Too clean, or not too clean: the hygiene hypothesis and home hygiene.

The 'hygiene hypothesis' as originally formulated by Strachan, proposes that a cause of the recent rapid rise in atopic disorders could be a lower incidence of infection in early childhood, transmitted by unhygienic contact with older siblings. Use of the term 'hygiene hypothesis' has led to several interpretations, some of which are not supported by a broader survey of the evidence. The increase in allergic disorders does not correlate with the decrease in infection with pathogenic organisms, nor can it be explained by changes in domestic hygiene. A consensus is beginning to develop round the view that more fundamental changes in lifestyle have led to decreased exposure to certain microbial or other species, such as helminths, that are important for the development of immunoregulatory mechanisms. Although this review concludes that the relationship of the hypothesis to hygiene practice is not proven, it lends strong support to initiatives seeking to improve hygiene practice. It would however be helpful if the hypothesis were renamed, e.g. as the 'microbial exposure' hypothesis, or 'microbial deprivation' hypothesis, as proposed for instance by Bjorksten. Avoiding the term 'hygiene' would help focus attention on determining the true impact of microbes on atopic diseases, while minimizing risks of discouraging good hygiene practice

Animal timing: a synthetic approach

Inspired by Spence's seminal work on transposition, we propose a synthetic approach to understanding the temporal control of operant behavior. The approach takes as primitives the temporal generalization gradients obtained in prototypical concurrent and retrospective timing tasks and then combines them to synthetize more complex temporal performances. The approach is instantiated by the learning-to-time (LeT) model. The article is divided into three parts. In the first part, we review the basic findings concerning the generalization gradients observed in fixed-interval schedules, the peak procedure, and the temporal generalization procedure and then describe how LeT explains them. In the second part, we use LeT to derive by gradient combination the typical performances observed in mixed fixed-interval schedules, the free-operant psychophysical procedure, the temporal bisection task, and the double temporal bisection task. We also show how the model plays the role of a useful null hypothesis to examine whether temporal control in the bisection task is relative or absolute. In the third part, we identify a set of issues that must be solved to advance our understanding of temporal control, including the shape of the generalization gradients outside the range of trained stimulus durations, the nature of temporal memories, the influence of context on temporal learning, whether temporal control can be inhibitory, and whether temporal control is also relational. These issues attest to the heuristic value of a Spencean approach to temporal control.The authors MPC, AM, and MV were supported by grants SFRH/BD/73875/2010, PTDC/MHC-PCN/3540/2012, and IF/01624/2013/CP1158/CT0012, respectively, from the Portuguese Foundation for Science and Technology. This study was conducted at the Psychology Research Centre, University of Minho, and partially supported by the Portuguese Foundation for Science and Technology and the Portuguese Ministry of Education and Science through national funds and when applicable co-financed by FEDER under the PT2020 Partnership Agreement (UID/PSI/01662/2013).info:eu-repo/semantics/publishedVersio

Juggling multiple accountability systems: how three principals manage these tensions in Ontario, Canada

Accountability in education is not new. Schools have always been accountable in one way or another to the communities they serve, regardless of the policy environment of the time (Elmore, The Educational Forum, 69:134–142, 2005). This article explores how three principals from Ontario, Canada manage the tensions of multiple accountability systems in their work. Findings indicate that the principals were able to find ways to be accountable to a variety of communities and ideals by prioritizing and honoring local needs and beliefs within the larger provincial mandate. Principals could not ignore the various accountability pressures; indeed, their success hinged on the ability to negotiate them. This delicate balancing act requires school principals to develop skills necessary to successfully juggle these competing demands