This chapter has been written from the stance of a patient and public contributor to mental health research. It examines the role of patient and public involvement in mental health research which has evolved since the mid 1960s and continues to do so. Examining the people, roles and research and providing a definition for the different stages of Patient and Public Involvement, the chapter looks at how these roles interact, the ethics and rationale for involvement, the power relations between the various parties, whether involvement is moving the research agenda closer to preventative health care, and the subject of equality, diversity and inclusion. The difficulties of working with people with serious mental health issues are addressed. Case studies are given to illustrate various points. Subjects such as training and language are included. The complex subject of evaluation and impact and how they can be resolved are raised. Finally, the chapter concludes by inviting the reader to consider what ‘good PPI’ is, and how it is done.

The goal of this chapter is to introduce the concepts of Justice, Equity, Diversity, and Inclusion. It begins with a discussion of the American Dream, the notion that the US is a land of opportunity, equality, and the rule of law, and that anyone can be successful if they work hard. This notion of the American Dream is challenged by evidence and discussed from the perspective of Naima Coster, a Black Latina award-winning author. The chapter reviews some characteristics of minoritized communities in the US, how they experience discrimination and barriers to achieve the dream, and some popular myths about racial/gender progress. The chapter defines Justice, Equity, Diversity, and Inclusion, issues at the heart of demands to make the dream true. Justice, Equity, Diversity, and Inclusion represent a growing field of research, a set of initiatives, and social movements to rethink power asymmetries, how resources and opportunities are distributed, and why social hierarchies are maintained. The chapter includes a Food for Thought section on college student debt and the cycle of poverty. It ends with a discussion of Naima Coster, tokenism, and the need for structural change.

This chapter reads scenes of judging and judgment in Samuel Richardson’s Sir Charles Grandison (1753–54) in the context of debates about the nature and scope of equity as well as the value and limits of the laws regulating familial relations. Through Sir Charles’s and Harriet’s interventions in disputes concerning marriage, custody, and inheritance, the novel affirms the value of equity as the basis for judgments in the Court of Chancery while showing the need to apply equitable principles to everyday life. The central principle underlying Richardson’s equitable jurisprudence is impartiality. Sir Charles’s and Harriet’s ability to assume other perspectives allows them to mediate conflicts in fair and flexible ways without issuing arbitrary or subjective decisions. Richardson’s commitment to equity shapes his experiments with epistolary form, prompting readers to examine conflicts from multiple points of view. Through his accounts of domestic disputes and his formal experiments, Richardson shows the need to extend the era’s equity jurisprudence to rectify injustices enshrined in and fostered by English common and statutory law.

Directors’ duties can be classified into two themes: duties in relation to care and skill, and duties in relation to loyalty and good faith. This chapter is the first of two chapters addressing the duties of loyalty and good faith. These duties fall into two categories: those concerned with the way in which directors exercise the powers and discretions vested in them, and those concerned with the standard of conduct expected from directors. This chapter will focus on the first category, which includes the duty to act bona fide in the best interests of the company and for proper purposes, its counterpart in s 181 of the Corporations Act, and the limitations on directors not to fetter the future exercise of their discretions.

This chapter starts with a discussion of the general law in relation to the duty to act bona fide in the best interests of the company and for proper purposes. The discussion examines how the law developed historically and how it exists today. It then considers s 181 of the Corporations Act, before moving to consider alternative approaches to this area of law, which demonstrate a development of the stakeholder approach to corporate theory.

In this chapter and the next, we will be switching gears to transition to less-technical but more social and governance related issues where satellite remote sensing of water can play a positive role. So far, we have learned up to chapter 10 are technical aspects of satellite remote sensing of water and their applications in water management. In this chapter, we will explore the potential of satellite remote sensing for social justice in water management.

Daily life in cities is often about balance and compromise. Urban densities facilitate things being in close proximity and provide convenience for residents, but they also create an opportunity for traffic congestion and increased social and environmental inequity, and the possibility of lower-density suburban sprawl. To promote urban sustainability, a careful balance of economic development, ecology, and equity is required. In this chapter, four examples of urban sustainability crises and the dramatic response to them are examined. The cases include Miami, US; Oslo, Norway; St. Georges, Grenada; and Shenzhen, China. In each situation, the sustainability crisis emerges from a deeply set awareness of diminishing environmental quality of life and a feeling that the residents’ sense of place is under threat. The drivers of this threat are deeply embedded in social and economic factors. In each city, the policy switch to enhanced sustainability results from an aggressive, multi-scalar effort to alter and redirect the pattern of urban spatial development.

Educators within contemporary Australian educational settings are increasingly being called on to enact their pedagogy in multicultural classrooms, yet pedagogies remain oriented towards a narrow learner cohort. Meaningful inclusion of culturally and religiously diverse learners not only focuses on what is being taught or what knowledge is privileged, but is concerned with how it is taught and from whose perspective. Importantly, it prioritises what learners bring to educational settings – their diverse knowledge(s), languages, values and beliefs; all of which are embedded in their ways of knowing, being and doing informed by their cultural and religious traditions. This chapter aims to support educators in enacting culturally responsive pedagogy, including consideration of learners’ world views, knowledge(s) and ways of knowing, as well as respect for identities and backgrounds as meaningful sources for optimal learning, while simultaneously holding high expectations of them all. Educators will be challenged to examine epistemological and pedagogical diversity in HASS teaching and learning, to further develop learners’ knowledge, values and beliefs towards engaged and informed citizenship.

This chapter includes a systematic review of 111 peer-reviewed articles that were identified through ERIC via EBSCO Host with keywords related to student learning, student achievement, school–university partnerships, and professional development schools. Despite the keyword indicators focused on student outcomes, only twenty articles actually included student learning data, while 36 included data on teachers, teacher candidates, or administrators related to partnerships hoping to improve learning, and 65 articles were descriptive and included no data sources at all. We use a case from our own partnership work to provide a potential framework for future research in School–University partnerships and elaborate on implications for consideration for scholars hoping to link partnerships and their influence on student learning outcomes.

According to the research, white teacher candidates may have negative attitudes towards urban students and schools (Bazemore-Bertrand & Porcher, 2020; Hampton et al., 2008). However, research also finds that carefully designed experiences outside of university classrooms can heighten learning and have a significant impact on preparing teacher candidates to teach in urban school settings (Bazemore-Bertrand & Handsfield, 2019; Porcher et al., 2020; Porcher, 2021). Partnerships between universities and urban schools offer chances to expose teacher candidates to teaching practices that are rooted in diversity, equity, and antiracism which in return prepares them to effectively teach not just in urban schools, but in all schools. In this chapter, the author shares the results of a School–University partnership (SUP) that centered around preparing teacher candidates to teach in urban schools. Specifically, the author described the benefits and challenges regarding designing a SUP with urban schools that center equity and antiracism.

The previous chapters have explored the teaching methodologies and concepts related to different forms of the Arts, as well as methodologies for integration and organisation. However, in addition to being able to teach the Arts, we need to have in place a system for evaluating the teaching process to ensure the outcomes and goals we wish to achieve are met for the learners. There has been a great deal of research to identify specific teaching practices that can improve children’s outcomes. This chapter does not intend to analyse the validity or otherwise of these outcomes, as these are mandated by the various examination and education boards. In part, this is because it is difficult to isolate any specific technique or learning skill that works for individuals because all children have unique and individual learning styles. For these reasons, the focus of recent research has been to isolate general characteristics. This chapter looks at the application of reflective learning tools to enhance teaching of the Arts, as well as inclusion and diversity in the classroom (specifically disability). Its focus, therefore, is to separate teaching from subjective assessment of teachers.