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This final section relates some thoughts about money in the United States. Stein argues that money is at the heart of the United States and makes it what it is. Stein talks about the “gospel of having money,” and the distance he feels between himself and his patients. He wonders if he will ever fully be able to understand their feelings and experiences. He asks what the role of the clinician is and tries to provide an answer. Stein remarks that listening to the stories of the poor led him to change his career; he now works in public health. He concludes that he hopes the stories he has related in this book will inspire and move others to address the issues of poverty in America.

The structure of a system of retail centres as described by their size, composition, and location, is a result of competition among the centres for customers. The evolution of the system is described by a set of cost and revenue equations. The revenue equations include a distance decay parameter. When this parameter is below a critical value, retail activity tends to agglomerate in a major, centrally located centre; otherwise, it tends to be dispersed among a number of similar centres. This fundamental bifurcation appears in actual retail systems. It underlies such phenomena as itinerant medieval trade fairs, the historical migration of the major retail centre of cities like London and New York, and innovations like the department store, the regional mall, and power centres. Since a lower distance decay parameter is associated with higher energy densities, a direct link is established between spatial structure, energy, and technology.

Chapter One engages with Barthes’s discussion of a classical distance from worldly objects and of a modern – nouveau roman-esque – chosisme (which is predicated, Barthes says, upon a certain proximity between people and things) in order to bring the landscapes of Proust’s novel into relief. The chapter also reads Barthes’s paradoxical integration of Proustian elements within his own writing on the nouveau roman as a reflection – a rewriting – of the liminal (the simultaneously classical and modern) texture of À la recherche itself.

Chapter 3 analyses Lyly’s Endymion, whose eponymous hero forges an erotic connection with the moon across the vast expanse of the night sky. Endymion’s investment in Cynthia’s strangest and most distant incarnation grants him access to a form of intimacy that emerges from erotic distance. To theorize the attachment one can form with a majestic, vast, present-but-distant love object such as Cynthia, this chapter turns to Gaston Bachelard’s work on “intimate immensity,” a special mode of daydreaming in which the dreamer forms a powerful bond with an immense, mysterious, often cosmic, object of contemplation. Although such a relation requires a vast distance between the dreamer and the immense phenomenon he contemplates, Endymion’s metaphors of permeability activate a shared, mutual, and profoundly intimate erotic relation with Cynthia.

Through an analysis of The Distance Between Us and the Sky (2019; dir. Vasilis Kekatos) and Winona (2019; dir. Alexandros Voulgaris) the reader is reminded of the key terms that support the arguments in this book. Metonymy, allegory, assemblages of bodies and space, as well as a new way of doing the cinema of a small nation at a time of crisis, are all presented as central aspects of the Greek Weird Wave. What they also point to is a very recognisable, and ongoing, (bio)political history.

A major theme in many of the comics in this monograph is the author/child working throughout and coming to terms with the events that their parents survived. The fourth chapter seeks to answer the question of how the trauma of the parents influences the personal identity of their children, drawing on works on Childhood and Transgenerational Trauma. It also considers the wider social and cultural implications of these identity crises. Finally, the focus shifts to the work of Joe Sacco, a comics journalist, whose work is intensely concerned with the question of journalistic distance and how one is meant to maintain objectivity in an artistic form that actively requires personal engagement.

During the nineteenth century hundreds of thousands of men, women and children left Britain in search of better lives in the colonies of Canada, Australia and New Zealand and in North America. This demographic shift was also a textual enterprise. Emigrants wrote about their experiences in their diaries and letters. Their accounts were published in periodicals, memoirs and pamphlets. The Introduction argues that emigration literature set into circulation a new set of issues surrounding notions of home at a distance, a mediated sense of place, and the extension of kinship ties over time and space. Emigration produced a monumental shift in the way in which ordinary, everyday people in the nineteenth century, regardless of whether or not they emigrated, thought about relationships between text, travel and distance. Emigration literature has contributed to the shape of the modern world as we know it today, and it provides a rare insight into Victorian conceptualisations of globalization.

