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The teaching of cooking is an important aspect of school-based efforts to promote healthy diets among children, and is frequently done by external agencies. Within a limited evidence base relating to cooking interventions in schools, there are important questions about how interventions are integrated within school settings. The purpose of this paper is to examine how a mobile classroom (Cooking Bus) sought to strengthen connections between schools and cooking, and drawing on the concept of the sociotechnical network, theorise the interactions between the Bus and school contexts.

Methods comprised a postal questionnaire to 76 schools which had received a Bus visit, and case studies of the Bus’ work in five schools, including a range of school sizes and urban/rural locations. Case studies comprised observation of Cooking Bus sessions, and interviews with school staff.

The Cooking Bus forged connections with schools through aligning intervention and schools’ goals, focussing on pupils’ cooking skills, training teachers and contributing to schools’ existing cooking-related activities. The Bus expanded its sociotechnical network through post-visit integration of cooking activities within schools, particularly teachers’ use of intervention cooking kits.

The paper highlights the need for research on the long-term impacts of school cooking interventions, and better understanding of the interaction between interventions and school contexts.

This paper adds to the limited evidence base on school-based cooking interventions by theorising how cooking interventions relate to school settings, and how they may achieve integration.

This paper reports on the key lessons learned during the course of a randomised controlled trial of fruit tuck shops, in which 23 primary schools in the UK, in South Wales and the South‐West of England set up and operated a fruit tuck shop for one academic year. Fruit tuck shops were successfully introduced and sustained in over 80 per cent of the schools in the research project, and were generally found to be a manageable, low‐maintenance, sustainable enterprise that generated substantial benefits for the school community. The paper describes the experiences of schools in planning and running fruit tuck shops, and summarises the problems and benefits associated with them.

The Sterling C. Evans Library, Texas A & M University, holds over 3,000,000 microforms. As many of the Evans microform collections are not catalogued, access to them can be perplexing to patrons. To ease that problem, the microtext staff created Guide to the Microform Collections in the Sterling C. Evans Library, which describes the microform materials currently housed in six different departments of the Library. Entries are arranged alphabetically by title and are identified by format. The Guide allows patrons to examine a scope note for each set, to discover indexes which enable efficient use of various sets, and to search for microform materials by subject. Call numbers for microform materials, locations, indexes with appropriate call numbers, and subject headings are integral parts of each listing. In addition to describing the current collection, the Guide provides an effective means of assessing collection strengths or weaknesses. The article presents information on selecting materials for inclusion in the Guide, content and form of entries, and updating the guide.

The following proposals for cataloguing are based upon the practical treatment of gramophone records, arrived at by experiment, test, and revision in the only library in England that can claim to be of national scope in the sense, mutatis mutandis, in which that term can be applied to the British Museum, that is, the British Broadcasting Corporation's Gramophone Library, and the illustrations have been provided from its catalogue by courtesy of the Corporation. Time, and a seven days a week service extended to all departments and locations of the B.B.C. have imposed a few modifications, but after ten years the general principles stand as they were evolved during the war, when demands of service were greater and more exacting than ever before, and they have been able to accommodate the greatest and most far‐reaching change in commercial‐record history—the invention of the slow‐speed, long‐playing record, which came upon the market only after the war was over.

Our theoretical understanding of subjective well-being in the workplace is incomplete without a dynamic understanding of antecedents and outcomes of subjective well-being. While between-person differences provide useful information about employee outcomes, these differences do not provide information about the relationships between subjective well-being and employee outcomes that evolve over time and across situations. In this paper, we discuss specific statistical methods within the nomothetic and idiographic perspectives that can support dynamic research on subjective well-being in the workplace and outline unanswered contemporary questions regarding structure, processes, and dynamics of subjective well-being that may be addressed with these methods reviewed; some of which were proposed in early research but progressed slowly due to a lack of adequate methods. This discussion highlights how idiographic methods from outside organizational psychology can be applied to the study of worker subjective well-being to strengthen this dynamic approach in a way that addresses limitations associated with reliance on between-person models.

Service user involvement is called for at every level of NHS delivery in the United Kingdom (UK). This article describes a model of service user participation in the development of mental health nurse curricula in a UK university. Using a research model of participatory action research, the Participation In Nurse Education (PINE) project has now become mainstream in the mental health branches at the university. Service users led the design and implementation of the teaching sessions and led the data collection and analysis. Research participants were the service user trainers and the student nurses who were involved in being taught in the early stages of the project. The benefits of the work to both trainers and students are identified as well as some of the difficulties.

This paper examines discursive strategies deployed by individuals to manage the deinstitutionalization of technology during IS development. In particular, the strategy of face‐work is an inevitable response to requirements analysis, because it centers on identifying “problems”. Directly implicated are individuals who work with the legacy system, thus threats to face and place within the organization are inescapable. This research shows that individuals save face by valorizing the past. This face‐work is accomplished through constructing the legacy system as a great system of the past and by confessing to previous transgressive acts with this system that attests to their technological competence. Both strategies are an intricate part of identity negotiations that serve to secure an individuals’ place in the organization. In this study, the presence of expert consultants and researcher gave expression to particular skewed power relations during the interviews. Thus, face‐work is profoundly influenced by the discursive field in which it takes place. Implications for research and practice are discussed.

Leadership educators must decide upon the theoretical paradigms and curricular approaches in which to locate their leadership programs and inform their practice. This application article features the mosaic approach adopted by Bradley University which places many and divergent pieces together to allow students to experience different conceptual frames and curricular or co-curricular elements. While this approach provides varied leadership opportunities for students to mix and match, the authors acknowledge the critical challenge which is to confirm whether they are indeed achieving a shared purpose.

Introduction Consider a hi‐fi loudspeaker manufacturing company acquired on the brink of insolvency by an American multinational. The new owners discover with growing concern that the product range is obsolete, that manufacturing facilities are totally inadequate and that there is a complete absence of any real management substance or structure. They decide on the need to relocate urgently so as to provide continuity of supply at the very high — a market about to shrink at a rate unprecedented in its history.