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Food education in secondary schools can provide adolescents with essential food knowledge and skills required for healthy, independent living. The purpose of this paper is to identify food-related knowledge and skills that Australian consumers believe are required for all consumers, and to identify their demographic and psychographic associations based on two studies.

Two online surveys were conducted in 2012 and 2014 in different samples of Australian consumers (n=2,146 and 770, respectively), both drawn from a commercial research panel. Respondents rated their views on the importance of food knowledge and skills items as “essential” or “not essential” in the 2012 survey, or by rating their importance in the 2014 using five-point scales. Principal components analysis, confirmatory factor analysis and stepwise multiple regression analysis were used to group the different types of food knowledge and skills and identify their associations.

In both surveys, “the effects of food on people’s health” and “how to prepare food safely” were viewed as the most important knowledge and skills, and food production, food system and environmental items were the least important. Food knowledge and equality values were positively associated with the importance of Nutrition Knowledge and Practical Skills in both surveys. In addition, food mavenism was a positive predictor of Nutrition and Health Knowledge and The Food System in 2012 and female sex was positively associated with Practical Food Skills.

Most respondents believed that nutrition and health knowledge and practical food skills were more important than knowledge of food production, the food system or the environment. The findings suggest that psychological factors such as personal values, food knowledge and food mavenism may be more important influences over these perceptions than respondents’ demographic characteristics.

This research is novel as it explores consumers’ views about the food knowledge and skills that all consumers need to be healthy and independent, and has important implications for food education, particularly in secondary schools. In addition, it assessed consumers’ views at two different time points, two years apart and, thus, provides evidence for stability of these views.

Secondary school food education provides students with opportunities to build lifelong healthy dietary practices. A number of stakeholder groups are important for the success of this form of education. Accordingly, the purpose of this paper is to examine young adults’ and parents’ opinions of secondary school food education.

An online survey was administered to 1,086 respondents drawn from a commercial research panel.

In total, 50-60 per cent of all respondents agreed that food education should be compulsory for years seven to ten and 31-32 per cent of respondents agreed that it should be compulsory for years 11 and 12. Almost 69 per cent suggested one to three hours per week for food education. More than 75 per cent of respondents agreed that there should be a non-compulsory food and nutrition subject for year 11 and 12 students and believed that this subject would help students to develop their food-related knowledge and skills.

There is a gap between parents’ and young adults’ views of school food education and what is actually practiced in Australian secondary schools. Obtaining their opinions in future food-related education and policy reforms could help design and deliver food education to better meet the expectations of its recipients: students and their families.

The examination of large number of young adults’ and parents’ opinions of school food education makes this study unique.

This study aims to provide an analysis and evaluation of infrastructure resilience, one of the components of disaster resilience, to natural hazards.

The analysis of this study consists of four stages. First, descriptive statistical analyses were carried out on the soft and hard infrastructure resilience and natural hazard index. Second, the spatial data were visualized through the exploratory spatial data analysis to understand the spatial distribution and spatial characteristics of variables of the data. Third, the local indicators of the spatial association method were used to identify areas in clusters where infrastructure resilience is weak. Fourth, comparisons were made between the soft and hard infrastructure resilience and natural hazard index: the level of natural hazard is high but the soft and infrastructure resilience remain very vulnerable to disaster.

The study found that infrastructure resilience varies from community to community, particularly in the same community, in terms of hard infrastructure and soft infrastructure. In addition, the comparative analysis between infrastructure resilience and disaster risk levels resulted in communities that were likely to suffer greatly in the event of a disaster.

This study is meaningful in that infrastructure resilience of Korean local governments was discussed by dividing them into soft and hard infrastructure and comparing them to natural disaster risk levels. In particular, the comparison with the natural disaster risk level identified local governments that are likely to experience significant damage from the natural disaster, which is meaningful in that it serves as a basis for policy practitioners to actively build infrastructure and respond to disasters.

The purpose of this review was to explore the literature for evidence of the impact of interprofessional practice models on health service inequity, particularly within community care settings for diverse ageing populations.

