How Will You Hear My Voice? The Development of Indigenous-Centred Supported Decision-Making for Mental Health Service Users in Aotearoa New Zealand

There is an urgent need in the delivery of mental health services to incorporate a more human-rights oriented approach, and promote supported decision-making, whereby individuals are supported their own mental health decisions based on their will and preferences.  Aotearoa/New Zealand’s current Mental Health Act enables the use of compulsory treatment, which breaches both international obligations under the Convention of the Rights of Persons with Disabilities and the principles of Te Tiriti o Waitangi (the Treaty of Waitangi), the covenant between Māori and the Crown which demands partnership and equity and the principle of self-determination for Māori.  Mental Health Advance Preference Statements (MAPS) have been identified as a tool to promote supported decision-making and allow people a voice in their own care. This paper examines the foundations of a new project which is Māori-centred and co-produced with stakeholders, including tāngata whaiora who experience mental distress and those who work and research mental health services. The aim of this project is to create and implement culturally appropriate and locally relevant MAPS-type tools and then evaluate the impact of implementation. It is posited this will lead to improvements in health and equity, particularly for Māori

Risk and Capacity: Does the Mental Capacity Act Incorporate a Sliding Scale of Capacity?

The law places considerable weight on the question of whether a person has, or lacks, mental capacity. But approaches differ over whether and how capacity assessments should be sensitive to risk. Should a more stringent test be applied where risk is high? The question has generated considerable debate among bioethicists and jurists. In this paper, we review the literature and consider the standard of capacity defined in the Mental Capacity Act 2005 in England/Wales (MCA). While the MCA has been extensively discussed, the question of whether it adopts a ‘sliding scale’ for assessments of capacity has not been squarely addressed. We review the knotty legal history of the statute regarding this issue, and argue that the MCA is best understood as adopting neither a risk-ability nor a risk-evidence sliding scale. We show that the MCA nonetheless accommodates risk-sensitivity in capacity assessment in at least three different ways. The first derives the MCA’s approach to decision-specificity, the second from a risk-investment sliding scale, the third from what Law Commission once described as a ‘general authority’ for carers to act. We argue that the resulting approach steers around two objections that critics have levied against sliding scales for capacity assessment

Noah's Benches

This project features 12 out of 19 unique benches, each inspired by secret, real-life locations across Europe. These installations highlight the crucial need to preserve our natural beauty within the ever-evolving landscape of urban environments. In a fast-paced world, these peaceful spots invite us to pause and reflect, providing necessary moments of quiet amidst the hustle and bustle of city life.  Research suggests that spending time sitting in nature improves both mental and physical health (Hart, 2016). With the constant pressure our environment faces from urban pollution, spaces like these become essential for human well-being. I worry about the future of these locations and fear that they may one day fall victim to development, much like many others before them.  Although I can’t disclose the exact locations, I chose each site because they have served as places of peace at different points in my life. For this reason, I have deliberately released only four of the coordinates, as these specific sites are currently protected by local groups and landowners. By highlighting these select installations, I hope to raise awareness about the value of our natural spaces and advocate for their preservation for future generations. Embracing nature within our cities is vital, and we must strive to protect these little oases in our urban landscape. The illustration style I chose reflects how I perceive nature—structured and organized by straight lines with an underlying grid system.  Hart, J., 2016. Prescribing nature therapy for improved mental health. Alternative and Complementary Therapies, 22(4), pp.161-163. 