Chapter One looks at printed emigrants’ letters, a genre that has hitherto been neglected in both literary and historical studies of emigration on account of their dubious authenticity. Nineteenth-century publishers saw emigrants’ letters written to friends, family, emigration societies and philanthropists as a valuable source of information on emigration. Letters were often printed and circulated in a wide array of places, from periodicals to emigration society reports, pamphlets to edited collections. This chapter explores the ways in which printed emigrants’ letters manage the text’s transition from manuscript to print. It focusses on collections of edited letters which were published by an emigration scheme or society, such as the New Zealand Company, Thomas Sockett’s Petworth Emigration Scheme, and Caroline Chisholm’s Family Colonisation Loan Society. These letters provide first-hand accounts of emigration, of the colonies and of settling. They exude an intimate, personal tone and provide readers with a vicarious experience of emigration. At the same time, however, printed letters have been taken out of the context of small, personal networks of circulation and placed in the larger, and more public circulation, of print. Editors were keen to impress upon a suspicious reading public that the letter’s mobility, as it travelled from the colonies back to Britain and into print, had not compromised its authenticity. Producing the effect of being authentic was an integral part of these letters’ commodity status: potential emigrants had to be convinced that the tales of the colonies in the letters really were true if they were going to buy them.

This chapter deals with the question of how adults process information about large-scale physical features and their spatial relations during navigation between places. The presentation is based on the presumption that single acts of cognition are comparatively unimportant in real-life travel. Accordingly, sequential relations between acts are emphasized, which is the reason for the term event in the title. In general, ways of seeing how spatial cognition is organized in time and space should further the search for connections between the fields of spatial cognition, environmental assessment and action. However, the latter prospect is beyond the scope of this chapter. The aim-to make explicit the sequence aspect of cognitive acts in several problem areas of spatial cognition—is pursued in a spirit of inductive analysis in that a number of act sequences are discussed as examples of important spatial cognition events. The approach is first described in broad outline. Processing of large-scale spatial information may entail different theoretical perspectives on levels of mental functioning. Basic mechanisms and operations that underlie the occurrence of cognitive acts represent one level, being the main focus of contemporary theory construction and model building. Further, cognitive acts are reflected in conscious activity and self-consciousness, which represent a second level. Finally, a third level emerges to the extent that cognitive acts are reliably ordered continuously in time and space. Common categories of acts in large-scale spatial cognition are perceptual identification, encoding, recognition, and recall of environmental information, judgments of topological, projective, and metric spatial relations, spatial inference, visual-spatial imagery, and spatial choice. Detailed processing underlying these cognitive acts is progressively unraveled by means of refined task paradigms, deductive reasoning, mathematics, and procedures for controlling subjects’ behavioral and mental activities. This kind of knowledge is sparse in the field of large-scale spatial cognition (Pick, 1985). Independent variables in experiments have been related as often to issues of development, the structure of location information in cognitive maps, methodology, or application as to the nature of processing per se (cf. Evans, 1980). In the long run, theory about underlying processing is indispensible for any of these concerns, including the event approach to be presented here.

Amy M. Burns integrates technology into the 8-step workout offered in Dr. Feierabend’s First Steps in Music series. With the recent introduction of distance learning, these lessons not only can be used in a classroom setting but can also be used in an online format. With downloaded manipulatives from the supplemental website, elementary music educators can utilize these lessons with a variety of classroom settings, as well as with novice to advanced technological skills.

Amy M. Burns integrates technology into the approach developed by Zoltán Kodály. With the current educational paradigm shifting to include more distance learning, these lessons demonstrate how to create online manipulatives that can be used in a classroom setting as well as an online platform. With the addition of a supplemental website that includes downloadable manipulatives, elementary music educators can successfully teach the approach in a variety of settings and scenarios with novice to advanced technological skills. In addition, the lessons can also be used for assessments, cross-curricular connections, higher order thinking skills, and sharing music making outside of the music classroom.

