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This paper describes and evaluates the "Asset-Based Community Development (ABCD) in Schools" project; which was designed as a public health intervention to explore the extent to which focusing on schools as community assets can promote well-being for pupils, their school and the local community. The paper reviews the literature in relation to the background and context of the ABCD model within the field of community development, where the focus is identifying and mobilising the positive capabilities, skills, talents and strengths of individuals, associations and communities in order to bring about social change. As such, this project was established using the principles of ABCD. It was designed to ascertain the extent to which ABCD could be feasibly utilised in the school environment and to explore its possibilities in terms of being a force for change. The project piloted two practical pupil-led ABCD initiatives to develop the life skills, resilience, well-being and future employability of the pupils involved. This ABCD project focused on Year 9 pupils in the foundation learning tier in two secondary academies and also involved, as mentors, undergraduate students from two local universities. The location for the project is a city in the North Midlands of England which experiences areas of high levels of socio-economic disadvantage. Following a rationale for the project and description of the two initiatives which evolved, the authors highlight the lessons learned and suggest the ABCD approach can be regarded as promising practice for any (school) community.

Foothill abortion, also known as epizootic bovine abortion (EBA), has been a long-standing problem for California beef cattle producers. It is a major source of economic loss for California cow and calf producers, and in the 1990s it was estimated that 5% to 10% (45,000 to 90,000 calves) of the California beef calf crop may be lost each year (Bushnell et al. 1991). UC Cooperative Extension (UCCE) farm advisors, specialists and UC Davis School of Veterinary Medicine (SVM) faculty have worked on this disease for nearly 50 years. This long research process finally moved forward in 2005, when the causative agent was identified.

A series of iron oxide nanocatalysts were prepared using an ultrasonically assisted co-precipitation technique. Molybdenum promoted Fe3O4 and Fe2O3 were prepared from the original materials by wet impregnation using a solution of ammonium molybdate. The catalysts were tested in the liquid phase oxidation of benzene at atmospheric pressure and at 60°C using molecular oxygen. Phenol yields between 7% and 14.5% were obtained. The major products were pyrogallol and catechol.

This paper traces the relationship between the emergence of disability studies and the struggle for meaningful inclusion for disabled people with particular reference to the work of a pivotal figure in these developments: Len Barton. It is argued that the links between disability activism and the academy were responsible for the emergence of disability studies and that this has had an important influence on mainstream sociology and social and educational policy nationally and internationally. It is evident, however, that the impact of these developments has been only marginal and that in light of recent concerns about the global economy, environmental change and unprecedented population growth, the need for meaningful inclusion is more urgent than ever and cannot be dependent on the work of a few key individuals for its success.

While many Re-ED (Reeducation of Emotional Disturbed Children) programs were created by established schools and organizations, this article describes a grassroots movement by a community of like-minded educators and mental-health professionals in the state of Washington. (Author)

Objective: There is a growing trend whereby office workers refrain from taking breaks at work. Previous research has not explored how employees understand the enablers and barriers to taking breaks. This study explored how office-based workers describe their behaviour in relation to, and perceive the notion of, taking breaks. Design: Five focus groups were held with 27 employees of differing levels of seniority at a local authority in the UK. Inductive thematic analysis was employed with the researchers maintaining a deliberate stance of curiosity towards the data, allowing for reflexivity and awareness of preconceptions towards the research. Results: The analysis identified 5 key themes: the non-binary nature of taking breaks at work, the influence of social and work relationships, the superordination of work over breaks and health, contradictory feelings of guilt and anxiety and being 'fair game' for work related matters if you remain at your desk at break times. Conclusion: This paper suggests that the complex relationships that people have with taking breaks, with others and with their physical environment should be taken into account when trying to understand break-taking behaviour. Based on these findings, suggestions for further research and potential health-related policy and organisational changes are made. [ABSTRACT FROM AUTHOR]

This paper describes and evaluates the "Asset-Based Community Development (ABCD) in Schools" project; which was designed as a public health intervention to explore the extent to which focusing on schools as community assets can promote well-being for pupils, their school and the local community. The paper reviews the literature in relation to the background and context of the ABCD model within the field of community development, where the focus is identifying and mobilising the positive capabilities, skills, talents and strengths of individuals, associations and communities in order to bring about social change. As such, this project was established using the principles of ABCD. It was designed to ascertain the extent to which ABCD could be feasibly utilised in the school environment and to explore its possibilities in terms of being a force for change. The project piloted two practical pupil-led ABCD initiatives to develop the life skills, resilience, well-being and future employability of the pupils involved. This ABCD project focused on Year 9 pupils in the foundation learning tier in two secondary academies and also involved, as mentors, undergraduate students from two local universities. The location for the project is a city in the North Midlands of England which experiences areas of high levels of socio-economic disadvantage. Following a rationale for the project and description of the two initiatives which evolved, the authors highlight the lessons learned and suggest the ABCD approach can be regarded as promising practice for any (school) community. [ABSTRACT FROM AUTHOR]

The paper suggests that current ways of thinking about disability are inadequate, both theoretically and as a basis for social policy. Reasons for the inadequacy are explored, and the final section of the paper begins to suggest a social theory of disability. (Author/CL)

The important role of the self-help approach in helping persons deal with medical, emotional, and practical effects of a sudden disability is considered in a discussion of the work of the Spinal Injuries Association in Britain. Services that can be provided and controlled by disabled persons are described. (Author/CB)

There is only one that is truly practical. And Greens hate it. Our peace and prosperity, indeed our very lives, now depend on a continuous supply of energy. Yet most [...]