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The findings of the UK prevalence study of abuse and neglect among older people provide unique opportunities for adult protection systems to consider possible changes to their priorities, activities, services and publicity. This article reports first on the contribution of adult protection coordinators to the design and execution of the research. It then sets out potential uses for the evidence provided by the study by the adult protection community in the UK. The article outlines some of the media reactions to the study that adult protection workers will also have to understand and navigate. It concludes with some suggestions for future research and service development in the UK context.

Although a majority of mentally disordered offenders have substance use problems (Wright et al, 2002), as yet there have been few attempts to understand the human and financial cost of this problem in forensic mental health services. The current study examined the effect of a drugs and alcohol programme (Derry, 2005) on re‐admission rates. As would be expected, patients with a history of substance misuse were found to be more likely to use drugs and alcohol on discharge. This group of patients were found to be at increased risk of re‐admission to forensic mental health services. Patients who participated in a 24‐session cognitive behavioural substance use programme were found to spend significantly more time in the community (89%) than those who did not (77%). These initial findings suggest that treatment for drug and alcohol problems can be effective in reducing re‐admission rates, and warrants further investigation.

Although established theoretical models suggest that race differences in physical health are partially explained by exposures to environmental toxins, there is little empirical evidence to support these processes. We build on previous research by formally testing whether black–white differences in self-rated physical health are mediated by the embodiment of environmental toxins.

Using cross-sectional data from the National Health and Nutrition Examination Surveys (2007–2008), we employ ordinary least squares regression to model environmental toxins (from urine specimens) and overall self-rated health as a function of race and ethnicity. We employ the Sobel test of indirect effects to formally assess mediation.

Our results show that non-Hispanic black respondents tend to exhibit higher levels of total toxins, lead, and cadmium in their urine and poorer physical health than non-Hispanic whites, even with adjustments for age, gender, and socioeconomic status (SES). Our mediation analyses suggest that blacks may exhibit poorer physical health than whites because they tend to embody higher levels of cadmium.

Research limitations include cross-sectional data and restricted indicators of SES.

This study contributes to previous work by bridging the fields of social epidemiology and environmental inequality and by formally testing established theoretical models.

The article outlines the background to the recently commissioned UK national study of the prevalence of elder abuse and explains the methodology adopted in Stages 1 and 2 of the research. This is being funded by Comic Relief with co‐funding from the Department of Health and carried out by a team of researchers at King's College London and the National Centre for Social Research. Stage 1, the development work, was completed in autumn 2005. Stage 2, which began in March 2006, is a national survey of the private residential population of the United Kingdom.

“It is generally accepted that the food industry must be scientifically based to cope with the problems, particularly of public health, which arise as new processes of growing, manufacturing, packaging and preserving food depart even further from traditional ways.”

Globally, traditional and online doctoral programs face difficulties with student persistence and progression. An online doctoral school implemented a first-year program sequence taught by a cadre of 20 specialized faculty members who engage in best practices to assist students in persisting and progressing toward program completion.

This qualitative program assessment using content analysis examined the program effectiveness of one online doctoral program's first-year program sequence. Two research questions guided this program assessment, they were: RQ1. Based on online doctoral students' perspectives, what motivators contribute to online doctoral student persistence and progression in an online doctoral program? RQ2. How do online faculty contribute to online doctoral student persistence and progression? Data collection included myriad of program metrics: content area meetings (CAMs); closing the loop assessment data; faculty and student end of course survey data; and faculty and student semistructured interviews.

The resultant themes indicated that students are motivated by support from family, friends and religious beliefs; and students persist based on support from fellow doctoral students and faculty members. Additional themes revealed that faculty members motivate students through building faculty–student relationships, individual coaching, providing university resources and through clarification of program requirements; and faculty members perceive that face-to-face doctoral residencies greatly contribute to student persistence and progression through interpersonal interaction and through improved clarity.

Implications of this program assessment have far-reaching impact on how doctoral granting institutions can structure small cadres of faculty to develop interpersonal relationships with doctoral students with focus on support and development.

This paper aims to demonstrate the variety of ways institutions and their libraries approach student success both conceptionally and operationally.

Librarians from eight different institutions of higher education were given a series of questions about student success on their campuses and in their libraries. They responded with written essays describing their experiences and perspectives.

The contributed pieces in this second installment are collected together and a variety of ways the academic library engage with “student success” are discussed. Initiatives include high-impact practices, fostering academic rapport and creating a sense of belonging, experiential learning and creative spaces and professional development.

These examples help to observe what is happening throughout higher education and see potential paths forward at the institutions engaged in this work.

It's no surprise that the early 1980s have witnessed a resurgence of interest in etiquette books, since that's that usual reaction after a period of loose morals. The current vogue features the New Right, short haircuts, and proper behavior, a predictable backlash after the “Age of Aquarius,” the hedonistic 1960s: the age of love‐ins, be‐ins, and smoke‐ins. Two bestselling etiquette books in particular have parlayed this social milieu into commercial success: Miss Manners' Guide to Excruciatingly Correct Behavior (1982), and Eve Drobot's Class Acts (1982). Ms. Drobot, a Canadian journalist, realizes that those of the tribal 1960s have “shucked blue‐jeans in favor of 3‐piece suits: we are junior members of law firms…we have to take clients out to lunch, attend cocktail parties, and travel on business.”

Outlines the dissatisfaction of US accountant graduate employers in relation to graduates’ communication and problem solving abilities. Cites that technical abilities are good and reviews prior research in this area. States that whilst progress is being made in training and graduates are in fact stronger than in previous years, employers’ expectations have yet to be reached. Argues that this may be that other countries are developing their training at a faster rate. Advocates a strong partnership between academics and businesses.