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This is a story of transformation at Sheffield Hallam University, UK. It describes the progress and thinking along the path to introducing the university's vision of sustainability since the conclusion of EMSU 1999.It describes how sustainable practice has been incorporated within the formal democratic structures of the university, and describes the results of the initial environmental review and the early experiences and outcomes of target setting. The paper does not ignore those areas where there has not been success. It considers the involvement of the university in the UK Higher Education Programme for Sustainability (HEPS) directed by the Forum for the Future, and the advantages of engagement with the student community. The paper considers the early introduction of corporate social responsibility. It concludes with an aide memoir (currently in development) to assist all managers at the university in considering the impact of their planned actions on sustainability.

The chapter investigates factors shaping convenience orientation in the 21st century as well as present-day barriers to the consumption of food and non-food convenience products.

A qualitative research approach with two kinds of data triangulation is used. Multiple key informants (marketing managers and consumers) allow a consideration from different angles and multiple methodologies (in-depth and focus group interviews) help to gain deeper insights into the topic.

Convenience orientation comprises dimensions that were previously not considered in marketing research. In addition to the known factors time and effort saving, consumers buy convenience products because of the flexibility they provide. Moreover, concerns for health, environment, and quality are important barriers that prevent consumers from buying and consuming convenience products.

Our results suggest that factors increasing and decreasing convenience consumption depend at least partly on the product category. Future research should integrate various other product groups to further explore domain-specific convenience orientation.

The conceptualization of convenience orientation offers important implications for new product development as well as for the design of the marketing mix. For instance, existing barriers could be overcome by improving transparency or meeting environmental concerns.

The chapter reveals the factors shaping the consumption of convenience products. The presented findings are important to academics researching convenience consumption and practitioners producing and distributing convenience products.

This article presents and discusses the results of a study designed to test the effectiveness of three ad appeals in triggering hedonic and behavioural responses to novel and familiar wines. The sensory appeal consisted of an objective description of each wine's aromatic qualities; the snob appeal included additional vague personality trait descriptors; sex appeal consisted of a short description and a suggestive background picture. Compared to men, women anticipated more pleasure from a wine described in objective sensory terms and were willing to spend more money for that wine. Men liked the ad with sex appeal more than other ads. anticipated more pleasure from the wine advertised with sex appeal, and were willing to pay the most amount of money for that wine. Compared to men, women recalled more of the ads' central claims. These results are discussed in terms of their implications for wine advertising.

The No Child Left Behind Act (2002) and Race to the Top (2009) led to the highest rate of standardized-state testing in the history of the United States of America. As a result, the Every Student Succeeds Act (2015) aims to reevaluate standardized-state testing. Previous research has assessed its impact on schools, educators, and students; yet, youth’s voices are almost absent. Therefore, this qualitative analysis examines how youth of color perceive and experience standardized-state testing.

Seventy-three youth participated in a semistructured interview during the summer of 2015. The sample consists of 34 girls and 39 boys, 13–18 years of age, of African American, Latino/a, Jamaican American, multiracial/ethnic, and other descent. It includes 6–12th graders who attended 61 inter-district and intra-district schools during the 2014–2015 academic year in a Northeastern metropolitan area in the United States that is undergoing a racial/ethnic integration reform.

Youth experienced testing overload under conflicting adult authorities and within an academically stratified peer culture on an ever-shifting policy terrain. While the parent-adult authority remained in the periphery, the state-adult authority intrusively interrupted the teacher-student power dynamics and the disempowered teacher-adult authority held youth accountable through the “attentiveness” rhetoric. However, youth’s perspectives and lived experiences varied across grade levels, school modalities, and school-geographical locations.

In this adult-dominated society, the market approach to education reform ultimately placed the burden of teacher and school evaluation on youth. Most importantly, youth received variegated messages from their conflicting adult authorities that threatened their academic journeys.

From earliest times the land and all it produced to feed and sustain those who dwelt on it was mankind's greatest asset. From the Biblical “land of milk and honey”, down through history to the “country of farmers” visualised by the American colonists when they severed the links with the mother country, those who had all their needs met by the land were blessed — they still are! The inevitable change brought about by the fast‐growing populations caused them to turn to industry; Britain introduced the “machine age” to the world; the USA the concept of mass production — and the troubles and problems of man increased to the present chaos of to‐day. There remained areas which depended on an agri‐economy — the granary countries, as the vast open spaces of pre‐War Russia; now the great plains of North America, to supply grain for the bread of the peoples of the dense industrial conurbations, which no longer produced anything like enough to feed themselves.

A school canteen can serve as an important setting for nutrition and health promotion. The purpose of this paper is to describe secondary school students’ perceptions of Indian school canteens.

Convenience sampling informed the recruitment of 1,026 year 9 students from nine private schools in Kolkata, India, and data were collected through self-completion of paper-based questionnaires. Frequencies and χ² analyses were computed.

The school children reported that energy-dense, nutrient-poor foods like French fries (90.4 per cent), pizza (79.5 per cent) and cakes (69.2 per cent) were frequently available in the school canteens. However, only a few students (10.2 per cent) acknowledged the availability of nutritious foods like fruits. Only a small proportion of students were content with the nutritional quality of food supplied in the canteens (3.6 per cent), the cost of food (8.7 per cent) and availability of fresh foods like fruits (5.5 per cent). The provision of healthy foods in the school canteen was supported by two-thirds of the respondents (65.9 per cent); however, only a small proportion (18.3 per cent) supported the restriction of fried foods in school canteens.

These findings underscore the need for the design and implementation of healthy school canteen policies to foster healthy eating habits among Indian adolescents.

This is the first cross-sectional survey to investigate the views of adolescents regarding school food services in the Indian context.

In a study of catalog and mail‐order houses, both perceptual and objective measures of risk supported the U‐shaped risk‐return association proposed by Fiegenbaum and Thomas. Results also supported prospect theorists contention that there is a steeper slope for firms below the target performance. Unlike the prediction by prospect theory that steeper slopes exist around the referent point, steeper slopes were found in the outermost tertiles.

This chapter draws on developmental intergroup theory, parental ethnic-racial socialization literature, anti-bias curricula, and prejudice intervention studies to address the appropriateness of discussing race and racism in early childhood settings. Existing literature about teacher discussions surrounding race and racism is reviewed, best practices are shared, and the need for more research in this area is highlighted. The construct of parental ethnic-racial socialization is mapped onto early childhood anti-bias classroom practices. The chapter also outlines racial ideologies of teachers, specifically anti-bias and colorblind attitudes, and discusses how these ideologies may manifest in classroom practices surrounding race and racism. Colorblind ideology is problematized and dissected to show that colorblind practices may harm children. Young children’s interpretations of race and racism, in light of children’s cognitive developmental level, are discussed. Additionally, findings from racial prejudice intervention studies are applied to teaching. Early literacy practices surrounding race and racism are outlined with practical suggestions for teachers and teacher educators. Moreover, implications of teacher practices surrounding race and racism for children’s development, professional development, and teacher education are discussed.