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Community Health and Wellness

Principles of primary health care

6E

Jill Clendon & Ailsa Munns

2
Table of Contents

Cover image

Title Page

Copyright

Dedication

Foreword

Preface

About the Authors

Acknowledgements

Reviewers

Section 1 Principles of primary health care

3
Introduction

Introduction to the section

Chapter 1 Fundamentals of creating and maintaining a healthy

community

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

References

Chapter 2 Healthy policies for healthy communities

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

References

Chapter 3 Communities of place

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

References

4
Section 2 Primary health care in practice

Introduction

Introduction to the section

Chapter 4 Primary health care in practice

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

References

Chapter 5 Assessing the community

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

References

Chapter 6 Planning for intervention

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

5
 References

Section 3 Health and wellness throughout the

lifespan

Introduction

Introduction to the section

Chapter 7 The early years

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

Reflective Questions: How would I use this knowledge in practice?

References

Chapter 8 Transitions to adulthood and beyond

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

References

6
Section 4 Evidence to support primary health
care

Introduction

Introduction to the section

Chapter 9 Inclusive communities

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

References

Chapter 10 Inclusive research

Introduction

Conclusion

Reflective Questions: How would I use this knowledge in practice?

References

Appendix A The McMurray Community Assessment Framework

Appendix B Calgary Family Assessment Model

7
Appendix C HEEADSSS Assessment Tool for use with Adolescents

The Tool

References

Index

8
Copyright

Elsevier Australia. ACN 001 002 357

(a division of Reed International Books Australia Pty Ltd)
Tower 1, 475 Victoria Avenue, Chatswood, NSW 2067

This edition © 2019 Elsevier Australia.

All rights reserved. No part of this publication may be reproduced or

transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording, or any information storage and
retrieval system, without permission in writing from the publisher.
Details on how to seek permission, further information about the
Publisher's permissions policies and our arrangements with
organisations such as the Copyright Clearance Center and the
Copyright Licensing Agency, can be found at our website:
www.elsevier.com/permissions.

This book and the individual contributions contained in it are

protected under copyright by the Publisher (other than as may be
noted herein).

ISBN: 978-0-7295-4274-6

Notice
Practitioners and researchers must always rely on their own
experience and knowledge in evaluating and using any information,

9
methods, compounds or experiments described herein. Because of
rapid advances in the medical sciences, in particular, independent
verifi cation of diagnoses and drug dosages should be made. To the
fullest extent of the law, no responsibility is assumed by Elsevier,
authors, editors or contributors for any injury and/or damage to
persons or property as a matter of products liability, negligence or
otherwise, or from any use or operation of any methods, products,
instructions, or ideas contained in the material herein.

National Library of Australia Cataloguing-in-Publication Data

Content Strategist: Natalie Hunt

Content Development Specialist: Liz Coady
Senior Project Manager: Karthikeyan Murthy
Edited by Jo Crichton
Proofread by Melissa Faulkner
Design by Natalie Bowra
Index by Innodata Indexing
Typeset by Toppan Best-set Premedia Limited
Printed in China by 1010 Printing International Ltd

10
Dedication

This book is dedicated to all community health

practitioners; for the visionary contribution they make to the
health and wellbeing of people, families and communities.

Jill Clendon, Ailsa Munns

September 2018

11
Foreword
This text is based on the foundational principles of primary health
care, which guide the reader to consider the health of individuals and
populations in their personal, family and community environments.
Health professionals engaging with communities use these
principles as a basis for implementing a range of strategies to assist
people in their journey towards better health. The primary health
care mindset recognises that health is socially determined, and the
book unpacks the social and structural elements that sometimes
enable and at other times compromise health. For the learner, this
edition of the text has been streamlined on the premise that evidence
for practice is increasingly accessible on the internet and through
other electronic means of sharing information. The text therefore
provides not only a guided tour through the most important
elements of health care knowledge for practice, but also inspires the
reader's appetite for further learning by signposting other sources of
knowledge. Together this information can be used to tailor practice
strategies to individual ages and stages in the context of community
resources and needs. A strength of the text lies in the practice
applications of knowledge through case studies, while drawing
attention to the fundamental points contained in each chapter, and
encouraging the reader to reflect on situations, needs, goals and
strategies.
Our trans-Tasman societies are multilayered and the authors
outline a broad range of caring approaches that can be adapted for
different populations and social geographies. Community health and
wellness depends on comprehensive assessment, and this is
addressed extensively as the first step in any of these approaches.

12
Moving forward from a base of assessment data relies on
understanding features of the health care system as well as
government policies, which are constantly changing. These features
and policies are presented as a point of departure for planning
inclusive, equitable, adequate, culturally appropriate and accessible
pathways to health, despite occasional roadblocks. By situating this
information in the context of different types of communities and
different locations for care, the authors have attempted to instil a
sense that health goals can be achieved, and that by working in
partnership with nurses and other health professionals, people can
be empowered to change unhealthful lifestyles. Another notable
feature of the text is its focus on evidence-based practice, including
evaluation of current practice. The authors underline the need for all
of us to help generate new evidence to fill the gaps in our knowledge.
Researching communities is unique; it relies on deep understanding
of the dynamics of a community and the cultural conventions that
determine how its citizens interact with health care. This is captured
in the text to whet the reader's appetite for what should be a lifelong
journey in the evolution of knowledge for practice. I am pleased to
recommend this edition of Community Health and Wellness to you
with best wishes for your learning enjoyment and scholarly
fulfilment.
Emeritus Professor Anne McMurray AM

13
Preface
This book is intended to guide the way nurses and other health
practitioners work with people as they seek to maintain health and
wellbeing in the context of living their normal lives, connected to
their families, communities and social worlds. Life is lived in a wide
range of communities, some defined by socio-cultural factors such as
ethnicity or Indigenous status, some defined by geography of ‘place’,
others by affiliation or interest, and some by relational networks
such as social media. Because most people live within multiple
communities it is important to understand how their lives are
affected by the combination of circumstances that promote or
compromise their health and wellbeing. Knowing a person's age,
stage, family and cultural affiliations, employment, education, health
history, and recreational and health preferences has an enormous
effect on the way we, as health practitioners, interact with them.
Likewise, our guidance and support are heavily influenced by the
environments of their lives: the physical, social and virtual
environments that contribute to the multilayered aspects of people's
lives. Knowing how, why and where people live, work, play, worship,
shop, study, socialise and seek health care, and understanding their
needs in these different contexts, underpins our ability to develop
strong partnerships with people and communities to work together
as full participants, in vibrant, equitable circumstances to achieve
and enable community health and wellness.
This edition of the text represents contemporary thinking in
community health and wellness from local, trans-Tasman and global
communities. We have condensed much of the book from previous
editions to reflect the growing accessibility of information online.
Access to up-to-date information is available today at the push of a

