Transnational urbanism in Port of Spain: returning middle-class urban elites

Port of Spain, Trinidad offers an ideal context in which to analyze pre-retirement return migration to a Global South urban realm, expanding transnational urban research beyond the conventional focus on Global North metropolitan destinations. In this article, we draw on the transnational narratives of a selected sample of relatively youthful Trinidadians, who have spent many years abroad acquiring education and professional experience, but who have then decided to return in mid-career to the capital region of the island nation of their birth, or of their parent(s). Theoretically, we position these returning professionals as members of a "middling" transnational urban class whose return is at least partly motivated by a desire to "make a difference." Our results contribute to a growing literature that documents the role of transnational middle-class urban elites returning elsewhere in the Carribbean: "middling" transnational urbanism is reshaping key facets of urbanization in the Global South.

The aims of early years outdoor education in England: a conceptual and empirical investigation

This paper explores the place of aims in the early years foundation stage outdoor environment in England. Through examining the writing of academics, various themes are identified, and constructed into possible aims. These themes/aims are compared to an empirical study of early years teachers’ attitudes. Data was collected by questionnaire from schools within the University of Reading partnership. There was general agreement between experts and teachers as to the aims. While some respondents were able to explain what the aims of outdoor activity were, a significant number were unable to identify aims; further, a significant number did not distinguish between approach/practice and aims. A lack of understanding and agreement as to what the aims are may indicate teachers are unsure about the purpose of outdoor education for young children. A result of this study is to agree and make explicit the aims for outdoor education in the early years.

Palaeohydrology of the Fazzan Basin and surrounding regions: The last 7 million years

We have integrated information on topography, geology and geomorphology with the results of targeted fieldwork in order to develop a chronology for the development of Lake Megafazzan, a giant lake that has periodically existed in the Fazzan Basin since the late Miocene. The development of the basin can be best understood by considering the main geological and geomorphological events that occurred thought Libya during this period and thus an overview of the palaeohydrology of all Libya is also presented. The origin of the Fazzan Basin appears to lie in the Late Miocene. At this time Libya was dominated by two large rivers systems that flowed into the Mediterranean Sea, the Sahabi River draining central and eastern Libya and the Wadi Nashu River draining much of western Libya. As the Miocene progressed the region become increasingly affected by volcanic activity on its northern and eastern margin that appears to have blocked the River Nashu in Late Miocene or early Messinian times forming a sizeable closed basin in the Fazzan within which proto-Lake Megafazzan would have developed during humid periods. The fall in base level associated with the Messinian desiccation of the Mediterranean Sea promoted down-cutting and extension of river systems throughout much of Libya. To the south of the proto Fazzan Basin the Sahabi River tributary know as Wadi Barjuj appears to have expanded its headwaters westwards. The channel now terminates at Al Haruj al Aswad. We interpret this as a suggestion that Wadi Barjuj was blocked by the progressive development of Al Haruj al Aswad. K/Ar dating of lava flows suggests that this occurred between 4 and 2 Ma. This event would have increased the size of the closed basin in the Fazzan by about half, producing a catchment close to its current size (-350,000 km(2)). The Fazzan Basin contains a wealth of Pleistocene to recent palaeolake sediment outcrops and shorelines. Dating of these features demonstrates evidence of lacustrine conditions during numerous interglacials spanning a period greater than 420 ka. The middle to late Pleistocene interglacials were humid enough to produce a giant lake of about 135,000 km(2) that we have called Lake Megafazzan. Later lake phases were smaller, the interglacials less humid, developing lakes of a few thousand square kilometres. In parallel with these palaeohydrological developments in the Fazzan Basin, change was occurring in other parts of Libya. The Lower Pliocene sea level rise caused sediments to infill much of the Messinian channel system. As this was occurring, subsidence in the Al Kufrah Basin caused expansion of the Al Kufrah River system at the expense of the River Sahabi. By the Pleistocene, the Al Kufrah River dominated the palaeohydrology of eastern Libya and had developed a very large inland delta in its northern reaches that exhibited a complex distributary channel network which at times fed substantial lakes in the Sirt Basin. At this time Libya was a veritable lake district during humid periods with about 10% of the country underwater. (C) 2008 Elsevier B.V. All rights reserved.

Middle paleolithic assemblages from the Indian subcontinent before and after the Toba super-eruption

The Youngest Toba Tuff (YTT) eruption, which occurred in Indonesia 74,000 years ago, is one of Earth's largest known volcanic events. The effect of the YTT eruption on existing populations of humans, and accordingly on the course of human evolution, is debated. Here we associate the YTT with archaeological assemblages at Jwalapuram, in the Jurreru River valley of southern India. Broad continuity of Middle Paleolithic technology across the YTT event suggests that hominins persisted regionally across this major eruptive event.

