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The purpose of this paper is to determine the degree to which wine consumers in South Australia have different liking for white wine styles, and to relate reported liking to wine knowledge and demographic differences.

A group of 150 regular white wine drinking consumers from the Adelaide metropolitan area responded to a wine habits and attitudes questionnaire. Consumers were segmented based on self‐reported liking of white wine styles, with three distinct segments identified.

Sauvignon Blanc wine likers were mainly younger females with low wine knowledge who reported not drinking Chardonnay wines. Conversely, “Riesling wine likers” were generally older with higher wine knowledge. These consumers were interested in the region, vintage and alcohol level when purchasing white wine. The final group (40 percent of the total sample) had a lower liking for Riesling wines, but liked all types relatively highly, had low to moderate wine knowledge and took more note of expert opinion than the other clusters.

The findings of this study can be extrapolated to the South Australian population, however, the sample size may restrict the generalisation of the results to the broader Australian population.

The results of this study provide initial insights into the behaviour of white wine consumers and highlight the importance of wine knowledge in differentiating consumer liking. Some strategies for influencing consumers' preference are suggested.

The purpose of this chapter is to describe the basic ideas behind human and social capital, relate those ideas to teacher education and staff-development activities, and then summarize key literature regarding faculty evaluation methods with an eye toward building the human and social capital within schools. The probable outcome of targeted professional development for special educators is enhanced collective efficacy across the entire school community. The chapter concludes with the application of situational leadership, a model that appears to have particular utility toward building the human and social capital of a school.