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It has been suggested that habitual consumers of sugar experience “cravings” when deprived. Subjects (n = 27) who habitually consumed sugar‐sweetened drinks were placed on a seven‐day regime receiving either sugar‐sweetened drinks, or aspartame‐sweetened alternatives. A between‐subjects design was used to prevent subjects comparing the drinks, which were given blind with the cover story that the study was testing a new drink. In fact commercial carbonated beverages were given. At the end, subjects were unable to guess which they had received. Subjects completed a prospective food diary and rated mood daily using the Profile of Mood States, as well as before and after each test drink, using simple visual analogue scales. Compared to subsequent days, on the first day of the study subjects receiving aspartame‐sweetened drinks ate fewer grams of carbohydrate and had fewer sugar episodes (where sugars, or sugar‐fat, or sugar‐alcohol mixtures were consumed). Overall energy intake for the day was unaffected. By day two, there were no differences between the groups in diet or mood. Body weight at seven days was unaltered from baseline. Blind substitution of aspartame‐sweetened for sugar‐sweetened soft drinks did not increase other sugar consumption and did not adversely affect mood. Any effects of this dietary change appear transient.

Lawrence Angus is Professor is Head of the School of Education at the University of Ballarat. His most recent book (with Professor Terri Seddon of Monash University) is Reshaping Australian Education: Beyond Nostalgia. His publications include several books over 50 refereed book chapters and articles in academic journals. His particular research and teaching interests include education equity and policy.Eve Gregory is a Professor in the Department of Educational Studies at Goldsmiths’ College, University of London She joined the Department of Educational Studies in 1987, after having taught for nine years in schools and two years at Nene College, Northampton. During her years at Goldsmiths, she has co-ordinated language and literacy programmes for the BA Ed, taught across Early Years programmes and established student exchanges in France, Spain and Austria. Recent research has included studies on family literacy history, on siblings (both funded by the ESRC) and children’s home and school literacy practices (funded by the Leverhulme Trust).Kathleen Gwinner began her career in education as a high school art teacher in rural areas near Kansas City, Missouri and El Paso, Texas, and then in Houston’s urban schools. Travel and a continuing interest in art history prompted her to return to university for a Masters degree in European history, and she subsequently taught history and art history courses at private and public schools with a great variety of student populations. Her doctoral research was conducted at a specialized vocational school within the Houston metropolitan district where she was a teacher. She now teaches at a school for the gifted and talented where she is continuing her research on high achieving girls.Martyn Hammersley is Professor of Educational and Social Research, Faculty of Education and Language Studies, the Open University. His early work was in the sociology of education. Much of his more recent work has been concerned with the methodological issues surrounding social and educational research. He is currently investigating the representation of research findings in the mass media. He has written several books, including: (with Paul Atkinson) Ethnography: principles in practice (Routledge, 1995); The Dilemma of Qualitative Method (Routledge, 1989); Reading Ethnographic Research (Longman, 1998); What’s Wrong with Ethnography? (Routledge, 1992); The Politics of Social Research (Sage, 1995); (with Peter Foster and Roger Gomm) Constructing Educational Inequality (Falmer, 1996); Taking Sides in Social Research (Routledge, 1999); and Educational Research, Policymaking and Practice (Paul Chapman, 2002).Sam Hillyard is a lecturer in sociology at the Institute for the Study of Genetics, Biorisks and Society and a member of Nottingham’s Institute for Rural Research. Her research interests include ethnographic research and theorising; the Sociology of Education; the history of symbolic interactionism and the sociology of Erving Goffman. At Nottingham, she teaches rural sociology and recently finished a research project studying images of farming in children’s literature.Caroline Hudson is Basic Skills Advisor in the Home Office National Probation Directorate. Caroline has published on offending and education, evidence-based policy, and family structure (intact nuclear, reordered nuclear, single parent and care) and young people’s perceptions of family and schooling. Her principal research interest is issues related to social exclusion. Prior to working in the Home Office, Caroline was a researcher at Oxford University Department of Educational Studies and Oxford University Centre for Criminological Research. Before doing a Master’s and doctorate at Oxford University, Caroline was a secondary school English teacher for 12 years.Bob Jeffrey’s ethnographic research at The Open University has focussed on the effects of policy reform and managerialism on the creativity of primary teachers in England. Together with Peter Woods, he has identified their dilemmas and tensions, their creative responses, identity reconstructions, and changes in professional role. He has, together with Geoff Troman, and Dennis Beach, established an extensive European network of ethnographic research interests and his current research project involves ten European partners focussing on the student’s perspectives of their learning experiences with particular reference to their creativity. He has maintained a regular flow of articles concerned with ethnographic methodology.Susi Long is an Associate Professor in Early Childhood Education and Language and Literacy at the University of South Carolina in the U.S. Her research interests include language and literacy learning in marginalized populations and teacher education. In 1997, she received the National Council of Teachers of English (NCTE) Promising Researcher Award for her ethnographic study of cross cultural learning in Iceland. She continues similar work in the United States with projects that include a study of professional development at the University of South Carolina’s Children’s Center, a six month study of Mexican American kindergartners, and