Amy M. Burns integrates technology into the Orff Schulwerk approach so that students with various learning styles can successfully create and make music. With the recent developments of teaching through distance learning, these lessons assist elementary music educators in teaching from a traditional classroom setting to teaching in an online platform. In addition, the supplemental website gives teachers downloadable manipulatives to successfully use in a variety of learning environments.

The ‘New Labour’ managerial culture, its goals and procedural values are explored in detail in this chapter. In dealing with internal obstacles and what were seen as ruthless external enemies, from Blair and allies came a negative appraisal of the party as an organisation in need of transformation but resistant to change. As a strong, able, attractive and fluent Leader, Blair’s ease of movement in his distance-pull positioning away from ‘Old Labour’, without losing control, marked him and his management as historically different. Also different were various aspects of the Leader-managerial controlling conduct which justified important new attitudes to the party and its rules, and extended the use of imposition and manipulation in imposing subordination. At key points these eventually came into conflict with Blair’s earlier acknowledgement that it was crucial for the Labour Party to build up trust and then retain it.

This chapter introduces the conventions of British shipping during the mid sixteenth to late seventeenth centuries, concluding in 1689, a year Davis regarded as a turning point in the growth and commercial development of shipping. It begins by comparing British shipping unfavourably to Dutch shipping in 1560, then addresses the mid-century development of British fisheries and the coal trade. It also charts the development of long-distance trade; the disruptiveness of the Spanish Armada and various other wars; growth in tonnage and value; the steady development and impact of Northern trade the seventeenth century; and the trade of colonial goods. It concludes by with a summary of the economic literature pertaining to the period.

This chapter describes how the UPA Government had reached the terminal stage when Pallam Raju assumed charge as Minister, MHRD, and how in spite of heavy odds made the best of a bad job, and attempted to salvage the failed reform agenda of Sibal as much as he could by quietly getting UGC to issue regulations. It outlines the report of the Madhava Menon Committee on Open and Distance Education Learning (ODC), and the action taken on that report. It also describes the crisis created by the Supreme Court judgment in Association of Management of Private Colleges (April 2013) virtually divesting the AICTE of power to regulate tertiary technical education. It describes the historic importance of the launch of the RMSA and RUSA, and emphasizes the imperative of the Central Government played a directional role and extending financial support for meet in transcendent national challenges such as improving quality and learning achievement at all areas and stages of education, universalizing secondary education, development of skills and competencies of all types, and rejuvenating the moribund state universities.

A newly researched history of the marine chronometer, from its earliest origins in the 17th century through to electronic instruments manufactured in the late 20th century. The narrative is written in a style intended to be interesting and accessible to readers outside the horological profession and technical matters are explained and illustrated in the simplest possible terms. The seminal contribution by clockmaker John Harrison (1693-1776) is newly assessed and discussed and the importance of the pioneers who developed marine timekeepers before and after Harrison’s break-though is emphasised and explained. The international context within which the chronometer evolved is discussed, and the contributions of nations other than Britain and France are included. This history follows on from the great work by R.T.Gould, The Marine Chronometer, its History and Development (1923), but brings the narrative up to date, whilst also adding the results of much further research, carried out since Gould’s time.

The function of an anemometer (sometimes with a wind vane) is to measure some or all components of the wind velocity vector. It is common to express the wind as a two-dimensional horizontal vector since the vertical component of the wind speed is usually small near the earth’s surface. In some cases, the vertical component is important and then we think of the wind vector as being three-dimensional. The vector can be written as orthogonal components (u, v, and sometimes w] where each component is the wind speed component blowing in the North, East, or vertically up direction. Alternatively, the vector can be written as a speed and a direction. In the horizontal case, the wind direction is the direction from which the wind is blowing measured in degrees clockwise from North. The wind vector can be expressed in three dimensions as the speed, direction in the horizontal plane as above, and the elevation angle. Standard units for wind speed (a scalar component of the velocity) are m s-1 and knots (nautical miles per hour). Some conversion factors are shown in table 7-1. Wind velocity is turbulent; that is, it is subject to variations in speed, direction, and period. The wind vector can be described in terms of mean flow and gustiness or variation about the mean. The WMO standard defines the mean as the average over 10 minutes. The ideal wind-measuring instrument would respond to the slightest breeze yet be rugged enough to withstand hurricane-force winds, respond to rapidly changing turbulent fluctuations, have a linear output, and exhibit simple dynamic performance characteristics. It is difficult to build sensors that will continue to respond to wind speeds as they approach zero or will survive as wind speeds become very large. Thus a variety of wind sensor designs and, even within a design type, a spectrum of implementations have evolved to meet our needs.

