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Older adults in prison present a significant health and human rights challenge for the criminal justice system. To date, there is no known study that provides a comprehensive examination or portrait of older persons in prison. The purpose of this paper is to understand individual, family, system, and community vulnerabilities that can complicate successful community reintegration for these individuals.

This study provides a cross-sectional, descriptive analysis of biopsychosocial, spiritual, and prison use characteristics associated with a sample of 677 older prisoners, aged 50+, in a state-wide prison system.

Results indicate the extent of diversity within this population based on demographic, clinical, social, legal profiles, prison service use patterns, and professional and personal contacts.

Due to the diversity within this population, an interdisciplinary approach is needed to address the complex social and health care needs of an aging prison population and to plan for their reentry.

These findings suggest the need for holistic prevention, assessment, and interventions to interrupt the social-structural disparities that foster and support pathways to incarceration and recidivism.

The human rights implications for the current treatment of older adults in prison include providing in-prison treatment that promotes safety, well-being, reconciliation, and seamless bridges between prison and community for older adults and their families. The True Grit Program is presented as an example of a humanistic and holistic approach of such an approach.

This chapter charts the recent evolution of research focused on reflective supervision provided to practitioners delivering services to young children and their families through early intervention programs. The authors explore research focused on defining reflective supervision, identifying five essential elements or “active ingredients” of reflective supervision as a professional development model and demonstrating the impact on practitioners. The impact studies described in this chapter have produced empirical data demonstrating an increase in reflective supervision behaviors as a result of participation. In addition, the studies provide qualitative accounts of practitioners’ experiences, conveying positive effects on intervention practice and reduction of practitioner job stress.

The way of thought and vision and memory is that they often come upon you unexpectedly, presenting nothing new but usually with a clarity and emphasis that it all seems new. This will sometimes happen after a long period of indecision or when things are extremely difficult, as they have long been for the country, in most homes and among ordinary individuals. Watching one's life savings dwindle away, the nest‐egg laid down for security in an uncertain world, is a frightening process. This has happened to the nation, once the richest in the world, and ot its elderly people, most of them taught the habit of saving in early youth. We are also taught that what has been is past changing; the clock cannot be put back, and the largesse—much of it going to unprincipled spongers—distributed by a spendthrift Government as token relief is no answer, not even to present difficulties. The response can only come by a change of heart in those whose brutal selfishness have caused it all; and this may be a long time in coming. In the meantime, it is a useful exercise to consider our assets, to recognize those which must be protected at all costs and upon which, when sanity returns, the future depends.

In November 2001, Scott Carlson, in the Chronicle of Higher Education wrote an article on library use titled “The deserted library: As students work online, reading rooms empty out—leading some campuses to add Starbucks” (Carlson, 2001). The essence of this chapter is that many librarians, facing dramatic declines in library gate counts resulting from the wealth of electronic resources accessible remotely, were beginning to move away from traditional conceptions of the library as primarily a repository for print collections. Carlson describes the “tough sell” that the Georgia College and State University in Milledgeville had experienced when planning a $19.5 million library addition in the mid-1990s. In response librarians had begun “fighting back” with “plush chairs, double-mocha lattes, book groups, author readings.” Still, no one knew whether these stratagems would enhance learning or bring its readers back.

To evaluate the impact of an interactive online tutorial aiming to improve student citing and referencing practice.

Action research involving three cycles of activity: identification of the most frequently occurring errors made by new undergraduates and postgraduates following instruction in citing and reference practice given in the autumn of 2002; creation of the tutorial for use by the same students in spring 2003, with the quizzes contributing to a portfolio assessment for the undergraduates. Comparison of the students’ performance before and after using the tutorial, monitoring through WebCT tracking facilities and usability tests with dyslexic students; adoption of the tutorial as the standard departmental practice, repeating the monitoring activities to compare the results with the previous year.

The results of the first cycle of activity showed a high number of errors, despite the instruction received by students, and the need to start the tutorial at an unanticipated basic level. The students responded positively to the tutorial and some improvements in practice were identified, although the tracking facilities revealed limited use by some undergraduates. Comparison of the errors made in 2003‐2004 with those of 2002‐2003 showed improvements all round.

Some of the improvements may be accounted for by the change of practice part way through the previous academic year and other interventions.

The methods used will inform others wishing to carry out and evaluate online learning initiatives. It shows a qualified success in the use of online learning for this purpose.