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Mathematics is a hybrid subject with the idea of number tending to unfold while some major geometrical innovations cannot be understood in these terms. The deployment of evolutionary, critical and non‐evolutionary structuralist conceptions in the analysis of mathematical development draws the conclusion that, in order to fully understand this development, it is necessary to consider mathematics' relations with other (artistic and scientific) concerns, the tendencies implicit in its subsystems, and the connections between its various fields, as well as the ability of mathematicians to appraise critically any given formulation and thereby transcend it.

Some sociologists are more interested in using quantification as a source of legitima‐tion than in confronting mathematics as a central element of culture. Yet mathematics may be viewed as an institution with a normative core developing alongside experience of the physical world, susceptible of both "internalist" and "externalist" program‐mes of investigation.

This paper examines the normative expectations which university students have of their lecturers. These expectations clearly centre on the teaching activities of staff, but research and other professional activities are seen to have their place. In many ways, student requirements of their lecturers are being met, yet it is clear that there are felt problems. What underlies student dissatisfaction? There are indeed the oft-referred to problems of communication: student knowledge is limited concerning what lecturers do. Yet in areas where they have knowledge, students are sometimes dissatisfied. Lectures can be `too theoretical and divorced from real life'. Differences in values are involved. While most staff place value on the communication of theoretically important ideas, many students see study as a means to getting a degree. In addition, student dissatisfaction can be rooted in conflicts of substantive interest. Staff wish to do research. Students require more individual contact. Time for research cannot also be employed for teaching purposes. If students come to have a clearer picture of the competing claims on staff time, they may understand why their requirements are not met. Yet this would not, by itself, do anything to meet those requirements.

Reports on a study of the state of the (Anglican) Church in Wales, which investigated the Church in Wales as a sociological institution through attitudes held by the clergy and lay members of the Church. Asserts that churches are institutional associational groups with rational‐bureaucratic forms of administration, rather than organizations, but that it helps to conceptualize the church as if it were an organization. Outlines some of the problems the Church faces – maintaining a presence in sparsely populated areas, secularization, decreasing personnel, and conservatism. Discusses the Church's theory of itself and explores the conceptual world of the laity with regard to the nature of the Church, its structure, and the relationship between the Church and the world. Concludes that social enquiry is all about listening.

In 1920 that part of the Church of England located in Wales was disestablished and became an autonomous and self‐governing Province of the Anglican communion. It owes its name "The Church in Wales" to two main considerations: it could not be called the Church of Wales because the argument for disestablishment was that the Welsh people were predominantly nonconformist; it could not be called the Church of England in Wales since its members were not expatriate English but Welsh, its bishops having been responsible for the translation of the Bible into Welsh and its services in rural areas being conducted in Welsh (Davies, 1970; Walker, 1976; Price, 1990; Davies, 1991).

In 1984 the United Kingdom Central Council for Nurses, Midwifery and Health Visiting (UKCC) convened a project group whose terms of reference were to examine the professional preparation of nurses, to consider possible modifications of the nurse's role in the light of the anticipated health needs of the 1990's and through into the next century and to make recommendations for changes in nurse education to prepare nurses better for their future role. Following consultation the UKCC summarised its proposals in the document Project 2000: A New Preparation for Practice (1986), which analysed future health needs and set out twenty‐five recommendations for the reform of professional practice. Since that time, given the progressive implementation of many of these recommendations, general nurse training has experienced considerable change, a central theme being the way in which existing roles in hospital settings have been modified and new roles introduced. This article is based on a sociological study of nurse socialisation in three Welsh nurse education centres which was undertaken with the aim of addressing issues in role theory while also analysing the problem areas which will need to be tackled if the objectives of Project 2000 are to be fully and successfully achieved.

Outlines some of the main issues in declining membership facing the Anglican Church in Wales including doctrine, clergy, laity, evangelism and variety in worship. Considers the growth of charismatic churches and the success of those with stricter codes. Concludes that many look to the church for occasional offices such as birth, marriage and death but little else. Advocates an element of strictness in order that the individual can see a difference in belonging. Points to a growth in affluence bringing tolerance and respectability and a fall in the birth rate of potential adherents.