Urbanization has long been associated with human development and progress, but recent studies have shown that urban settings can also lead to significant inequalities and health problems. This paper is concerned with the adverse impact of urbanization on both developed and developing nations and both wealthy and poor populations within those nations, addressing issues associated with public health problems in urban areas. The discussion in this paper will be of interest to policy makers. The paper advocates policies that improve the socio-economic conditions of the urban poor and promote their better health. Further, this discussion encourages wealthy people and nations to become better informed about the challenges that may arise when urbanization occurs in their regions without the required social supports and infrastructure.

The US Public Health Service began the medical examination of immigrants at US ports in 1891. By 1924, national origin had become a means to justify broad-based exclusion of immigrants after Congress passed legislation restricting immigration from southern and eastern European countries. This legislation was passed based on the alleged genetic inferiority of southern and eastern Europeans. Since 1987, the United States has prohibited the entrance of immigrants infected with the human immunodeficiency virus (HIV). On the surface, a policy of excluding individuals with an inevitably fatal "communicable disease of public health significance" rests solidly in the tradition of protecting public health. But excluding immigrants with HIV is also a policy that, in practice, resembles the 1924 tradition of selective racial restriction of immigrants from "dangerous nations." Since the early 1980s, the United States has erected barriers against immigrants from particular Caribbean and African nations, whose citizens were thought to pose a threat of infecting the US blood supply with HIV.

Introduction: Writing a manuscript for publication is a challenge for those health practitioners whose primary role is to provide clinical services. The aim of this study was to increase the capacity of allied health practitioners who are employed in a clinical setting to submit manuscripts for publication in peer-reviewed journals.Methods: An action research study design was used to develop a “Writing for Publication” program for nine allied health practitioners who had not previously published a manuscript as lead author. Between May and November 2018, at a regional public hospital service, three 90-minute writing workshops were offered, which included manuscript plan and preparation guide, academic writing instruction, peer review and mentoring by experienced researchers. Data were collected using participant pre- and post-program surveys, post-workshop focus groups and facilitator reflections.Results: All participants reported that their writing skills had improved. Enablers to completing a manuscript for publication included structured preparation, mentoring, training in academic writing skills, protected writing time and external accountability. Challenges included not knowing where or how to start, competing priorities and distractions within and outside of work hours, inadequate academic writing skills and loss of momentum. Two participants submitted their manuscripts for publication by the end of the study and a further manuscript was submitted by the time of writing.Conclusions: Strategies to ensure publication of allied health practitioner research findings need to be integrated into project planning and monitoring processes embedded within a well-supported health service-wide research culture.

Purpose The purpose of this paper is to deflate some of the pressure-orienting teachers toward following a curricular script. Design/methodology/approach The authors connect effective classroom teaching and learning practices to a dialogic instructional stance that values local resources and student perspectives and contributions. The authors argue that effective teachers have agency to make decisions about content and pacing adjustments (they call this agentive flow) and that they practice response-able talk. Response-able talk practices are responsive to what is happening in the classroom, responsibly nurture joint purposes and multiple perspectives, and cultivate longer exchanges of student exploratory talk. These talk practices are not easily scripted. Findings The authors show what these effective, local and dialogic instructional practices look like in a second-grade urban classroom. Practical implications The authors call upon every teacher to robustly find their local ways of working. Originality/value In this paper, the authors argue that harnessing the local is an essential aspect of dialogic instruction and a critical component of a dialogic instructional stance.

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