Utilising Virtual Reality for Enhanced Police Training and Development

Utilising Virtual Reality for Enhanced Police Training and Development The use of Virtual Reality (VR) in policing degree programs offers a transformative approach to teaching various elements of modern policing, from digital investigations to domestic violence scenarios[1]. VR provides immersive, 360-degree environments that simulate real-world scenarios, allowing students to experience situations in a classroom they might encounter as police officers. This experiential learning enhances engagement and knowledge retention compared to traditional lectures or role-playing.[2] VR can create simulated crime scenes involving digital devices, allowing students to practice forensic techniques in a safe and controlled environment. They can learn to identify, evaluate and collect, digital evidence, such as computers, mobile phones, USB’s, SIM cards and other digital devices.[3] VR can simulate domestic violence scenarios, enabling students to practice de-escalation techniques, assess risk factors, and understand the dynamics of abusive relationships. This can be particularly valuable in developing empathy and improving decision-making in high-stress situations.[4] One key aspect is a focus on the efficiencies of conducting VR in a simulated environment rather than a real-world setting. This eliminates physical room setup challenges and allows for individual participation at a time, which can be scaled to save time, space, and resources. Additionally, it supports reflective practice, as there is no requirement to be on location. However, it is important to acknowledge that this approach may not be suitable for everyone, and alternative options—such as a URL-based solution—should be available to ensure inclusivity. In today's economic climate, cost and time efficiency are crucial. Solutions can significantly reduce training overheads by reducing the repetitive time instructors spend facilitating scenario-based role-play activities. VR has the potential to transform policing education by providing immersive, realistic, and engaging learning experiences. By incorporating VR into their programs, universities can better prepare students for the challenges of modern policing and equip them with the skills and knowledge they need to serve their communities effectively. The workshop will showcase how these VR scenarios provide a safe and controlled environment for students to learn and practice essential policing skills, enhancing their preparedness for real-world challenges. We are eager to gather feedback from participants on their experiences with these VR scenarios. This feedback will be invaluable in further refining and improving the use of VR technology within our policing education programs. We would welcome the opportunity to discuss this all further through the workshop and explore how these approaches could be implemented effectively. After a hands-on demonstration of the differing platforms and scenarios, we invite participants to engage in further discussion to explore the effectiveness and practicalities of implementing these approaches.       [1] College of Policing. (n.d.). Using virtual reality to educate students about staying safe. Retrieved from https://www.college.police.uk/support-forces/practices/using-virtual-reality-educate-students-about-staying-safe. [2] Meyer, O., et al. (2019). Virtual reality for police training: A systematic review. Computers in Human Behavior, 92, 278-291. [3] Jarmon, L., et al. (2021). Virtual reality training for digital forensics investigators. Digital Investigation, 36, 101062. [4] Antser. (n.d.). Antser VR Programme for Frontline Policing. Retrieved from https://www.antser.com/antser-vr-programme-police/

Bridging design prototypes (BDPs) : A design tool to research and resource sustainable, equitable, flexible learning

To support digital access and equity, human-centred design (HCD) has been recommended to facilitate the construction of culturally sensitive, accessible, and flexible learning. The bridging design prototype (BDP) approach is an HCD method, used to advance novel educational practice in K-12 and distance higher education. BDPs are fully functional rapid prototypes of resources/technologies that educators accept to incorporate in real activities with their students. Early adoption of a BDP enables a classroom community to participate and play a critical role in a design process, which makes them suitable to investigate needs and emergent practices in a sustainable and respectful manner. This approach is comprised of six principles underpinned by concepts drawn from: human-centred product development, user-centred design, inclusive design, participatory design, and a theory for meaningful learning. The first set of principles help to understand who we are designing for and the second set of principles help to implement resource features. BDPs are useful in projects seeking community design, bottom-up adoption, decentring external designer participation, and enabling users to become designers. A walked through example on the implementation of a BDP is used to illustrate how this framework is used for prototyping resources that engage educators, students, and support staff in meaningful and engaging experimentations.

Perspectives on Performance: The Value of Introducing Two-Way Appraisals in Law Clinics to Create an Authentic Learning Experience

In the practice of law, appraisals are recognised as an important part of the performance management process. In this practice report, we discuss the introduction of a ‘two-way’ appraisal process in our clinical legal education (“CLE”) modules. This paper argues that an appraisal process can provide a valuable opportunity for tutors to offer students formative feedback, whilst also acting as a forum for tutors to receive invaluable feedback from students about their experience of working in a University Law Clinic. We argue that in addition to being a rich source of feedback for both students and supervisors, ‘two-way’ appraisals increase the authenticity of the student learning experience and can develop student employability. Drawing on the authors’ experience of introducing an appraisal process in Lancaster University’s Law Clinic, this practice report provides practical tips to introduce an appraisal process in CLE modules and a discussion of both the benefits and the limitations. The authors also reflect on the student view of participating in an appraisal by considering the results of a small-scale ethically approved survey with third year and postgraduate Law Clinic students

