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Calls for theoretically informed interventions and a more reflexive stance are apparent in social marketing. Moving from a “prove” to “improve” mentality requires evaluations that learn from experience gained to identify improvements to inform future programme success. This paper considers the value of inclusion of stakeholders in process evaluation.

Two participant groups (n = 90, n = 182) and one key stakeholder group (n = 22) were surveyed in person, over the phone and online. Open-ended qualitative responses were analysed for recurring themes.

Key stakeholders contribute unique and valuable insight into programme implementation and engagement, expanding evaluation beyond participant feedback. Most notably, the process evaluation illuminated the engagement insight of programme volunteers, mid-level expansion opportunities offered by participating chefs and the perceived value of involvement across all stakeholder groups.

The study is limited by a lack of systematic stakeholder identification and to a single context, namely food waste.

This paper affirms the importance of process evaluation and application of stakeholder theory to social marketing. These contributions suggest a widened focus for the widely accepted NSMC benchmark criteria which centre attention on the end users targeted for change. Stakeholders should be included in process evaluations given they contribute important and unique partnership insights.

This paper extends stakeholder theory use in social marketing providing showcasing potential for this approach to deliver a more reflexive stance.

Disabled people who are the end‐users (EU) of health services have a poor record of inclusion, yet a major stake in the quality of scientific research that informs the development of health knowledge and interventions. In traditional rehabilitation research it has been the researcher who sets the agenda, including determining the research question, study design and methods, and who controls dissemination of findings. This paper aims to describe the development of an EU research consultation committee and to describe the evaluation protocol used to assess the effectiveness of the committee.

The paper describes the context and development of an EU research consultation committee (the committee) to promote collaboration between researchers and lay‐EUs within a research organization in New Zealand. It also describes the qualitative evaluation protocol to be used to assess the effectiveness of the committee over the first 12 months of operation in order to refine its process and procedures.

The paper discusses the issues and challenges involved in achieving collaboration between researchers and EUs in the rehabilitation research space and describes this consultation model as a positive example of making inclusion a reality. Challenges include building research capacity within the EU community and development of real models of collaboration and partnership in rehabilitation research.

It is argued that the integrity and relevance of clinical research is enhanced by the involvement of EUs in all aspects of the research process.

At a meeting of the Hull Corporation Health Committee, on November 22nd, the Town Clerk referred to the decision in the recent case of milk, alleged to have contained dirt. Originally the justices dismissed the summons on a legal point. The Corporation, prosecuting, asked for a case to be stated in the High Court, and the latter decided in the Corporation's favour, and sent the case back to the Hull magistrates to be heard on its merits. The evidence of the prosecution was that the milk contained 3·9 parts of dirt per 100,000 parts of milk, the far greater part of the sediment present consisting of manure. In previous cases prosecutions were secured where the dirt was slightly less, but this summons was dismissed on the ground that there was no standard laid down by law as to what amount of dirt might be permitted. If this was a reason for dismissal, then milk might be half dirt. That was absurd. The question was “What was the Corporation going to do?” He suggested that they should go on exactly as they were doing, take the cases, and place the responsibility on the justices. Perhaps if they went on a little longer they would get some idea at to what the Bench considered was such a state of contamination as to justify the local authority in taking action.

I want to revisit also some of the ideas that linked memory and subjectivity that were popularised in the 1970s and 1980s response to limitations of the positivist tradition. I am concerned also with the relationship between the present and the past as it gets expressed in memory work to interrogate more fully not only ‘what happened’, but also how events come to be remembered in the ways that they are, and how they come to be understood as history. These ideas will be developed by drawing on some of what I consider to be key studies that use oral history, some directly related to education, some not. I will finish with voices that are not my own. These will be the voices of participants in an oral history project with which I have been involved. They will demonstrate in a more meaningful way, the ideas presented here and how a coming together of the fields of oral history and memory studies can enrich the understandings we have of experience in the history of education.

To describe the connections between reading and writing and to discuss new ways of understanding the nuisances associated with their development beginning with consideration to language appreciation.

Theoretical advances related to the complexity of reading, thinking, and writing are discussed alongside an ongoing description of how wide reading, interventions, language study, and risk taking are foundational to language creation.

The linkages between reading and writing are inseparable. Reading and writing must be developed in unison. The best writers are avid readers and vice versa. Generally speaking, students will have preferences regarding which they enjoy partaking in more but this just gives the motivation to utilize an appreciate approach to grow, that is utilizing existing strengths of the student in either reading or writing toward improving the other.

A host of instructional practices can extend from these new theoretical understandings of language creation including free verse journals, usage of non-examples to jolt previous understandings, language play, feedback, diverse literature, and finalization processes related to writing development.

WHEN the history of librarianship comes to be written, the closing years of the 19th, and the opening ones of the 20th centuries must be recorded as a period of great advancement. In every department of the profession is the advancement pronounced. Elaborate systems of classification have been perfected, cataloguing in its varied branches has been brought to a fine art, and special provision for children has, in some places, been carried so far as to be almost overdone. Specialisation for the uplifting of the masses has been the order of the day in every section, and in the near future the public libraries will compel recognition as educational centres. Not the least important part in this library awakening has been the education of the librarian, and it is now generally admitted that for efficient library service a man must not only be well‐educated, but highly trained in his work. Professional bibliographies and carefully planned courses of study are the signs of this advancement, and the provision of suitable literature to meet the higher educational demands, is one of the most pressing needs of our time.

THE regular search for the good book for the child will continue so long as there are children's libraries. A recent report on an enquiry has reached us from Bethnal Green and follows the familiar lines of getting the children to vote on what they like; with the result that the “William” books, which should be making all concerned in their production a fortune, head the list, and the simple “small”‐child books, the Milly‐Molly, Mandy series, come next. The field surveyed was small, for “William” polled only 34 votes; only 800 of the 6,000 children registered as borrowers participated. It is questionable if such enquiries, however much they interest us as librarians, can effectively help to improve child reading, unless some method of finding and providing high literature in the type the youngsters prefer can be devised. Mr. George F. Vale prefaces his brief list of books chosen with a really interesting discussion on the subject, but a quotation from it indicates part of the problem. He writes, speaking of Tom Sawyer, Alice and The Wafer Babies, “What elements go to make a permanent children's book is one of the mysteries of literature, but evidently these books possess some quality which overrides all the chances and changes of time. It is not merely the appeal of a good story; there are many better stories than The Water Babies. The secret seems to be some mysterious rapport between the author's mind and that of the readers, an ability to see and to think upon the level of the child mind.” All this is true, but it is more than that, we think; it is the power of recording what is, has been or may be, within the child's own range of experience; that is, it is true in that it realises the conditions of the world of childhood. It is curious, and possibly significant, that a book for children in these enquiries means a story. An enquiry is overdue into the type and quality of non‐fiction read by them, the sort of child who reads and in what circumstances: Real information here might reveal gaps and surpluses in book provision that are not now widely recognized!

THE scientist and philosopher will tell us that the mind of man cannot in a lifetime fully grasp and understand any one subject. Consequently it is unreasonable to expect that the librarian—who, in spite of popular belief, is but man—can have a complete understanding of every department of knowledge relative to his work. He must, in common with his fellows in other callings, content himself with a more or less general professional knowledge, and may specialize, if he be so disposed, in certain branches of that knowledge. The more restricted this particular knowledge is, the greater will be its value from a specialistic point of view.