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In describing these projects, the authors hope to encourage academic librarians and archivists to participate in, and even facilitate, similar work at their own institutions. Although both of these projects began in the library and included readings and discussions related to library and archival practices, the most generative conversations rapidly shifted from “how should the library handle these materials?” to “what might this institution do to reckon with its history?” When traditional library practices were de-centered and community perspectives were sought on the college archive, the authors were able to have more inclusive, authentic conversations about the college's history and future.

This case study explores two projects undertaken at a liberal arts college: a working group and a credit-bearing course intended to reckon with racist, xenophobic or otherwise harmful materials in the college archive. Both projects were informed by the authors' engagement with Tema Okun's White Supremacy Culture and guided by inclusive pedagogies and practices that participants had explored in workshops and within the context of the college's Engaged Pluralism Initiative.

The working group and the course underscore the centrality of relationships, trust-building and time to the work of addressing difficult histories. The “campus-wide conversations” the authors had hoped to have about the college archive evolved into smaller spaces developed with intention and care. The diverse perspectives of working group members and students in the course demonstrate the value of bringing together viewpoints from outside the library and beyond institutional or disciplinary silos, to consider far-reaching systemic issues.

Many US colleges and universities have begun, or will begin, to investigate the myriad ways in which racism, racial exclusion, or racial violence have marked their institutions and how these troubled legacies persist in the present day. This case study proposes possible approaches that academic libraries and librarians may take to contribute to this essential work.

These two projects propose that work that typically happens solely within libraries and archives (cataloging and description of potentially harmful materials) or within institutional or disciplinary silos (reckoning with legacies of racism and bias) can be discussed, debated, and shared among the campus community. All of the participants in the working group and the course, regardless of their title, role, or academic credentials, bring necessary expertise and experience to these projects. Inclusive practices, when paired with grassroots energy, suggest ways in which a college archive can be used as a site of evidence, reflection, interrogation, and repair.

This study aims to investigate the consumption pattern of aerated drinks and examine its determinants among adolescents’ boys and girls (15–19 years) in India.

The fifth round of National Family Health Survey (2019-2021) data was examined applying sample weights. Pattern of consumption and its determinants was analysed separately for boys and girls using binary logistic regression and calculating adjusted odds ratio (AOR) at 95% confidence interval.

The daily, weekly and occasionally consumption of aerated drinks was 4.4%, 22.7%, 63% for boys and 2.9%, 14%, 70.8% for girls, respectively. Factors such as secondary/higher education [Boys AOR = 1.5, (1.2–1.9) (p = 0.001); Girls AOR = 1.2, (1.1–1.2) (p < 0.001)]; rich wealth index [Boys AOR = 1.8, (1.6–2.1) (p < 0.001); Girls AOR = 1.3, (1.3–1.4) (p < 0.001)]; fried food consumption [Boys AOR = 11.1, (9.5–12.9) (p < 0.001); Girls AOR = 11.5, (10.8–12.3) (p < 0.001)]; and watching television [Boys AOR = 1.5, (2.3–1.7) (p < 0.001); Girls AOR = 1.3, (1.3–1.4) (p < 0.001)] were found significant predictors of aerated drink consumption among adolescents.

The authors noted differences in consumption pattern between adolescents’ boys and girls. A shift to occasional consumption from weekly and daily was also observed. A further decrease in consumption may requires gender and region-specific health-promotion interventions. Rationalising sugar-sweetened beverages taxation adhering World Health Organisation’s recommendation to reduce affordability may be further researched in the Indian context. Furthermore, sale and consumption of traditional and locally available fruits, vegetables and healthy beverages may be warranted.

This research paper generates new insights into the challenges of implementation in women’s enterprise policy. It argues that organisations involved in policy implementation need to be understood as operating in a context of institutional pluralism and answers: How do organisations involved in the implementation of women’s enterprise policy manage the challenges of institutional pluralism?

Addressing the need for women’s enterprise policy to learn from the past, the research adopts a historical approach to the study of policy implementation through examination of the UK’s Phoenix Development Fund (1999–2008). It analyses a wide range of secondary sources to examine 34 projects funded and supported by the Phoenix Development Fund that targeted women entrepreneurs.

Potentially conflicting institutional logics associated with central government, mainstream business support and local communities were managed through four key processes: dominance; integration; constellation and bridging. The management of institutional pluralism was effective in delivering support to communities but not in providing an effective platform for learning in government or establishing sustainable, long-term mechanisms.

The paper develops an empirical contribution to practice through identification of processes to manage the challenges of institutional pluralism and lessons for community-engaged policy implementation. A theoretical contribution to academic debates is provided by the conceptualisation of these challenges in terms of institutional pluralism and the novel concept of institutional bridging. The study also demonstrates the value of historical methods for women’s enterprise policy to learn the lessons of the past.