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A nutritious diet is critical to the health and development of pre-school children. Children in the UK consume much food outside the home yet day-care food provision is unregulated, and informed by disparate and conflicting dietary guidelines. Factors affecting nursery food provision have been much studied, but less is known about food provision in the child-minder setting. The purpose of this paper is to examine factors influencing child-minders’ food provision.

Qualitative methods were employed, combining participant observation with semi-structured interviews. Participants were selected via purposive and convenience sampling. Eight child-minders from an English borough were interviewed.

The food provided by child-minders was not consistent with dietary guidelines for young children, following menu plans was reported to be difficult, and knowledge about healthy eating guidelines for young children was various. Child-minders reported limited time for food preparation, and problems catering for fussy children. Some child-minders obtained support through an informal peer network group. Only one child-minder reported availing of professional nutritional advice on healthy food provision. Communication with parents about food was considered important, although there was some evidence of discord between providers and parents in dietary objectives.

The study was small in size and regionally based. Due to the local nature of the study, it is not possible to make generalisations to the wider national context. Corroboration of the findings is necessary in a larger study.

Child-minders have a pivotal role to play in the nutritional health and development of young children, and whilst their interest in provision of nutritious food was great, outside support was lacking. Support should include provision of one clear set of authoritative guidelines, practical guidance that accommodates the realities of providing food in the child-minder setting, investment to strengthen support structures at local level and the development of network groups.

Whilst the factors underpinning food provision in nurseries have been examined in various regions of the UK, little attention has been given to child-minder settings. The current study addresses this gap.

The purpose of this paper is to describe a comparative study of two novels dealing with the life, feats and death of Alexander the Great: the winner of the 2007 Arabic Booker Prize Wahat Al‐Ghoroub (Sunset Oasis) (2007) by Egyptian writer Bahaa Taher and Alexander: The Sands of Ammon (1998), Part II of a trilogy by Italian historian, journalist, novelist and archaeologist Valerio Massimo Manfredi. The paper highlights the similarities and differences between both fictional works as it addresses the different narrative styles, character portrayals and thematic concerns presented in both works.

An analytical reading of the narrative techniques and literary elements of the two novels.

The paper finds that the two works share similarities as far as historical facts, major thematic concerns and character portrayals are concerned.

This is the first comparative study and thorough analysis dealing with the two literary works.

The following bibliography focuses mainly on programs which can run on IBM microcomputers and compatibles under the operating system PC DOS/MS DOS, and which can be used in online information and documentation work. They fall into the following categories:

The purpose of this paper is to reflect on research evidence and practice experience of transforming primary care to a more integrated and holistic model.

It is based on a scoping review which has been guided by primary care stakeholders and synthesises research evidence and practice experience from ten international case studies.

Adopting an inter-professional, community-orientated and population-based primary care model requires a fundamental transformation of thinking about professional roles, relationships and responsibilities. Team-based approaches can replicate existing power dynamics unless medical clinicians are willing to embrace less authoritarian leadership styles. Engagement of patients and communities is often limited due to a lack of capacity and belief that will make an impact. Internal (relationships, cultures, experience of improvement) and external (incentives, policy intentions, community pressure) contexts can encourage or derail transformation efforts.

Transformation requires a co-ordinated programme that incorporates the following elements – external facilitation of change; developing clinical and non-clinical leaders; learning through training and reflection; engaging community and professional stakeholders; transitional funding; and formative and summative evaluation.

This paper combines research evidence and international practice experience to guide future programmes to transform primary care.

The purpose of this study is to outline a conceptual framework that can be used to organise and guide future research into how celebrity product endorsement creates equity for both the endorsed product‐brand and the endorsing celebrity.

The theoretical perspective adopted in this study is that celebrity product endorsement is a form of co‐branding.

The central thesis is that both endorser image and brand image serve as mediators in the equity‐creation process of celebrity product endorsement.

Research contributions and directions for future research are provided.

ST BENEDICT SAID: Idleness is an enemy to the soul … the brethren ought to occupy themselves in the labour of their hands and at others in holy reading … from the fourth hour until the sixth let them apply themselves to reading from morning until the end of the third hour … in these days of Lent let each one receive a book from the library and read it all through in order … On Sunday let all apply themselves in reading.

The purpose of this paper is to review the book, Why America's Top Pundits Are Wrong: Anthropologists Talk Back.

The author, himself an anthropologist, evaluates how a group of anthropologists responds to popular right‐of‐center pundits.

Why America's Top Pundits Are Wrong: Anthropologists Talk Back is just as instructive for what it reveals about the current condition of anthropology – and, for that matter, left academia – as for what it says about the lack of anthropological sophistication in popular books that purport to tell us what is right or wrong with the world and where it is heading. Freighted with postmodernism, the influence of Michel Foucault in particular, present‐day anthropology makes assumptions not unlike those of the Straussians of the far right. Thus, our left‐of‐center anthropologists have trouble locating what is so objectionable about reactionary conservatism and, at the same time, difficulties in assessing social conditions, both at home and abroad. The author ends with sketching an anthropology that would pay more attention to the psychological and environmental costs of globalization.

Notes that the 12 contributions dispense with academic jargon and try to reestablish a public presence for anthropology – a format which may reach a wider public.

Discusses the use and development of mentorship as a policy mechanism designed to promote the career development and advancement of women in the context of educational administration in government schools in Australia. The reason mentorship is the particular factor which has been identified to assist women educators′ careers here is that over the last decade there has been a general consensus by researchers in both academic and managerial circles that mentorship is a significant career tool, and a prerequisite for career success for both males and females. Access to a mentor, an older and more experienced career professional who is able to use his or her influence and power in assisting a young and up‐and‐coming protégé, has been closely associated with career advancement. Because women experience difficulties in securing traditional mentoring relationships, it is argued here that a mentorship policy will positively influence the career prospects of women educators by enabling them to be part of the power structures in educational administration.