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The purpose of this paper is to explore the feasibility and utility of developing an independently defined and accredited benchmark standard for responsible food marketing. To identify provisional evidence and insights on factors likely to be critical to its successful development and its capacity to strengthen the effectiveness of responsible food marketing policy.

Desk-based cross-policy domain case study.

There is promising evidence that the development and deployment of an evidence-based, independently defined and verified responsible food marketing standard is feasible. Provisional findings on factors critical to the development of an effective standard and strategically significant evidence gaps are presented as insights in support of future food marketing policy and research planning.

Further investigation of these preliminary findings is required.

The study has provisionally identified an innovative intervention with the potential to strengthen statutory, voluntary and internationally coordinated food marketing control policy approaches.

This is the first report of research into the potential for an independent benchmark standard to advance and strengthen responsible food marketing policy goals.

The purpose of this paper is to map and identify evidence for effective components of combined school and family alcohol education interventions. The paper describes current practice, evaluative evidence of its effects, and highlights specific elements of school and family linked education associated with effective prevention or reduction of alcohol misuse by young people aged 11-18 years.

This paper takes the form of a systematic review.

The review found evidence of small positive effects for interventions delivered over short and longer term duration and low and higher levels of direct contact with students and families. Family-based elements that correlated with positive effects were targeting information and skills development, family communications, and stricter parental attitudes to alcohol misuse. School-based components which involved life skills and social norms approaches were associated with reductions in risky behaviours. Weaker evidence indicated that peer-led programmes, external delivery agents and linkages of school-based components to community-level change may strengthen combined school and family intervention programmes.

The heterogeneity of the studies precluded the option to perform meta-analysis.

There is a need for more focused use of planning and evaluation tools, and especially more explicit articulation of behaviours and/or behavioural determinants targeted; the methods that will be employed and the conceptual basis for the programme design could contribute to deeper understanding amongst the intervention community of how and why impact is or is not achieved.

Few studies provide information on the concepts, assumptions or change objectives that shape programme design. The potential benefits of combining school and family education interventions warrants further exploration.

The authors believe this is the first review to systematically examine objectives, design and impact of combined school and family alcohol education interventions.

The purpose of this paper is to highlight the contributions of women teachers to the war effort at home in Australia and New Zealand and in Egypt and Europe between 1914 and 1918.

Framed as a feminist transnational history, this research paper drew upon extensive primary and secondary source material in order to identify the women teachers. It provides comparative analyses using a thematic approach providing examples of women teachers war work at home and abroad.

Insights are offered into the opportunities provided by the First World War for channelling the abilities and leadership skills of women teachers at home and abroad. Canvassed also are the tensions for German heritage teachers; ideological differences concerning patriotism and pacifism and issues arising from government attitudes on both sides of the Tasman towards women’s war service.

This is likely the only research offering combined Australian–New Zealand analyses of women teacher’s war service, either in support at home in Australia and New Zealand or working as volunteers abroad. To date, the efforts of Australian and New Zealand women teachers have largely gone unrecognised.