An integrative systematic literature review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework combined with the EndNote reference management system. Following the collection and comprehensive screening process completion, a thematic analysis of the included articles occurred utilising within NVivo 12 software.

The review found that there was a paucity of evidence related to the relationship between interprofessional practice models (IPM) and health service equity for ageing populations. There is a need to improve collaborative practices between social care, public health care and health service providers to more clearly define team member roles. Key aspirations included the need for future innovations in health service delivery to place health service equity as a goal for interprofessional practice. There is a need to find ways to measure and articulate the impact for vulnerable populations and communities.

The review offers insight into the need for health care delivery models to place health service equity at the centre of the model design. In practice settings, this includes setting interprofessional team goals around achieving equitable care outcomes for, and with, vulnerable populations. Implications for practice relate to improving how interprofessional teams work with communities to achieve health care equity.

There is a consensus across the literature that there continues to be health service inequity, yet IPE and interprofessional collaborative practice (IPC) have been growing in momentum for some time. Despite many statements that there is a link between interprofessional practice and improved health service equity and health outcomes, evidence for this is yet to be fully realised. This review highlights the urgent need to review the link between education and practice, and innovative health models of care that enable heath care professionals and social care providers to work together towards achieving health equity for ageing populations. It is clear that more evidence is required to establish evidence for best practice in interprofessional care that has the mitigation of health care inequity as a central objective.

Primary schools provide continuous, intensive contact with large numbers of children starting from a young age, thus providing an appropriate setting for the promotion of healthy eating through food and nutrition education (FNE). This qualitative study explores the views of Australian primary school parents about FNE in primary schools.

In total, 19 parents of primary school children from Victoria participated in semi-structured interviews. Audio recordings were transcribed and underwent thematic analysis using Nvivo. A total of three themes emerged: FNE topics currently taught in primary schools, essential food skills and knowledge for primary school children and the importance of FNE.

Most parents thought that FNE is as important as the core subjects of primary school. Parental support for FNE, which is delivered over a prolonged period, and expanded by hands-on content such as cooking and gardening classes was evident. Parents viewed these classes as likely to improve children's food-related knowledge and healthy eating behaviours. Parents expressed appreciation for schools' emphasis on food sustainability and its alignment with school policies and practices. Parents were keen to see more sustainability included in the curriculum.

These results may have implications for curriculum developers and schools, as the findings can assist the design of food and nutrition curricula for primary schools which can empower children as well as their families to make better food-related decisions.

Australian parents' views of FNE in primary schools have been under examined.

The purpose of this study is to understand health care providers' experiences with delivering a novel Integrated Care (IC) Program that co-ordinates hospital-based clinical services and home care for thoracic surgery patients, including perceptions on the provision of person-centred care and quality of work life.

The authors conducted a process evaluation using qualitative methods to understand provider experiences in the Integrated Care (IC) Program and to identify areas for programme improvement. Study data were collected using a focus group with thoracic surgeons, open-ended survey with home care providers, and semi-structured interviews with lead thoracic surgeons and IC leads, who are nurses serving as the primary point of contact for one consistent care team. Data were analysed using thematic analysis.

The IC Program was successful in supporting a partnership between health care providers and patients and caregivers to deliver a comprehensive and person-centred care experience. Informational continuity between providers was facilitated by IC leads and improved over time with greater professional integration and adaptation to the new care delivery processes. Differential impacts were found on quality of work life for providers in the IC Program.

This study describes provider experiences with delivering integrated and person-centred care across the hospital to home continuum, which can inform future integrated care initiatives.

In the late 1970s, the much beloved tradition of Asilomar began. But then, of course, it was not even located at Asilomar. Rather it was a much smaller event that was held at Pajaro Dunes. Nonetheless, it featured what ultimately became the traditional blend of informal sessions that mixed students and faculty from around the University. The most memorable conference of that time featured working papers by Jeff Pfeffer and Jerry Salancik, John Meyer and Brian Rowan, and Mike Hannan and John Freeman. Each of these pairs of authors presented fledgling work that would go on to become keystone statements for three highly influential theories: resource dependence (Pfeffer & Salancik, 1978), “new” institutional theory (Meyer & Rowan, 1977), and population ecology (Hannan & Freeman, 1977).