14
button, so we have therefore focused on the fundamental principles
of primary health care that underpin community health and
wellness. Using these principles as a foundation, the reader can then
use the internet to investigate other, specific areas of interest while
maintaining a core understanding of what comprises community
health and wellness. We have signposted many areas where readers
may want to explore further and we encourage you to also access the
supplementary material available online.
Primary health care continues to be an integral approach to
promoting health and wellness throughout the world and we apply
the principles of primary health care to our practice in this part of the
world. These principles are outlined in Chapter 1 and elaborated on
throughout the text. A primary health care approach revolves around
considering the social determinants of health (SDH) as we work in
partnership with individuals, families and communities. The text
examines the interrelatedness of the SDH throughout the various
chapters, to examine where such things as biological factors,
employment, education, family issues and other social factors that
influence health and the way we approach our role in health
promotion and illness prevention. As partners our role is to act as
enablers and facilitators of community health, encouraging
community participation in all aspects of community life. Another
foundational element that guides our consideration of community
health is the notion that health is a socio-ecological construct. As social
creatures, we are all influenced by others and by our environments,
sometimes with significant health outcomes. The relationship
between health and place is therefore crucial to the opportunities
people have to create and maintain health. Interactions between
people and their environments are also reciprocal; that is, when
people interact with their environments, the environments
themselves are energised, revitalised and often changed. Analysing
these relationships is therefore integral to the process of assessing
community strengths and needs as a basis for health promotion
planning. The first two sections of the text focus on the principles
and practice of primary health care. A new element of this edition is a

15
section on project planning, equipping the practitioner with the skills
to plan projects in and with communities to achieve wellness.
Our knowledge base for helping communities become and stay
healthy is based on understanding the structural and social
determinants of health that operate in both global and local contexts.
We also know that what occurs in early life can set the stage for
whether or not a person will become a healthy adult and experience
good health during the pathways to ageing. Along a person's life
pathway, it is helpful to know the points of critical development and
age-appropriate interventions, particularly in light of
intergenerational influences on health and wellbeing. We outline
some of these influences and risks in Section 3 of the book, which
addresses healthy families, healthy children, adolescents, adults and
older people. We provide a set of goals in each chapter for achieving
health and wellbeing.
Maintaining an attitude of inclusiveness is the main focus of Section
4. Within the chapters of this section, we suggest approaches that
promote cultural safety and inclusiveness in working with
Indigenous people and those disadvantaged or discriminated
against. To enable capacity development within communities, we
need to use knowledge wisely, which means that we need evidence
and innovation for all of our activities. Clearly, our professional
expertise rests on becoming research literate and developing
leadership skills for both personal and community capacities to
reach towards greater levels of health, vibrancy and sustainability for
the future.
As you read through the chapters you will encounter the Mason
family in Australia and the Smiths in New Zealand. Their home lives
revolve around their respective communities and the everydayness of
busy families. Throughout the chapters you will see how each family
deals with their lifestyle challenges and opportunities as they
experience child care, adult health issues, and some of the
characteristics of their communities that could potentially
compromise their health and wellbeing. We hope you enjoy working
with them and develop a deeper sense of their family and community

16
development, and how nurses can help enable health and wellness.
Throughout the text, we have included boxes that will encourage
you to stop and think on the content (key points and points to
ponder) and direct you to find further information (‘where to find
out more on…’). We have also included group exercises and
questions that can be used in practice or tutorial groups to help add
depth to your conversations on how to improve community health
and wellness.

17
About the Authors
Jill Clendon is a registered nurse and member of the College of
Nurses, Aotearoa. She is currently Acting Chief Nursing Officer at
the Ministry of Health in New Zealand. Jill is also an Adjunct
Professor in the Graduate School of Nursing and Midwifery at
Victoria University, Wellington. Jill spent the 18 years previous to her
current position in nursing policy, research, and child and family
health. Jill's research has examined issues with contemporary
nursing workforces, the efficacy of community-based nurse-led
clinics, and nursing history. Jill has taught at both undergraduate and
postgraduate levels with a specific interest in primary health and the
contemporary context of community-based well child care in New
Zealand. Jill's qualifications include a PhD in Nursing and a Masters
of Philosophy in Nursing from Massey University, and a Bachelor of
Arts in Political Studies from Auckland University. She also holds a
Diploma in Career Guidance and Certificate of Adult Teaching from
the Nelson Marlborough Institute of Technology. She has held a
range of community positions including Chairperson of Victory
Community Health in Nelson, and as a member of the Nelson Bays
Primary Health Care Nurse Advisory Group. Jill has a clinical
background in public health nursing and paediatrics.
Ailsa Munns is a registered nurse, registered midwife, and child
and adolescent health nurse. Ailsa has practised in a range of
hospital and community health settings in metropolitan, rural and
remote health settings in Western Australia. She is currently working
at the School of Nursing, Midwifery and Paramedicine at Curtin
University in Western Australia as a Lecturer, Course Coordinator of
the Postgraduate Child and Adolescent Health Nursing Programs

18
and Coordinator of the Community Mothers Program (Western
Australia). Ailsa has a range of research interests including
exploration of current practice for child health nurses, Aboriginal
community-based antenatal care, peer-led home visiting support for
Aboriginal and non-Aboriginal families, community nurse-led grief
and loss strategies in primary school aged students and prevention
of childhood iron deficiency anaemia in rural and remote Aboriginal
communities. Her academic qualifications include a PhD in Nursing
from Curtin University, Master of Nursing from Edith Cowan
University and Bachelor of Applied Science (Nursing) from Curtin
University.

19
Acknowledgements
We offer our appreciation to colleagues, students and friends who
supported and encouraged us in the writing of this book; sharing
their stimulating ideas, stories and photos have made community
health come alive in the hearts and minds of readers. We are grateful
to our reviewers who helped strengthen the book, and the team at
Elsevier who provided invaluable assistance in producing this work.
Bringing a trans-Tasman perspective to the book has been both
challenging and rewarding, showing how community health practice
underpins health and wellbeing across international communities.
Being able to bounce ideas off one another and melding together the
various perspectives we bring has been both inspirational and
enjoyable. We hope that communities on both sides of the Tasman
will benefit from the insights that have come from working together.
We would also like to thank and acknowledge our families for their
support and patience.

20
Reviewers
Sandra Bayliss RN, BN, MN, Programme Leader and Lecturer,
Nurse Education Team, Faculty of Health and Sciences, Universal
College of Learning, Palmerston North Campus, New Zealand

Leah East RN, BN(Hons), PhD, GradCertAP, Associate Professor

in Nursing (Primary Health Care), School of Health, University of
New England, Armidale, NSW, Australia

Steve Goldsmith MPET, RN, BN, BN(Psychiatric), Registered

Nurse and Educator, School of Nursing, Faculty of Health Science
Youth & Community Studies, Holmesglen Institute, Vic, Australia

Anne McMurray BA (Psych), MEd, RN, PhD, AM,

FACN, Emeritus Professor of Nursing, Griffith University,
Principal Research Fellow, Centre for Health Economics, Menzies
Health Institute, QLD, Australia

Patricia (Trish) Thomson RN, MEd(merit), CTLT, Senior Nurse

Lecturer, Te Hoe Ora, Department of Nursing, Midwifery and Allied
Health, Ara Institute of Canterbury, Christchurch, New Zealand

21
SECT ION 1
Principles of primary health care
OUT LINE

Introduction
Chapter 1 Fundamentals of creating and maintaining a healthy
community
Chapter 2 Healthy policies for healthy communities
Chapter 3 Communities of place

22
Introduction

CHAPTER 1 Fundamentals of creating and

maintaining a healthy community
CHAPTER 2 Healthy policies for healthy
communities
CHAPTER 3 Communities of place

23
Introduction to the section
The three chapters that introduce this text provide a foundation to
help frame what we understand about communities in contemporary
society, and how community health and wellness is achieved and
maintained. Chapter 1 defines ‘community’ and the principles and
foundations for creating and maintaining community health. The
overall goal for those working with communities is to nurture health
within a primary health care philosophy; that is, providing care for
the community and its people in a way that is socially just. This
overarching goal is guided by an understanding of the social
determinants of health (SDH). The SDH outlined in Chapter 1
explain that health is a product of social and environmental factors,
which underlines the importance of place in health.
Chapter 2 provides an overview of the health systems in Australia
and New Zealand, providing the context within which primary health
care is provided. The chapter also discusses the way policy is formed
and how nurses and other health practitioners can be involved in
developing policy to achieve healthy communities. Our discussion
culminates in a list of characteristics of an ideal health system, so
that we can all strive beyond today, to create a better policy
environment, more responsive systems and healthier communities
for tomorrow.
In Chapter 3 we address communities of place, beginning with the
global community and examining features of urban and rural
communities in Australia and New Zealand. The chapter then
examines relational communities of people bound together virtually
through electronic and social media, and communities of affiliation,
which create a bond based on occupation, religious or cultural
characteristics. At the end of each chapter, we revisit the Smith and
Mason families, demonstrating how many of the concepts we have
learned are played out in the realities of their lives.

