A semi-quantitative approach to deriving a model structure for the uptake of organic chemicals by vegetation

An expert elicitation exercise was undertaken to determine those components and processes that are most important for modeling plant uptake of organic chemicals. The state of our knowledge of these processes was also assessed. This semi-quantitative analysis allowed the construction of an idealized model with seven compartments; soil bulk, soil water, roots, stem, leaves, fruit, and air. Three main areas were identified further research: 1) the uptake of organic chemicals by fruit; 2) the internal transfer of organic chemicals between plant structures (e.g., stem and leaves); and 3) the transfer via the soil-air-plant pathway. Until new data becomes available to quantify these processes, it is proposed that an equilibrium partitioning approach is used between plant components other than fruit or that models consist of both an edible and inedible compartment.

Exploring other childhoods through quantitative secondary analyses of large scale surveys: opportunities and challenges for children's geographers

This paper considers the potential contribution of secondary quantitative analyses of large scale surveys to the investigation of 'other' childhoods. Exploring other childhoods involves investigating the experience of young people who are unequally positioned in relation to multiple, embodied, identity locations, such as (dis)ability, 'class', gender, sexuality, ethnicity and race. Despite some possible advantages of utilising extensive databases, the paper outlines a number of methodological problems with existing surveys which tend to reinforce adultist and broader hierarchical social relations. It is contended that scholars of children's geographies could overcome some of these problematic aspects of secondary data sources by endeavouring to transform the research relations of large scale surveys. Such endeavours would present new theoretical, ethical and methodological complexities, which are briefly considered.

Sociology, Gender and Educational Aspirations: Girls and their Ambitions

This study helps develop an overall understanding as to why some students achieve where others don't. Debate on the effects of class on educational attainment is well documented and typically centres on the reproductive nature of class whilst studies of the effect of class on educational aspirations also predict outcomes that see education reinforcing and reproducing a student's class background.Despite a number of government initiatives to help raise higher education participation to 50 per cent by 2010, for the working class numbers have altered little. Using data from an ethnographic case study of a low-achieving girls school, the author explores aspirations and argues that whilst class is very powerful in explaining educational attainment, understanding educational aspirations is somewhat more complex. The purpose of this book, therefore, is to question and challenge popular assumptions surrounding class-based theory in making sense of girls' aspirations and to question the usefulness of the continued over reliance of such broad categorisations by both academics and policy makers