Search results

Environmental epidemiology is the science which analyses and measures adverse health effects of environmental factors and evaluates the effectiveness of their control strategies. With increased industrialisation and urban development in Europe, these problems and efforts to solve them are now very much at the forefront of world attention. The analysis of the consequences of Chernobyl is a prime example of a situation where environmental epidemiology can help. Other current examples include the so‐called ‘green’ issues of urban sewage disposal, the effects of agricultural pesticides and fertilisers on the food chain, air quality and motor vehicle emissions, environmental planning deficiencies leading to traffic accidents and urban crowding, pollutant exposure in the work place, and the consequences of individual behaviour such as AIDS, the use of tobacco, alcohol and drugs. Environmental epidemiology thus brings several disciplines together. There is still much to learn though from the formulation and analysis of appropriate strategies to help maintain an optimal balance between desired technological, economic, health and lifestyle factors, and sustained environmental quality.

The author reviews the concept of echoic memory. The topics of the modality advantage of echoic over visually received stimuli, the suffix effect, echoic trace duration, and speech recognition are examined. These concepts are then discussed and their implications for advertising communication are examined.

All gender identity is socialized, but anything gendered feminine is marginalized. In the United States, we live in a patriarchal culture that is bounded by binary gender identity. Up to this point, work on gender and education leadership has remained within the bounds of patriarchy, and thus been confined to binary, hierarchical gender definitions. This study pushes past prior work to advance a more complex and messy understanding of how identity impacts aspiring leaders in their careers. Using Carol Gilligan and Snider (2018) Listening Guide Method, this study of 18 aspiring school leaders of different gender identities, sexual identities, and races focuses on how gender identity and gender performance impact school leaders' career trajectories. A key finding of this study is that women, regardless of race or sexual identity, have difficulty finding mentors while men, regardless of race or sexual identity, are tapped by schools leaders and offered mentoring opportunities. This chapter posits a new framework for mentoring that will lead to more liberatory pipeline structures.

The North/South divide is an image frequently used to depict the territorial structure and the economic dynamism of England, and thus to describe the social and economic geography of the country. This image distinguishes a post-industrial North, which still faces economic and social difficulties, from a tertiary, rich and powerful South. It separates a central space (the South) from a periphery (the North). However, the recent economic changes in Britain question the relevance of this image, which is perhaps too simplistic to describe accurately the economic and social geography and the spatial disparities in the country.

Since the Thatcher years, this debate on the North/South divide has been constantly renewed, regardless of the political colour of the majority at Westminster, and the local and regional policy of the government in power has been systematically criticised. On the one hand, this reflects the persistence of territorial and social disparities in the United Kingdom and more specifically in England. On the other hand, this shows that the North/South divide is not just a geoeconomic question, but it also includes identity, societal and geopolitical issues.

Based on a geographical, critical geopolitical and cartographic approach, the aim of this chapter is to question the relevance and the significance of the North/South divide in 2017, after the impact of the 2008 Great Recession, as the United Kingdom is on its way to Brexit and when its unity is being challenged by Scottish nationalism. How can territorial disparities be described, evaluated and measured in England? How are they perceived by citizens and political leaders? This chapter will also study the policies proposed to close this gap and to meet the aspirations of peripheral regions.

The equation of unified knowledge says that S = f (A,P) which means that the practical solution to a given problem is a function of the existing, empirical, actual realities and the future, potential, best possible conditions of general stable equilibrium which both pure and practical reason, exhaustive in the Kantian sense, show as being within the realm of potential realities beyond any doubt. The first classical revolution in economic thinking, included in factor “P” of the equation, conceived the economic and financial problems in terms of a model of ideal conditions of stable equilibrium but neglected the full consideration of the existing, actual conditions. That is the main reason why, in the end, it failed. The second modern revolution, included in factor “A” of the equation, conceived the economic and financial problems in terms of the existing, actual conditions, usually in disequilibrium or unstable equilibrium (in case of stagnation) and neglected the sense of right direction expressed in factor “P” or the realization of general, stable equilibrium. That is the main reason why the modern revolution failed in the past and is failing in front of our eyes in the present. The equation of unified knowledge, perceived as a sui generis synthesis between classical and modern thinking has been applied rigorously and systematically in writing the enclosed American‐British economic, monetary, financial and social stabilization plans. In the final analysis, a new economic philosophy, based on a synthesis between classical and modern thinking, called here the new economics of unified knowledge, is applied to solve the malaise of the twentieth century which resulted from a confusion between thinking in terms of stable equilibrium on the one hand and disequilibrium or unstable equilibrium on the other.