24
25
C H AP T E R 1

26
Fundamentals of creating and
maintaining a healthy community

27
Introduction
For most people, ‘community’ is a friendly term, conjuring up a sense
of place, a sense of belonging. Healthy communities are where
people are empowered to come together to improve their
communities for individuals, families and the whole community
(Health and Human Services 2017). This is essentially an ecological
relationship. Ecology embodies the idea that everything is connected
to everything else. Health is both a social and ecological
phenomenon, in that it is created and maintained in the context of
community life. Although as individuals we can experience relative
states of health or ill health because of our biological make-up, these
are manifest within the supporting or challenging social ecology of a
community. Health is therefore dynamic, changing as a function of
the myriad interactions between biology and our genetic
predispositions, and the psychological, social, cultural, spiritual,
physical and political environments that surround us. We explore the
socio-ecological model of health in relation to models of care further
in Chapter 6.
As health practitioners, our role in working with communities is
quite different from that of working within a health care institution.
Whereas institutional care is focused on an episode of illness, the
community role ranges from preventing illness to protecting people
from harm or worsening health once they have experienced illness, to
recovery and rehabilitation. To undertake this type of role requires
extensive knowledge of people in the many contexts of their lives.
Community practice also revolves around caring for the community
itself. It is multilayered in that it can include protecting communities
from harm or stagnation, helping its citizens to enhance their
existing capacity for future development by fostering health literacy
(that is, knowledge that contributes to health and wellbeing), and
working in partnership with them to become empowered to make
decisions that will maintain the community's viability and capability
to cope with any future challenges.

28
 We start this chapter by defining ‘community’ and the principles
and foundations for creating and maintaining health. We explore a
range of definitions and differing interpretations of health, wellness,
community, the social model of health, public health and the social
determinants of health (SDH), and introduce readers to the
fundamental principles underpinning primary health care.

Objectives
By the end of this chapter you will be able to:

1 explain health, wellness and community health in socio-

ecological terms
2 identify the SDH and discuss how they impact on individuals,
families and communities
3 define the principles of primary health care and explain how
they guide community health practice
4 explain the concept of health literacy and how it enhances
health capacity for individuals, families and communities
5 describe the differences between health education and health
promotion and the significance of each in community health
practice.

The Ecological Multilayered Perspective of

Community Health
What is health?
The concept of health can be varied and difficult to define. The World
Health Organization (WHO) definition of health encompasses a
holistic approach where health is not seen as one half of a dichotomy
of health and illness, but ‘a state of complete physical, mental and
social wellbeing and not merely the absence of disease or infirmity’
(WHO 1974:1). In subsequent years, recognising increasing rates and
lifelong impacts of chronic disease, Huber et al. (2011) highlighted

29
health as being the capacity of people to adapt and self-manage
within social, physical and emotional environments.
Health itself is multifaceted. Each of us brings a number of factors
influencing our health which are unique to us alone, including:

▪ a personal history
▪ our biology as it has been established by
heredity and moulded by early environments
▪ previous events that have affected our health,
including past illnesses or injuries
▪ our nutritional status as it is currently, and its
adequacy in pregnancy and early infancy
▪ stressors; both good and bad events in our
lives that may have caused us to respond in
various ways.
Biological factors provide the foundation for an individual to
develop into a healthy person, but these are shaped by the
environments or conditions of their lives. Becoming and staying
healthy depends on our ability to reduce the environmental risks to
health, with 23% of global deaths and 26% of deaths among children
under five being influenced by modifiable environmental factors
(Prüss-Ustün et al. 2016). Biological factors provide the foundation
for an individual to develop as a relatively healthy person, which is
an adaptive process. Personal development and wellbeing occurs
when an individual is positively engaged with their physical, social,
political, economic and structural environments (Keleher &
MacDougall 2014). Reciprocal exchanges between people and their
environments, therefore, build the capacity for individual, family and
community health.
Concepts of health are not uniform with contrasting

30
understandings between groups and individuals. People's
understandings of health are influenced by a wide range of
experiences, social norms and contexts. As health practitioners, we
need to be aware of these different cultural interpretations and what
it means for individuals, families and communities to be ill or well
(AIHW 2017). For example, Indigenous Australian and New Zealand
people have very holistic definitions reflecting the importance of
social, emotional, spiritual and cultural wellbeing of individuals and
whole communities, along with their physical environment, dignity,
self-esteem and justice (National Aboriginal Health Strategy
Working Party 1989). It is also important to recognise that these
meanings may vary between specific Indigenous environments. This
differs from the Western mainstream biomedical approach,
emphasising a community perspective.
The inclusion of cultural perspectives within health frameworks
highlights issues of health governance for the delivery of services.
Supportive government policies for resources and models of care are
essential for health service provision across a wide domain
(Boddington & Raisanen 2009), which will be explored more
extensively in the following chapter.

What do we mean by community?

The meaning of ‘community’ can be varied. It is usually explained as
being geographical or functional, where members interact and share
both a sense of identity and resources (Talbot & Verrinder 2014).
Communities can be defined by culture or issues of interest
(Hampton & Toombs 2013), accommodating a dynamic diversity of
ethnicities, strengths and needs. Of growing interest across age
groups is the emergence of virtual communities, which involve
members using a range of communication technologies to interact as
groups (Demiris 2006).
Feelings of connectedness have been positively associated with
higher levels of physical and mental health, social support and
having control over issues affecting their lives (Talbot & Verrinder
2014). A community is often seen as a context for action, particularly

31
in the areas of health and social wellbeing. These are impacted by
members' varying beliefs, traditions, feelings of collective identity
and determinants of health. There are many contextual meanings for
community, and its influence on the capacity of individuals and
families to interact meaningfully will be explored throughout this
text.

Points to Ponder
What is Community?

• A place we share with others?

• A network of like-minded people?
• A group who lives, works and plays together?
• An interdependent group of people inhabiting a common space?
• A context for action?

Wellness
Health influences the sense of wellness of individuals and
communities. Healthy people's lives are characterised by balance and
potential. A wellness perspective reduces the focus on illness
prevention alone. Wellness is individually constructed dynamic
relationships between people and their many everyday
environments, and how they can maintain purposeful connections in
the social, emotional, physical, intellectual, spiritual, occupational
and environmental dimensions of their lives (Roscoe 2009). In a
balanced state of health and wellness, there are feelings of life
purpose, optimism and cohesion (Adams et al. 2000). When these
dimensions are part of a healthy community there are opportunities
for the community as a whole to develop high levels of health or
wellness, thereby supporting individuals and families. This socio-
ecological connectivity between people and their environments
embodies community health and wellness in that people feel

32
supported and able to develop health capacity. For example, they may
feel they have lifestyle choices, and if they choose, they will be able to
exercise or relax in safe spaces. They have access to nutritious foods;
students balance study with recreation; young families immunise
their children and have time out from work to socialise. Older people
are valued for their contribution to the community and inclusive
policies promote opportunities for all citizens to participate fully in
the community and lead a high-quality, happy life.

