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Alison Paul BSc (Nutrition) and D. A. T. Southgate PhD discuss the limitations and use of food composition tables. This is the second of two articles to mark the publication of the fourth revised edition of McCance and Widdowson's The Composition of Food.

Food composition tables are an essential tool for anyone wishing to calculate the nutrient content of a diet, whether for use in therapeutic dietetics or in nutritional surveys both at the national and research level. They also provide much of the information on which the teaching of the nutritional values of foods is based.

In early April this year there was much media coverage of a government preliminary report that was stated to have commented about the eating habits of a sample of 3000 children aged 10–15 years old. The report was said to have contained results which indicated that many children were eating foods high in animal fat and sugar, while low in fibre. Diets were said to be deficient in vegetables and fruit, and in lean meat. Concern was expressed about the levels of vitamins and minerals in children's diets. We will have to await publication of the full report before commenting further, but it is appropriate to mention it now because it provides a useful context in which to view the results of a study of school meals in the ILEA carried out at the University of Surrey. Michael Kipps MSc, Carol Noble BSc and James Thomson PhD describe their study and summarise the results.

One’s standpoint and consequent research paradigm impacts how we conduct research, including study design, analyses interpretation and dissemination of results. In 2017, the authors began PhD, studying the potential barriers to aftercare treatment for Aboriginal and Torres Strait Islander children aged under 16 who had sustained a burn injury in one of five major hospitals in Australia. The paper aims to discuss this issue.

As Aboriginal PhD students, the authors are conducting research using Aboriginal ontology as a framework, which is based on a holistic framework with interconnectedness, person-centred care and Aboriginal ways of knowing as the foundation. The framework has been shaped by the first author’s knowing, being and doing, and the authors’ worldview has informed and shaped the standpoint and the way the research has been developed and conducted.

It was important for the authors to have a connectedness to each aspect of the research and to each individual person that shared their story: this was paramount to the ways of being.

This connectedness stems from growing up on the authors’ country and learning from elders, from the connection to all entities living around, within and with the authors. The Indigenous research methodology was used throughout the study, including yarning and Dadirri, a way of deep listening and learning, as the basis for interviewing.

Sustainability has become an important topic and concept in relation to tourism planning and development. For sustainable tourism development to be successful stakeholders must be involved in the process. The questions that should be considered though are: (1) who should be considered stakeholders in tourism development, and (2) how should planners and developers involve stakeholders in the development of tourism? In order to provide answers to these questions this paper investigated sustainable tourism development and how stakeholder inclusion and involvement are incorporated in the basic concept of sustainable tourism development. This investigation was accomplished by reviewing and drawing conclusions from the literature. The discussion includes thoughts from both management and public participation perspectives. So who should be involved in the sustainable tourism development process? Based on the definitions that are used for sustainability and sustainable tourism four distinct groups are identified; the present visitors, future visitors, present host community, and future host community.

This study aims to investigate marketing managers’ views on the existence and nature of the academic–practitioner gap in the branding domain.

Using a purposive sampling method, the researchers conduct semi-structured qualitative interviews with 20 experienced marketing managers from a wide range of industries and organisations, whose roles are focussed on the planning, implementation and management of broad marketing and branding strategies.

Branding practitioners have little or no contact with academics and their theories-in-use with regard to brand management suggest they do not consider academic research relevant to their work.

The process of describing and explaining the gap provides valuable insights into bridging the gap; it provides actionable branding strategies that include raising awareness, building relationships, improving the benefits offer and communicating more effectively.

This research has practical implications for branding academics. The interviewed practitioners confirm the gap, viewing it as academics’ (not practitioners’) problem and responsibility. They characterise it as a branding problem that academics can overcome using branding strategies, to establish themselves as credible sources of branding expertise for practitioners. Key areas for increasing collaboration stem from practitioners’ desire for independent, credible, ethical and timely third-party advice on branding issues; relevant, timely and shorter professional branding education across their organisations; and closer connections with universities to identify new branding talent and ideas.

To the best of the authors’ knowledge, this paper is the first to empirically examine and recommend solutions to the academic-practitioner gap in the branding domain by studying marketing professionals with branding responsibilities, using in-depth interviews.

The growing range of EEC Directives and Regulations for food products, some of which have never been subject to statutory control in this country, with compositional standards, and in particular, prescribed methods of analysis — something which has not featured in the food legislative policies here — must be causing enforcement authorities and food processors to think seriously, if as yet not furiously. Some of the prescribed methods of analysis are likely to be less adaptable to modern processing methods of foods and as Directives seem to be requiring more routine testing, there is the matter of cost. Directive requirements are to some extent negotiable — the EEC Commission allow for regional differences, e.g., in milk and bread — but it has to be remembered that EEC Regulations bind Member‐states from the date of notification by the Commission, over‐riding the national law. Although not so frequently used for food legislation, they constitute one of the losses of sovereign power, paraded by the anti‐market lobby. Regulations contain usual clauses that they “shall enter into force on the day following publication in the Official Journal of the European Communities” and that they “shall be binding in their entirety and directly applicable in all Member States”.

Imagine Sir Edmund Hillary and Tenzing Norkey arriving at the summit of Everest (29,029 ft) in 1953, only to discover that they were standing on several thousand feet of ice. Imagine the questions that would have followed. Had they climbed the wrong mountain? Could they still legitimately claim to be standing at the highest point on the Earth's surface? How should the heights of mountains be recorded for official purposes?

While it is recognised that the involvement of children in sustainable tourism change and development is crucial the fact remains that information on their worldviews and sustainable tourism behaviour is scarcely available. One long-term empowerment strategy countries and governments around the world can implement is by promoting children's rights through responsible education. This chapter articulates one tactic of that strategy at the local action level of school excursions, which is seen as an instrument that can be made most effective when it is initiated with the assumption that it is needed to help our younger generation acquire an environmental worldview, is harnessed in coalition with collaborators and, applied around the ‘moral’ obligation of educational institutions to provide agency to students' voice. Of the 17 Goals of Sustainable Development, SDG4 (Quality) Education can make a critically important contribution to progress. A series of activities and initiatives undertaken in informal educational environments such as field trips and school excursions can contribute to educating children, building their awareness about responsible and sustainable tourism practices, and developing an environmental sensitivity. Excursion activities and destinations such as museum exhibits have the opportunity to shape identities—through access to objects, information and knowledge. Visitors can see themselves and their culture reflected in ways that encourage new connections, meaning making and learning. Upon looking into transformational experiences in museums it was found that students were easily able to articulate that ‘aha’ moment, particularly around thinking differently about issues and taking action for environmental and sustainable changes.