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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.

This article describes the findings of research on the housing support needs of people with challenging behaviour, undertaken between 1998 and 2001 and completed in Aberdeen as part of the closure of long‐term hospitals for people with learning disabilities. The problem faced at the beginning of the research was the failure of the traditional models of supported housing to meet more complex and challenging needs. Solutions were required that allowed for choice and which are cost‐effective, provide high levels of support and have flexibility. Key to this was the housing and support model. The findings have enabled Aberdeen to develop flexible solutions offering a range of support options, including the use of assistive technology to enhance support.

The purpose of this paper is to set out and discuss findings from a developmental study, commissioned by the English Department of Health and the charity, Comic Relief, which was commissioned to clarify definitional issues and recommend ways of operationalising key concepts for a prospective survey of abuse, neglect and loss of dignity in the care of older people in residential care in the United Kingdom (UK).

As well as drawing upon their experience and expertise, the authors conducted a review of the literature, held consultation events with a range of stakeholders and undertook in‐depth interviews with international academics and care home residents.

Existing definitions and descriptions vary widely in form and content, are commonly subjective and imprecise and frequently make reference to abstract concepts which themselves need defining. Many of the concepts are also inherently evaluative, unspecific and open to interpretation. The study considered how, in this context, practical research definitions that are clear, unambiguous and widely acceptable to a range of stakeholders could be developed.

The study took a UK focus and the review of literature was confined to the English language. Further research might usefully extend discussion about definitions cross‐culturally. The interview samples were small and should not be considered to be representative.

The paper identifies key issues in defining the perpetrator. It focuses on the concepts of trust and intentionality, the responsibilities of the care home and multiple perpetrators and makes practical proposals for operationalising the “perpetrator” in research. Recommendations from the study were positively received and have directly informed the Government‐funded research programme in England.

This paper provides a critical assessment of academic and policy approaches to population ageing with an emphasis on the baby boomer cohort and constructions of late‐life identity. It is suggested that policy towards an ageing population has shifted in focus, away from particular social hazards and towards an attempt to re‐engineer the meaning of legitimate ageing and social participation in later life. Three themes are identified: constructing the baby boomers as a force for social change, a downward drift of the age associated with ‘older people’ and a shift away from defining ageing identities through consumption, back towards work and production. The paper concludes with a discussion of the implications for future social and public policy.

This paper aims to spark dialogue regarding what it takes to lead well as a university leader post-pandemic. While much has been written about the future challenges facing universities, not a lot has been written about the kind of moral courage that is required to lead them. There never has been a more important time for strong leadership from university presidents; leadership that supports human flourishing and learning in all its forms.

Discussion focuses on the role of presidents in leading the post-pandemic university. The author speaks from experience on the need to restore well-being, community, and capacity for a more hopeful and resilient future.

This study makes a case for a post-pandemic university needing to be marked by courage and humanity. Students are looking for universities to align with what they care about and what is relevant to their experience and future. Responsibility falls to leaders within the academy to restore well-being, community and capacity across the university.

Leading a university as president, at the best of times, is a complex and rewarding role. Leading during a global pandemic could hardly get more challenging. It is hoped that this paper will generate additional discussion as to what it means to lead well in the academy.

The author’s experience having led a university through one of the most challenging times in our history may provide a perspective for colleagues and future leaders of the university sector.

This paper aims to provide evidence to suggest that private social and environmental reporting (i.e. one-on-one meetings between institutional investors and investees on social and environmental issues) is beginning to merge with private financial reporting and that, as a result, integrated private reporting is emerging.

In this paper, 19 FTSE100 companies and 20 UK institutional investors were interviewed to discover trends in private integrated reporting and to gauge whether private reporting is genuinely becoming integrated. The emergence of integrated private reporting through the lens of institutional logics was interpreted. The emergence of integrated private reporting as a merging of two hitherto separate and possibly rival institutional logics was framed.

It was found that specialist socially responsible investment managers are starting to attend private financial reporting meetings, while mainstream fund managers are starting to attend private meetings on environmental, social and governance (ESG) issues. Further, senior company directors are becoming increasingly conversant with ESG issues.

The findings were interpreted as two possible scenarios: there is a genuine hybridisation occurring in the UK institutional investment such that integrated private reporting is emerging or the financial logic is absorbing and effectively neutralising the responsible investment logic.

These findings provide evidence of emergent integrated private reporting which are useful to both the corporate and institutional investment communities as they plan their engagement meetings.

No study has hitherto examined private social and environmental reporting through interview research from the perspective of emergent integrated private reporting. This is the first paper to discuss integrated reporting in the private reporting context.

Elementary classroom teachers can infuse social studies into the curriculum by integrating history, civics and English/language arts. Elementary teachers can bundle close reading, critical thinking and text-based writing within historical inquiries using accessible primary sources with engaging secondary sources.

This article reports the successes and struggles of one fourth-grade teacher's theory-into-practice interdisciplinary unit. The month-long, history-based inquiry integrated close readings of primary and secondary sources to scaffold and refine students' text-based writing about the oft-ignored interconnections between two Civil Rights icons who never met.

Findings included the import of historical inquiries within the elementary grades, students' abilities to scrutinize and extract meaning from dozens of sources and the value of revision for text-based writing, particularly its impact on the clarity, criticality and complexity of students' writing.

The inquiry's length, use of repeated readings, bulk of curricular resources and integration of revision are each comparably unique within the elementary social studies research literature.

There’s something quite noble in the raison d’etre of an organization which says it “dedicates itself to humanity’s quest for longer, happier, healthier lives” – as Pfizer, the world’s biggest pharmaceutical company, proudly proclaims it does.

By “political economy” I mean both the method of thought and the body of knowledge which refer to human economising behaviour. The body of knowledge includes both theory — theorems, laws, empirical generalisations, etc., and “facts” — history, description of institution, statistical data, etc. By “Christian theology” I mean both the method of thought and the body of knowledge which refer to the human religious understanding of Jesus of Nazareth. “Religious” here implies awareness of, or belief in, God. The body of knowledge may include pre‐Christian religion (such as that reported in the Old Testament), and the results of independent inquiry (such as natural theology) in so far as these are interpreted by, or “refracted” through what theologians call the “Christ event”.