Key Point
Health and wellness are ecological.
Biological factors provide the foundation for an individual to
develop into a healthy person, but these are shaped by the
environments or conditions of their lives.

The Social Determinants of Health (SDH)

From birth, individuals are programmed through experiences to
develop certain biologically preset behaviours at critical and sensitive
developmental periods. This is called ‘biological embedding’, and it
is influenced by how people interact with the genetic, social and
economic contexts of their lives. Early life adversity within these
environments increases the risk for a range of physical and
psychosocial health problems later in life (Ehrlich et al. 2016).
Overlapping family, cultural, community and political characteristics
and aspects of the wider society can be termed SDH, creating
opportunities or threats to lifelong health and wellness, and
associated areas such as learning, behaviour and resilience
(Hertzman 2012).
A World Health Organization report (Wilkinson & Marmot 2003)
identified ten SDH which impact on people's ability to adopt healthy
lifestyles.

33
 1 The social gradient
2 Stress
3 Early life
4 Social exclusion
5 Work
6 Unemployment
7 Social support
8 Addiction
9 Food
10 Transport

Source: Reprinted from Wilkinson, R., Marmot, M. (Eds.), 2003.

Social determinants of health: The solid facts, 2nd edition. Geneva,
Switzerland, World Health Organization.
Fig. 1.1 demonstrates the determinants.

FIGURE 1.1 The social determinants of health

The WHO (2017a) has more recently recognised the influence of

34
genetics and access to and use of health services as being further
determinants influencing health. Within the SDH are a number of
structural conditions. For example, in order to improve a
community's development, employment opportunities and
environments supporting healthy physical and psychosocial
development are needed. Food security in relation to accessible and
nutritious foods at a reasonable cost is an ongoing national and
international issue (PMSEIC 2010). People also need to have
reasonable working conditions with adequate transport and spaces
for recreation so they can achieve a work–life balance. Other
structures within the community supporting the maintenence of
health and wellbeing include hospitals, medical practitioners, nurses,
non-govenmental organisations and allied health practitioners who
are accessible where and when they are needed.
SDH strongly influence healthy child development. Parenting
support and skills, family stability and adequate physical and socio-
economic resources are integral to health and well​b eing. Interactions
between individuals, families and communities, such as having
healthy and supportive neighbourhoods, accessible services for child
health and child care are additional supports for families and
children. Employment conditions such as parental leave without loss
of promotional opportunities, flexible working hours and income
protection in the case of unemployment all support healthy growth
and development. On-site and out-of-hours child care underpin
contemporary working conditions that facilitate economic and family
security.

The social gradient

The SDH create advantages and disadvantages for individuals,
families and groups, with some members of society having reduced
chances of reaching their full health potential (Guzys & Petrie 2014).
Those who earn income at successively higher levels have better
health than those who are unemployed or have lower levels of
income. Research studies have shown there is a ‘social gradient’ in
health, whereby those employed at successively higher wealth-

35
producing levels of employment have better psychosocial health than
those on lower levels (Kendall et al. 2017). This inequity creates
disadvantage from birth for some children. A child born into a lower
socio-economic family for example, may be destined for an
impoverished life, creating intergenerational ill health. This child
lives in a situation of ‘double-jeopardy’, where interactions between
the SDH conspire against good health. Without external community
supports, the family may spiral into worsening circumstances,
affecting their child's opportunities for the future. This is the case for
many Indigenous people, whose parents have not had access to
adequate employment or community supports that would sustain
their own health, much less that of their children. They become
caught in a cycle of vulnerability where the SDH interact in a way
that creates disempowerment across generations. Political decisions
governing employment opportunities may hamper the parents'
ability to improve finances. A less than optimal physical environment
may deprive both parents and the child of a chance to access social
groups or gatherings. There may be few opportunities for education,
health care or transportation to access services. Parenting skills may
be absent for a range of reasons, including younger age, a lack of role
modelling, geographic disadvantage or illness.
Reducing the impact of inequities requires people, communities
and governments to take action on the SDH. Many of these
determinants are influenced by the social, political and economic
environments in which people live. People may have very limited
opportunities to exert control over their SDH. As such, attributing
blame or a lack of commitment to decision making in relation to
these particular situations further disadvantages people (WHO
2017a). Global, national and local policy decisions such as
employment strategies and public health priority setting affect the
ability of people and communities to influence their own health
decisions. Any marginalisation of individuals and families through
adverse SDH prevents them from fully interacting with community
assets, leading to social exclusion (WHO 2017b). Social exclusion
leaves many members of society without the support and resources

36
they need for health and wellbeing. In contrast, social inclusion
creates social capital, trust, norms of reciprocity and cohesion: the
essence of a healthy community.

Community health
SDH help determine strengths and challenges in community health.
When people are asked to define community health, their responses
usually reflect a blending of community, public health and
population health characteristics. Public health focuses on
promoting and sustaining the health of populations (Fleming &
Parker 2015), with programs involving measurement and surveillance
with development of evidence-based strategies to prevent or
overcome diseases. The field of community health concentrates on
the self-identified needs of individuals and families within
communities. Health practitioners may use aspects of public health
research and strategies in partnership with communities when
working towards the shared goal of improving health (Goodman et
al. 2014). Population health is similar to public health in that its focus
is health and disease in the community, but population health
programs tend to address disparities in health status between
different groups.

Key Points
Public health focuses on promoting and sustaining the health of
populations.
Population health aims to address disparities in health status
between different groups.

Healthy communities are the synthesis or product of individual

people interacting with their environments with their unique
understandings of what it is to be healthy, working collaboratively to
shape and develop the community in a way that will help them
achieve positive health outcomes.

37
 Our definition of community health is as follows:

Community health is characterised by the presence of strong social

capital, engaged and empowered community members, a dynamic
and healthy physical, social and spiritual environment, accessible,
affordable and equitable services and resources, and a system of
governance that is inclusive and responsive to community members
in addressing the SDH.
This and other definitions of community health embody an ideal
where all community members strive towards a common state of
health. Of course, in real life, communities and societies are neither
consistent nor stable, which reflects the variability among individuals
and the dynamic changes that occur in people's social lives. Social
conditions are particularly important to community health, because
social environments provide the context for interactions in all other
environments. Social support fostering positive connections, feelings
of trust and social inclusion enables people to feel empowered, and
have greater control over their lives and their health (Leach 2014). We
call this social inclusion. On the other hand, if their social situation is
plagued by civil strife, an oppressive political regime, crime, poverty,
unemployment, violence, discrimination, food insecurity, diseases or
a lack of access to health and social support services they may be
disempowered, leaving them less likely to become healthy or recover
from illness when it occurs. As Talbot and Verrinder (2014:58)
explain, ‘empowerment is about increasing people's power over
things influencing their lives’, and needs to occur through
community development activities. The community health
practitioner can be an advocate for community empowerment,
facilitating and encouraging transforming strategies that take into
account SDH (Fleming & Parker 2015). When people live in situations
of disadvantage or disempowerment they are unable to access the
same resources for health as those who live in more privileged
situations, and their lives and potential for the future are
compromised. This is called social exclusion. Chapter 9 explores these

38
themes in more detail.
The role of health practitioners in community health is to
recognise enabling and challenging features within a range of
cultural, economic, social, and health environments, working with
individuals, families, groups and political entities to collectively
identify issues and strategies to enhance health and wellbeing. One
of the challenges is the development of relevant, acceptable and
sustainable approaches that take into account the complexities and
impacting social determinants of communities (Goodman et al.
2014). Community health practitioners need to step outside
traditional models of practice and work within an increasingly
recognised social model of health, incorporating a primary health
care approach.

