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Frank Warburton assesses the government's new 10‐year drug strategy. He takes as a benchmark the guidance given to crime and disorder reduction partnerships in Delivering Safer Communities. Against this benchmark he finds the strategy wanting in several areas. These include a lack of analysis, a limited evidence base and unclear targets. These failings are due, in part, to the strategy's attempts to address several different audiences and do several different jobs simultaneously.

With a general election due shortly, this article sets out the main platforms of the three main political parties and discusses some of the central proposals and their implications. Policies from all parties are being trimmed to take account of anticipated reductions in public expenditure and have tended to focus on traditional areas of policing and prisons. They also focus on questions of accountability and implementation ‐ the how as opposed to the what things are done. The implications for academics and practitioners are, whatever government takes office later this year, to not only see if it is able to achieve beneficial outcomes but also to start testing its delivery mechanisms against evidence.

The eighteenth- and nineteenth-century fur trade in the United States and Canada that sent hundreds of thousands of furs to Europe and China relied on “Cheap Labor” and the abundance of “Cheap Raw Materials,” that is to say, living beings such as sea otter, land otter, beaver, and seals. Native American labor, procured by and paid through trade goods in a kind of “putting out” piece-rate system, was cheap partially because their lives were maintained/reproduced through traditional agricultural or hunting and gathering economies. The commodification of fur-bearing animals led to their sharp decline and in some cases near extinction. Cheap labor and cheap living beings interacted dynamically in unison to enable capital accumulation under mercantile capitalism. At the very end of the nineteenth century, fur farming as a petty capitalist enterprise became common in Canada and the United States, and more recently has expanded greatly in China.

This paper aims to offer a case study for teaching specific systems thinking competencies that promote leadership for systems change. It uses leadership as a novel way to identify and organize systems thinking competencies that are important for successful multistakeholder collaboration.

Qualitative and quantitative approaches were used to assess learning outcomes across four cohorts of graduate students – with approximately 30 students per cohort – from 2017 to 2020 in the USA. The study examined a one-month-long assignment, out of a year-long program, that focuses on systems leadership for climate change.

Our findings demonstrate that higher education programs can successfully build these competencies in sustainability students and professionals. Our pedagogical approach enhances students’ systems thinking and leadership competencies.

We advance the understanding and teaching of systems thinking by integrating it with the direction, alignment and commitment model of leadership. Reframing systems thinking through the lens of leadership offers an important innovation and focus to the theory of systems thinking, and the pedagogy of building competencies sustainability professionals need.

Health scientists and urban planners have long been interested in the influence that the built environment has on the physical activities in which we engage, the environmental hazards we face, the kinds of amenities we enjoy, and the resulting impacts on our health. However, it is widely recognized that the extent of this influence, and the specific cause-and-effect relationships that exist, are still relatively unclear. Recent reviews highlight the need for more individual-level data on daily activities (especially physical activity) over long periods of time linked spatially to real-world characteristics of the built environment in diverse settings, along with a wide range of personal mediating variables. While capturing objective data on the built environment has benefited from wide-scale availability of detailed land use and transport network databases, the same cannot be said of human activity. A more diverse history of data collection methods exists for such activity and continues to evolve owing to a variety of quickly emerging wearable sensor technologies. At present, no “gold standard” method has emerged for assessing physical activity type and intensity under the real-world conditions of the built environment; in fact, most methods have barely been tested outside of the laboratory, and those that have tend to experience significant drops in accuracy and reliability. This paper provides a review of these diverse methods and emerging technologies, including biochemical, self-report, direct observation, passive motion detection, and integrated approaches. Based on this review and current needs, an integrated three-tiered methodology is proposed, including: (1) passive location tracking (e.g., using global positioning systems); (2) passive motion/biometric tracking (e.g., using accelerometers); and (3) limited self-reporting (e.g., using prompted recall diaries). Key development issues are highlighted, including the need for proper validation and automated activity-detection algorithms. The paper ends with a look at some of the key lessons learned and new opportunities that have emerged at the crossroads of urban studies and health sciences.

We do have a vision for a world in which people can walk to shops, school, friends' homes, or transit stations; in which they can mingle with their neighbors and admire trees, plants, and waterways; in which the air and water are clean; and in which there are parks and play areas for children, gathering spots for teens and the elderly, and convenient work and recreation places for the rest of us. (Frumkin, Frank, & Jackson, 2004, p. xvii)

My talk about methods of recording loans is going to be limited to those used in special libraries, although the purpose for which a loan record is made is the same in both public and special libraries. Basically the librarian wants to know (1) what items are out on loan, (2) to whom these items have been lent and (3) what date they should be returned. A public librarian is eager to find a system which, whilst giving these essentials, cuts down to a minimum the time spent by a borrower in waiting for his ticket. Thus various systems have been introduced, the Westminster Token System, photocharging, and audiocharging, as variants on the more usual Browne system.

L. Dee Fink proposes that different and more significant kinds of learning should be created in higher education to transition student outcomes from simply “learning” to “significant learning,” and these new types of learning should be situated within significant learning experiences (Fink, 2003). Fink also identified a taxonomy of significant learning that included six components: integration, foundational knowledge, application, human dimension, caring, and learning how to learn. Using Fink’s Taxonomy of Significant Learning as a framework, the authors will share the development of a course on navigating the US Healthcare System that resulted in significant learning outcomes for students completing the first semester of a four-year Doctor of Pharmacy curriculum. Each learning experience will link to a component of the taxonomy and will serve as the mechanism for the authors to share the development and implementation associated with each aspect of the semester-long course. The assessment structure of the course is described in detail. The authors present one or more learning experiences to illustrate each component of Fink’s Taxonomy. Finally, lessons learned from the development and implementation of the course are presented to guide programs considering implementation of a similar significant learning experience.

Charles Oscar Hardy (1884–1948) was a well-known though perhaps not leading monetary and financial economist of his time. He was and is important enough, however, to be remembered and studied a half century later (see Frank G. Steindl, Monetary Interpretations of the Great Depression, Ann Arbor, MI: University of Michigan Press, 1995; J. Ronnie Davis, The New Economics and the Old Economists, Ames, Iowa: Iowa State University Press, 1971; and Allan H. Meltzer, A History of the Federal Reserve, 1913–1951, Chicago, IL: University of Chicago Press, 2003). Educated at Ottawa University, Kansas (AB, 1904) (a private university affiliated with the Baptist Denomination) and the University of Chicago (Ph.D., 1916), he taught at both schools as well as at the University of Iowa. He was Vice President of the Federal Reserve Bank of Kansas City, had a long-term association with the Brookings Institution, and was a frequent advisor to government agencies. Working when the gold standard was in effect, he discerned instability as the likely consequence of excessive gold stocks and resultant credit expansion. An advocate of central-bank monetary management, he worried over limits to its power to create monetary stability because of shifts in the balance of trade and in long-term investment, and called for major reform of the gold standard. Subsequently, he advocated activist monetary and fiscal policy. Hardy also contributed to the development of the theory of risk and uncertainty, a field dominated by his colleague, Frank Knight.