Mud and metal; the impact of historical mining on the estuaries of SW England, UK

This is the author accepted manuscript. The final version is available from Wiley via the DOI in this recordVisitors and residents alike enjoy the countryside and coast of SW England because of the stunning landscapes and natural environment. Many will also be aware, largely through the industrial archaeological record and world heritage site designation, of the historical importance of mining in this region. Separate mineralization episodes, primarily during the Permian and Triassic, led to the formation of a world-class polymetallic ore field, with major deposits of not only tin (Sn) and copper (Cu), but also iron (Fe), lead (Pb), arsenic (As), zinc (Zn), tungsten (W) and silver (Ag), along with minor occurrences of less common metals such as uranium (U), antimony (Sb), nickel (Ni), cobalt (Co), bismuth (Bi) and gold (Au). Mining of alluvial deposits commenced in the Bronze Age, with hard rock mining commencing by the late thirteenth century and continuing intermittently, as metal prices rose and fell, to the present day. With hard rock mining, came the processing or ‘dressing’ of ores during which they were crushed so that minerals of interest could be recovered. The wastes from this process—mine tailings—were historically released into rivers and transported towards the coast as man-made sediments. Deposition occurred in many of the estuaries around SW England, which consequently preserve a record of the development and historical impact of mining.CSM TrustCory EntrustEuropean Social FundRSPBFowey Harbour Commissioner

Transitions to and within adulthood for young people with special educational needs

No abstract available

Risk behaviours in transition to adulthood for people with autism spectrum disorder

This article explores risk behaviour in adults with a diagnosis of Asperger's syndrome (AS) or high-functioning autism (HFA) during the transition to adulthood, drawing on interviews with twelve individuals and on two focus groups comprising members of other families affected by autism spectrum disorder (ASD). The authors examine the subtle interplay between engagement in a variety of risk behaviours and the health and wellbeing of particular individuals with ASD. Feelings of anger, hopelessness and self-harming were common responses to bullying and pervasive difficulties with social interaction. There appears to be no clear causal relationship between risk behaviours and transition, which is characterised by protracted and complex period of identity formation. The current orthodoxy of service provision emphasises the importance of integration with the local community, irrespective of the challenges this may present to people with ASD. There is scope for further elaboration of the concept of ‘emerging adulthood’ in relation to people with disabilities in general and people with ASD in particular

Plus Ça Change, Plus C'est la Même Chose

The publication of Euan Sinclair and Ann Stewart, Conveyancing Practice in Scotland (6th edn, 2012) is a reminder of the enduring role of the WS Society's members in supporting best practice in property law for over 200 years. We look at how things began in the 18th century with the remarkable Robert Bell, WS (1760-1816). (Co-authored with Robert Pirrie.

Emotional education as second language acquisition?

In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences.peer-reviewe

Emotional Education as second language acquisition?

In this paper we argue that while emotional education intervention packages offer certain advantages, there are risks associated with their uncritical use. The main risk is that if the unwanted behaviour of some pupils is seen merely as a problem that can be dealt with through targeted intervention, then important, identity constitutive parts of their reality might become obscured. We reconsider sociological explanations of school disaffection, along with more recent sociological and philosophical attempts to explore the emotional aspect of schooling. We hypothesise that some of the challenging behaviour exhibited by young people in schools is solution seeking; that it is a functional adaptation to an essentially foreign emotional environment. We conclude that attempts to educate the emotions should aim to develop morally rich virtues rather than empty intelligences