We consider how the commercialization of social ventures may result from their founders’ personal experiences of commercial organizing. Building on theories of individual imprinting, we theorize that the commercialization of social ventures is influenced by two types of commercial experience: parental imprinting from the commercial work experience of a founder’s parents, and work imprinting from a founder’s professional experience within for-profit organizations. We find support for our theory based on analysis of a novel dataset of over 2,000 nascent social ventures and their founders. We further find that the marginal effects of additional work imprinting from a founder’s commercial experience decline with the longevity of this experience. We discuss implications of our findings for literatures on social ventures, imprinting, and hybrid organizations.

The purpose of this paper is to critically analyse the discourses of gender empowerment in South African organisations to determine the extent to which they reify or resist the entrenched oppressive gender binaries.

Multiple case studies design and critical discourse analysis were employed to collect and analyse the data. Research entailed critical analysis of 36 published documents containing information on gender and gender empowerment. Semi-structured interviews were also conducted with six transformation managers as change agents who are tasked with the responsibility of driving gender empowerment in the selected organisations.

The authors found that gender in studied organisations was insularly defined within the confines of the male–female gender binaries. Consequently, designed gender empowerment strategies and ensuing initiatives mainly focussed on promoting the inclusion of heterosexual women in and on protecting these women from heterosexual men. Thus, gender empowerment systematised heteropatriachy in organisational culture and processes while invisibilising and annihilating the possibility of existence of alternative genders outside these naturalised binaries. Transformation managers, as change agents, fell short of acknowledging, challenging and changing these entrenched ideologies of patriotic heterosexuality.

The paper uses Galting’s (1960) and Paul Farmer’s (2009) concept of structural violence and Rich’s (1980) notion of “deadly elasticity of heterosexual assumptions”, to theorise these gender empowerment discourses as constituting and perpetuating violence against queer bodies and subjectivities.

The paper recommends that corporates need to broaden their conceptions of gender and to design and entrench gender discourses that promote gender justice and equality.

This inquiry proves Joan Acker’s (2006) and Baker’s (2012) views that inequality and injustice are produced and entrenched in a reciprocal relationship between society and the workplace.

This paper focusses on constructions of gender in organisations. By doing so, it links the observed violence against women and gender binary non-conforming people in society with organisational discourses of gender that perpetuate such violence instead of challenging and changing it so that democracy can be realised for all.

Critical race theory (CRT) seems to face a never-ending baptism by fire. When the Trump administration sought to ban CRT from American federal training courses in 2020, this may have come as a shock to few (Lang, 2020). Perhaps of greater surprise was that mutual sentiments resonated with the UK Minister for Equalities Kemi Badenoch, a black female, who appears to oppose the teaching of CRT in principle (Thrilling, 2020). The resurgence of such denunciations is problematic in a Western world which is primed for social activism, particularly for scholars in higher education institutions, where CRT has been gaining traction as a guiding framework for research into antiracism, fairness and affirmative action. This chapter suggests that the condemnation of CRT is neither unexpected nor is it altogether absurd. Nevertheless, it aims to provide a balanced metatheoretical ‘criticism’ of CRT and offer a view on the suitability of, and prospects for, its activist research agenda in higher education. Quite often, criticisms of CRT reflect issues with its origin as a troubled bricolage of conveniently assembled ‘tenets’, which do not lend themselves easily to the burden of evidentiary production required in higher education research and practice. In this review, I analyse CRT, through its bricolage-style characteristics, as primarily an explanatory theory, with respect to its application against racialised issues in higher education policy. It is hoped this chapter offers academic and activist researchers a way past the shadow of CRT's bricolage, by defusing some of the misgivings towards its inherent limitations.