a long-term study of new teachers during their first three years of teaching. Key publications can be found in the journals, Research in the Teaching of English; The Journal of Teacher Education; Reading, Language and Literacy; NCTE’s Primary Voices; and in an upcoming issue of the NCTE’s Language Arts. Her most recent work is coedited with Eve Gregory of Goldsmiths College and Dinah Volk of Cleveland State University. The volume, Many Pathways to Literacy (Routledge Falmer, 2004) is a collection of studies that illuminate mediators of language and literacy learning in the lives of young children across a range of cultural settings in the U.S. and in the U.K.Colton Paul worked as a primary school teacher for a number of years in the London Borough of Haringey and Tower Hamlets. He is now employed as a lecturer at Goldsmiths College educational department. Colton Paul is primarily concerned in his research with culture, identity and education, in particular the ways in which notions of race, power, and representation interact to influence cognitive development. his current area of research for his PhD thesis is focused on the effects of mythologies and power relations on the educational development of children of Caribbean heritage.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Ruth Silva teaches at the College of Education, University of North Texas having completed her doctorate in teacher education at the University of Houston. She has been a teacher and administrator in high schools in Australia and an administrator with the Department of Education (Independent and Catholic Schools) in Sydney. Her research focuses on the role of the classroom teacher as researcher, instructional supervision, and pre-service teacher education.Katie Van Sluys is a doctoral research student at Indiana University.Ilana Snyder is an Associate Professor in the Faculty of Education, Monash University, Australia. Her research focuses on changes to literacy, pedagogical and cultural practices associated with the use of information and communication technologies (ICTs). Four books, Hypertext (Melbourne University Press & New York University Press, 1996), Page to Screen (Allen & Unwin and Routledge, 1997), Teachers and Technoliteracy (Allen & Unwin, 2000), co-authored with Colin Lankshear, and Silicon Literacies (Routledge, 2002) explore these changes. In collaboration with Simon Marginson and Tania Lewis, her current research includes a three-year Australian Research Council-funded project examining the use of ICTs in higher education in Australia. The focus is on innovation at the interface between pedagogical and organisational practices. She is also working on the application of Raymond William’s ideas about technology and cultural form to a study of the Internet.Wendy Sutherland-Smith is a lawyer turned teacher and an Associate- Lecturer in the Faculty of Business and Law at Deakin University. She has taught in secondary and tertiary institutions for the past fourteen years. Currently, she is teaching Corporations and Business Law to international students, whilst also undertaking doctoral studies in the Faculty of Education at Monash University in Australia. Her Ph.D is a cross-disciplinary investigation of notions of plagiarism, from perspectives of Legal and Literary theory. She is particularly interested in the Internet literacy practices of tertiary undergraduate ESL students. In her doctoral work, Sutherland-Smith is focuses on Bourdieu’s notions of symbolic violence, cultural capital, habitus and field. She applies these critically in analyses of international ESL students’ academic writing, both print-text and Web-text based, with respect to plagiarism and intellectual property. She has published articles in The Reading Teacher (2002), Prospect (2002), and TESOL Journal (2003) on her research of international students’ reading practices in paper-text compared to hyper-text environments. She has also published in the broader area of the nexus between linguistic and legal theory. Her email address is wendyss@deakin.edu.au.Dinah Volk is a Professor and Coordinator of the Early Childhood Program, Cleveland State University, Cleveland, Ohio, USA. She has taught young children in the U.S. and Latin America and her research interests include sibling and peer teaching and the language and literacy practices of young bilingual children and their families. Volk is co-editor, with Gregory and Long, of Many Pathways to Literacy: Young Children Learning with Siblings, Peers, Grandparents, and Communities (RoutledgeFalmer, 2004) and is co-author, with DeGaetano and Williams, of Kaleidoscope: A Multicultural Approach for the Primary School Classroom (Prentice Hall, 1998). Her articles have been published in Research in the Teaching of English, the Journal of Early Childhood Literacy, Reading: Language and Literacy, and the Early Childhood Research Quarterly.Geoffrey Walford is Professor of Education Policy and a Fellow of Green College at the University of Oxford. He was previously Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham. His recent books include: Affirming the Comprehensive Ideal (Falmer, 1997, edited with Richard Pring), Doing Research about Education (Falmer, 1998, Ed.). Durkheim and Modern Education (Routledge, 1998, edited with W S F Pickering), Policy and Politics in Education (Ashgate, 2000) Doing Qualitative Educational Research (Continuum, 2001) and British Private Schools: Research on policy and practice (Woburn Press, 2003, Ed.). His research foci are the relationships between central government policy and local processes of implementation, choice of schools, private schools, religiously-based schools and ethnographic research methodology. He is editor of the Oxford Review of Education and has recently completed a Spencer Foundation funded comparative project on faith-based schools in England and the Netherlands.Sue Walters completed her DPhil research in the Department of Educational Studies at Oxford University and is now a Research Fellow in the Faculty of Social Sciences, The Open University, Milton Keynes (researching Ethnicities and Contemporary Rural Identities). She was previously a Secondary School English teacher and an English as an Additional Language specialist and has academic degrees in Literature, Women’s Studies and Educational Research Methods. Her current research interests lie in issues concerning academic achievement and Bangladeshi pupils, ethnic minority and bilingual pupil’s experiences of schooling and ethnicities and identities.

