In the cities of industrialized countries, the sudden keen interest in urban agriculture has resulted, inter alia, in the growth of the number and diversity of urban collective gardens. While the multifunctionality of collective gardens is well known, individual gardeners’ motivations have still not been thoroughly investigated. The aim of this article is to explore the role, for the gardeners, of the food function as one of the functions of gardens, and to establish whether and how this function is a (...) motivating factor for them. We draw on a set of data from semi-structured interviews with 39 gardeners in 12 collective gardens in Paris and Montreal, as well as from a survey on 98 gardeners and from field observations of the gardeners’ practices. In the first part we present the nature and diversity of garden produce, and the gardeners’ assessment thereof. In the second part we describe the seven other functions mentioned by the gardeners, which enables us to situate the food function in relation to them. We conclude that the food function is the most significant function of the gardens, and discuss the implications for practitioners and policy makers. (shrink)

One of the most problematic aspects of the ‘Harvard School’ of liberal international theory is its failure to fulfil its own methodological ideals. Although Harvard School liberals subscribe to a nomothetic model of explanation, in practice they employ their theories as heuristic resources. Given this practice, we should expect them neither to develop candidate causal generalizations nor to be value-neutral: their explanatory insights are underpinned by value-laden choices about which questions to address and what concepts to employ. A key question (...) for liberal theorists, therefore, is how a theory may be simultaneously explanatory and value-oriented. The difficulties inherent in resolving this problem are manifested in Ikenberry's writing: whilst his work on constitutionalism in international politics partially fulfils the requirements of a more satisfactory liberal explanatory theory, his recent attempts to develop prescriptions for US foreign policy reproduce, in a new form, key failings of Harvard School realism. (shrink)

We present a mini review of the Stueckelberg mechanism, which was proposed to make the abelian gauge theories massive as an alternative to Higgs mechanism, within the framework of Minkowski as well as curved spacetimes. The higher the scale the tighter the bounds on the photon mass, which might be gained via the Stueckelberg mechanism, may be signalling that even an extremely small mass of the photon which cannot be measured directly could have far reaching effects in cosmology. We present (...) a cosmological model where Stueckelberg fields, which consist of both scalar and vector fields, are non-minimally coupled to gravity and the universe could go through a decelerating expansion phase sandwiched by two different accelerated expansion phases. We discuss also the possible anisotropic extensions of the model. (shrink)

British marriage statistics suggest that women of breeding age choose young men. Women past breeding age who could still be raising children extend choices to include older men. After this, women do not marry. The choices of men over 50 are restricted to women between 40 and 55: past breeding but young enough to be raising children; the few men over 50 that marry choose women in this age range.

We give a simplified treatment of revised countable support (RCS) forcing iterations, previously considered by Shelah (see [Sh, Chap. X]). In particular we prove the fundamental theorem of semi-proper forcing, which is due to Shelah: any RCS iteration of semi-proper posets is semi-proper.

Open peer commentary on the article “Constructing Constructivism” by Hugh Gash. Upshot: The concept of “constructivist teaching” seems unattainable for two reasons: a philosophical and an empirical one. Also, Hugh Gash’s survey is not so much about radical constructivism in education, but a review of different connected ideas labeled “constructivism” that have dominated the educational field.