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You Are What You Eat was an educational programme produced by Anna Jackson and first transmitted on BBC 1 during January and February 1986. It occupied six ten‐minute Sunday evening slots, from 1820–1830 hours. The media regard 1915 hours as the start of Sunday prime‐time so the programme immediately preceded peak viewing. Mass audience educational topics have been successful in the 1820–1830 slot before and managers agreed that the connection between food and health was likely to be a popular topic. You Are What You Eat was therefore designed both to inform and entertain.

Shirley Earl, BA, MEd, AASD, which raise questions about the way nutrition educators should approach television

Highlights the increasing pressure that British higher education institutions (HEIs) are coming under to provide basic training in tertiary‐level teaching for their academic staff as a result of recommendations made in recent major reports. Identifies some of the (often conflicting) demands and constraints that HEIs are generally confronted with in developing and running such programmes, e.g. striking a balance between competence‐based training and academic education, avoiding making unreasonable time demands on either trainees or trainers, and reconciling the internal requirements of the institution with external pressures and constraints. Examines these various issues in some detail, and shows how they have been resolved within Scotland’s Robert Gordon University, which has been running a highly successful postgraduate course in tertiary‐level teaching for its staff since 1989.

Tesco introduced their own healthy eating campaign in January last year by launching a comprehensive scheme of nutrition labelling on their own label products and linking the food labelling with a number of free leaflets on all the important aspects of healthy eating of which the consumer may need to be informed. These leaflets are shown in the photograph below. Carey Dennis, chief home economist and associate director at Tesco sent us this report on their healthy eating campaign during 1985.

Shows how Scotland’s Robert Gordon University is currently attempting to address the recommendations of the Dearing Report in respect of detailed programme specifications, and of the Partington Report regarding benchmarking of levels of student achievement, in the course of implementing a university‐wide course modularisation programme. Describes how the university has developed a set of generic level learning outcome templates which specify the levels that students should attain in the four areas identified by Dearing (knowledge and understanding; key skills; cognitive skills; and subject‐specific skills) at the various stages of undergraduate and taught‐postgraduate courses. Explains how course teams are using these generic templates to produce “contextualised” versions for their own courses, and are then using the resulting contextualised level learning outcomes as benchmarking guidelines when writing the individual module descriptors for these courses. Describes how this work is being facilitated throughout the university.

Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

The purpose of this essay is to honor, position and reflect on key themes related to high school reform within the careerlong scholarship of Karen Seashore Louis. It is presented in relation to my own and others' key studies and book-length arguments regarding educational change, knowledge utilization, professional communities and innovation, over the past 30 years and up to the present time.

The article examines and interprets major works by Karen Seashore Louis and other educational change theorists that address repeated systemic failures, and episodic outlier efforts, at transformational change in high schools.

High school change has only failed if it is judged by the overarching criterion of system-wide transformation. Fair assessments of high school change must also examine accumulated incremental innovations. In light of the need for transformational aspirations in schools to mesh with transformational directions in society, the global pandemic and its aftermath may provide five key opportunities for long-awaited transformation.

There are different levels and degrees of innovation. Incremental innovation is as important as wholesale transformation. The growing number of networked outliers of innovation raises questions about the false equation of whole system change with bureaucratic state reform. Although the influential literature on whole system change is rooted in a small number of English-speaking countries, transformational change on a system-wide basis already exists in Northern Europe and parts of the Global South. Last, the pandemic and other major disruptions to the global social order have produced conditions that are highly favorable to transformational change in the future.

Professional inquiry networks are becoming essential features of effective, innovative, and responsive school systems. In this chapter, the authors draw from their work with a team of British Columbia district leaders who use inquiry as a primary means for shifting practice and supporting innovation and change that benefit all learners. The authors argue that networking enables ways for districts to share emerging practices, engage in collective dialogue, draw from exemplary research, and deeply reflect on impacts. In doing so, leaders build strong relational ties and professional capital that accelerates innovation between and among district leaders. Two specific cases develop a deeper understanding of how change is taken up and accelerated at the local level, providing examples of how inquiry networks operate across multiple sites and simultaneously seed and nurture innovative thinking.

In view of the Regulations issued on October 4, 1906, by the Argentine Government with regard to the sanitary inspection of meat foods, the Local Government Board, at the request of the Foreign Office, have formulated a number of conditions to be complied with by traders in England and Wales who prepare or pack meat foods for export to Argentina, and who desire that such exportations should be accompanied by an official attestation of precautions taken to safeguard the wholesomeness of the foods in question.