Key Points
The characteristics of an enabling community health practitioner
include:

• promoting health and providing care where people live, work

and play
• advocating for the community, its people and its physical, social
and spiritual environments
• promoting equity, access, social inclusion and adequate
resources by assessing community needs and disadvantage and
then lobbying for change where required
• encouraging empowerment and health literacy to promote
citizen participation in decisions for health and wellbeing
• generating the evidence base relative to community health
needs.

Primary Health Care

When working with communities, nurses are aware of the need to

39
address goals for social justice, along with promoting equity and
access to health resources (Hepner et al. 2014). The ‘social
determinants’ approach to health resonates with the notion of
human rights and social justice, which underpins the social model of
health (Guzys & Arnott 2014). As such, nurses have an obligation to
identify unfairness and health inequities and their predisposing
social determinants, facilitating extra resources for disadvantaged
individuals, families and communities (Guzys 2014).
Primary health care is a set of principles and an organising
framework to guide nurses and other health practitioners in
facilitating socially just, equitable conditions for good health. The
International Conference on Primary Health Care was held in Alma
Ata in 1978, where a resolution was passed calling on the
international community to protect and promote the health of all
people (WHO & UNICEF 1978). Primary health care is defined in the
1978 Declaration of Alma-Ata as:

Essential health care based on practical, scientifically sound and

socially acceptable methods and technology made universally
accessible to individuals and families in the community through their
full participation and at a cost that the community and country can
afford to maintain at every stage of their development in the spirit of
self-reliance and self-determination. It is the first level of contact with
individuals, the family and community with the national health
systems bringing health care as close as possible to where people
live and work and constitutes the first element of a continuing care
process
Reprinted from World Health Organization (1978) Declaration of the
Alma-Ata, http://www.who.int/publications/almaata_declaration_en.pdf

Primary care is a term which is often used instead of primary

health care, however there are several differences. Primary care
typically relates to medical and allied health management of
conditions with an emphasis on the medical model of care, focusing

40
on early diagnosis, treatment and screening (Keleher & MacDougall
2011, Talbot & Verrinder 2014). General practice is often described as
primary care. However, in terms of improving overall health
outcomes, a broader primary health care approach that addresses
SDH such as housing, employment and food security is necessarily
more encompassing and more likely to address the inequities that
leave some population groups disadvantaged. Primary care, while an
important aspect of care provided within the health sector, comprises
part of a primary health care system, not the entirety of the system
(Keleher & MacDougall 2011).

Box 1.1
Practice Profile: Practice Nurse
Hi. My name is Carter and I'm a Practice Nurse.
What the role entails:
The role of a Practice Nurse involves working closely with patients to
support them with their health needs whatever these may be. A
typical day may include immunising a baby, working through a diet
plan with a person newly diagnosed with diabetes, managing an
acute asthma attack, following up on lab results or removing a set of
stitches. I work hard to improve population health, meet my
responsibilities under the Treaty of Waitangi and address inequity in
a community-based way.
How I came to be in the role:
I came to practice nursing within a year of graduating from my
education. Practice nursing is not a traditional place for male nurses
to find themselves but I wanted to work closely with people in the
community and I have an active interest in healthy living and
lifestyle. Practice nursing seemed an ideal place to be able to
support people achieve healthy lives.
What I find most interesting about the role:

41
I enjoy the ongoing interaction and relationship development with
my patients that a general practice allows. It is rewarding to help
people of all ages maintain good health and successfully manage
chronic conditions. The generalist setting and multidisciplinary
team approach helps me advocate for patients and guide them
through the system. Sometimes, it is simply the honour of listening
to people share their fears and to help them find context, meaning
and acceptance.
Advice for anyone wanting to become a Practice Nurse:
Build your skills and knowledge of working in the community by
taking relevant courses on smoking cessation, cardiovascular risk
assessment and immunisations. Consider courses on motivational
interviewing, advanced assessment and prescribing. Talk with other
Practice Nurses and spend a day working with one to see what they
do.

Where to find out more on…

The differences between primary care and primary health
care
The following online discussions are valuable in reviewing
differences in primary care and primary health care.

• http://blogs.crikey.com.au/croakey/2010/06/10/primary-care-vs-
primary-health-care-and-who-cares/
• http://blogs.crikey.com.au/croakey/2010/06/17/primary-care-vs-
primary-health-care-who-cares-part-2/

Primary Health Care Principles

The principles of primary health care guide our activities in illness
prevention, health promotion, and structural and environmental

42
modifications that support health and wellness. These are identified
as:

▪ Accessible health care

▪ Appropriate technology
▪ Health promotion
▪ Cultural sensitivity and cultural safety
▪ Intersectoral collaboration
▪ Community participation
These principles are a framework to guide us to work towards
equitable social circumstances, equal access to health care, and
community empowerment through public participation in all aspects
of life. The literature on primary health care includes cultural
inclusiveness as a common thread in each of these principles.
However, we include cultural sensitivity as a separate principle. This
acknowledges the important work on cultural safety that has been
done over the past two decades, particularly in New Zealand. Being
culturally sensitive and enabling culturally appropriate health care
that protects cultural safety is one of the most important factors in
achieving primary health care. The principles are interconnected, but
they are examined separately below to underline the importance of
each to the overall philosophy of primary health care (see Fig. 1.2).

43
 FIGURE 1.2 Primary health care principles

Accessible health care

In many countries of the world, including those considered highly
developed, there is a widening gap in access to health services
between population groups such as Indigenous and non-Indigenous
people, and those living in urban and rural or remote areas (Ware
2013). These factors cause disparity between rich and poor, which is
inequitable and socially unjust. The major objective of providing
equity of access is to eliminate disadvantage, whether it is related to
social, economic or environmental factors. Barriers to access include
areas such as unemployment, lack of education and health literacy,
age, gender, functional capacity and cultural or language difficulties.
These factors inhibit the development of capacity for individuals and
families. Barriers to community capacity include geographical
features that isolate people from services or opportunities, civil
conflict or inadequate supporting structures and services.

44
Key Points
Inequity
Unfair distribution of resources and support (e.g. lack of health
practitioners in rural areas)
Inequality
Disparity in health status or capacity (e.g. poorer health among
Indigenous people than non-Indigenous people)

As the OECD (2016) reports, evidence has shown that in any

country, the greater the income gap between rich and poor, the worse
the health status of all its citizens. This occurs unevenly, as health is
distributed differently among different groups. Analysis of
population data from OECD countries has confirmed that the health
of any society is better when wealth is more equally distributed
(Devaux 2015). Various interactions among the different influences
also produce different levels of health and illness, and there are also
variations in the way different generations respond to events in their
social world. Some inequities also affect the community itself. Global
warming, food security, disease outbreaks and the harmful effects of
globalised industrial processes hinder a community's ability to
maintain healthy environments (Spickett et al. 2008). Decisions for
community health should therefore be based on simultaneous
assessments of the impact on individuals, families and communities,
future generations and the global community. Social justice, or
equitable access for all, needs to ensure the least advantaged people
in a community receive equal opportunity, education, care and
service as those who are advantaged by virtue of both tangible
(finances) and intangible (knowledge) resources.

