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The purpose of this paper is to assess the meal selection and potential vegetable substitution preferences in a sample of university students, to inform design of planned nudge interventions for increasing vegetable intake in on-campus cafeterias. The setting was a public university in southern Ontario, Canada.

An online survey was disseminated via multiple channels, and 686 undergraduate students responded. The frequency of purchasing specific meals on campus was queried first to set context, and then preferences for meal types (wraps, pasta, etc.), followed by preferences for vegetables to be added within meal types.

For portable meal options such as sandwiches, pitas and wraps, preferred vegetables for modification were cucumbers, spinach, tomatoes and bell peppers, and having vegetable toppings and raw cauliflower or broccoli as sides with pizza. For burgers or hotdogs, preferred sides were garden salad, cucumber slices and carrot sticks. Broccoli was the most preferred vegetable addition and substitution for sit-down meals, such as meals of chicken, beef, pork or fish with a side of potatoes or rice.

The findings can be used to design nudge interventions in university cafeterias by incorporating preferred vegetables into composite meals frequently purchased by students.

Few nudge studies to date have incorporated more vegetables into existing composite meals and offering them as the new default. Stated preferences are a reasonable starting point for the design of such interventions.

The purpose of this paper is to investigate whether acute inpatient psychiatric staffs’ attitudes and self-efficacy towards adults with mild intellectual disability, were different than towards the general mental health population. And whether their understanding of the policy for those with mental illness and intellectual disability differed.

The study is a between-subject design, using a self-administered postal questionnaire. The sample was all qualified staff from the acute inpatient psychiatric provision of an inner London borough. Potential participants were randomly assigned to two research groups, half being given a questionnaire regarding people with intellectual disability and the other half an identical one regarding people with mental illness. Comparisons were made between the two.

The majority of staff were unaware of the current policy direction for adults with intellectual disability although were on the whole in agreement to the idea that they should access mainstream services. Staff overall did not have more negative attitudes to those with intellectual disability although were less likely to empower or encourage self-advocacy. Staff were significantly less confident that they had sufficient training and experience, and in their perceived ability to be able to communicate, assess and treat adults with mild intellectual disability when compared to those with mental illness.

The response rate and small sample size is a limitation. Further research could usefully look at whether self-efficacy and attitudes differ in different models of mainstream psychiatric care.

Government policy in the UK regarding services for people with intellectual disability advocates for inclusion and equality (Chaplin and Taggart, 2012). Those requiring psychiatric care should access this from mainstream services (Department of Health, 2001, 2009, 2011; Foundation for People with Learning Disabilities et al., 2004; Bradley, 2009.) There are, however, no UK-based studies investigating the views of mainstream acute inpatient psychiatric staff towards their role. Intellectual disability staff have concerns about their attitudes and self-efficacy and it is know that acute care is the setting where most adults with intellectual disability will come across mainstream psychiatric staff. Findings have relevance to managers and staff in both intellectual disability and psychiatric services and could be considered in the context of trying to work together as is the direction of policy.

This paper offers a case study in creating capacity for digital initiatives at Rhodes College in Memphis, Tennessee through an exploration of the Crossroads to Freedom program, a decade-long digital public history initiative. At present, digital scholarship and preservation work falls under the purview of information services (IS), a merged information technology (IT) and library division and home to the digital preservation and scholarship (DPS) team. DPS is a multidisciplinary group of undergraduate students, IS staff and various internal and external partners.

By exploring the evolution of digital projects at a small, liberal arts college, this paper will introduce readers to one dynamic path to cultivating capacity and support for digital initiatives within the confines of limited staffing and monetary resources.

Topics and strategies include working effectively with community partners, leveraging existing strengths, building and sustaining a community of practice (CoP), integrating undergraduates as full staff members and navigating cultural change within the library and higher education more broadly.

This paper demonstrates a decade of successful innovation and adaptation to the changing landscape of digital initiatives and the library’s role in higher education that is rooted in community-centric commitment to social justice. Discussion of these strategies and theoretical frameworks should prove helpful to institutions looking to reimagine traditional approaches to digital archives and scholarship programs.

Purpose – In this chapter we examine the creation and implementation processes of an arts-based recreation programme for Aboriginal youth development in Canada called Outside Looking In (OLI) to determine if and how OLI’s staff and Board members perceive the programme to be influenced by Eurocentric ideas of programming and the impact this may in turn have on achieving Aboriginal self-determination.

Design/methodology/approach – Informed by postcolonial theory, we employed a case study design and collected data using semi-structured interviews, fieldnotes and a review of archival documents.

Findings – We contend that while OLI reproduces some aspects of Eurocentric programming, it also provides avenues to contribute to Aboriginal self-determination.

Research limitations – A limitation to this research is the absence of interviews with OLI’s programme participants; nevertheless, this research provides a starting point upon which future research can build.

Originality/value – Our research provides an insight into how youth development through recreation programmes for Aboriginal peoples are created and implemented. Most importantly, it provides evidence of the need to further reflect upon the ways in which such programmes can enable Aboriginal self-determination.

The purpose of this paper is to highlight a selection of poetry titles from the Poets House Showcase of 2006.

This article provides reviews of selected titles from the 2006 Poets House Showcase.

This review represents a wide‐ranging selection of contemporary poetry collections and anthologies.

This list documents the tremendous range of poetry publishing from commercial, independent and university presses, as well as letterpress chapbooks, art books and CDs.