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The purpose of this paper is to compare the rates of chronic illness, disability and access to care between older and younger inmates who took part in a large epidemiological study in New South Wales, Australia.

Data are presented from a cross-sectional study based on a sample of inmates from correctional sites in NSW. The inclusion of results here was guided by the literature with regard to their relevance to older people, and older inmates in particular.

Results indicate that a higher proportion of older inmates suffer a range of chronic illnesses, with prevalence often many times higher than that of younger inmates. Older inmates are more likely to be classified as disabled and have a disability which impacts their mobility. Older inmates also reported accessing medical services in prison more recently than younger inmates and were more likely to have seen both nurses and general practitioners.

Older inmates appear to be considerably more resource intensive than younger inmates. The increasing proportion of inmates who are classified as older thus poses a pressing challenge to those working in the carceral space and, in particular, those responsible for providing healthcare to incarcerated people.

The impact of aging prisoners on resource demand has yet to be effectively measured. This study provides an important first step towards that goal.

This study aims to consider how lesson study (LS) supports international graduate assistants (IGAs) teaching in settings that are culturally different from their own prior experiences as learners.

The authors used a single-case design to understand LS, including two IGAs and a domestic GA teaching at a US university. Data sources include audio recordings and field notes from LS sessions and lesson observations, data collected from online interactions, and individual interviews.

Qualitative analysis indicates IGAs felt their instruction improved as a result of participation, and they incorporated instructional practices aligned with norms in their new context. Through practical work with a narrow focus, IGAs collaborated with one another and with a more-experienced other. This created a context that reduced IGAs' cognitive dissonance, resulting in transformative teacher learning.

The findings suggest LS might provide supports for transformative learning for IGAs and other teachers, especially when they experience cognitive dissonance, such as that caused by culturally different classroom expectations.

This paper speaks to the identified need for supporting IGAs' understanding of values and norms undergirding pedagogy in their new contexts.

Published statistics about the size of the market for online services are rarely presented with any provenance and are frequently full of errors. The statistics used in preparing this paper present a partial view, that of online supply services to the United Kingdom. From July 1987 to December 1988 the authors monitored the expenditure on online services of representative panels of users in universities, polytechnics and public libraries, chosen because it was felt that public‐funded bodies would be more amenable to supplying usage data than private sector organisations in industry and commerce. The authors intend, in future investigations, to include this larger, more high‐spending sector.

This research investigated the use of two relatively new technologies, abrasive flow machining (AFM) and stereolithography (SL), to minimize the time to develop a finished prototype. Statistical analysis was used to determine effects of media grit size, media pressure, build style, build orientation and resin type on flatness, material removal rate and surface roughness. Results indicated that media pressure, grit size, and build orientation were significant in at least one of the experiments performed. Scanning electron microscope (SEM) images showed the stair‐stepping effect of the SL process before AFM and the removal of the stair‐stepping after AFM. The SEM images showed a lack of typical AFM flowlines on the surface and suggested that the workpiece material is removed by brittle fracture. Data dependent systems analysis techniques were also used to study the surface roughness profiles.

Leader-centred teaching has often taken as normal a cyclical pattern of business, which Marques (2014) argues is no longer the appropriate model. The purpose of this paper is to examine the current leadership curriculum paradigm and the case for an alternative pedagogy which better caters for the messy reality – without recurrent patterns or historical certainties – that global organisations and their business leaders currently often have to deal with. In particular, it addresses implications for the “hero” model of leadership.

The empirical findings are elicited through a combination of case studies, qualitative surveys and action research methods which include organisational development which encourages leaders to develop skills and capability to enquire into and work with their own group processes and design. Arts-based methods, such as poetry, music, painting, sculpture or music are offered as a means to help cultivate the leader’s creative potential and reach into those vulnerable places which often remain hidden amongst traditional didactic methods of facilitation.

The empirical findings call for a deconstruction of the hero leader through increasing reflexivity to help leaders understand their own feelings, reactions and motives. It encourages bespoke leadership competencies which can be adapted for individuality. This suggests that contemporary leaders and managers first need to understand what capacities and deficiencies they have as individuals, and second how to build an appropriate mix of skills through understanding and reflecting on their own individual experiences and actions.

The paper introduces an approach to leadership training which takes account of the demand for organisations to serve a social purpose, and the need for effectively leading a workforce where the power of the individual is growing with millennials pushing this and questioning the very premises of corporate behaviour and economic and social principles which guide it. It acknowledges that the demands on leaders are shoulder-buckling at the best of times but proposes that business school teaching on leadership must address the messiness of reality and offer means and ways of thriving in spite of such chaos.