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Writing performance is an international issue and, while the quality of instruction is key, features of the context shape classroom practice. The issues and solutions in terms of teacher practice to address underachievement need to be considered within such a context and the purpose of the chapter is to undertake such an analysis.

Data from five different research projects (national and regional) of the author and colleagues, and two studies of the author’s doctoral students, are synthesized to identify both common and specific elements of primary/elementary (years 1–8, ages 5–13) teacher practice in writing. These data provide an indication of the practices which appear to be the most powerful levers for developing writing and for accelerating student progress in the context in which the teachers work. These practices are discussed.

The identified practices are: (1) acquiring and applying deep knowledge of your writers; (2) making connections with, and validating, relevant cultural and linguistic funds of knowledge; (3) aligning learning goals in writing with appropriately designed writing tasks and ensuring that students understand what they are learning and why; (4) providing quality feedback; (5) scaffolding self-regulation in writers; (6) differentiating instruction (while maintaining high expectations) and (7) providing targeted and direct instruction at the point of need. A discussion and a description of writing-specific instantiations of these help to illustrate their nature and the overlaps and interconnections.

As much of the data are drawn from the practices of teachers deemed to be highly effective, classroom practices associated with these teachers can be targeted as a means to improve the quality of instruction more widely in the particular context.

This paper investigates whether in the case of obesity medicalization implies transforming deviants into patients. First, a brief history is presented of the social construction of obesity as an epidemic. Since the turn of the millennium obesity experts claim that a continuously increasing proportion of the Western population is becoming overweight and that this trend is spreading across the globe. Other claims have been made as well, such as that fatter people die younger and add substantially to the cost of health care. Counterclaims have been made too, such as that in Western countries obesity no longer increases and that only extreme obesity increases the risk of dying young.

Furthermore, several explanations for the obesity epidemic are discussed. Public health experts all over the world prefer two explanations that suggest the obesity problem is amenable to intervention. Most basically, it is held that people become overweight because their intake of calories exceeds their expenditure. In addition it is proposed that modern societies are obesogenic, for example, offering food in abundance while removing the need for physical exertion. The first explanation leads to blaming overweight people for their own condition. The second offers opportunities for disciplining the food industry, which following the anti-tobacco movement is labeled “big food.” Especially with regard to individual citizens the conclusion seems warranted that medicalizing fatness adds opportunities for stigmatization and discrimination beyond those offered by conceptions of beauty and fitness. This causes a double bind for governments that want to fight both obesity and stigmatization.