DO children know a good book when they see it? This question was debated at the Brighton Conference during the session on Work with Young People. Some delegates said “yes, children choose the best,” but others said “no” and instanced the craze for certain ephemeral authors. To some extent both sides were right, for much depends on the literary foundations laid in early days. Children who had good books in their homes, and had guidance at school and in the public library will pick out the best (with occasional lapses), while others often enough go for the second‐rate every time. Librarians are alive to this and accordingly provide the best picture and easy reading books from the presses and, incidentally, there seems to be a wider choice in this class of literature than for any other age group. On the informative side Harrap's have just published Hippo and Patches, attractively told and illustrated tales of a hippopotamus and her baby, and of a young giraffe, both written and illustrated by Joel Stolper (5/‐ each). Margaret M. Pearson's The Story of Australia (Harrap, 6/‐) gives the main facts of the discovery, early settlement and development of the continent in the form of a brightly illustrated story suitable for reading to the five‐to‐eight year olds. Mishka and the white Reindeer is a charmingly illustrated fairy tale by Alfred Wood (Dent, 6/‐) about a wood‐cutter whose friends were the creatures of the wild. The story is simply told and of the kind that children will read until they know it by heart. Mary Shillabeer's At First (Museum Press, 7/6) is an educational picture book designed to introduce children to the differences of sex by means of brightly coloured lithographs of animals and their offspring. They will love the gay pictures but whether they will lead “to the natural conclusion of the child's own relation to its parents” seems a bit doubtful considering the tender years the book is designed for. Other animal stories which will appeal to the youngest readers are Hester Wag‐staff's The Story of Fuzzy Wuzzy and Woolly Wonder (H. Hamilton, 6/‐), about two engaging bob tailed sheep dogs who play their part in the life of the town and win prizes in the Salvage Drive. The new method of illustration by colour photographs is used in The Friendly Adventures of Button and Mac, by Ursula Hourihane (O.U.P., 8/6), and the teddy bear and Scotch terrier heroes, their bedroom, their picnic with luncheon baskets, crockery, biscuits and all the minute detail children love, are attractively designed in colour, and in line drawings. The stories are designed for the six‐to‐ten year olds. The same age group and probably those a little older will enjoy the fancy in Frank Batchelor's Golden Journey (Newnes, 6/‐) in which a lean tabby, a musical hedgehog and an unaccomplished frog set off to find some money to comfort them in their old age, and the lesson they learn thereby. Another imaginative tale is The Flying House, written and illustrated by C. W. Hodges, about an inventor whose house is suddenly carried away by a balloon while he is showing it to two children. High up in the sky they come to a rocky island, encounter a witch and other strange things, but all ends well. For those who missed Walter de la Mare's The Dutch Cheese, The Scarecrow, and other stories there is now available his Collected Stories for Children (Faber, 10/6) containing these and many other tales, all illustrated by Irene Hawkins. The Brownie Scouts is a Polish children's classic by the late Mary Konopnicka, poetess, novelist and traveller; it is published by the Riverside Press at 10/6. It is in the old tradition of fairy tales with plenty of difficulties to overcome and with lively conversation giving it a modern touch. The brownie people depicted are a likeable lot and should become favourites.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).

Ever since Mead, sociology has maintained a deep divide between human and non human animals. In effect, Mead constructed humans as having capacities that he saw lacking in animals. Recent research on animals has challenged the traditional ideas of Mead and others by providing evidence of animal intelligence, adaptability, selfawareness, emotionality, communication and culture. This paper examines the human‐animal relationship as presented in Introductory Sociology Textbooks to see if this new research on animals has allowed us to move beyond Mead. We find outdated information and confused thinking on such topics as the relationship between language and culture, the development of the self in animals, and the role of instinct, socialization and culture in animal behavior. We conclude that, with few exceptions, the main function of the treatment of animals in these texts is to affirm the hard line that sociology has always drawn between humans and other species.