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The chapter presents a short biography of Kalecki, from his early years in Łódź, through his economics research and development of his theory of business cycles, participation in the Keynesian Revolution and work after the Second World War on the economics of socialism and the developing countries. The key role of capital accumulation (investment) in determining levels of employment and total output is put forward as Kalecki's main innovation. There are evident similarities between Kalecki's theory of the business cycle and that of the Austro-Marxist Emil Lederer, as well as in the distributional analysis of Rudolf Hilferding. Kalecki's analysis of monetary circulation, and the centrality of his theory of profits was anticipated by Rosa Luxemburg in her Anti-Critique. But that monetary theory is rooted in a Marxian understanding of money as a means of settlement between capitalists.

It is now forty years since there appeared H. R. Plomer's first volume Dictionary of the booksellers and printers who were at work in England, Scotland and Ireland from 1641 to 1667. This has been followed by additional Bibliographical Society publications covering similarly the years up to 1775. From the short sketches given in this series, indicating changes of imprint and type of work undertaken, scholars working with English books issued before the closing years of the eighteenth century have had great assistance in dating the undated and in determining the colour and calibre of any work before it is consulted.

The Social Norms Approach (SNA) is a health behaviour intervention which promotes positive behaviour change by challenging and reducing misperceived social norms of peer behaviours and attitudes. This study reports a novel qualitative evaluation of an in-school SNA intervention which aimed to reduce 11-to-12-year-old students’ unhealthy snacking behaviours by reducing misperceived peer norms.

A qualitative evaluation of seven teachers’ and eighteen students’ experiences of taking part in the SNA intervention based on focus group discussions and an open-ended survey.

An inductive reflexive thematic analysis indicated that the SNA intervention was an effective and engaging means of delivering normative feedback to younger adolescents. The use of a paper-and-pens creative poster-making activity, where students were tasked with designing the intervention materials featuring normative feedback based on their baseline data, encouraged students to discuss and reflect on the discrepancies between their perceived norms and the actual reported unhealthy snacking norms. Challenges were identified with ensuring intervention fidelity and in students’ understanding of how to record survey responses using Likert scales.

This study demonstrates the usefulness of exploring post-intervention perceptions of SNA interventions, particularly from the perspective of the intended recipients. The study also provides useful information for those intending to develop in-school SNA interventions in the future, particularly the importance of involving participants in the designing of intervention materials as a means of promoting engagement with an SNA-based dietary behaviour intervention.

Childhood obesity is a major global health concern. Understanding children's and adolescent’s eating behaviours and promoting healthier behaviours is key for reducing the negative health outcomes associated with obesity. The current study explored the perceptions of healthy eating behaviours and the influences on eating behaviours amongst 11-to-13-year-old secondary school students.

Nine semi-structured same-sex focus group discussions were conducted in schools located in deprived areas of England, with the discussions subjected to a thematic framework analysis.

Three main constructs were identified in the analysis as follows: (1) eating patterns and lifestyle, (2) social influences and (3) environmental influences. Participants understood what healthy eating behaviours are and the benefits of eating healthy; yet, they reported irregular mealtimes and consuming unhealthy snacks. Students reported that their parents and fellow student peers were strong influences on their own eating behaviours, with girls subjected to being teased by male students for attempting to eat healthily. Finally, students perceived that unhealthy foods were cheaper, tasted better and were readily available in their social environments compared to healthier options, making healthier behaviours less likely to occur.

Findings indicate that students had a good understanding of healthy eating behaviours but did not always practise them and are seemingly influenced by their social and environmental context. The promotion of healthier eating in this age group needs to challenge the misperceptions associated with the accessibility and social acceptability of unhealthy food items.

The purpose of this paper is to present a comparison of two ways of developing and delivering massive open online courses (MOOCs). One was developed by The Open University in collaboration with FutureLearn; the other was developed independently by a small team at the Northampton University.

The different approaches had very different profiles of pedagogic flexibility, cost, development processes, institutional support and participant numbers.

MOOCs on existing large platforms can reach thousands of people, but constrain pedagogical choice. Self-made MOOCs have smaller audiences but can target them more effectively.

This comparison shows that, several years after MOOCs became prominent, there are many viable approaches for MOOCs.