During 2001 a dementia care project was undertaken by Juliet Kelly, lecturer/practitioner with the Oxfordshire Practice Development Unit. The findings emphasized the need for better communication and an inter‐professional approach. As one way of meeting these recommendations the Practice Development Unit, in conjunction with the Oxford Deanery, arranged a county‐wide event in January 2003. The event brought together a wealth of experience and expertise in the field of dementia. Over the two days more than 100 people attended and contributed to the learning. What made this training different was that it was led by a theatrical communication company ‘CragRats’ who specialize in using drama as a vehicle for sharing and learning. A script was developed using the experience and expertise of Oxfordshire staff groups. During the day, scenes were acted out after which multidisciplinary groups were able to tease out and discuss the issues raised. The day proved to be very successful and well received. People said that they left with a better understanding of dementia and a new awareness of the support networks that exist. Many commented that they had gained increased awareness of the impact that dementia has on the family of the person with a dementia and of the importance of collaborative working. Copyright © 2005 Whurr Publishers Ltd.

Project OCCAMS (Online Curriculum Consortium for Accelerating Middle School) is a collaboration between the Center for Talent Development at Northwestern University, the Center for Gifted Education at The College of William & Mary, and Columbus Public Schools with a goal of providing accelerated learning in language arts aimed at increasing achievement and increasing participation in advanced courses in high school among students from racial and economic subgroups underrepresented in traditional gifted education services. Using a critical technology theoretical framework that examines the impact of technology on people at the individual, educational, and global levels and addresses questions around appropriate use, accessibility, and impact, project outcomes are explored through an interpretive focus on equity, including impacts on student achievement as well as students’ subjective experiences in the program. Potential implications for broader efforts in the field of gifted education to reduce disproportionality in gifted identification and close opportunity and excellence gaps beyond gifted identification reforms are also explored.

This case study describes how two of the Government's key initiatives have been brought together to drive the integration agenda locally. Practice‐based commissioning is being used in one English county to integrate health and social care practice, and so promote independent living in the community. A model of anticipatory case management is being developed at local level, focusing on individuals identified by use of a standard tool (PARR) as at risk of re‐admission to hospital. Historical barriers to this sort of initiative are being overcome.

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