The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains…
Abstract
The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.
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From time to time we report cases of food being sold under false and misleading descriptions, where the defence claims the consumer is really expecting too much for her money;…
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From time to time we report cases of food being sold under false and misleading descriptions, where the defence claims the consumer is really expecting too much for her money; like Pip, she has “great expectations.” The sale of food and drugs abounds with deceptive descriptions and devices; clever, subtle, attractive and far more extensively practised than in the old days when analysts and inspectors sought out the adulteration of food. Their annual reports contain the more lurid examples, which are but a fraction of the whole. The price of genuine products has risen out of all proportion in recent years and the introduction of artificial and synthetic materials in substitution is regrettably inevitable, but the importation of price into the offence of misdescription is likely to bring to confusion law that is probably more complete than ever before. It is the essence of all false descriptions that they should in fact mislead, but it is garnishing the point to suggest as many a defending counsel and not a few magistrates do, that the price paid must be taken into account in any alleged misdescription; that if it is low for such an expensive commodity as “cream,” then a purchaser should not be deceived into believing she was obtaining genuine cream, even if the name “cream” was being applied. As the County Magistrates at Leicester were recently asked to decide, “Who would expect real cream in a fourpenny cream bun ?” (p. 70). Still less so, if a fancy name such as “Kreem” is used; all this, Section 47, Food and Drugs Act, 1955, notwithstanding. In the case quoted, evidence was called to show that if a shopper requires a cream bun containing real cream, she will ask for a “dairy cream bun” and that the witnesses would only expect to receive the genuine article if they went to a dairy; that when buying cream confectionery from a confectioner's shop, they did not expect to receive anything but imitation cream.
The direct comparison of similar polymers was achieved by a technique of differential GPC which, according to Runyon provided a simple yet sensitive technique that was relatively…
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The direct comparison of similar polymers was achieved by a technique of differential GPC which, according to Runyon provided a simple yet sensitive technique that was relatively insensitive to operational variables. In this procedure the ‘standard’ polymer was dissolved in THF or an alternative suitable solvent, and the solution was used as the eluent in the GPC.
W.H. Brendley and R.F. Jenkins
Laboratory and limited field tests have been run on some new resins from Rohm and Haas. Samples are now available for customers to conduct their own evaluations
Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At…
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Since 1985, Advances in Special Education has aspired to advance theories and best practices essential to understanding, treating, and instructing students with disabilities. At times, advancement involves vision and innovation. At other times, new technologies, cutting edge medical procedures, or innovate pedagogical practices capture the attention of special education professionals globally and substantial changes can result in the way students with special needs are instructed. This volume in Special Education International Perspectives invites a call for common ground and global commonalities in all schools. The main theme of this chapter is that teachers matter. The chapter reviews two decade of scientific evidence that supports this theme. The scientific evidence comes from neuroscience and social cognition findings related to the importance of the teacher–student interaction. Environmental influences are not only the physical world but the all-important social world. The chapter begins with an overview of the “social” brain relative to teaching. A practical guide for teacher use of evidence-based educational practices concludes the chapter.
The first Report of the Radiobiological Laboratory of the Agricultural Research Council (reviewed in the August issue of the B.F.J.) reveals something of the comprehensive…
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The first Report of the Radiobiological Laboratory of the Agricultural Research Council (reviewed in the August issue of the B.F.J.) reveals something of the comprehensive monitoring system for radioactive fission products in the human diet, animal products, pasturage and crops, and the soil. The Report contained the results of a survey of Strontium 90 in the human diet in this country. The survey is continuing into radioactive pollution of food. The service will be available for “accidents” at the gradually increasing number of atomic plants and doubtless it will be extended to cover imported foods, that is at the port of entry, since these may come from countries with higher levels from fall‐outs than in the U.K. Such a service is a public health necessity in any country even though present levels are generally insignificant in relation to the Medical Research Council's recommendations for maximum allowable concentrations. These levels, at which the M.R.C. say action would be required, were doubtless fixed with wide safety margins before definite danger levels would be approached and as maximum allowable concentrations are unlikely to be reached in the peace‐time uses of nuclear energy, including present rates of testing nuclear weapons, except in areas adjacent to possible “accidents” at nuclear plants, perhaps our fears of danger to health from radiation are exaggerated. Possible war‐time levels are another matter; these are unpredictable; unthinkable. There are fairly large areas in different parts of the world, extremely rich in radio‐active materials; where the indigenous population has, as long as it has been settled there, received many times the dose to which the population of the remainder of the earth have so far been exposed. These people in a few areas have been studied; they appear to suffer no ill effects and are as healthy and fertile as those who do not live on radio‐active earth.
