This study uses previously proposed spectrophotometric pass/fail criteria for the assessment of oxidative-bleach fading of cellulosic dyes on cotton during repeated washing. A high level of correlation (88%) has been obtained between the fading exhibited by optionally aftertreated direct dyes in the UK-TO test and that after 20 domestic machine washes in the presence of a detergent containing an oxidative-bleach system. The correlation, and ultimate utility of the test method, is further improved when preceded by an ISO 105 C06/C2S wash fastness test to screen out dyes having a low intrinsic fastness to washing.

The UK‐TO single wash test procedure, developed to be diagnostic of the oxidative bleach response of dyed articles to repeated washing in activated oxygen bleach‐containing detergents, has been subjected to extensive interlaboratory trials. The results indicate that both its repeatability and reproducibility are fully acceptable for the purpose of interlaboratory comparisons.

Geographical education and moral values education are often connected. A broad philosophical perspective is taken in order to clarify the role of the geographical educator who also dons the mantle of moral educator. An argument is outlined in favour of teaching objective substantive moral values and against teacher neutrality. The existence of tensions between geographical education and moral education is alluded to and illustrated by reference to what is meant by an environmental morality.

Summary Summary It is suggested that the writings of the topophilia school, with its emphasis on the concept of place, have a very important contribution to make to the teaching of geography. The phenomenologic‐existential foundations of that school are outlined and the aesthetic dimension is examined in some detail.