight physiotherapists and occupational therapists (n=8) based in the Regional Acquired Brain Injury Unit, Belfast Health, and Social Care Trust for evaluation. After induction, the clinicians attempted the tasks presented and provided feedback by filling out a questionnaire.

Results from questionnaires (using a Likert scale 1-7, where 1 was the most favourable response) revealed a positive response to the simulations with an overall mean score across all questions equal to 2.59. Clinicians indicated that the system contained tasks that were easy to understand (mean score 1.88), and though it took several attempts to become competent, they predicted that they would improve with practice (mean score 2.25). In general, clinicians thought the prototypes provided a good illustration of the tasks required in their practice (mean score 2.38) and that patients would likely be motivated to use the system (mean score 2.38), especially young patients (mean score 1.63), and in the home environment (mean score 2.5).

Cameras offer an unobtrusive and low maintenance approach to tracking user motion in VR therapy in comparison to methods based on wearable technologies. This paper presents positive results from an evaluation of the new Leap Motion camera for input control of VR simulations or games. This mode of interaction provides a low cost, easy to use, high-resolution system for tracking fingers and hands, and has great potential for home-based physical therapies, particularly for young people.

Comprehensive primary health care (PHC) models are seldom implemented in high income countries, in part due to their contested legitimacy in neoliberal policy environments. This article explores how merging affected the perceived legitimacy of independent community health organisations in Victoria, Australia, in providing comprehensive PHC services.

A longitudinal follow-up study (2–3 years post-merger) of two amalgamations among independent community health organisations from the state of Victoria, Australia, was conducted. This article explores the perceived effects of merging on (1) the pragmatic, normative and cognitive legitimacy of studied organisations and (2) the collective legitimacy of these organisations in Victoria's health care system. Data were collected through 19 semi-structured interviews with key informants and subjected to template and thematic analyses.

Merging enabled individual organisations to gain greater overall legitimacy as regional providers of comprehensive PHC services and thus retain some capacity to operationalise a social model of health. Normative legitimacy was most enhanced by merging, through acquisition of a large organisational size and adoption of business practices favoured by neoliberal norms. However, mergers may have destabilised the already contested cognitive legitimacy of community health services as a group of organisations and as a comprehensible state-wide platform of service delivery.

Over-reliance on individual organisational behaviour to maintain the legitimacy of comprehensive PHC as a model of organising health and social care could lead to inequities in access to such models across communities.

This study shows that organisations can manage their perceived legitimacy in order to ensure the survival of their preferred model of service delivery.

Western management philosophy and thought have been around for millennia; however, the supremacy of its concepts and writings has become a subject of criticisms in Africa. There is a huge gap in African management education which calls for redesigning of management curriculum to affirm African social orientation and self-determination that will enable new forms of learning and knowledge required to tackle complex global challenges. The objective of this chapter is to review Western management thought and practice vis-à-vis the existing management philosophy in Africa prior to her colonisation and advocate the need to redesign management curricula. To accomplish the aforementioned objective, this chapter took a historical, reflective and systematic approach of literature review to advance renewal of management curricula in Africa. The analysis began with a review of pre-colonial management philosophy and thought in Africa, followed by a discussion of how colonialism obstructed and promoted the universality of management. This was followed by a review of African traditional society and indigenous management philosophies. The chapter discussed topics that should feature in an African-oriented management curriculum and highlighted fundamental constructs that can be fused into management curriculum of business schools/teaching in Africa. The chapter also made a case for a flexible management curriculum structure that is broader than the conventional transmission-of-knowledge building which views students as passive learners’ by adopting suitable pedagogical tools that will be relevant for knowledge transmission and assessment and also enhance learning and management practices that is culturally fit and relevant to global practice.

Part II and last MECHETTI. Vienna FOUNDED in 1795 by Carlo Mechetti as a dealer; since 1807 in partnership with his nephew, Pietro; the publishing firm styled Carlo Mechetti & Neffe in 1809; after Carlo's death in 1811, Pietro became sole owner; he was succeeded in 1850 by his widow, Therese; c. 1855 the firm was taken over by A. Diabelli & co. (cp. Peter Cappi).

In the case of Poiret & Anor v Seychelles Pension Fund & Anor (2022), the Court of Appeal, the highest court in Seychelles, took judicial notice of the fact that “[c]ommon law relationships are more prevalent in our society than those between married persons.” In this chapter, the author discusses the law relating to common law marriages in Seychelles by focusing on the following issues: the right to form a family (as a background to understanding common law marriages); requirements for a valid common law marriage; and the rights of parties in a common law marriage. These rights include “court granted” rights and “statutory rights” such as property rights (parties invoking the claim of unjust enrichment in the 1979 Civil Code and property orders and succession under the 2021 Civil Code at the dissolution of common law marriages). I also deal with the remedy of unjust enrichment in the context of the 2021 Civil Code; marital privilege (in case where one of the parties in a common law relationship is accused of committing an offence); and termination of a common law marriage. The author demonstrates the measures taken by courts and the legislators to protect some of the rights of people in common law marriages. The author suggests ways in which courts can interpret the relevant provisions of the 2021 Civil Code. Where necessary, the author highlights how courts or legislators in some African countries such as Kenya, Mauritius, Malawi, Tanzania, Sierra Leone, Ghana, Zambia, South Africa, Namibia, Rwanda, and Uganda have approached some of the issues above.

Problem-based learning (PBL) is an instructional format which emphasizes collaborative and contextual learning and hence has favored face-to-face course design. However, with the plentitude of online tools which technology offers nowadays, PBL courses can also be effectively offered to students who cannot physically be present at the campus. The change process from offline to hybrid, blended, or online PBL courses need to be carefully managed and the right combination of technology and learning activities selected from the ever increasing available set. Hybrid, blended, or online courses differ in the amount of integration between offline and online activities. A mixed-method design was used to elaborate on how the different (hybrid, blended, or online) PBL courses can be effectively build and taught to create learner engagement. Twelve people (change agent, instructor, and participants) were interviewed and 82 students filled out a course evaluation form. The data was used to describe how a hybrid, blended, or online course was created and how the instructor and students perceived it. Instructional and change management implications for implementation are presented. Instructional implications deal with the needs of the learner, the role of the instructor, and the importance of sound technology integration in the course. Change management implication highlights the need to foster intra-institutional collaboration.