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Just a cursory glance at some food packages around the world, including the UK, and some of the recent recommendations about food labelling, really do make you wonder for whom the labelling is intended. I have always worked on the assumption that the nutrition information on packets was for those men and women who were interested in what their food contained. It is not intended for trained dietitians or professors of nutrition, not for enforcement authorities. Neither is it intended for idiots.

Today there is an abundance of legislation to help ensure the consumer gets a fair deal when she buys durables, services and food. Indeed, many people believe that we have adequate laws and that the major effort now should be directed towards telling the consumer what these laws are and how to use information already provided.

Mention food poisoning to anyone and the chances are they will associate it with (a) institutional catering as opposed to home cooking and (b) poultry, especially frozen poultry. The first association is probably correct, the second not quite so true. In the latest report from the Public Health Laboratory Service 39 per cent of outbreaks were associated with meat, 31 per cent with poultry and 30 per cent with other foods.

This subject has long been debated by food manufacturers, nutritionists and consumer groups. Ideally, nutrition labelling should help the consumer make an informed choice of food. But when many people are ‘blinded by science’ the problem is to supply enough information to be meaningful, yet not too much to be confusing.

I think that the most important challenge to a nutrition teacher is how to integrate nutritional knowledge into a pattern of teaching that is relevant to life. Although nutrition science has yielded a profusion of facts on nutrient needs, biochemistry and physiology, links with the behavioural sciences are inadequate. This may be a reason for the failure of much nutrition education to affect behaviour, along with the common health education assumption that ‘Knowledge’ results in a change in ‘Attitude’, which is followed by a change in ‘Behaviour’. I propose an alternative integrated health education model.

Food manufacturers, trade associations and information services which supply resource material for teachers of nutrition and food science.

The experiences of clinical facilitators working within non-conventional mental health settings have not yet been explored. The purpose of this paper is to explore the experiences of clinical facilitators when facilitating nursing student learning within a non-conventional mental health clinical placement.

This study adopted a qualitative phenomenological approach. The participants in this study were five registered nurses who had facilitated students at a non-conventional mental health clinical placement called Recovery Camp. Individual in-depth interviews were conducted.

The facilitators experiences could be understood through two main themes: facilitator skills and opportunities for student learning. Recovery Camp allowed the facilitators to build on their own nursing and facilitation skills, while examining themselves as a mental health nurse. “Being with” students (immersive engagement) enabled opportunistic and rare learning moments.

To the best of the authors’ knowledge, this is the first known study to explore the experiences of clinical facilitators working in a non-conventional mental health placement.

During the 1990s many states used budget surpluses to refinance public education and provide property tax relief. This paper uses a case study of Kansas to assess the sustainability of state-initiated property tax cuts. It finds that the cuts are not fully sustainable over time because of court and federal mandates that require additional spending on education, economic fluctuations that reduce the ability of state budgets to maintain a given share of education spending, and demands for local control to allow school districts to spend more or less than state-mandated levels. The paper also argues that the property tax is essential to economic efficiency and local control.

At the centre of Chapter 2 is higher education that places greater emphasis on lifelong learning journeys and equitable access to quality education at all stages of an individual's life and career. This chapter articulates the relevance of learning outcomes for both the world of work and for citizenship in a global and interconnected world. One way to operationalize this dual emphasis is through micro-credentials, which offer a flexible and modular way to learn new skills and knowledge. The chapter notes current challenges with implementing micro-credentials in a robust and quality assured manner, and suggests ways to overcome these.

Mentoring is a valuable support system for academics wishing to implement micro-credentials and contribute to the achievement of all sustainable development goals. Mentors can help nurture initial ideas, guide the design and delivery of micro-credentials and ensure that they are aligned with the needs of students and university external stakeholders. The dialogue included in this chapter illustrates a specific scenario at undergraduate level. There is, however, recognition that a broader range of contexts for micro-credentials exists, where mentoring can provide equally valuable support towards achieving desired goals.

With specific reference to mentoring, the chapter discusses ways in which mentoring relationships can develop and be maintained over time. It considers the impact that the setting in which mentoring meetings take place can have on the quality of the learning experience. Equally importantly, discussion touches on digital dimensions of mentoring – the metaverse as a setting and artificial intelligence complementing a real mentor or coach.

This chapter presents two case studies to address the challenge of how students in large, diverse classes can become effectively engaged in their learning through the support of technology. Implementation of two modules in the University of Exeter Business School is explored: a first-year management module wherein students make use of camcorders and a master's module where students use wikis. Each has been important in coming to understand the inter-relationship of pedagogic processes and technology use, in particular in the context of group work. Data on student outcomes and perceptions have been collected through ongoing monitoring, individual and group reflective accounts, tutor and student-led surveys and informal verbal feedback. Overall, the use of both technologies is highly valued by most students and by the teachers, despite the many (and sometimes unexpected) difficulties associated with their management. The main benefits are in the way that they can be used to support attendance, group cohesion and quality of work, in an ethos where the importance of group work is central to learning and where individuals are recognised for what they can contribute despite the large cohort size and the many different nationalities.