Exploring AI and the future of digital learning through fiction

Introduction. The increasing integration of AI in higher education necessitates nuanced discussions, to move us beyond simplistic utopian / dystopian narratives (Bearman, Ryan & Ajjawi, 2022; Hermann, 2023). These binary views significantly influence perceptions, design, and development of AI, often overlooking crucial social contexts.  The assumption that technology offers easy solutions (Andrews, 2015), coupled with a sense of technological inevitability, ignores critical concerns about dehumanization (Reid, 2014), loss of agency, and the potential for exacerbated inequalities (Blythe et al., 2016). By creatively imagining future uses of AI (Selwyn, 2020; Houlden & Veletsianos, 2023; Cox, 2021), we can gain critical insights into the present, creating proactive engagement with the practice and politics of digital technologies in higher education, rather than passive acceptance. Aims for the session. The workshop uses a participatory workshop format centred around creative writing prompts, using the relatable example of AI agents. AI agents are systems delegated to independently make decisions on our behalf (Maedche et al., 2019). These systems have the potential to support productivity and free up time for more meaningful work (Khaokaew et al., 2022). The workshop posits that using fiction offers a unique space, detached from current realities, to examine underlying perceptions about this emerging technology. Our questions are: What do the fictional writing tasks reveal about participants’ expectations and hopes for AI agents in learning? How do participants envision changes to the core dynamics of teaching and learning, such as personalisation, or collaboration? What values emerge from participants' fictional narratives as important for guiding the development and use of AI agents in education? Expected outcomes. Building on findings from prior workshops (Dixon & Cox, 2025), we anticipate that the fictional prompts will enable participants to articulate their hopes and concerns more openly than traditional formats. We expect participants' responses to reveal a complex interplay of anxieties (e.g., job displacement, algorithmic bias, eroded human connection) and aspirations (e.g., enhanced personalised learning, increased accessibility). By surfacing these often-unspoken concerns, the workshop will create thoughtful dialogue about the ethical and practical implications of AI in digital learning. Plan for engagement. The workshop will include a brief overview of the research and an explanation of the fictional prompt activity. Participants will engage in several short writing exercises, followed by sharing their reflections in a facilitated group discussion. We will conclude by exploring the usefulness of fiction in this context. Consent will be sought to analyse the anonymised written responses for a future research article. The findings will contribute to understanding the perceptions and limitations of AI agents, empowering stakeholders to adopt a purpose-driven rather than technology-first attitude to technology implementation

Ethnic Disparities in Sentencing in England and Wales: Review of Recent Findings

Following the 2017 Lammy Review, research into ethnic disparities in sentencing in England and Wales has intensified. This article reviews the main findings from recent studies, focusing on the robustness of evidence, areas where disparities are most prevalent, gaps in the literature, and potential solutions. Ethnic disparities are less severe and more offence-specific than previously reported. There are no substantial differences in custodial sentence length, while for the probability of receiving a custodial sentence, disparities are concentrated primarily among drug offences. However, such disparities cannot be fully explained by statistical bias, suggesting a degree of direct or indirect sentencing discrimination. Sentencing disparities appear consistent across most minority groups. However, intersectional analyses reveal nuanced patterns; for instance, white male offenders require over 50% longer criminal records than black male offenders before crossing the custody threshold, while no significant differences are observed between black and white female offenders. Notably, socioeconomic factors, such as area deprivation, do not seem directly linked to ethnic disparities, although deprivation independently influences sentencing outcomes. Several gaps remain in the literature. Multivariate analyses focused on magistrates’ courts, where most sentences are imposed, are lacking. Qualitative research is also needed to explore disparities in areas like drug offences, male ethnic minority offenders, and assessments of mitigating factors. Current efforts to mitigate disparities should be expanded to include more structural solutions, such as increasing funding for legal aid, improving the quality of pre-sentence reports, and ensuring community services for addiction, mental health, and employment are universally accessible

Optimising Lat Activation: A Comparative Analysis of Grip Width in the Bent-Over Barbell Row

The aim of this study was to understand the effects of grip variation on muscle activation for the latissimus dorsi (LD) in the bent-over barbell row (BOBR). The consensus of surrounding literature is undecided, but still there is a general belief a wider grip warrants a greater level of LD activity. 20 active male (age, 21.1 ± 1.05 years; stature, 179.6 ± 7.73cm; mass, 86.1 ± 7.40kg) university students performed a narrow (100% biacromial) and wide (150% biacromial) grip variation in the BOBR using an experimentally determined load of 60% one repetition maximum (1RM). Three trials of five repetitions were analysed for each grip type. Surface electromyography (sEMG) for both LD was recorded. Root mean square (RMS) was captured at the peak of each repetition. sEMG amplitude (mV) was greatest in WG set 3 > WG set 2 > WG set 1 > NG set 3 > NG set 2 > NG set 1. Paired t-test analysis revealed a wide grip to elicit greater muscle activity than a narrow grip (p < 0.01). A significant difference was also found between limbs (Left = 0.455 ± 0.294, Right = 0.361 ± 0.209). Our findings suggest, despite fatigue warranting a greater level of activation, LD activity will always be greater at a wider grip width. Our findings also suggest muscle imbalances are prominent in young active males, meaning one limb often compensates for the other during BOBR