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The unfortunate outcome of this lady's unusual dietary habits is known to us all — of course! — but if food had been found to contain such things the Food and Drugs Act might have been some consolation.

The following address has been sent to the President of the French Republic :—

Microfoundations of institutions are central to constructing place – the interplay of location, meaning, and material form. Since only a few institutional studies bring materiality to the fore to examine the processes of place-making, how material forms interact with people to institutionalize or de-institutionalize the meaning of place remains a black box. Through an inductive and historical study of Boston’s North End neighborhood, the authors show how material practices shaped place-making and institutionalized, or de-institutionalized, the meaning of the North End. When material practices symbolically encoded meanings of diverse audiences into the church, it created resonance and enabled the building’s meanings to withstand environmental change and become institutionalized as part of the North End’s meaning as a place. In contrast, when the material practices restricted meaning to a specific audience, it limited resonance when the environment changed, was more likely to be demolished and, thus, erased rather than institutionalized into the meaning of the North End as a place.

Father involvement is a salient predictor of children’s development and recent studies suggest that African American fathers who are highly involved across infancy and toddlerhood have children who enter school better prepared to succeed. Little is known, however, about the specific dimensions of fathering (e.g., language stimulation) that contribute to the positive development of African American children during the early childhood period. Even less is known about psychological and contextual barriers to positive father involvement among African American men with very young children. The first part of this chapter briefly reviews empirical research that has delineated links between multiple dimensions of father involvement and child development in African American families. The second part of the chapter explores emerging evidence on the associations between fathers’ psychological functioning, father involvement and child development, and concludes with suggestions for future research, practice, and policy.

This issue is a selected bibliography covering the subject of leadership.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.

At a meeting of the Stepney Borough Council on June 20th the Public Health Committee submitted the following report by the Medical Officer of Health detailing the proceedings which have been instituted against a certain milk‐vendor during the past eight years, and illustrating the difficulties which are experienced in obtaining convictions for adulteration of milk in consequence of the provisions of the “warranty clause” of the Sale of Food and Drugs Acts.

By these we mean the parliamentary counsel responsible for drafting the many statutes and statutory instruments of every kind, against whom there has been much criticism in recent years for the mass of indigestible legislation, a little of it almost incomprehensible, inflicted on society generally. What prompts us to return to the subject, after so recently castigating it as “hurry scurry” law, is the Labelling of Food Regulations, 1970. Not that this particular measure is anything but good, but looking at it, one cannot help wondering what was the purpose of the 1967 Regulations; a useless exercise in law‐making, since they will never come into force, being precipitately revoked by the new ones. Nor does it seem to have been hurried legislation, since it followed the reports of the Food Standards Committee after a lapse of several years. However, instances in which measures have been rushed through the legislative process, to prove subsequently inadequate, perhaps unworkable in parts, and sometimes completely disastrous, are multiplying during the life of the last Parliament. This may not always be the fault of the ligislature, for sometimes a new problem emerges or grows so rapidly that the law cannot keep up with it; then there is excuse for measures being rushed through to cope.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

From John Dewey to Herbert Kohl, many theorists and practitioners have explored the use of a developmentalist model as a way to harness the natural instincts and interests of young children to foster meaningful learning. Yet, the concept of meaningful learning in early childhood education today is quickly shifting away from the developmentalist model and its emphasis on authentic learning, toward a social-efficiency model that emphasizes the use of state curriculum standards, standardized assessments, and evidence-based instructional approaches. As the early childhood curriculum pendulum swings, early childhood programs find themselves at risk for becoming more “business like” and less representative of the kind of reflective and risk-taking environments Dewey envisioned leaving educators struggling to use child-centered practices in an era of increased accountability. Considering some of the significant challenges facing early childhood programs and educators, it is critically important for the field of early childhood to begin examining the ways in which the curriculum and instructional procedures being utilized may, or may not, be illustrative of Dewey’s vision of active, dynamic, and integrated early learning experiences and, to what degree. One way to promote meaningful instructional integration is to consider the natural connections that exist across content areas. A logical beginning is to use literacy as an anchor for meaningful learning across the preschool curriculum. In this chapter the authors engage in a review of the literature as it relates to the integration of early literacy and content curriculum and discuss implications for future practice.