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The modern motorist rightly expects to use his car under all weather conditions. In fact, its utility is greatest in bad weather. It is, therefore, essential that he—and his wife—should be able to start the engine promptly and drive away in cold weather with the minimum of trouble.

In Canada and parts of the Middle West, temperatures well below 0°F. are not uncommon in winter. In such cases, S.A.E. 10 W. Motor Oils are regularly used and these may even be diluted with up to 15% kerosene to overcome starting difficulties. Dilution is not a very good practice and the use of high V.I. motor oils of low pour point, suitably inhibited to give resistance to oxidation at operating temperatures is preferable.

In a paper presented to a meeting of the Automobile Division of the Institution of Mechanical Engineers, in conjunction with the Internal‐combustion Engine Group, in London, on 8th December, Professor M. Brunner and Dr. H. Ruf (Swiss Federal Institute for the Testing of Materials and Research, Zurich) discussed the Problem of Starting and Operating Diesel Vehicles at Low Temperatures. The paper considered, mainly, batteries, engine lubricating oils and fuel; we reproduce here those sections of this paper which referred to batteries and lubricants. Full reprints of the paper are available from The Institution of Mechanical Engineers, 1 Birdcage Walk, London, S.W.1, and written communications concerning the paper are invited provided they reach the Institution not later than 29th January, 1900.

The motorist of Great Britain, who has difficulty in starting his motor car on one of the few particularly cold mornings that infrequently occur in this country, might well sympathize with the motorist in the cold regions of the world where temperatures below zero are frequent during winter, such as some parts of Northern U.S.A., most of Canada and parts of Russia.

Surveys students of sociology classes at a small college in the Northeastern USA to examine the process through which people construct trust in their interpersonal lives, focusing on friendship and love relationships. Refers to previous research into trust, in an attempt to define it satisfactorily. Describes the process by which a trust relationship is established and earned, noting that time and sychronicity form the basis of developing shared experiences. Discusses self‐disclosure, reciprocity, roles and perspective. Considers the implications of trust in the realm of clinical sociology, claiming that research into trust is crucial to understand and help those individuals who have difficulty in maintaining interpersonal relationships.

We consider the theory and evidence supporting learning styles, and contrast these with the related concepts of learning preferences and student choice. Although the theory of learning styles remains popular in the field of education as one guidepost teachers might use to maximize the effectiveness of instruction for individual students, including students with learning and behavioral disabilities, a review of the evidence supporting a learning styles approach suggests that it offers little benefit to students with disabilities. In contrasting learning styles with the related concept of learning preferences, we posit that interventions based on student choice may offer a more parsimonious and evidence-driven approach to enhancing instruction and improving outcomes for students with learning and behavioral disabilities.

Recounts Rockefeller philanthropy and the role it has played in shaping the development of medicine in the USA and elsewhere. Questions why social scientific research was not included in Rockefeller philanthropy in its formative stages. Investigates the role one Frederick T. Gates played in Rockefeller philanthropy and, particularly, his opposition to the creation of an institute of economic research. Sketches a biography of Gates, covering his professional career and the development of the philosophical views he held. Explores his approach to wholesale giving and scientific philanthropy as he gained more and more influence over Rockefeller’s business interests. Mentions William Lyon Mackenzie King (who later became Prime Minister of Canada) and his role within the Rockefeller philanthropic set‐up – to investigate labour relations – as a key factor in later obtaining support from the Rockefeller Foundation for social scientific research.

The use of verbal reinforcement has longstanding support in encouraging desired student responses. For students with learning and behavioral disabilities, the use of verbal reinforcement through behavior specific praise (BSP) and feedback are promising practices for improving academic and behavioral outcomes. While these strategies are relatively straightforward to implement, they are often applied inappropriately. Thus, specific guidelines should be followed to ensure that BSP and feedback are used effectively. The purpose of this chapter is to provide an overview of BSP and feedback related specifically to students with learning and behavioral disabilities, provide theoretical and empirical support for these practices, offer research-based recommendations for implementation, and identify common errors to avoid.

Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has been used to target and ameliorate disruptive student behavior for students with learning and behavioral disabilities. A review of two movement-based interventions – Brain Gym® and antecedent bouts of exercise – reveals different levels of research support. Brain Gym®, a commercial movement-based curriculum, is not supported by extant empirical research. Alternatively, a growing body of research empirically supports antecedent bouts of exercise as an effective behavioral intervention. This chapter provides a description and review of research for each intervention. Implications for instructional practice and recommendations are provided.

The chapter examines the ways in which qualitative and quantitative methods support each other in research on occupational stress. Qualitative methods include eliciting from workers unconstrained descriptions of work experiences, careful first-hand observations of the workplace, and participant-observers describing “from the inside” a particular work experience. The chapter shows how qualitative research plays a role in (a) stimulating theory development, (b) generating hypotheses, (c) identifying heretofore researcher-neglected job stressors and coping responses, (d) explaining difficult-to-interpret quantitative findings, and (e) providing rich descriptions of stressful transactions. Extensive examples from research on job stress in teachers are used. The limitations of qualitative research, particularly in the area of verification, are also described.