The effects of a pre-movement delay on the kinematics of prehension in middle childhood

The present study examined the effects of a pre-movement delay on the kinematics of prehension in middle childhood. Twenty-five children between the ages of 5 and 11 years made visually open-loop reaches to two different sized objects at two different distances along the midline. Reaches took place either (i) immediately, or (ii) 2 s after the occlusion of the stimulus. In all age groups, reaches following the pre-movement delay were characterised by longer movement durations, lower peak velocities, larger peak grip apertures and longer time spent in the final slow phase of the movement. This pattern of results suggests that the representations that control the transport and grasp component are affected similarly by delay, and is consistent with the results previously reported for adults. Such representations therefore appear to develop before the age of 5. (C) 2004 Elsevier B.V. All rights reserved.

The effects of maternal postnatal depression and child sex on academic performance at age 16 years: a developmental approach

Background: Postnatal depression (PND) is associated with poor cognitive functioning in infancy and the early school years; long-term effects on academic outcome are not known. Method: Children of postnatally depressed (N = 50) and non-depressed mothers (N = 39), studied from infancy, were followed up at 16 years. We examined the effects on General Certificate of Secondary Education (GCSE) exam performance of maternal depression (postnatal and subsequent) and IQ, child sex and earlier cognitive development, and mother–child interactions, using structural equation modelling (SEM). Results: Boys, but not girls, of PND mothers had poorer GCSE results than control children. This was principally accounted for by effects on early child cognitive functioning, which showed strong continuity from infancy. PND had continuing negative effects on maternal interactions through childhood, and these also contributed to poorer GCSE performance. Neither chronic, nor recent, exposure to maternal depression had significant effects. Conclusions: The adverse effects of PND on male infants’ cognitive functioning may persist through development. Continuing difficulties in mother–child interactions are also important, suggesting that both early intervention and continuing monitoring of mothers with PND may be warranted.

Don't we care?: the ethics and emotional labour of early years professionalism

This paper argues that early childhood education and care (ECEC) has a legitimate aspiration to be a 'caring profession' like others such as nursing or social work, defined by a moral purpose. For example, practitioners often draw on an ethic of care as evidence of their professionalism. However, the discourse of professionalism in England completely excludes the ethical vocabulary of care. Nevertheless, it necessarily depends on gendered dispositions towards emotional labour, often promoted by training programmes as 'professional' demeanours. Taking control of the professionalisation agenda therefore requires practitioners to demonstrate a critical understanding of their practice as 'emotion work'. At the same time, reconceptualising practice within a political ethic of care may allow the workforce, and new trainees in particular, to champion 'caring' as a sustainable element of professional work, expressed not only in maternal, dyadic key-working but in advocacy for care as a social principle.

Built environment education and research in West Africa

Built environment programmes in West African universities; and research contributions from West Africa in six leading international journals and proceedings of the WABER conference are explored. At least 20 universities in the region offer degree programmes in Architecture (86% out of 23 universities); Building (57%); Civil Engineering (67%); Estate Management (52%); Quantity Surveying (52%); Surveying and Geoinformatics (55%); Urban and Regional Planning (67%). The lecturer-student ratio on programmes is around 1:25 compared to the 1:10 benchmark for excellence. Academics who teach on the programmes are clearly research active with some having published papers in leading international journals. There is, however, plenty of scope for improvement particularly at the highest international level. Out of more than 5000 papers published in six leading international peer-reviewed journals since each of them was established, only 23 of the papers have come from West Africa. The 23 papers are published by 28 academics based in 13 universities. Although some academics may publish their work in the plethora of journals that have proliferated in recent years, new generation researchers are encouraged to publish in more established journals. The analyses of 187 publications in the WABER conference proceedings revealed 18 research-active universities. Factors like quality of teaching, research and lecturer-student ratio, etc count in the ranking of universities. The findings lay bare some of the areas that should be addressed to improve the landscape of higher education in West Africa.

Turning points: the personal and professional circumstances that lead academics to become middle managers

In the current higher education climate, there is a growing perception that the pressures associated with being an academic middle manager outweigh the perceived rewards of the position. This article investigates the personal and professional circumstances that lead academics to become middle managers by drawing on data from life history interviews undertaken with 17 male and female department heads from a range of disciplines, in a post-1992 UK university. The data suggests that experiencing conflict between personal and professional identities, manifested through different socialization experiences over time, can lead to a ‘turning point’ and a decision that affects a person’s career trajectory. Although the results of this study cannot be generalized, the findings may help other individuals and institutions move towards a firmer understanding of the academic who becomes head of department—in relation to theory, practice and research.

Haldane's Mackindergarten: a radical experiment in British military education

This article critically evaluates a course that was conceived and run at the LSE by Sir Halford Mackinder for officers of the Britsh Army between 1907 and 1932.There is an examination of the nature of the syllabus,the aims and objectives of this course.An explanation is also given as to why the army cut it seven years before the outbreak of the Second World War.