Appropriate technology
The failure of health care systems to address inequities in health is
due, in part, to the use of inappropriate technologies in health care.
Primary health care requires efficiency, effectiveness and

45
Another random document with
no related content on Scribd:
 20–18686

Not as a scientist but merely as a lover of nature and the wilds,

does the author record his wanderings through fields and woods. As
a permanent resident in the hills he knows them in every season of
the year and in every elemental mood and loves them “less for their
softness than their wildness.” Their wildness, he tells us, is still
considerable for in their miles of forest the moose and wildcat still
roam and there is even recent evidence of a timberwolf. Seventy-
eight illustrations, chiefly of winter scenes, by Walter King Stone,
grace the pages and the contents are: Landlord to the birds; Jim
Crow; The cheerful chickadee; The menace from above; By inland
waters; Poking around for birds’ nests; The queen of the swamp;
Forgotten roads; From a Berkshire cabin; Little folks that gnaw; The
ways of the woodchuck; Foxes and other neighbors; In praise of
trees; Enjoying the influenza; Adventures with an ax; Weeds above
the snow.

+ Booklist 17:61 N ’20

+ Boston Transcript p7 N 24 ’20 290w
+ Ind 103:441 D 25 ’20 170w

“He has written of the birds and animals of the Berkshires with an
accuracy perfected by long observation and with a sympathy arising
from sincere affection.”

+ N Y Times p18 D 26 ’20 500w

 Reviewed by E. L. Pearson

+ Review 3:376 O 27 ’20 50w

“Sympathetic nature study and observation, not burdened with

scientific detail, is charmingly set forth.”

+ Review 3:391 O 27 ’20 60w

+ Springf’d Republican p7a N 21 ’20 390w
+ Wis Lib Bul 16:234 D ’20 70w

EATON, WALTER PRICHARD. On the edge of

the wilderness, il *$1.75 (3c) Wilde 591.5

The first of these “tales of our wild animal neighbors” is the story
of a lone timber wolf who strayed into western Massachusetts where
his species is supposed to be extinct. The scene of the other stories is
also the Berkshire hills, where, on the authority of the author and
others, wolves, foxes, deer, moose and other animals still survive,
The titles are: “The return of the native”; Big Reddy, strategist; The
Odyssey of old Bill; The life and death of Lucy; General Jim; The
mating of Brownie; The taming of ol’ Buck; Red slayer and the terror;
Rastus earns his sleep; “The last American.” The illustrations are by
Charles Livingston Bull.

+ Ind 104:378 D 11 ’20 80w

 “Mr Eaton’s art is finished and flowing, a joy to read. Books like
this are not only an education in natural history, but in beautiful
English, in clarity of description and harmony of phrase.” Hildegarde
Hawthorne

+ N Y Times p4 D 5 ’20 180w

“‘On the edge of the wilderness’ is almost ideal in fulfilling the

many demands of the average intelligent boy for an entertaining
book of adventure. In the first place it rings true. It has a literary
value such as boys unconsciously appreciate.” H. L. Reed

+ Springf’d Republican p7a N 28 ’20 250w

ECKEL, EDWIN CLARENCE. Coal, iron and

war; a study in industrialism, past and future. *$3
(2½c) Holt 330

20–13789

Ours is a “machine civilization” and the story of industrial growth

and competition since 1775, the author holds, “is chiefly though not
entirely the story of coal and iron.” The book attempts to keep the
discussion free from any and every preconceived bias, theory or
assumption and to arrive at conclusions entirely through the
historical study of the industrial developments of different countries.
Industrial growth is a matter of natural evolution based on physical
environment and inheritance and hardly at all on human and
personal control. The form of government is a negligible fact—a
strong nationalism still desirable, and war still the simplest solution
of many of our industrial problems. The contents are in four parts:
The growth of modern industrialism; The material bases of industrial
growth: The causes and effects of industrial growth; The future of
industrialism. There is an index.

“The thesis is carefully developed and well maintained. The

striking feature of the book is the openness of mind with which the
future is examined. Although the historical portions of the book are
sound in the main there are some statements with reference to the
eighteenth century that can scarcely be accepted.” A. P. Usher

+ − Am Hist R 26:307 Ja ’21 640w

+ Booklist 17:140 Ja ’21

“Mr Eckel has long been prominent as a geologist and engineer. In

this volume he certainly qualifies also as an economist. His views on
labor organization, the corporation, and the influence of legislation
are especially significant.” G. P. W.

+ Grinnell R 16:356 F ’21 600w

“The present work is written for the general reader, and through
elimination of the less important and by judicious distribution of
emphasis he has produced a book which is likely to be widely read
with both interest and profit. Though written in a language
intelligible to the business man quite as much as the student, it is
perhaps most of all important through its judicious criticism of the
traditional and orthodox viewpoint of the economist.” W: H. Hobbs

+ N Y Evening Post p4 N 27 ’20 1450w

Review 3:351 O 20 ’20 280w
 “It is a worth while book and one has difficulty in telling in a few
words why; probably it is because it is written with sincerity and
because the author is not writing as other engineers have written, to
promote a cause but to examine facts critically.” Hugh Archbald

+ Survey 45:287 N 20 ’20 360w

EDDY, SHERWOOD. Everybody’s world. *$1.60

Doran 327

“A discussion, from the standpoint of world Christianity, of post-

war conditions in the Near East, Russia, Japan, China, and India,
with a chapter on the relations between Great Britain and America
and Anglo-Saxon responsibility to the world. The book is the result of
a tour around the world in 1919.”—R of Rs

“The author has given an interesting and valuable survey of world

conditions.”

+ Boston Transcript p7 Ag 18 ’20 400w

R of Rs 62:333 S ’20 100w

“The charm of style lies in the author’s intense human interest

which results in much picturesque and personal narrative. Mr Eddy
is singularly free of bias.” L. R. Robinson

+ Survey 45:320 N 27 ’20 720w

 EDEN, EMILY. Miss Eden’s letters; ed. by her
great niece, Violet Dickenson with introd. *$6.50
Macmillan

“To the present generation the name of Miss Eden conveys little or
nothing. As the sister of Lord Auckland, who held office in the reform
ministries of the early years of last century, and who became
governor-general of India in 1835, she was well known in London
society under William IV; and during her later life she published
some novels and books of travel which were not without merit, but
had not sufficient distinction to preserve them from oblivion. But her
abiding claim to the notice of posterity was her talent for friendly
letterwriting. Her most intimate friend, Pamela, daughter of Lord
and Lady Edward FitzGerald, had an equally marked gift for talking
with the pen, and perhaps greater vivacity and humour; and the
correspondence between these two brilliant women is preserved in
the present volume.”—Spec

Ath p1139 O 31 ’19 100w

“If she has no ideas about things in general, she has a perpetually
renewed interest in the immediate; it is this, with the firm, easy
texture of her style, and a delicate oddity of perception, which makes
her letters so eminently readable. It is this, but something more; for
of all the qualities named she is perhaps fully conscious; but she
appears admirably unconscious of the qualities of heart and
character she has.” F. W. S.

+ Ath p335 Mr 12 ’20 1100w

 “We think that Miss Dickenson might have suppressed some of the
letters as deficient in interest. But we are grateful to her for
presenting us with some of the best specimens of the lost art of
correspondence.”

