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Advances have been made in the provision of nutritional and ingredient information on packaged food, however, there is a need to translate this to eating out reflecting consumer desire for greater transparency and knowledge of menu content. The purpose of this paper is to assess consumer’s preferences for food information presentation in four European countries (UK, Greece, Denmark and France) in a workplace dining setting.

This study focusses on workplace canteens since the regularity in which they are used provides an important context and potential for behaviour change. An exploratory phase designed iteratively in collaboration with experts, end-users and researchers (qualitative) informed a survey (quantitative) conducted in four European countries. The survey was used to examine workplace diners’ preferences towards food information presentation.

Differences were found and clustered (n=5) to “heuristic processors” (33 per cent) “brand orientated” (25 per cent) “systematic processors” (17.3 per cent) “independent processors” (16.1 per cent) and “tech-savvy” (8.6 per cent). Dual-process theories were used to analyse the findings and produce new insight into how menu information can be most effectively delivered.

When eating-out consumers struggle to make choices or make the wrong choice from a health perspective, partly caused by a lack of nutrient profile information as well as other criteria of concern. Giving catering managers the understanding of preferred communication channels can enable a more competitive operator. Traffic light labelling was the optimal presentation with the opportunity for consumers to discover more detailed information if desired. For the first time this research has given operational clarity whilst allowing food providers to be considered as part of corporate health.

Despite growing demand, little product information is available when eating out. Information that is provided is often not well understood leading to a lack of consumer control and acting as a barrier to healthy food choices. The AIDA model which highlights the key stages of effective marketing communication (awareness, interest, desire and action) is applied. Information provided through technological solutions is examined to provide clear guidance on future use.

Exploratory qualitative methods through four focused group discussions allowed consumers views to be probed in-depth and key themes to emerge through thematic analysis.

In addition to the four key elements of the AIDA model, accessibility and relevance are found to be key constructs relevant to food information provision. Accessibility highlights the need for quick and clear data display, while relevance stresses how salient information is key to each consumer. Technological solutions may offer the most responsive, effective and trusted way to provide enhanced information.

With increasing consumer demand for clear information, a competitive advantage can be gained through the provision of personalised enhanced dish information when eating out. Findings from this study highlight consumers’ desire for online (app or website-based) platforms.

The provision of enhanced food information when eating out has clear public health implications and may influence choice leading to a reduction in non-communicable disease.

This study evaluates consumers’ perceptions to the provision of enhanced food information out of home providing novel insights and guidance for both managerial and societal impact.

As numerous scholars have noted, the law takes a strikingly incoherent approach to adolescent reproduction. States overwhelmingly allow a teenage girl to independently consent to pregnancy care and medical treatment for her child, and even to give up her child for adoption, all without notice to her parents, but require parental notice or consent for abortion. This chapter argues that this oft-noted contradiction in the law on teenage reproductive decision-making is in fact not as contradictory as it first appears. A closer look at the law’s apparently conflicting approaches to teenage abortion and teenage childbirth exposes common ground that scholars have overlooked. The chapter compares the full spectrum of minors’ reproductive rights and unmasks deep similarities in the law on adolescent reproduction – in particular an undercurrent of desire to punish (female) teenage sexuality, whether pregnant girls choose abortion or childbirth. It demonstrates that in practice, the law undermines adolescents’ reproductive rights, whichever path of pregnancy resolution they choose. At the same time that the law thwarts adolescents’ access to abortion care, it also fails to protect adolescents’ rights as parents. The analysis shows that these two superficially conflicting sets of rules in fact work in tandem to enforce a traditional gender script – that self-sacrificing mothers should give birth and give up their infants to better circumstances, no matter the emotional costs to themselves. This chapter also suggests novel policy solutions to the difficulties posed by adolescent reproduction by urging reforms that look to third parties other than parents or the State to better support adolescent decision-making relating to pregnancy and parenting.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

The purpose of the empirical study was to examine whether strategies shown to work well in one model of network development for library and information science (LIS) practitioners and researchers could be applied successfully in the development of a new network and contribute to the narrowing of the research–practice gap in LIS.

Overall, 32 members of a new professional network were surveyed by a questionnaire following the completion of a programme of four network events held between 2019 and 2021.

The analysis demonstrates the transferability of the existing model of network development to a new network and that it can be successfully adapted for online delivery of network events and activities.

The criteria deployed for the evaluation of the new network could be used in other similar settings. Funding bodies can also use these findings as demonstration of the value of their investment in network grants.

This contribution on means of growing collaborative networks to narrow the LIS research–practice gap stands out in contrast with prior research that tends to focus the support of research productivity of academic librarians in North American universities for the purposes of career development. Here wider aspects of research engagement are considered of value for LIS practitioners from a range of sectors and institutions, beyond North America, for purposes that are broader than personal advancement.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

This chapter uncovers the destabilizing and transformative dimensions of a legal process commonly described as assimilation. Lawyers working on behalf of a marginalized group often argue that the group merits inclusion in dominant institutions, and they do so by casting the group as like the majority. Scholars have criticized claims of this kind for affirming the status quo and muting significant differences of the excluded group. Yet, this chapter shows how these claims may also disrupt the status quo, transform dominant institutions, and convert distinctive features of the excluded group into more widely shared legal norms. This dynamic is observed in the context of lesbian, gay, bisexual, and transgender (LGBT) rights, and specifically through attention to three phases of LGBT advocacy: (1) claims to parental recognition of unmarried same-sex parents, (2) claims to marriage, and (3) claims regarding the consequences of marriage for same-sex parents. The analysis shows how claims that appeared assimilationist – demanding inclusion in marriage and parenthood by arguing that same-sex couples are similarly situated to their different-sex counterparts – subtly challenged and reshaped legal norms governing parenthood, including marital parenthood. While this chapter focuses on LGBT claims, it uncovers a dynamic that may exist in other settings.

The purpose of this paper is to describe how librarians at the State University of New York College at Buffalo used iPads during one class session of a semester-long library instruction course to increase student engagement, energize the traditional library tour, build collaboration and give students experience using tablet technology in an educational setting.

Librarians provided iPads to groups of students and sent them to photograph different areas of the library during one class session of a semester-long course. Students then uploaded the photographs to a common Web site for class discussion.

Formal and informal student feedback was positive. Students connected with the instructors and with each other, enjoyed discovering library spaces and services and became more comfortable with tablet technology. The project also increased student enthusiasm for the class.

This paper is the first to systematically describe a simple activity that can be used by instruction librarians to incorporate tablets into the curriculum. The method requires minimal time to set up and implement, involves a very short learning curve and is easily adaptable to various mobile devices.