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The article identifies and discusses the criteria by which consumer organisations (in particular the Consumers in the European Community Group) judge the use of food additives: safety, necessity, alternatives, cost, benefits, available information, possible harmful effects, and consumer redress. The author also summarises the issues consumer groups are likely to be concerned with in future: representation, review and enforcement.

The scientific basis of MAFF′s policy on the chemical safety of food is described. Examples are provided of the independent advisory committee structure which depends on scientific information and advice in formulating proposals to Government. This science takes the form of pre‐market evaluations of chemical products such as food additives, pesticides and veterinary products and subsequently extends to the monitoring of their presence in the diet as part of a wide‐ranging surveillance programme of the UK′s food supply for food additives, nutrients and contaminants.

The purpose of this paper is to examine the literature on student learning outcomes and academic libraries. An analysis of 81 papers revealed the following themes: outcomes assessment of library skills instruction, tools for assessing students’ achievement of learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. An understanding of these themes highlights how student learning outcomes are created, assessed, and valued in the academy.

The methodology centered on a literature review of student learning outcomes and academic libraries from 2001 to the present. To identify relevant articles on this topic, the authors searched the library literature with various combinations of the following keywords: learning outcomes, library, academic, university, college, and higher education.

An analysis of 81 papers on student learning outcomes and academic libraries revealed the following five themes: outcomes assessment of library skills instruction, assessment tools for student learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes.

The research was limited to articles published in English and after 2000.

The findings can be utilized to inform instructional librarians about creating and assessing student learning outcomes. In addition, the paper can assist librarians in forging partnerships with academic departments and faculty in creating student learning outcomes to support course and departmental outcomes and accreditation efforts.

The research offers librarians opportunities to incorporate student learning outcomes in library instruction as well as collaborate with faculty in creating student learning outcomes.

Women are under-represented in senior positions across the world, and this paper aims to explore the impact of wasta on women’s careers in the Arab Gulf States. This paper has two main objectives: to understand the phenomenon of wasta and how it manifests itself within public organisations in the Gulf region; and to examine how wasta is impacting on women’s career advancement.

Qualitative interviews were conducted with 18 female managers working in public organisations in the Arab Gulf region.

The findings indicate that wasta refers to a social network of interpersonal connections, rooted in family and kinship ties, and linked to family affairs as well as work. In addition, the findings demonstrate that, as a result of wasta, social networks in the workplace, in the Arab Gulf Region, include family connections, and this is different to workplace networks in Western societies which are frequently limited to professional contacts and separate from family or friendship networks. In addition, the findings show that wasta may be used to support women’s career progression, providing they have access to appropriate wasta. Furthermore, the findings revealed that women, in the Arab Gulf Region, rely directly on their male family member’s connections, as career facilitators, to gain access to organisational opportunities.

The paper provides some practical suggestions for helping to overcome the potential negative effects of wasta and to ensure that organisations make the best use of their talent. Hence, this research could potentially inform national policy and organisational policymakers and, in particular, influence recruitment and selection practices to ensure that they are based on competence rather than personal connections.

The paper is based on empirical work in an under-researched, non-Western context. There is extensive literature on gender and management and leadership in Western cultures, and this paper contributes to the developing body of research on women in the Arab cultures. It provides a better understanding of the phenomenon of wasta, and it highlights the long-term consequences of wasta on employees, particularly women, working in public organisations. Also, it contributes to theory on the culture of organisations by highlighting the often neglected influences of the broader social and cultural systems, including patriarchal practices, on women’s positions in the organisational hierarchy.

The annual cost of alcohol‐related harm in the UK is estimated to be between £17.7 and £25.1 billion with healthcare costs alone reaching £2.7 billion and the costs of alcohol‐fuelled crime and disorder accounting for £7.3 billion each year. The aim of the study was to examine the prevalence of alcohol use disorders (AUD) in prison and probation settings in the North East of England, and to compare the ability of the Alcohol Use Disorders Identification Test (AUDIT) and Offender Assessment System (OASys) at identifying alcohol‐related need in probation clients. A quantitative prevalence study was carried out using anonymous questionnaires with participants from four prisons and three probation offices in the North East who voluntarily completed the AUDIT questionnaire during a 1‐month period in 2006. Response outcomes on AUDIT were compared with OASys scores which identify alcohol‐related need in probation. At the time of the study OASys scores were not available for offenders in prison. Seven hundred and fifteen questionnaires were completed. Sixty‐three per cent of men and 57% of women were identified as having an AUD with over a third of all individuals scoring within the possibly dependant range (20+ on AUDIT). Around 40% of probation cases who were classified as either hazardous, harmful or possibly dependant drinkers on AUDIT were not identified by OASys. The results indicate that the prevalence of AUD in offenders is much higher than in the general population. In addition, current methods of identifying offenders with alcohol‐related need in probation are flawed and as many such people go undetected. Alcohol assessment procedures need to be improved in criminal justice setting order to correctly identify people with AUD.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

The paper introduces and annotates periodical articles, monographs, and audiovisual material examining library instruction and information literacy.

Information is provided about each source, and the paper discusses the characteristics of current scholarship, and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Miss Barbara R. F. Kyle has been appointed Research Librarian of Aslib and, in succession to Miss E. M. R. Ditmas, Managing Editor of the Journal of Documentation. She will join the Aslib staff on 24th June. Barbara Kyle is at present Assistant Director of the National Book League, which appointment she has held since 1958. After wide experience in public libraries she was, for ten years, Librarian of the Royal Institute of International Affairs. Since 1955, thanks to grants from both the Nuffield Foundation and the United States National Science Foundation, she has drafted and is testing a classification for social sciences. She is a member of the Unesco International Advisory Committee for Bibliography, Documentation, and Terminology, and a Vice‐President of the International Federation for Documentation. For many years she has taken an active interest in Aslib affairs. She was elected to the Council in 1949 and has since given her services as Chairman of the Conference and Meetings Committee (1950–51), Honorary Secretary (1951–55), Chairman of Council (1955–57), Chairman of the International Relations Committee (1957–61), Chairman of the Research Committee (1961–62), and has served also on the Education and the Executive and Finance Committees.

The purpose of this paper is to analyse the moderating role of psychological empowerment on the relationships between authentic leadership and innovative work behaviour, as well as transformational leadership and innovative work behaviour.

We have applied the mixed-method research on the selected case study. The quantitative field study was conducted on a sample of 126 employees in a multinational technological company. A series of paired sample t-tests were followed by a hierarchical regression analysis to test the hypotheses. The qualitative study consists of a content analysis of in-depth semi-structured interviews with four leaders.

The research provides further confirmation of the positive relationship between leadership and innovative work behaviour. Specifically, the results showed that psychological empowerment moderates the relationship between leadership (authentic as well as transformational leadership) and innovative work behaviour.

This paper contributed to leadership and innovation literature and provided insights in studying the boundary conditions on the relationship between authentic leadership, as well as transformational leadership, in stimulating innovative work behaviour through the moderating role of psychological empowerment. The added value is expanded by introducing the comparison of the two leadership theories.