+ − Sat R 128:441 N 8 ’19 1100w

“She had the true note of colloquial ease which few people ever
achieve in their letters, and still fewer retain. She gossips
charmingly; her observations on her friends and acquaintances are
not the mere threadbare inanities which can interest only those who
know the persons concerned, but real characteristic illuminative
things which are nearly as pleasant to read now as they were when
they were written eighty or ninety years ago.”

+ Spec 124:179 F 7 ’20 600w

“The judgment of Miss Dickenson’s selections and the unusual

excellence of her materials give the book what we so seldom find in
biographies—construction and artistic purpose.”

+ The Times [London] Lit Sup p627 N 6

’19 950w

EDGINTON, HELEN MARION (MAY

EDGINTON). Married life; or, The true romance.
*$1.75 Small

20–8626
 “May Edginton’s novel begins with the marriage of a pretty, bright,
charming girl who has been earning her own living and a fine,
handsome young man whose salary in an automobile house has been
ample to allow him to spend upon himself with some freedom. The
action carries them rapidly through the rose-colored days of the first
year of married life. By the end of that year they are both beginning
to feel the financial pinch resulting from the necessity of making the
salary that had been enough for one serve the needs of two. Then the
babies begin to arrive and at the end of six years they have three. The
salary that had been little more than enough for one has not been
much increased and it has to be stretched to cover the needs of five.
The husband, under this strain, has grown morose, fault-finding,
resentful, and the wife, with her strength taxed far beyond its
powers, is weary, irritable and hopeless. The author’s solution she
has found solely in the very material one of furnishing them with
enough money to enable the husband to spend as he likes and the
wife to hire a maid, get her hands manicured and buy some new
clothes.”—N Y Times

“Why force an obviously false ending to a tale that rings true up to

a certain point?”

− + Boston Transcript p4 Je 9 ’20 250w

“The author tells the first part of her story with much realistic
detail and with color and vivacity.... The story is the expression of a
purely material and selfish ideal of life.”

+ − N Y Times 25:308 Je 13 ’20 440w

EDIE, LIONEL D., ed. Current social and

industrial forces; introd. by James Harvey Robinson.
*$2.50 Boni & Liveright 330

20–3781

“Essays from a number of radical and liberal English and

American writers, which reveal the fundamental causes of unrest and
propose some plans of action. Some of the authors represented are:
Veblen, Sidney Webb, Meyer Bloomfield, J. A. Hobson, J. Laurence
Laughlin, Bertrand Russell, Helen Marot, Emil Vandervelde, Walter
Lippmann, Norman Angell, H. G. Wells and John Dewey. There are
also numerous reports from various commissions of both the British
and American governments and of organizations of employers and
workers.” (Booklist) “The book grew out of the compiler’s need for a
textbook in his courses on current historical forces at Colgate
university. The selections are grouped under the headings: Forces of
disturbance, Potentialities of production, The price system, The
direction of industry, The funds of reorganization, The power and
policy of organized labor, Proposed plans of action, Industrial
doctrines in defense of the status quo, and The possibilities of social
service.” (Survey)

Am Econ R 10:571 S ’20 70w

Reviewed by R. F. Clark

+ Am J Soc 26:367 N ’20 240w

“Should be very valuable to the student and to the more thoughtful

reader.”
 + Booklist 16:261 My ’20
+ − Cath World 111:681 Ag ’20 420w

“The excerpts and reprints are skilfully grouped, so that the reader
—for the book can be read as well as consulted—can grasp the
material handily. The selections are made without prejudice.”

+ Dial 69:213 Ag ’20 80w

Reviewed by Ordway Tead

+ New Repub 25:210 Ja 12 ’21 60w

“Prof. Edie has rendered a real service by gathering into well-

related chapters some of the most illuminating discussions of a large
number of modern writers on social topics.” H: P. Fairchild

+ N Y Evening Post p16 Ap 24 ’20 900w

“It is every citizen’s duty to be informed on these subjects, and

Professor Edie puts the information within the reach of any who wish
it.”

+ N Y Times p29 Ag 22 ’20 340w

“In this symposium one gets many and variously colored and
confusing glimpses of industrial and social movements, but no
comprehensive view of any single subject and no consistent
coördination or interpretation.” J. E. Le Rossignol
 + − Review 3:504 N 24 ’20 300w
+ Survey 44:312 My 29 ’20 280w

“The book gives a useful conspectus of radical thought—but it

scarcely deals at all with ‘current social and industrial forces.’” W: E.
Walling

+ − Yale R n s 10:218 O ’20 380w

EDMAN, IRWIN. Human traits and their social

significance. *$3 Houghton 301

20–17674

Throughout the long process of civilization two factors have

remained constant, says the author: nature and human nature. The
only change with regard to the one has been in our increasing power
of control of nature through increasing knowledge. And the only
difference between the man of today and the primitive savage is in
the control of the native biological impulses that the civilized man
has achieved through education, religion and morals. It is the aim of
the book to indicate man’s simple inborn impulses and outstanding
human traits and the factors which must be taken into account if
they are to be controlled in the interest of human welfare.
Accordingly the book falls into two parts: Social psychology; and The
career of reason. Types of human behavior and their social
significance, basic human activities and crucial traits in social life,
and the racial and cultural continuity are among the subjects
considered in part one. Part two contains: Religion and the religious
experience; Art and æsthetic experience; Science and scientific
method; Morals and moral valuation. There is an index.

“There are but few books of only 467 pages that contain so much
information as this one. Written as an introduction to contemporary
civilization and intended for freshmen, it clarifies questions at whose
profundity Plato would have been disheartened. If the freshman of
today can digest even a small portion of this book colleges are
progressing, while for a man comparatively advanced in years, and
with interests as universal as those of Leonardo da Vinci, it would be
a handy manual.”

− + N Y Evening Post p10 N 27 ’20 250w

EDWARDS, A. HERBAGE. Paris through an

attic. *$3 Dutton 914.4

19–19896

“Paris, ever fascinating and ever fresh, was seen in the days before
the war from a new angle, by a delightful young couple, with a thin
family purse. An income of 350 dollars a year sufficed their needs.
Where they lived, and how they lived is told by the feminine half of
this pair of adventurers. The young couple attended the Sorbonne.
Sundays and holidays are treated in an account of how Paris amuses
itself. All these happenings, and many others, fill the space of two
years, and the pages of the book, up to the eventful day when Richard
receives his title, ‘Docteur de l’Universite de Paris.’”—Boston
Transcript
 “The section on the students and the university reveals aspects of
French life not ordinarily found in books of travel.”

+ Booklist 17:27 O ’20

“Charming narrative.” C. K. H.

+ Boston Transcript p6 Mr 24 ’20 700w

“This book contains a hundred delightful and delicate reflections,

an equal number of personal touches, and some quaint views of life
which cannot fail to charm the reader who likes to saunter in the
little lanes of the great world.” M. F. Egan

+ N Y Times 25:279 My 30 ’20 1400w

[2]
EDWARDS, AUSTIN SOUTHWICK.
Fundamental principles of learning and study. $1.80
Warwick & York 370.1

20–22148

“The present volume is a rewriting of manuscript which the writer

has used for some time as part of his lectures to students in
educational psychology. The aim is especially to show how the results
of general psychology and experimental psychology and of allied
sciences can be put into use by the teacher and the student in the
problems of learning and of study.” (Preface) The author takes the
point of view that “the forming, modifying and remaking of habits,
habitudes, dispositions, tendencies, etc., under the guidance of ideals
set up by society, seems to be the fundamental work of education.”
Among the chapters are: Fundamental principles of education;
Neurology and the basis of education; The fundamental work of
education; Learning and habit formation; Acquisition which involves
study; Attention and sustained effort; Feeling habits and moral
education; Supervised study and the school curriculum. The book is
provided with questions, chapter references, select bibliography and
index.