Kristen L. McMaster, Kristen D. Ritchey and Erica Lembke
Many students with learning disabilities (LD) experience significant difficulties in developing writing proficiency. Early identification and intervention can prevent long-term…
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Many students with learning disabilities (LD) experience significant difficulties in developing writing proficiency. Early identification and intervention can prevent long-term writing problems. Early identification and intervention require reliable and valid writing assessments that can be used to identify students at risk and monitor their progress in response to intervention. One promising approach to assessing students' performance and progress in writing is Curriculum-Based Measurement (CBM). In this chapter, we provide an overview of CBM. Next, we describe a theoretical framework for writing development, and discuss implications of this framework for developing writing assessments. We then describe current efforts to develop a seamless and flexible approach to monitoring student progress in writing in the early elementary grades, and highlight important directions for future research. We end with a discussion of how teachers might eventually use CBM to make data-based decisions to provide effective individualized interventions for students who experience writing difficulties.
Georgiana Grigore and Mike Molesworth
This chapter theorizes the outrageous consumer response that may follow the communication of political corporate social responsibility (CSR). We consider two recent cases…
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This chapter theorizes the outrageous consumer response that may follow the communication of political corporate social responsibility (CSR). We consider two recent cases (Starbucks’s offer to hire refugees and Pepsi’s appropriation of protest movements in an ad) and how consumers-citizens reacted when these corporations communicated political issues. By drawing from psychoanalytic concepts, we illustrate how consumers’ outrage, expressed in angry social media comments, and in the creation and sharing of memes, is cathartic of unconscious repressed matter: the realization of their own powerless and the domination of corporations. We further note how these expressions of outrage may be understood to result from defense mechanisms such as denial, displacement, or more complex sublimation that help consumers maintain a position of passive domination by corporations. Like all psychoanalytic applications, our interpretation represents only a plausible metaphor that can explain the “irrational” behavior of consumers. Positivist traditions of CSR theorization may demand further causal studies to confirm the ideas we express. Our study is an original exploration of what underlies consumer responses to political CSR. These cases could inform academics and practitioners working in the business and society arena asking them to re-evaluate whether and how political CSR should be communicated, and the implications of the rapid diffusion of messages in social media that include mocking parody and offensive brand comments.
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In the report of the Interdepartmental Committee on Meat Inspection of 1950, it was recommended that suitable candidates from the butchery trade should be enabled to qualify as…
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In the report of the Interdepartmental Committee on Meat Inspection of 1950, it was recommended that suitable candidates from the butchery trade should be enabled to qualify as meat inspectors and now the Authorised Officers (Meat Inspection) Regulations, 1960, give effect to this recommendation. The training and examination of candidates for these new posts will be under the auspices of the Royal Society of Health and a syllabus has been drafted comparable to that of the Meat and Other Foods Inspector's examination, but in meat only. Holders of the certificate will qualify for appointments as “authorised officers” under the Food & Drugs Act, 1955, with powers of inspection and seizure, but, again, in meat only. Appointments will be made by local authorities and the new inspectors will be integrated with the existing local authority meat inspection service and work under appropriate direction, although the circular of the Ministry of Agriculture, Fisheries and Food accompanying the regulations carries the suggestion that local authorities might permit individuals appointed to discharge the full duties of a meat inspector without “continuous supervision.”
Stephanie Al Otaiba, Carol MacDonald Connor, Barbara Foorman, Luana Greulich and Jessica S. Folsom
The primary purpose of this chapter is to describe a synergistic “hybrid” model of Response to Intervention (RtI) that combines individualized effective Tier 1 classroom…
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The primary purpose of this chapter is to describe a synergistic “hybrid” model of Response to Intervention (RtI) that combines individualized effective Tier 1 classroom instruction with powerful early intervening services. First, we provide an overview and explain how RtI traditionally has been conceptualized. Next, we illustrate how to implement a hybrid model that focuses on beginning reading instruction and also incorporates additional school-level resources. Finally, we will discuss implementation issues related to identifying children who need additional intervention and propose directions for future research.