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The purpose of this paper is to identify food products being developed with the addition of the prebiotic inulin (a soluble, fermentable dietary fibre that stimulates the growth of beneficial bacteria in the colon), in order to determine how its addition modifies their probiotic, physicochemical and sensory characteristics.

The paper's approach is a systematic review of the Web of Science, Medline/Pubmed and Scielo‐Br electronic databases, from 2001 to 2011. Of the 256 abstracts initially retrieved, those reporting development of products containing inulin were included, while those regarding literature review, clinical investigations, inulin extraction and effects on the human body were excluded. Full papers of all the 28 studies identified as relevant to the aims of the review were then obtained.

Inulin quantities added to products varied from 1 to 32 per cent. Products containing inulin had improved microorganism counts and received either equal or better scores in sensory analysis tests. pH and colour of high fat content products were not significantly altered by inulin addition. Texture profile of high protein and carbohydrate content products was irregularly altered by inulin addition. Food composition was found to determine the necessary amount of inulin to induce the desired changes. Highest added quantities were observed in the group of products with high carbohydrate content.

The paper presents a compilation of information regarding inulin percentage needed to alter physicochemical and sensory characteristics of products with different protein, fat and carbohydrate content.

This paper seeks to provide a systematic understanding of the controversy surrounding commerce in US schools.

The paper surveys the history, research and policies related to commerce in schooling (1890‐2005) within the USA. The literature is organized according to four emergent US perspectives – protectionist, celebrant, cultural critic, and educated consumer.

The review finds that dominant US assumptions of commercial media subscribe to a stimulus‐response model of learning, rather than an active model of young people as constructing their own experiences with commercial media. Much of the research and many of the policies about commercial media in schools reflect adult assumptions about how young people learn, rather than provide empirical research about how young people actually interact with commercial texts while in school. The paper questions an excessive emphasis on the texts and technologies of instruction and calls for more empirical research that is grounded in theories of social constructivism, symbolic interactionism, and media education.

The four dominant media perspectives generated through this review of literature are limited to the USA.

A useful review of literature and schema to inform the understanding of educators, policy makers, and researchers as to the dominant US perspectives about commercial media and the education of young people. The schema can be used as a springboard for research and inquiry into the perspectives and policies of commercial practices and education in other countries.

This paper contextualizes nearly a century of research on commercial media and the education of youth in the USA, and provides a historical and theoretical context for researching education, technology and commerce in the USA and other countries.