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The purpose of this study was to learn lessons from North America on housing an ageing population, both in terms of supporting people to “age in place”, and available options for those who need/wish to move.

The project, funded by the Winston Churchill Memorial Trust, comprised a six‐week travel fellowship to the USA and Canada to meet with housing professionals from the public and private sectors and find out about best practice initiatives and efficient models for housing older people.

This report is written in two parts. This, the first, considers models which are successfully facilitating individuals and communities to support each other to age in place, for example, the Beacon Hill Village model which has taken off in the USA in a big way. Technology can, and will, also play an important role in enhancing the lives of older people in the future, but housing is really about people and it will be people who will make the real difference on this issue.

This was a unique opportunity to learn lessons from North America on how to effectively meet the needs of the older population, now and in the future.

This paper comes from workshop activities and structured reflection by a group of artists and researchers who have been using artistic practice within research projects aimed at enabling researchers to collaborate with communities. The paper aims to discuss these issues.

Three out of four in the group have a practicing creative background and their own studio/workshop space.

Artists are often employed – whether in schools or research projects – to run workshops; to bring a distinctive set of skills that enable learning or collaboration to take place. In this paper the authors reflect on the different meanings and connotations of “workshop” – as noun (as a place where certain types of activity happen, a bounded space) and a verb (to work something through; to make something together). From there the authors will then draw out the different principles of what artistic practice can offer towards creating a collaborative space for new knowledge to emerge.

Key ideas include different repertories of structuring to enable different forms of social interaction; the role of materal/ality and body in shifting what can be recognised as knowing; and the skills of “thinking on your feet”, being responsive and improvising.

The authors will conclude by reflecting on aspects to consider when developing workshops as part of collaborative research projects.

The vast majority of political scandals reported in the news center around male politicians. Yet, when women are involved, the nature of the scandals and coverage are sometimes different. Whereas powerful men are rarely, if ever, accused of “sleeping their way to the top,” powerful women frequently are. What happens when women politicians are involved in a scandal that blurs the lines between corruption – i.e., abuse of public authority for private gain – and a simple moral transgression? We designed an original survey experiment to assess participants’ responses to a Congresswoman having an extramarital affair with someone who has the power to advance her career. We find that participants are less likely to suggest they will punish Congresswomen at the polls for involvement in a simple “morality” scandal than for the scandal that blurred the line between a sex and corruption scandal. Moreover, we observe that political conservatives are more likely than liberals to punish the hypothetical Congresswoman, indicating that some voters' negative reactions to women politicians are motivated by concerns about sexual morality, and not necessarily by a perceived abuse of power for professional gain.

This paper aims to give an insight into the process behind Payment by Results (PbR) by looking at the detail involved in the pilot areas for Recovery PbR for drug services. Questions asked include how PbR could work in practice, the national outcomes by which providers will be measured, the Co‐design process and a brief comparison to PbR in alcohol and mental health. An illustrative case study from one of the PbR pilots is included to provide further detail.

The paper was written by a member of the Co‐design group for the PbR pilots and used first‐hand anecdotal knowledge of the process and a former government civil servant with first‐hand experience of PbR in development. The minutes of previous co‐design and steering group meetings were referred to for further details and the NTA was consulted to ensure factual accuracy. The approach was to provide a factual breakdown of PbR and let readers come to their own conclusions about the topic. PbR is still in early stages and it would be inappropriate to pre‐judge the success at this stage.

A number of discussion points centered around the differences between the pilot areas, i.e. whether they were a prime provider or multiple provider model, whether they are including tier 4 (residential rehab), and if pilots are choosing to include an employment outcome. As mentioned before, it is too early to pre‐judge the success of PbR and the pilots – the paper aims to provide information for the reader, who may draw their own conclusions.

This is a substantial paper looking at PbR from the perspective of the pilot areas – a lot of the information is as up‐to‐date as possible in terms of where pilots are in their development. It is a valuable starting point for anyone who wants to understand PbR and its wider implications. It also provides practical information for commissioners and providers who are interested in what PbR will look like in practice.

This paper aims to discuss the importance of delivering high-quality education to allied health and fitness professionals around physical activity for people with intellectual disabilities.

The clinical training and experience needs of allied health and fitness professionals are examined in relation to knowledge and skills around physical activity levels and people with intellectual disabilities.

The training of allied health and fitness professionals may not be adequate. Current training does not appear to provide professionals with the skill set and suitable experiences to appropriately support people with intellectual disabilities to be active.

Key training areas for allied health and fitness professionals are outlined.