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This paper considers the assessment and enhancement of student feedback within a University Library context. It examines the assessment of the overall experience of the student of the university as a whole and the role that the library plays in that. Lessons can be learned from the article about the role of the information service in supporting the mission of the parent organisation.

By the beginning of the war, Germany's over‐all self‐sufficiency in food had reached a level of approximately 83 per cent., on the peace‐time basis of 2,200—2,400 calories per person per day. In respect to some types of food, however, the situation was not satisfactory. For example, before the war she produced approximately 73 per cent. of fish requirements, 12 per cent. of corn, 50 per cent. of legumes, and 60 per cent. of fat within her own boundaries. The country could be fed at a reduced level by the produce raised within its own boundaries if food were perfectly controlled and evenly distributed. However, in practice, individual provinces were much less favourably situated in this respect. Western Germany, an area of relatively small and diversified farms, was critically dependent on the eastern provinces for its flour, grain, and potato supplies. It is clear that all German civilians could be fed at a uniform level of adequacy during a war only by control of the country's food supply at the national level and by the continued operation of the new transportation network of the country. For this reason the bombing of rail and inland water transportation facilities became such a serious threat to national uniformity in food distribution. Of the many kinds of centralised food processing industries known in the United States, only a few played an important role in the food supply of German civilians. The principal examples of these were grain milling, sugar production and refining, and the large bakeries of urban areas. The damage or destruction of these facilities, incidental to air attack on other industrial targets, seriously decreased their production capacity. Bombing destroyed the mills for processing 9 per cent. of the German rye output and 35 per cent. of the wheat output. Of the sugar refineries four plants producing 300,000 tons annually, were destroyed. This represents a 38 per cent. decrease in production of sugar. Similarly bombing of chemical plants was largely responsible for the decrease in the supply for fertiliser nitrogen. In 1939, 718,000 tons of fertiliser nitrogen were available, but by 1945 this had decreased to 140,000 tons. The significance of this destruction of facilities vital to the feeding of a country already on a border‐line diet is ominous. Reliable estimates indicate that aerial bombings destroyed 35 per cent. of Germany's total (approximately 460,000 square metres) cold storage capacity. The increased use of cold storage intensified their dependence on transportation and on the continuity of the power supply. Aerial attack, as a result, not only decreased usable cold storage space, but also seriously interfered with the operation of the remaining space by impeding shipments and interrupting sources of power. It was the constantly reiterated opinion of all food officials that the bomb destruction of the transportation network was the largest single factor contributing to the disruption of the food supply. Bulk shipments which had been carried on inland waterways were seriously impeded by the bombing of canals. Aerial attack against railway lines, bridges and terminal facilities caused widespread interruptions in service and destroyed rolling stock, freight en route and handling facilities at terminals. It is not possible at this time to state exactly in what measure the curtailment of the national diet contributed to the ultimate defeat of Germany. The evidence available indicates, however, that it was an important factor. There is in any case no doubt that strategic bombing is the major element contributing to the present shortage of food in Germany. It was not apparent that the Germans considered the vitamin and mineral content of food in determining the ration allowances of the people. Immediately with the beginning of the war, all the principal foods were rationed, so that the lack of recognition of the importance of the vitamin and mineral content of this ration actually was an additional point of vulnerability for the German diet. With a food economy so vulnerable it is not surprising to have found that the basic food rationing programme was abandoned early in 1945 when the destruction of transport and communications by the strategic air offensive attained major proportions. This necessitated falling back on the inadequate system of regional self‐supply. The destruction of large food stocks, processing plants and cold storage plants by bombing also contributed to the general deterioration of the German food supply. There is ample evidence for the conclusion that as a result of the strategic air offensive the nutritional demands for the continued health of the German people could not be met.

This study centers on high school pre-teacher education students’ reviews of their peers’ digital stories. The purpose of this study is twofold: to bring digital storytelling to the forefront as a literacy practice within classrooms that seeks to privilege students’ voices and experiences and also to encapsulate the authors’ different experiences and perspectives as teachers. The authors sought to understand how pre-teacher education candidates analyzed, understood and made meaning from their classmates’ digital stories using the seven elements of digital storytelling (Dreon et al., 2011).

Using grounded theory (Charmaz, 2008) as a framework, the question of how do high school pre-teacher education program candidates reflectively peer review their classmates’ digital stories is addressed and discussed through university and high school instructors’ narrative reflections. Through peer reviews of their fellow classmates’ digital stories, students were able to use the digital storytelling guide that included the seven elements of digital storytelling planning to critique and offer suggestions. The authors used the 2018–2019 and 2019–2020 cohorts’ digital stories, digital storytelling guides and peer reviews to discover emerging categories and themes and then made sense of these through narrative analysis. This study looks at students’ narratives through the contexts of peer reviews.

