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In everyday conversation, speakers and hearers inhabit specific places and times. Languages include deictic terms to refer to these givens of the physical situation. Speakers can choose to refer explicitly to their immediate location and moment, and in fact politicians typically do, even to the point of arranging to give a speech in a location that they can strategically reference. Though written texts seem to transcend the particulars of time and place, writers in some circumstances can use immediate deixis. But more often writers, and even speakers, can construct absent or hypothetical places and times through imaginary deixis. The result is the set description, recommended in rhetorical exercises since antiquity (as descriptio, ekphrasis, etc.). Time and place can also be invoked in broader senses. For example, the time referenced or constructed in an argument can ignore a particular hour or date and focus instead on time in the sense of an occasion, a kairotic moment that the arguer seizes on, such as an anniversary or a “first time.” Campbell in the eighteenth and Chilton in the twenty-first century note the argumentative potential in constructions of time and place, and Bitzer labeled these aspects of the rhetorical situation, calling special attention to the exigence, the immediate need for rhetorical discourse. To Burke, time and place were elements of the arguer's scene whose circumference was malleable. The number of critical terms in rhetoric covering notions of time and place shows the importance of this dimension of speaker/audience interaction.

This chapter reports on Posidonius' and Eratosthenes' measurements of the circumference of the Earth. Eratosthenes' doctrine about the size of the Earth demonstrates its size by a geodesic procedure, while Posidonius' is less complicated. Each [philosopher] takes certain assumptions [as being the case], and then arrives at demonstrations via the implications of the assumptions. Eratosthenes says, and it is the case, that (E6) Syene is located below the summer tropical circle. Those who say that the Earth cannot be spherical because of the hollows occupied by the sea and the mountainous protrusions, express a quite irrational doctrine.

This chapter focuses on a the 2011 health promotion campaign Stop the Spread, part of which involved the distribution of measuring tapes to the population via pharmacies to encourage people to measure their waists. Drawing on an analysis of campaign materials, the chapter explores the significance of Stop the Spread as a governmental technology and form of biopower in which medical discourse was utilised in an effort to not only re-programme ideas of what a normal healthy body should measure and look like, but also to more directly attempt to change behaviour by gifting people the technology to measure themselves, and to ultimately inscribe those numbers on their bodies. This chapter provides insights into how neoliberal governmentality is evolving in relation to public health policy, not least in the context of soft paternalism which is more directive in its use of techniques and strategies to steer norms and behaviour, whilst remaining highly individualised in terms of its understanding of health and its determinants.

Children’s involuntary exposure to tobacco smoke is a common and substantial health problem that has been receiving increasing attention from the pediatric, public health and research communities. According to the 2006 Surgeon General’s Report, there is no safe level of tobacco smoke exposure, yet at least 30% of children in the United States live in households with at least one adult smoker, and nearly 60% have evidence of recent exposure (Machlin, Hill, and Liang 2006). Tobacco smoke exposure has been causally linked to numerous adverse health outcomes and is currently a leading preventable cause of both low birth weight and sudden infant death syndrome, and a major contributor to lower respiratory infections, otitis media, and increased asthma severity (American Academy of Pediatrics, Committee on Environmental Health 1997; Cook and Strachan 1999; DiFranza et al. 2004). Recently, associations between tobacco smoke exposure and other childhood health problems, such as increased rates of dental caries (Aligne et al. 2003; Iida et al. 2007), food insecurity (Cutler et al. in press), and the metabolic syndrome (Weitzman et al. 2005) have been identified. As discussed in this chapter, a growing human and animal literature, which expands upon a more than 25-year-old body of work, also indicates that involuntary exposure to tobacco smoke during the pre- and/or postnatal periods is associated with adverse cognitive and behavioral outcomes in children. Tobacco smoke exposure has been associated with decrements in IQ, problems with learning and memory, difficulty with auditory processing, neonatal hyperactivity, attention-deficit hyperactivity disorder (ADHD), internalizing and externalizing behavioral problems, and conduct disorder. Animal models have provided evidence that tobacco is toxic to the developing brain, and there are plausible biologic pathways that appear to mediate these effects. Exciting new studies have begun to identify specific genes that play a role in the relationship between tobacco smoke exposure and adverse cognitive and behavioral outcomes in children. The term “secondhand smoke” (SHS), also referred to as “environmental tobacco smoke” (ETS), refers to the smoke that is exhaled from a smoker’s lungs, as well as the smoke from the smoldering end of a cigarette.

There is often much debate in scientific circles as to which experiments or lecture-demonstrations are the most instructive, or spectacular. This chapter deals with several candidates, several of them having been carried out at the RI. One of these is the so-called two-slit experiment performed by Thomas Young in 1801. Others include the experiments and insights of Sir Lawrence Bragg, in connection with his interpretation of X-ray diffraction; Humphry Davy’s lecture-demonstration of the reality of the decrease of resistance of a metallic wire when its temperature is decreased. There is also a candidate from pre-Christian times, namely the determination of the circumference of the Earth done by Eratosthenes in Alexandria in the second century BC.

This chapter uses citations by Lewis from Thomas Traherne to show that the idea of desire had a powerful effect on the poetics of both writers, and that it shapes Lewis’ approach to ‘co-inherence’. For both writers, desire is the longing for something unknown, although Lewis writes about a joy that remains unsatisfied and Traherne about joy satisfied. For both writers, this desire is an enlargement of the self, which amounts to a co-inherence with others and God. For both writers, desire is worship, returning the beauty of the world in praise to God, while Lewis is less ready to follow Traherne’s view of human creativity as contributing something ‘new’ to God’s own creation. The chapter argues that, despite his admiration for Wordsworth, for Lewis joy is based in a Trahernian poetics of desire, and that Traherne’s longing for a ‘far country’ is reflected in the Chronicles of Narnia.

Child development can be described as the biological and psychological changes that occur in human beings between birth and the end of adolescence. There are many different factors that influence child development, such as biology/ genetics, the personal experiences we undergo throughout our childhood, and the influence of the environment. Child development is often categorized into five domains: cognitive (development of the ability to think and reason); social/psychosocial (the process by which a child learns to interact with others); emotional (the child has to learn how to recognize and control their own differing emotional states and to recognize emotions in others); language (how children acquire language); and finally physical development (the physical changes that occur from birth to adolescence). It is important to remember that development occurs simultaneously in all domains and that they are interrelated and interdependent, for example a delay in physical development may hamper the child’s social and emotional development. It is imperative that nurses have a sound understanding of ‘normal’ child development before they can begin to appreciate deviations in any aspect of development. On completion of reading this chapter you will begin to link your knowledge of child development to the preparation, implementation, and aftercare involved in clinical nursing procedures such as measuring a baby’s head circumference, as outlined later on in the chapter. It is anticipated that you will be able to do the following once you have read and studied this chapter: ● Understand the main influences on child development and the nature versus nurture debate. ● Understand normal child development so you can apply this knowledge to the key nursing skills required to care for a child and their family. ● Understand the importance of developmental assessment throughout childhood, such as the development checks undertaken by health visitors/ public health nurses, as a means to assess ‘normal development’ as well as delays in the achievement of expected developmental milestones. Child development refers to the biological and psychological changes that occur in human beings between birth and the end of adolescence, as the individual progresses from dependency to increasing autonomy.