Search

Short-fibre paper residuals (deinking paper fibre (DPF) or paper mill sludge) represents a major waste formed during the processing of recycled paper and is known to contain significant quantities of copper. It is often spread onto agricultural land to help increase soil pH and improve structure by adding soil organic matter (SOM). A number of agricultural sites in England and Wales that had received large and repeated applications were sampled to investigate the long-term effects of this practice on soil quality and plant copper content. We found that the composition of DPF waste has changed significantly between 1999 and 2006 with concentrations of Cu increasing and organic matter content declining. Whilst repeated additions of DPF to agricultural land always increased soil Cu, an associated increase in SOM was not always apparent. There was no link between SOM and bioavailable Cu nor between soil bioavailable Cu and plant Cu. In contrast to previous reports, our findings indicate that improvement in soil quality following the long-term application of DPF was site-specific and in some cases it may have reduced soil quality rather than enhanced it. [ABSTRACT FROM AUTHOR]

Reports on the efforts of Health Secretary John Reid to publish the book "White Paper" in England. Concerns over the need of reducing the prevalence of obesity in the country; Way of responding to several public health issues; Availability of the book.

The article presents information on the Discussion Paper issued by the Great Britain Home Office in 2015. Topics discussed in the paper include situational crime prevention, crime dtop in England and Wales, and drug misuse. Also being discussed are law enforcement, illicit heroin, and heroin-related acquisitive crime.

People with learning disabilities are living longer. Older people with learning disabilities should be included in policies and plans that are for all older people. National plans and policies for older people often do not say anything about older people with learning disabilities, and it is hard to know whether older people with learning disabilities are benefiting. People who plan services locally often do not have good information on older people with learning disabilities. Using the Equalities Act 2010 could help people who plan services and write policy to think about older people with learning disabilities but this is not happening at the moment. People who work with older people with learning disabilities should be aware of policy for all older people, so that older people with learning disabilities do not miss out. This paper seeks to explore the opportunities and challenges generated by current policy, guidance and legislation in England relating to older people, in terms of the practical implications for older people with learning disabilities. Using the broad themes housing, employment, social inclusion and isolation, care and support, and promoting better health and well-being, this paper discusses potential practical opportunities and concerns for older people with learning disabilities arising from policy and legislation such as current initiatives regarding integration, personalisation and the dementia policy. Consideration is given to the implications of changing policy and practice for both current and future generations of people with a learning disability as they reach older age. This discussion paper concludes that whilst there is potential for older people with a learning disability to benefit from policy and practice aimed at improving the lives of older people generally, the tendency for policy to be targeted at specific groups without adequately considering the diversity of those groups often leaves those with a learning disability at the margins of being able to make the most of changes. [ABSTRACT FROM AUTHOR]

This paper considers the work that attentiveness can and can't do in generating more ethical relations with non‐humans. How to build better relations with non‐humans has been a central debate in geography and cognate disciplines. These concerns include ethical relations with non‐humans who both pervade and create liveable environments, such as soil biota. Scholars have specifically identified attentiveness as key in generating more‐than‐human ethics. However, how attentiveness may arise, and what work attentiveness may be able to do in generating ethical relations, has not been sufficiently explored. Additionally, soils as relational materialities remain underexplored in social sciences. In this paper, I address these two important gaps in scholarship. Investigating the rising concern with soil biota in conventional English farming, I propose the care network as a way of conceptualising and investigating the ethical potential of attentiveness. As concerns grow about soil degradation, and the dangers this is posing to food production and to human survival, land managers are attending to soil ecosystems as part of caring for their farm businesses. While this attentiveness is producing some transformative effects, its potential is limited by the configuration of the soil care network. As long as soil care is configured primarily as farmers' concern, the potential of attentiveness in generating ethical regard to the needs of soil biota will be limited. In the Conclusions, I suggest ways of expanding attentiveness to soils and of building a wider and practical relational ethic of soil care. I also argue we need more attention in geographic research to attentiveness and care as systemic, unequally distributed, and operating at multiple scales. Human life depends on the life of soil ecosystems. This paper draws attention to soils as underexplored in social sciences, and asks how we may form better ethical and practical relations with soil biota. In doing this, it shows the need for a more nuanced understanding of the work that attentiveness can do in generating more‐than‐human care ethics. [ABSTRACT FROM AUTHOR]

This article argues that reforms of higher education finance for undergraduates in England introduced by the Blair government in 2006 provided a progressive strategy for achieving the central objectives of higher education of quality (better), access (wider) and size (larger). Reforms in 2012 are a not a strategy but a collection of ad hoc arrangements. They include the good (a higher fees cap, a higher interest rate on student loans, better information and improved support for part-time study), the bad (abolishing most taxpayer support for teaching in the arts and humanities and the social sciences, and raising excessively the threshold at which loan repayments start) and the unspeakable (abolishing Education Maintenance Allowances and AimHigher). The reforms are fiscally costly and hence perpetuate the central problem of capped student numbers, and will not stand the test of time. The concluding section outlines the next White Paper. [ABSTRACT FROM AUTHOR]

For many years the everyday reality of working parents and their children has been captured in notions of ‘quality time’ versus ‘quantity time’. On the one hand it is suggested that what families need is ‘more time’ for parents to spend together with their children and less time working. On the other hand this has been countered with arguments saying that attention has to be paid to how parents spend their time together with their children. As a result quality time is often presented through idealised images of ‘happy families’. Quality time is seen as parents engaging with their children in particular activities or outdoor excursions that create and maintain family enjoyment, care and togetherness. However, such debates are based on assumptions of what would be ‘good’ for today's children and neglect the perspective of children themselves. This paper draws on field research carried out with 10–11-year-old children on their understandings and use of time in an urban and a rural setting in the north of England. The paper points to five ‘qualities of time’ identified by children. These qualities suggest that children's views of time spent with their families cannot be seen as separate from the time they spend with friends, at school and on their own. The paper argues that the quality/quantity time conundrum needs replacing by fuller and more representative accounts of the varied aspects of time that matter for children. These need to be situated in the processes through which family, school and work life take place on a daily basis and in relation to children's life course. Copyright © 2002 John Wiley & Sons, Ltd. [ABSTRACT FROM AUTHOR]

Teacher professionalism in England may be considered to have been shaped by the set of professional standards, and the accompanying statutory performance management system, introduced by the Labour government in 2007. More recently the coalition government’s 2010 White Paper, The Importance of Teaching, announced reforms that will potentially re-shape teacher professionalism. In this article I examine the ‘shape’ of teacher professionalism in England, as defined by the professional standards. I reveal it to be a lop-sided shape, indicating a professionalism that focuses predominantly on teachers’ behaviour, rather than on their attitudes and their intellectuality. Presenting my conceptual analysis of professionalism, and examination of its link with professional development, I consider whether—and to what extent—teacher professionalism may in fact be shaped by government-imposed reform. I conclude that ‘enacted’ professionalism may be quite different from ‘demanded’ professionalism, and shaping professionalism involves a complex and indecipherable process that is better understood by examining the process whereby individuals develop professionally. [ABSTRACT FROM PUBLISHER]

The article offers information about paper sessions on urology to be discussed at the BAUS Annual Meeting to be held in Manchester, England from June 23-27, 2008.