D. Atkinson – författare

With a second recession looming, Britain is facing a moment of truth. This book examines how the leader of the industrial revolution came to exhibit the features of a 'developing country'; chronic debt, volatile growth and vulnerability to external events. Going South explains how this has happened, arguing that the time for quick fixes is over.

With a second recession looming, Britain is facing a moment of truth. This book examines how the leader of the industrial revolution came to exhibit the features of a ''developing country''; chronic debt, volatile growth and vulnerability to external events. Going South explains how this has happened, arguing that the time for quick fixes is over.

Management-science or management-art? This text addresses this question through a philosophy of an art-related management practice, contributing a paradigmatic thesis of management practiced as an art-form. It goes beyond the extension of aesthetic understanding to management and organization study to aid understanding of management.

Management-science or management-art? This text addresses this question through a philosophy of an art-related management practice, contributing a paradigmatic thesis of management practiced as an art-form. It goes beyond the extension of aesthetic understanding to management and organization study to aid understanding of management.

MEMORY SEED My introduction to teaching art began in September 1971 when I took up a post as art teacher in a secondary school in the West Riding of Yorkshire. Apart from my desire to survive and establish myself amongst students and staff I remember holding firm ideas about what I should be teaching. In relation to drawing and painting I had clear expectations concerning practice and representation. Students’ art work which did not correspond to these I rather naively) considered as weak and in need of correction. I assumed wrongly that when students were making paintings and drawings from observation of objects, people or landscape, they should be aiming to develop specific representational skills associated with the idea of ‘rendering’ a reasonable likeness. I was reasonably familiar with the development of Western art and different forms of visual representation and expression and I knew, for example, that the projection system perspective is only one and not the correct rep- sentational system for mapping objects and their spatial relations as viewed from a particular point into corresponding relations in a painting or drawing. Nevertheless I still employed this mode of projection as an expectation or a criterion of judgement when teaching my students.

Management-science or management-art? This text addresses this question through a philosophy of an art-related management practice, contributing a paradigmatic thesis of management practiced as an art-form. It goes beyond the extension of aesthetic understanding to management and organization study to aid understanding of management.

MEMORY SEED My introduction to teaching art began in September 1971 when I took up a post as art teacher in a secondary school in the West Riding of Yorkshire. Apart from my desire to survive and establish myself amongst students and staff I remember holding firm ideas about what I should be teaching. In relation to drawing and painting I had clear expectations concerning practice and representation. Students’ art work which did not correspond to these I rather naively) considered as weak and in need of correction. I assumed wrongly that when students were making paintings and drawings from observation of objects, people or landscape, they should be aiming to develop specific representational skills associated with the idea of ‘rendering’ a reasonable likeness. I was reasonably familiar with the development of Western art and different forms of visual representation and expression and I knew, for example, that the projection system perspective is only one and not the correct rep- sentational system for mapping objects and their spatial relations as viewed from a particular point into corresponding relations in a painting or drawing. Nevertheless I still employed this mode of projection as an expectation or a criterion of judgement when teaching my students.

MEMORY SEED My introduction to teaching art began in September 1971 when I took up a post as art teacher in a secondary school in the West Riding of Yorkshire. Apart from my desire to survive and establish myself amongst students and staff I remember holding firm ideas about what I should be teaching. In relation to drawing and painting I had clear expectations concerning practice and representation. Students’ art work which did not correspond to these I rather naively) considered as weak and in need of correction. I assumed wrongly that when students were making paintings and drawings from observation of objects, people or landscape, they should be aiming to develop specific representational skills associated with the idea of ‘rendering’ a reasonable likeness. I was reasonably familiar with the development of Western art and different forms of visual representation and expression and I knew, for example, that the projection system perspective is only one and not the correct rep- sentational system for mapping objects and their spatial relations as viewed from a particular point into corresponding relations in a painting or drawing. Nevertheless I still employed this mode of projection as an expectation or a criterion of judgement when teaching my students.

Mineral Nutrition of Fruit Trees summarizes the state of knowledge about the mineral nutrition of fruit trees, including peach and apple trees. The discussions are organized around six themes: fruit tree mineral nutrition and crop quality; uptake and transport; effect of soil management and fertilizer applications on nutrient uptake; direct application of nutrients to foliage and fruits; prediction of nutrient requirements; and synthesis. This text consists of 69 chapters and begins with a section dealing with the effects of nutrition on fruit quality. The second section explores the mechanisms of nutrient entry to, and movement within, fruit trees and the means of influencing the nutrition of both the whole tree and the crop by fertilizers and management practices, including irrigation and the use of herbicides. The third section describes methods for predicting the needs of the tree for establishment, growth, and fruit quality. The effects of interactions between nutrition and environment on the mineral composition of fruits are considered, along with an integrated approach to orchard nutrition and bitter pit control, the influence of boron deficiency on fruit quality, and calcium accumulation in apple fruit. This book will be of interest to scientists working in fields such as biochemistry, food technology, agriculture, horticulture, and physiology.

Animal Developmental Ecology is the first book to focus specifically on the interactions between the environment and developmental mechanisms with particular emphasis given to the consequences for animal populations. The underlying premise of the book is that the study of physiological mechanisms alongside the analysis of adaptive values will enable rapid advances in our knowledge of this important field. With contributors from well-known experts, the book will be invaluable for all postgraduates and researchers in this area.

Proceedings of a Meeting of the IUFRO, Working Party on Root Physiology and Symbiosis