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Research in care homes requires the co-operation of care home managers. Noting the challenges faced by the care home sector, the purpose of this paper is to consider ways in which research studies can encourage care home managers and their homes to participate in research.

The discussion is informed by two research projects which are used to explore methods of encouraging managers of care homes to participate in research. One of the studies included interviews with care home managers to understand their reasons for taking part in research.

This paper outlines and assesses three strategies for encouraging care home managers to participate in research: working in partnership, providing payment and providing personalised feedback on findings. Whereas all the strategies have the potential to encourage care home managers’ participation in research, partnership working in particular was found to be fraught with difficulties.

This paper suggests that the research projects could employ any of these strategies to encourage managers of care homes to participate in research. It also suggests that proactive measures could help ameliorate the pitfalls of partnership working.

This paper shows the advantages and disadvantages of using a combination of strategies for encouraging the participation of care home managers in research.

The purpose of this paper is to explore whether relatives of care home residents are best placed to act as “champions” or advocates for their family members, as is often the expectation.

Focus groups and interviews were conducted with 25 relatives of residents in four care homes for older people in the South East of England. Two rounds of focus groups were held in each participating care home: the first was to discuss any issues arising from the care received, or concerns about the home itself; the second was to enable a deeper exploration of the key themes that arose from the first round and explore why relatives, in this case, failed to complain.

Thematic analysis revealed a complex range of emotions experienced by relatives that contributed to a conflict between what they believed to be the correct response and how they behaved in reality, which led to a culture of acceptance. Analysis revealed some relatives were reluctant to “interfere” for fear of possible negative repercussions, thus they downplayed issues in an attempt not to “rock the boat”.

This paper discusses the flaws in the policy emphasis on personalisation and the reliance on family members as advocates, and concludes with suggestions on how care homes may foster an environment where relatives, and indeed residents, feel comfortable to raise issues and concerns.

Extra care housing enables older people to remain in their ‘own home’, while providing appropriate housing and access to health and social care services that are responsive to their needs. This type of provision is very much in line with the government policy of fostering people's sense of control and independence, and is a priority area for expansion. We explored the current levels of development and expansion of extra care housing in terms of the numbers of schemes and places and factors that contributed to and were problematic in its development.

Begins by considering whether the economic theory of the supply, nature and demand for biographies developed by James M. Buchanan and Robert Tollison might apply to this autobiography. Outlines Tisdell’s experiences in his pre‐school years (1939‐1945), at school (1946‐1956) and as a university student (1957‐1963). Covers the period of his first appointment as a temporary lecturer at the Australian National University (1964) and of his postdoctoral travelling scholarship (1965) which took him to Princeton and Stanford and the period of his employment from 1966 onwards. His family and its history are given particular attention.

To report on the 2006 EDUCAUSE Conference held in October in Dallas, Texas

Provides a review of some of the events of the conference.

EDUCAUSE is a non‐profit association whose mission is to advance higher education by promoting the intelligent use of information technology. The programs were designed to help participants tackle current issues and prepare them for future challenges. The conference focused on the theme “Transforming the Academy: Dreams and Reality” and the program included pre‐conference seminars; track sessions; poster sessions; small group meetings; and corporate exhibits, presentations, and workshops.

A conference report of interest to information management professionals, especially those involved with higher education.

The purpose of this paper is to describe leadership, decision making and other community characteristics that support community resiliency following disasters.

Literature review and case study based on participant observation in nine years post-Hurricane Katrina in New Orleans.

Effective leaders promote community resiliency using democratic, diffused decision making, stressing intra-dependence and promoting individual agency and locally-informed decisions. They build upon local networks and cultural bonds – not waiting for disaster but continuously, with flexible readiness framework infused in all efforts.

The paper uses New Orleans’ experiences following Hurricane Katrina to explore how leadership, decision making and other community characteristics can promote resiliency post-disaster – case study extrapolating from one disaster and relevant literature to understand role of leaders in community recovery/re-design.

Changes in global economic and environmental conditions, population growth and urban migration challenge capacity of communities to thrive. Leadership and decision making are hub of wheel in crises, so understanding how leaders promote community resiliency is essential.

Disasters create breakdowns as functioning of all systems that maintain community are overwhelmed and increased demands exceed wounded capacity. Eventually, immediate struggle to limit impact gives way to longer process of re-designing key systems for improved functionality. What contributes to differing abilities of communities to reboot? How can we use understanding of what contributes to that differential ability to prepare and respond more effectively to disasters?

Hurricane Katrina was a uniquely devastating urban event – causing re-design and re-building of every major system. Almost ten years post-hurricane, rebuilding process has provided key lessons about effective leadership and community resiliency post-disaster.