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To document the drinking water component of the humanitarian response to the Great Sumatra‐Andaman earthquake of December 26, 2004, including a focus on the promotion of household water treatment (HHWT)/safe storage to minimize the spread of diarrhoeal disease.

Firsthand accounts of the response effort, interviews, and literature review.

The combined efforts to mobilize a drinking water response were timely, comprehensive and effective. HHWT/safe storage efforts (other than the continued promotion of boiling) appeared to play only a secondary role in the initial response to the disaster for a variety of reasons.

The enormity of this disaster and the unprecedented scale of the relief effort limit the broad lessons that can be learned at this time.

Shows that there is a clear need to continue to take steps to minimize the risks of waterborne diseases following natural disasters, develop and disseminate practical solutions for the special circumstances associated with tsunamis, including saline water intrusion, clarify the conditions under which proven approaches to HHWT may be useful in emergencies and assess their role in the medium‐ and long‐term response, improve water quality and surveillance without compromising emphasis on water quantity, take advantage of the enormous resources committed to the tsunami response to make effective and sustainable improvements in water, sanitation and hygiene in the affected areas, and document experiences from the tsunami response, distil the lessons learned, disseminate the results and develop guidelines to inform future actions.

IT is curious to note how many more books are written for boys than for girls. Considering the growing number of women writers, it might be expected that girls' books would predominate. It may be that women writers are canny enough to write with their eye on the boy reader knowing that while a totally feminine story will not attract boys, girls often read their brothers' books. Most of the children's classics appeal to both sexes—Peter Pan, Pinocchio, A Christmas Carol, Hans Brinker, The Wind in the Willows, and The Bastable Children, for example. Even the classics of adventure such as Treasure Island, and Robinson Crusoe, have their female devotees and therefore stand a greater chance of survival than books like Little Women, the Katy series, and Rebecca of Sunnybrook Farm. With the development of the “family story” popularised by E. Nesbit, there seems to have been a decline in the school story—at least among boys. Either they prefer natural tales of boys and girls together at home, or on holiday, or realistic adventures. A. S. Tring keeps a foot in all three camps, so to speak, with his tale of out‐of‐school activities, adventures and feuds between two day schools. His story entitled The Old Gang (O.U.P., 7/6) is told by the hero himself, in a racy style, and is amusingly illustrated by John Camp. Of the realistic adventure type is The Missing Legatee, by Wilfrid Robertson (O.U.P., 7/6), and it has its setting in the wilds of the Zambesi where the author himself has made expeditions, exploring and big game hunting. It satisfies the boy's demand for plenty of action and at the same time conforms to a good stylistic standard. Another tale of a search undertaken at great risk is David Gammon's Against the Golden Gods (Lutterworth, 5/‐) in which a seventeen year old boy goes out among the head hunters of Papua to rescue his captive father. Fog in the Channel, by Percy Woodcock (Nelson, 7/6) relates stirring adventures by sea, beginning with a collision in the fog when two schoolboys board a mysterious vessel supposed to be on secret service.

Despite long-standing evidence that the use of exclusionary discipline practices is both ineffective and even potentially harmful, these policies continue to be used in educational settings across the country. In this chapter, we discuss the problems associated with exclusionary discipline, with an emphasis on zero tolerance approaches. We begin our discussion with a brief history of the origin of zero tolerance policies, a presentation of data that contradict the effectiveness of such policies, and examples of the continued and egregious application of this exclusionary approach. We discuss problems of disproportionality associated with the use of zero tolerance policies, including how this approach exacerbates learning problems for students with and at risk for disabilities, especially if that risk is related to emotional and behavioral disorders (EBD). We conclude by offering alternatives to a zero tolerance approach in the form of positive and preventative approaches for improving student behavior across various levels of intensity within a tiered system of support framework.

The focus of this paper is the economic theory of the plans for the European Monetary Union. Part 1 demonstrates that economists, bankers and policy makers know very little about monetary policy. Part 2 explains the errors of the common practice of defining money by its functions. Because any monetary policy must rest on a definition of money it seems reasonable to conclude that a flawed definition might lead to problems with monetary policy. Part 3 applies this insight to the plans for a common currency in Europe. Because of uncertainties about the timing and details of the implementation, some important considerations are necessarily speculative. They are relegated to appendices. Appendix 1 comments on the timing and authorship and responsibility for the official reports with their unspecified authors. Appendix 2 supplies some grounds for doubting the ultimate durability of the European Monetary Union focusing on reasons that are historical, economic and pragmatic. Because the entire movement is driven by politics, not economics, Appendix 3 considers some of the relevant political issues. The conclusions summarize and speculate on possible reasons for successful outcomes.

IT IS STRANGE how a sentence read in childhood can persist in the memory, by reason of some sentiment or overtone of glamour. One would expect the after weight of more solid literature to crush it from existence, but ‘bright is the ring of words’ to the child new to their power, and the reverberation may last a lifetime. My father confessed he could not read a simple tale of his early childhood without a lump in his throat at the remembered crisis, when the little boy, saved by his dog, cries, ‘Caesar, my dear Caesar, if it had not been for you I should this day have been eaten up by wolves!’ But I throw no stones, remembering the end of The Cuckoo Clock.

Seligman is an important and ironically somewhat neglected figure today in the history of American economic thought. However, an examination of his scholarly achievements reveals that he had a considerable impact on the development of professional economics in America and could count the most influential economists in Europe as personal friends and collaborators (Moss, 2003; Rutherford, 2004; Mehrotra, 2005). Asso and Fiorito (2006), in their introduction to Seligman's autobiography (1929) argue that ‘his personal influence as an academic economist, as a teacher and as a central figure in the dissemination of economic knowledge was second to none and perhaps more meaningful than any single work he wrote’ (p. 1). They also record (quoting his student, Alvin Johnson) that ‘with Seligman…American economics began to acquire a distinctive professional reputation, some very high scholarly standards and a sort of “moral magnificence”’ (p. 2). What this means is that through Seligman's work and guidance economics came to encompass a moral dimension that fed through into social policies, many of which were adopted by American legislatures. The major influences on his method included the German Historical School and a number of heterodox Continental writers that informed Seligman's in great Whig interpretation of the development of economics. He also engaged critically with the more abstract methods of contemporary economic analysis of the early twentieth century.