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As part of the Journal's series of profiles of UK organisations working in the field of vulnerable adults and adult abuse the work of the Ann Craft Trust (formerly NAPSAC) is outlined by it's Director and Co‐ordinator. As one of the UK's first campaigning and educational organisations for adult protection, the Trust can justifiably claim some credit for the upturn in awareness and policy development over the last decade.

Far too much weight seems to have been given to the Local Government Board circular which mentioned public libraries as institutions whose expenditure should be examined with a view to effecting economies. This, to the ordinary person, would seem to call on library committees to exercise special care to prevent unnecessary expenditure, and more particularly to see that capital expenditure on new buildings and extensions is not made. The first of these requirements has been common for years; had there been wasteful expenditure, and if librarians had not carefully financed their resources, half the libraries in England would have been bankrupt long ago. The second requirement is just, and would be accepted even by the most unbridled library enthusiast. But local bodies have not been content so to read the circular. They have frequently interpreted it to mean that “libraries must mark time,” are “of small value in peace and less in war,” and the war is being made an excuse by old‐standing opponents of public culture to do as much damage as possible to the library movement.

Commentators have highlighted the growing political and research interest in user involvement, with particular reference to social policy (Kemshall & Littlechild, 2000). Beresford (2002) has noted the tendency to present it as a ‘good thing’ pointing out, however, that it has both liberatory but also regressive potential. At the same time, Barnes (2001) has illuminated the limitations of ‘mainstream’ theory and practice in user participation in their failure to accommodate emotional experience, storytelling and diverse debates, as well as to develop more creative ways of working.This paper describes elements of the above as part of a critical reflection on the experiences of working with older women from a range of communities in research. The focus is on the practicalities of setting up and carrying out the research, though implications for the process of policy‐making are also briefly highlighted.

DoD accidents are classified according to the severity of injury, occupational illness, and vehicle and/or property damage costs (Department of Defense, 2000). All branches of the military have similar accident classification schemes, with Class A being the most severe. Table 1 shows the accident classes for the Army. The Air Force and Navy definitions of Class A–C accidents are very similar to the Army's definition. However, they do not have a Class D. As the total costs of some Army UAVs are below the Class A criteria ($325,000 per Shadow aircraft; Schaefer, 2003), reviewers have begun to add Class D data into their analyses (Manning, Rash, LeDuc, Noback, & McKeon, 2004; Williams, 2004).

This article reports the findings of a national survey of the consultation of people with learning difficulties by social services departments in the development of adult protection procedures and guidelines. The survey also considered the consultation of other service users, carers and family, and staff. Despite the rhetoric of user involvement in adult protection literature, low levels of consultation for people with learning difficulties were found.

Looks at the 2000 Employment Research Unit Annual Conference held at the University of Cardiff in Wales on 6/7 September 2000. Spotlights the 76 or so presentations within and shows that these are in many, differing, areas across management research from: retail finance; precarious jobs and decisions; methodological lessons from feminism; call centre experience and disability discrimination. These and all points east and west are covered and laid out in a simple, abstract style, including, where applicable, references, endnotes and bibliography in an easy‐to‐follow manner. Summarizes each paper and also gives conclusions where needed, in a comfortable modern format.

This article discusses the practice‐based teaching strategies required to assist students to develop interprofessional working capability. A role‐play session is presented as an exemplar, but the teaching strategies described can be equally employed in facilitating reflections on practice in real‐life multiprofessional teams.