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Over the past few years several reports have been published recommending voluntary changes in UK diet in the interests of health. Major recommendations include a reduction in the consumption of fat, sugar and salt and an increase in consumption of fibre. A survey conducted in ten secondary schools in Nottingham and involving 492 respondents showed that adolescents between the ages of 11 and 16 generally favoured a decrease in consumption of fat and sugar and an increased consumption of fibre. However only half of the sample thought that salt intake should be reduced. There were significant differences in response based on the age and sex of the respondents. Reduction in fat and sugar intakes was a particularly dominant attitude amongst older girls, and this may be due to their concern over appearance rather than their concern for health.

The dietary awareness of primary school children towards selected food items and components including bread, potatoes, dairy products, fat, fish, meat, fresh fruit, salt, sugar and sweets was evaluated using an interview technique. The children were asked whether they ought to eat more, the same or less of each food and the results are presented for the sample of younger and older children. The results indicate that these selected food items can be broken down into three main areas. First there are those where the majority of children thought we ought to increase consumption; bread, potatoes, dairy products, fish, meat and fresh fruit. Second there is a group of food components including salt, fat and sugar in which there is closer similarity in those advocating more or less consumption. Third there are the food products such as sweets where there are significant differences between age groups, and changes in attitude occur in a limited age span. A discussion of the implications of this work for nutrition education, new food product development and socio‐economic policy is presented together with recommendations for future research.

Clinical guidelines have been identified as key components of improving clinical effectiveness. Local development of national guidelines is advocated to ensure that recommendations are relevant to local needs and context. This paper discusses the methods used in adapting national guidelines for geriatric day hospitals for use in the Northern and Yorkshire Region, and highlights differences between guidelines developed at national and regional levels.

Consideration of logistics, or distribution, operations in their total corporate context usually involves too complex an analysis for use in everyday decision making. During a research programme recently carried out amongst pharmaceutical manufacturing companies, a set of rules was developed as an aid to decision making, which would simplify such an analysis. The details of this step forward in formalised decision making for logistics management are set out in a two‐part article, the first of which appears here.

It is well known that the foundations for food choice are laid down in childhood. Poor dietary habits learned in childhood may persist into adult life. The dietary awareness of children is subject to a range of complex interacting forces, for example, peer group pressure, social factors and television advertising. Many investigators have developed innovative methodologies to record these parameters. Reviews, therefore, the methodological issues of studies which have attempted to elicit pre‐adolescent attitudes, knowledge and beliefs in food. Finally, makes recommendations about methodological issues that should be considered when studying pre‐adolescent children’s food choice.

Identity exploration is a central mechanism for identity formation that has been found to be associated with intense engagement, positive coping, openness to change, flexible cognition, and meaningful learning. Moreover, identity exploration in school has been associated with adaptive motivation for learning the academic material. Particularly in the fast-changing environment of contemporary society, confidence and skills in identity exploration and self-construction seems to be increasingly important. Therefore, promoting students’ identity exploration in school within the curriculum and in relation to the academic content should be adopted as an important educational goal. The purpose of this paper is to describe a conceptual framework for interventions to promote students’ identity exploration within the curriculum. The framework involves the application of four interrelated principles: (1) promoting self-relevance; (2) triggering exploration; (3) facilitating a sense of safety; and (4) scaffolding exploratory actions.

We begin the paper with a conceptual review of identity exploration. We follow by specifying the conceptual framework for interventions. We then present a methodological-intervention approach for applying this framework and describe three such interventions in middle-school contexts, in the domains of environmental education, literature, and mathematics.

In each intervention, applying the principles contributed to students’ adaptive motivation and engagement in the academic material and also contributed to students’ identity exploration, though not among all students. The findings highlight the contextual, dynamic, and indeterminate nature of identity exploration among early adolescents in educational settings, and the utility of the conceptual framework and approach for conceptualizing and intervening to promote identity exploration among students.

This paper contributes to the conceptual understanding of identity exploration in educational settings, highlights the benefits and the challenges in intervening to promote identity exploration among students, and discusses the future directions in theory, research, and practice concerned with the promotion of identity exploration in educational settings.

This chapter addresses the concept of Literacy for all under a broadened view of inclusion in education. Definitions of inclusion, literacy and inclusive literacy are provided prior to consideration of some of the issues associated with developing and improving the literacy of every student in regular classroom contexts. It presents a brief overview of theory and international research, and as an example, provides some insights into current educational policies, practices and provision in Australia in relation to literacy education.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

This is the fourth comprehensive register of current research in marketing to appear in this Journal. It is hoped that it will prove useful as a source of information to all those with interests in the subject. The projects listed do not include research work undertaken by commercial organisations or studies conducted in educational institutions where the results are not intended to be generally available. Otherwise, every effort has been made to obtain basic information from research workers willing to discuss their efforts with other interested individuals.