Methodological traditions are like any other social phenomena. They are made by people working together, criticizing one another, and borrowing from other traditions. They are living social things, not abstract categories in a single system.– Andrew Abbott (2004, p. 15)

Events research is witnessing a gradual increase in experience‐related studies, reflecting a challenge to the dominance of positivist, quantitative‐based studies. This purpose of this paper is to support a paradigm shift to effect a more balanced examination of events within the existing body of literature.

A search of events‐related publications in both events and non‐events journals is conducted in order to identify the level of use of the ethnographic approach by researchers in event studies. The literature on qualitative methods and on ethnography in particular is also examined, in a bid to show how ethnography can be used and how it is specifically suited to inquiry into the consumer experience of events and festivals.

Ethnography is advocated as an appropriate research approach to the events field, and this paper details the extensive potential that this approach offers. Drawing from the wider literature on ethnography, a rationale for an alternative methodology with the associated research methods of observation, interviewing and the use of documentary sources is explored and its applicability to events research is demonstrated.

The academic researcher is introduced to the potential offered by ethnography and is pointed in the direction of the relevant research methods literature that would equip them with the practical tools of investigation.

By alerting the reader to the applicability and value of ethnography, this paper aims to encourage the adoption of the ethnographic approach by event researchers. This will thereby lead to a more diverse literature on events, and will rebalance the current dominance of quantitative‐based research papers, and it is for this reason that this paper makes an original contribution to knowledge in the study of events and festivals.

The purpose of this paper is to describe and critique ways in which the threats from confirmation bias have been rejected.

Dismissals of the existence of, or threats from, confirmation bias are identified from a review of literature across a very wide range of disciplines. The dismissals are robustly examined.

The dismissals are categorised as: (1) radical scepticism (2) consequentialism: and (3) denial. Each type of dismissal, it is argued, is flawed.

The three-fold structuring of confirmation bias dismissal is novel. In addition to drawing from organisation, management and wider social science literature, the article also uses arguments and examples from the creative arts.

The purpose of this paper is to explore the extent to which a marketer’s own priorities as a consumer infiltrate workplace decision-making and how this contamination influences the creation of potential value for the end consumer. The “black box” of the organisation is opened to investigate potential value creation at an individual/manager level of analysis.

The authors gathered in-depth qualitative data from amongst marketing managers and directors in the UK, Australia and the USA. The authors theorised these data through boundary theory to develop an integrated producer-as-consumer potential value creation model.

The paper reveals the dynamic interplay in marketing/production decision-making between the individual’s consumer-self, manager-self and the external interface with the organisation.

The producer-as-consumer potential value creation model illuminates the complex role of the firm and its individual managers in the creation of potential value and identifies contingencies that result in a spectrum of possible potential value creation outcomes. These contributions are positioned within the marketing value creation and co-creation literatures.

Marketing organisations/managers may find this research useful when considering the benefits and drawbacks of integrating managers’ consumer-self insights into workplace decision-making and the creation of potential value for the end consumer.

This paper moves value creation/co-creation theory forward by revealing the dynamic potential value creation process and presenting a fluid representation of producers-as-consumers, at individual manager level. This paper is of interest to academic and marketing practitioner audiences.

AN interesting comment from the Salisbury and South Wilts team of industrialists who put the first Local Productivity Council Circuit Scheme into operation in their area suggests that this scheme may prove invaluable in awakening general interest in, and in giving practical impetus to, increased productivity at all levels.

Over the twentieth century, there was a wide range of demographic changes in the family. Demographic shifts included a decline in the number of first marriages, and a rise in the divorce rate, the number of births outside marriage and the number of one parent families. Whilst ideologies (Eatwell, 1993; Seliger, 1976) of the family are many and varied, they tend to privilege the intact nuclear family as the natural, ideal and normal family form (Jagger & Wright, 1999) and as patriarchal, white and middle class. Other family structures, in contrast, can be seen as deviations from the norm. Such ideologies of the family are at odds with the changes in family structure outlined above. This tension between the ideal and the real can help stereotype children who live in families which deviate from the perceived norm of the intact nuclear family. This can disadvantage children who may be otherwise well-adjusted (Ferri, 1976; Mitchell, 1985).