The seven elements of digital storytelling, as noted by Dreon et al. (2011, p. 5), which are point of view, dramatic question, emotional content, the gift of your voice, the power of the soundtrack, economy and pacing, were used as starting points for coding students’ responses in their evaluations of their peers’ digital stories. Situated on the premise of 21st century technologies as important promoters of differentiated ways of teaching and learning that are highly interactive (Greenhow et al., 2009), digital stories and students’ reflective practices of peer reviewing were the foundational aspects of this paper.

The research the authors have done has been in regards to reviewing and analyzing students’ peer reviews of their classmates’ digital stories, so the authors did not conduct a research study empirical in nature. What the authors have done is to use students’ artifacts (digital story, digital storytelling guides and reflections/peer reviews) to allow students’ authentic voices and perspectives to emerge without their own perspectives marring these. The authors, as teachers, are simply the tools of analysis.

In reading this paper, teachers of different grade levels will be able to obtain ideas on using digital storytelling in their classrooms first. Second, teachers will be able to obtain hands-on tools for implementing digital storytelling. For example, the digital storytelling guide to which the authors refer (Figure 1) can be used in different subject areas to help students plan their stories. Teachers will also be able to glean knowledge on using students’ peer reviews as a kind of authentic assessment.

The authors hope in writing and presenting this paper is that teachers and instructors at different levels, K-12 through higher education, will consider digital storytelling as a pedagogical and learning practice to spark deeper conversations within the classroom that flow beyond margins and borders of instructional settings out into the community and beyond. The authors hope that others will use opportunities for storytelling, digital, verbal, traditional writing and other ways to spark conversations and privilege students’ voices and lives.

As the authors speak of the original notion of using students’ crucial events as story starters, this is different than prior research for digital storytelling that has focused on lesson units or subject area content. Also, because the authors have used crucial events, this is an entry point to students’ lives and the creation of rapport within the classroom.

The purpose of this study was to investigate how a consumer’s intention to purchase a premium or luxury product influences the anticipated regret and guilt.

A 2 × 2 × 2 between-subjects design (label: premium versus luxury × prior event: success versus failure × product type: hedonic versus utilitarian) on guilt and regret was implemented.

Following a successful event, the anticipated regret and guilt are lower for a hedonic product compared to a primarily utilitarian one. The effect was valid when the consumers were looking to buy both luxury and premium. In a situation following a failure, the anticipated levels of regret and guilt were lower for a product that was primarily utilitarian in nature; however, this effect only appeared when the participants were looking to buy both luxury and not premium.

People may feel more licensed to indulge in a hedonic premium or luxury product after a success and more licensed to indulge in a utilitarian luxury product after a failure.

The results can be used to understand how to optimize a marketing message of indulgence whether or not one deserves it.

The study provides novel insight into how anticipated guilt and regret may be evoked by the goal of buying a premium versus luxury product in combination with the product type and a consumer’s experience of a prior event.

People experiencing homelessness are uniquely vulnerable to the impacts of a pandemic, such as COVID-19. Therefore, governments across Canada have been implementing a patchwork of responses to address the needs of those who are homeless at this time. The purpose of this study is to both compile and assess the varying responses by exploring the breadth of actions presented in print and social media.

Rapid review methodology is a means of compiling a breadth of information to compare and contrast policy implementations. Herein, the authors provide a comprehensive rapid review of responses to homelessness considered through a health equity lens.

Based on policy implementations to date, the authors offer eight recommendations of potentially promising practices among these responses. Situated within a capabilities approach, the authors call upon governments to provide a full breadth of responses to ensure that both health and housing are better protected and obtained during the COVID-19 pandemic.

This paper presents the first comprehensive review of local government responses to homelessness in the context of COVID-19.

This study explored the development of historical empathy in the social studies classroom by addressing the following question: Does the manner in which students are asked to express their historical conclusions impact their ability to exhibit empathy? The results of two different types of writing assignments were examined in order to determine whether one is more likely to encourage the display of historical empathy: text written in the first person from the perspective of a historical agent or text written in the third person about the perspectives of historical agents. Data, in the form of student writing samples and interviews, was collected over a two-week period in an eighth-grade social studies classroom. The findings suggest that the way in which students are asked to articulate their historical conclusions can indeed encourage or inhibit their ability to exhibit empathetic regard.