“The range of topics treated and the definite nature of the

discussions make the book suitable for wide use in courses dealing
with a survey of the psychology of the learning process.”

+ El School J 21:392 Ja ’21 600w

“In this comparatively brief and quite readable treatise, one finds
less space taken up with academic discussion of pedagogic bugaboos
than in most books on similar themes.” C. L. Clarke

+ Survey 45:611 Ja 22 ’21 400w

EDWARDS, CLAYTON. Treasury of heroes and

heroines. il *$3 (2½c) Stokes 920

20–19159

“A record of high endeavour and strange adventure; from 500 B.C.

to 1920 A.D.” In the book so described in the sub-title the life stories
of many famous men and women are given. The “Heroes of reality”
include: Buddha; Julius Cæsar; Saint Patrick; King Arthur of Britain;
Mohammed; Alfred the Great; Robin Hood; Saint Elizabeth of
Hungary; Dante; Robert Bruce; Jeanne d’Arc; Christopher
Columbus; William the Silent; Queen Elizabeth of England; Sir
Francis Drake; Henry Hudson; Peter the Great; George Washington;
John Paul Jones; Molly Pitcher; Napoleon Bonaparte; Giuseppe
Garibaldi; Abraham Lincoln; Grace Darling; Florence Nightingale;
Father Damien; Catherine Breshkovsky; Theodore Roosevelt; Edith
Cavell; King Albert of Belgium; Maria Botchkareva. Four heroes of
fiction are included: William Tell; Don Quixote; Robinson Crusoe;
and Rip Van Winkle. There are illustrations in color by Florence
Choate and Elizabeth Curtis.

“The stories are brief, but they are by no means mere sketches; nor
are they ‘written down’ in a way that children dislike. It is a good
book and a useful one.”

+ N Y Evening Post p13 N 13 ’20 180w

“The big book is interesting and well done, full of information that
reads like wild romance.” Hildegarde Hawthorne

+ N Y Times p9 D 19 ’20 120w

[2]
EDWARDS, GEORGE WHARTON. Belgium
old and new. il *$10 Penn 914.93

20–21326
 “The illustrations, numbering forty-one, are full-page and are
mostly in color. These reproduce ancient or famous buildings,
towers, sections of historic structures and open spaces in Antwerp,
Brussels and other cities and towns of the several provinces in the
kingdom. Much of the text is historical in character. In the first
chapter, Mr Edwards touches upon the natural resources of the little
country and its condition at the close of the war, concluding with an
optimistic forecast of its quick recovery and future well-being. He
then proceeds, in separate chapters, with historical sketches of
Antwerp, Brussels, Ghent, Bruges, Tournai, Couillet, Liège and
Mons. This done, the author returns to the present and discusses
Belgium’s colonies, characteristics of the country and people and the
constitution. The work concludes with chapters devoted to Cardinal
Mercier and the king and queen.”—Springf’d Republican

“The text of the book is eminently satisfactory, but chiefly so

because it puts us in precisely the right attitude of mind and spirit for
enjoying to the full the charm of the book’s generous wealth of
illustration.” F: T. Cooper

+ Pub W 98:1893 D 18 ’20 300w

+ Springf’d Republican p8 D 15 ’20 380w

EELLS, ELSIE SPICER (MRS B. G. EELLS).

Tales of enchantment from Spain. il *$2 (6c)
Harcourt

20–17754
 The author has brought out two earlier collections of South
American tales and her studies in this field have led her to an
examination of the folk lore of Spain, from which many of the
Spanish-American tales are derived. Among the titles of the fifteen
stories are: The white parrot; The carnation youth; The wood cutter’s
son and the two turtles; The luck fairies; The bird which laid
diamonds; The enchanted castle in the sea; The princess who was
dumb. The pictures are by Maud and Miska Petersham.

+ Booklist 17:121 D ’20

EGAN, MAURICE FRANCIS, and

KENNEDY, JOHN JAMES BRIGHT. Knights of
Columbus in peace and war. 2v il *$5.25
Encyclopedia press 267

20–6359

“The first of these two handsome illustrated volumes is devoted to

the origin, growth, and constitution of this celebrated Anglican
Roman Catholic friendly society, founded by the Rev. M. J.
McGivney in Connecticut in 1882; its work in peace time of
protecting homes, promoting higher education, allaying religious
prejudice, opposing bolshevism, etc.; and its war work during the
fighting in France, with the navy, and after the armistice. The
Canadian Knights’ war work has a special chapter. The second
volume is chiefly taken up with the roll of honour of the Knights.”—
The Times [London] Lit Sup
 N Y Times 25:258 My 16 ’20 1250w
The Times [London] Lit Sup p671 O 14
’20 90w

EGGLESTON, MRS MARGARET W. Use of

the story in religious education. *$1.50 Doran 268

20–4125

“In this book the author has brought together some of the
recommendations on story-telling that have been current in secular
education for some time and has applied these to problems directly
connected with the Sunday school.”—El School J

“Will interest all storytellers.”

+ Booklist 16:328 Jl ’20

“The book will be suggestive to Sunday school teachers and will

lead to an improvement in the story-telling which is an important
part of the Sunday school’s work.”

+ El School J 20:633 Ap ’20 180w

Wis Lib Bul 16:110 Je ’20 140w
 EINSTEIN, ALBERT. Relativity: the special and
general theory. il *$3 Holt 530.1

20–17742

“The present book is intended, as far as possible, to give an exact

insight into the theory of relativity to those readers who, from a
general scientific and philosophical point of view, are interested in
the theory, but who are not conversant with the mathematical
apparatus of theoretical physics.” (Preface) The translation is by
Professor Robert W. Lawson who has added a biographical note of
the author. The contents are in three parts: The special theory of
relativity; The general theory of relativity; Considerations on the
universe as a whole. There are appendices, a bibliography and an
index.

“Although Professor Einstein’s own exposition is as clear and

simple as could be expected, the book is of exceptional interest, not
as a popular exposition, but as an indication of the mental processes
of its author.”

+ Ath p311 S 3 ’20 260w

+ Booklist 17:98 D ’20

“An excellent translation of Einstein’s book.”

+ Nature 106:336 N 11 ’20 1200w

“Written in an unpretentious, straightforward style. The trend of

his exposition can be followed in the main by any attentive reader
who is not scared by algebraic formulae.” E. E. Slosson

+ N Y Evening Post p7 O 23 ’20 2400w

“The book is ‘intended to give an exact insight into the theory to

those who are not conversant with the mathematical apparatus of
theoretical physics.’ In the opinion of the reviewer, in this attempt he
has been eminently successful, that is, if an essentially mathematical
notion can be made intelligible without algebraic symbols.” A. G.
Webster

+ Review 3:384 O 27 ’20 1000w

The Times [London] Lit Sup p539 Ag
19 ’20 90w

ELIAS, MRS EDITH L. Abraham Lincoln.

(Heroes of all time) il *$1.50 Stokes

20–18583

This story of Lincoln for young people is in seven sections: Years of

inexperience; Years of development; Years of self-expression and
experience; Years of public recognition; Years of leadership; Years of
supremacy; Triumph and death. Each section is prefaced by an
extract from Lincoln’s speeches. There are nine illustrations, a list of
presidents of the United States up to Abraham Lincoln and a chart
showing method of government in the United States.

Reviewed by Hildegarde Hawthorne