Search results

The epidemiology of dental disease in the United Kingdom has been well documented since the introduction in 1968 of the first of the various decennial national surveys of dental health. This was coupled with an upsurge at about that time of academic interest in the subject which has continued to grow. Although the database on current disease experience and recent trends, at least in relation to dental caries, is extensive, foretelling future levels of dental health and disease can be only speculative and must involve a number of untested assumptions. This is because prediction depends largely upon the extrapolation of past trends, modified by the possible effects of anticipated developments and changes.

There will be few who complain of the importance of place which the subject of food hygiene has been given in recent years in the public health field, or of the striking advances which have been made. In the field of legislation, present food regulations are clearly an advance on any that have gone before ; hygienic practices and hygiene of person are covered in a way and with a completeness never previously attempted and it is difficult to see any further progress being possible in this direction, at least for some years to come. The results from the long campaign in health education have probably not reached expectations, not from want of effort on the part of those responsible but because the medium to be educated, in parts at any rate, is not an essentially receptive one. The larger and progressive concerns engaged in the preparation and packing of foods have been responsible for much that is good, particularly in instituting strict control in the places where harm can most easily be done. Not a few employ the “ no touch ” technique by workers throughout preparation if possible, and at every stage where it can be reasonably applied.

The purpose of this paper is to investigate the effect of different heating approaches during thermal rounding of polymer powders on powder bulk properties such as particle size, shape and flowability, as well as on the yield of process.

This study focuses on the rounding of commercial high-density polyethylene polymer particles in two different downer reactor designs using heated walls (indirect heating) and preheated carrier gas (direct heating). Powder bulk properties of the product obtained from both designs are characterized and compared.

Particle rounding with direct heating leads to a considerable increase in process yield and a reduction in powder agglomeration compared to the design with indirect heating. This subsequently leads to higher powder flowability. In terms of shape, indirect heating yields not only particles with higher sphericity but also entails substantial agglomeration of the rounded particles.

Shape modification via thermal rounding is the decisive step for the success of a top-down process chain for selective laser sintering powders with excellent flowability, starting with polymer particles from comminution. This report provides new information on the influence of the heating mode (direct/indirect) on the performance of the rounding process and particle properties.

Father involvement is a salient predictor of children’s development and recent studies suggest that African American fathers who are highly involved across infancy and toddlerhood have children who enter school better prepared to succeed. Little is known, however, about the specific dimensions of fathering (e.g., language stimulation) that contribute to the positive development of African American children during the early childhood period. Even less is known about psychological and contextual barriers to positive father involvement among African American men with very young children. The first part of this chapter briefly reviews empirical research that has delineated links between multiple dimensions of father involvement and child development in African American families. The second part of the chapter explores emerging evidence on the associations between fathers’ psychological functioning, father involvement and child development, and concludes with suggestions for future research, practice, and policy.

In 1920 Margaret Sanger called voluntary motherhood “the key to the temple of liberty” and noted that women were “rising in fundamental revolt” to claim their right to determine their own reproductive fate (Rothman, 2000, p. 73). Decades later Barbara Katz Rothman reflected on the social, political and legal changes produced by reproductive-rights feminists since that time. She wrote: So the reproductive-rights feminists of the 1970s won, and abortion is available – just as the reproductive-rights feminists of the 1920s won, and contraception is available. But in another sense, we did not win. We did not win, could not win, because Sanger was right. What we really wanted was the fundamental revolt, the “key to the temple of liberty.” A doctor’s fitting for a diaphragm, or a clinic appointment for an abortion, is not the revolution. It is not even a woman-centered approach to reproduction (2000, p. 79).

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

Microfoundations of institutions are central to constructing place – the interplay of location, meaning, and material form. Since only a few institutional studies bring materiality to the fore to examine the processes of place-making, how material forms interact with people to institutionalize or de-institutionalize the meaning of place remains a black box. Through an inductive and historical study of Boston’s North End neighborhood, the authors show how material practices shaped place-making and institutionalized, or de-institutionalized, the meaning of the North End. When material practices symbolically encoded meanings of diverse audiences into the church, it created resonance and enabled the building’s meanings to withstand environmental change and become institutionalized as part of the North End’s meaning as a place. In contrast, when the material practices restricted meaning to a specific audience, it limited resonance when the environment changed, was more likely to be demolished and, thus, erased rather than institutionalized into the meaning of the North End as a place.

A pressing educational concern is how to provide effective education for the growing population of dual language learners (DLL) in early childhood settings. Given the robust findings that family involvement promotes children’s academic success as well as recognition of parents’ “funds of knowledge,” one pathway to provide a culturally and linguistically responsive classroom environment for DLLs is to form collaborative relationships between parents and teachers of DLLs. The purpose of this chapter is to describe Project TAPP (Teachers and Parents as Partners), a community of practice (CoP) composed of parents and teachers of preschool dual language learners. The chapter describes the framework of Project TAPP, findings related to participation, and lessons learned.

Presents information on the Drug abuse resistance education (DARE) program, a set of 17 lessons on drug resistance given by police officers to sixth grade children. Measures attitudes toward drug use and degree of reported use. Indicates that DARE is successful in providing information but that the levels of reported behavior do not show significant improvement in self‐reported drug use compared to two control groups. Urges caution in expanding the program, since positive results are limited at present.