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Following an introduction to noise and noise regulation of wind turbines, the problem of adverse health effects of turbine noise is discussed. This is attributed to the characteristics of turbine noise and deficiencies in the regulation of this noise. Both onshore and offshore wind farms are discussed.

Abstract The paper presents a critique of the values clarification model as developed by Louis E. Raths and associates in such works as Values and Teaching: Working with Values in the Classroom and Values Clarification: A Handbook of Suggestions. After presenting an overview of the central recommendations of the authors, they are critically evaluated with reference to theoretical considerations and to other models of moral and values education. Values clarification methods are found to rest on untried empirical assumptions and seriously (...) insufficient theoretical foundations. A distinctive contribution to values education, and one that has had considerable influence on teaching practice in this area, particularly in the USA over the past ten years, is a teaching method of values clarification put forward by Louis E. Raths, Merrill Harmin and Sidney B. Simon in their book Values and Teaching: Working with Values in the Classroom.1 There the authors recommend certain teaching strategies employed to some extent by other values educators whose main writings in the field have appeared since this book was first published, e.g. Peter McPhail, Lawrence Stenhouse, Milton Meux, the AVER group at the University of British Columbia, and John Wilson.2. (shrink)

We carry out a systematic study of decidability for theories of real vector spaces, inner product spaces, and Hilbert spaces and of normed spaces, Banach spaces and metric spaces, all formalized using a 2-sorted first-order language. The theories for list turn out to be decidable while the theories for list are not even arithmetical: the theory of 2-dimensional Banach spaces, for example, has the same many-one degree as the set of truths of second-order arithmetic.We find that the purely universal and (...) purely existential fragments of the theory of normed spaces are decidable, as is the ∀∃ fragment of the theory of metric spaces. These results are sharp of their type: reductions of Hilbertʼs 10th problem show that the ∃∀ fragments for metric and normed spaces and the ∀∃ fragment for normed spaces are all undecidable. (shrink)

Principia Mathematica was the first sustained and successful formalization of mathematics.

John Wilson's work as moral educator is summarized and evaluated. His rationalist humanistic approach is based on a componential characterization of the morally educated person. Such a person consistently manifests a unity of reflection, feeling, belief, and acting under the logically structured rubrics of PHIL, EMP, GIG and KRAT, and exemplifying the formal features of 'moral opinion'. The rationale and conceptual status of the components is discussed, as is the view that the concept of education entails that teachers be moral (...) educators. This involves cultivating autonomous rationality with respect to the unconscious, motivation, day-to-day moral decision-making, and the emotions; in the latter case there are extensive applications in religious education. Finally, certain weaknesses and pre-eminent strengths of Wilson's position are indicated, and comparisons briefly made with the views of McPhail, Peters, Frankena and Kohlberg. (shrink)