The study of how people make decisions has long been dominated by the economic man or rationality model. In recent years researchers have extended the study of decision making into the spatial context. Given the pervasive role of the rationality model it was not surprising to see reliance on it in this new domain as well (Golledge & Timmermans, 1987; Timmermans, this volume). There are, however, at least two reasons why one might have hoped for a broader perspective. First, given its obvious kinship to the area of environmental cognition, research on spatial decision making could have reflected the concern for cognitive structure central to the wayfinding literature. Second, the rationality model has increasingly been the subject of searching questions and criticism. Cracks have been appearing in the once near-monolithic support for this model. A number of psychologists have been quite articulate about what they see as serious deficiencies in this approach (Einhorn & Hogarth, 1985; Hermstein & Mazur, 1987; Kruglanski & Ajzen, 1983; Simon, 1957; Wallach & Wallach, 1983). Even economists have expressed serious reservations (Bell & Kristol, 1981; Earl, 1983a; Eichner, 1983; Kuttner, 1985; Lutz, 1987). Decision theorists have not been insensitive to these concerns; many modifications have been proposed (see Jungermann, 1983, for an extensive review). If there is a consensus among them, it is far from obvious. In the absence of such a consensus, many stalwart investigators (including economists and planners) continue within the comfortable and familiar confines of the classical framework. In the discussion that follows, the term “rationality” will be used to refer to the classical rationality position that still endures in many quarters, and that still serves as a center of gravity for the multitude of dissatisfied revisionists. In its simplest form, the position can be summarized as stating that people have perfect knowledge and that they strive to maximize their gains. A most interesting analysis of the increasingly obvious inadequacy of the rationality model and of how planners are coping with this state of affairs is provided by E.R. Alexander (1984). The picture he paints is essentially one of a paradigm decline, with heroic efforts on the part of practitioners to carry on nonetheless.

In this chapter, I sketch an integrated account of environmental assessment, cognition, and action throughout the individual’s life span. Zimring and Gross (this volume) have already described how the schema is structured to include all three aspects; Canter (this volume) has extended this to stress the social context of meanings and actions in which these schema operate; and this chapter accepts and develops their positions. What further can a life-span approach add to the arguments advanced in these earlier integrative chapters? Liben (this volume) has already stated the case most powerfully with respect to her topic, environmental cognition; and it can as easily be applied to evaluation and action. A life-span approach enables development to be put in context: what earlier stages have so far equipped the individual to do, what the demands of the current situation are on the individual, and how variations at the present stage can affect later development. Taking this developmental perspective throws the emphasis on process and on the adaptive nature of the environmental schema for the particular life stage reached by the individual. As such, the perspective provides a test bed for examining the range of theoretical relationships between affect, cognition, and action in the environment advanced in earlier chapters. The life-span approach can also serve to reintroduce into the field a sense of the importance of individual differences, and continuities of individuality through life, which is conspicuously missing from many of the earlier chapters. The developmental tradition within psychology has not, as a whole, stressed individual differences as much as has done the life-span developmental. The life-span perspective has been much concerned with continuities and developments within the individual, as goals and tasks change over the life course. Much mainstream “developmental” research lacks this sense of continuity, being often presented as a series of snapshots of the typical child at different ages or stages. In contrast, the life-span approach, as Liben’s chapter reminds us, emphasizes the processes whereby developments occur, and conceptualizes this development as affected by biological changes, psychological development, changes in the individual’s social role and context, cultural forces, and historical changes during the individual’s life span.