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This article describes actual UI prevalence and quality of care at Israeli LTC institutions for the elderly. The analysis is based on current regulatory data on 14,406 residents at 196 residential homes, and 8,278 patients at 159 hospitals for the chronically ill. It includes a calculation of summary indices of quality, the percentage of institutions with deficient items and of those showing change, and a description of functional status profiles. Multiple regression explains the deficiency rate variance through independent institutional variables. There is a higher prevalence of severe functional impairment and full incontinence at hospitals for the chronically ill than at residential homes. There were higher rates of deficiencies and lower rates of corrections for structural items than for process items at both. A major improvement occurred for process items (50‐100 per cent). Regarding outcomes, 34 percent of the residents with UI during the first assessment were continent two years later.

Researchers of the history of women teachers have included fiction, as well as memoirs and history, as an important part of that testimony. The aim of this article is to examine the novel, Anne of Avonlea (1925) by Lucy Maude Montgomery as both a source of information about the working life of a woman teacher and, due to the immense popularity of the book, as a shaper of how women understand and enact teaching. Anne is a young teacher in her first posting consisting of a rural Canadian one‐ teacher school. She struggles to resist using corporal punishment in favour of winning her students respect, stimulating their minds and finding a ‘genius’. However, the local community, fellow teachers and her students have different notions of how teachers should behave. Her beliefs are further undermined when in a fit of anger she succumbs to beating one her students. Her reflections on what drove her actions are realistic and contain warnings for contemporary teachers to appreciate the often fragile hold they have on their espoused educational philosophy. Another danger revealed is the unconscious leaking of the shadow side of the psyche in the necessary close but dangerous relationships between students and teacher thereby providing a complex view of what motivates young women to teach and how they approach their work.