David W. Marshall – författare

The provision of food for consumers is affected by factors concerned with a variety of disciplines such as technical feasibility, choice and environment. This book explores these factors. This book should be of interest to senior technical and marketing management in the food industry; and academics in food science and technology, business studies, psychology, sociology and economics.

Beginning in 1976 with the first issue of the journal Studies in Medievalism, all things medieval and the concept of medievalism became a hot topic in culture studies. Medievalism examines how different groups, individuals, or eras use and shape the image of the Middle Ages, differentiating between historical knowledge of the Middle Ages and what we have made the period out to be. The 13 essays in this book explore the medieval invasion of today's media and consider the various ways--from film and print to websites and video games--that the Middle Ages have been packaged for consumption. Essays encompass diverse theoretical perspectives and are grouped loosely around distinct functions of medievalism, including the exposure of recent social concerns; the use of medieval images in modern political contexts; and the medieval's influence on products of today's popular culture. The legitimization of the study of medievalism and the effect of medievalism on the more traditional subject of medieval studies are also discussed.Instructors considering this book for use in a course may request an examination copy here.

Sponsored by Concerned by ongoing debates about higher education that talk past one another, the authors of this book show how to move beyond these and other obstacles to improve the student learning experience and further successful college outcomes. Offering an alternative to the culture of compliance in assessment and accreditation, they propose a different approach which they call the Learning System Paradigm. Building on the shift in focus from teaching to learning, the new paradigm encourages faculty and staff to systematically seek out information on how well students are learning and how well various areas of the institution are supporting the student experience and to use that information to create more coherent and explicit learning experiences for students.The authors begin by surveying the crowded terrain of reform in higher education and proceed from there to explore the emergence of this alternative paradigm that brings all these efforts together in a coherent way. The Learning System Paradigm presented in chapter two includes four key elements—consensus, alignment, student-centeredness, and communication. Chapter three focuses upon developing an encompassing notion of alignment that enables faculty, staff, and administrators to reshape institutional practice in ways that promote synergistic, integrative learning. Chapters four and five turn to practice, exploring the application of the paradigm to the work of curriculum mapping and assignment design. Chapter six focuses upon barriers to the work and presents ways to start and options for moving around barriers, and the final chapter explores ongoing implications of the new paradigm, offering strategies for communicating the impact of alignment on student learning.The book draws upon two recent initiatives in the United States: the Tuning process, adapted from a European approach to breaking down siloes in the European Union educational space; and the Degree Qualifications Profile (DQP), a document that identifies and describes core areas of learning that are common to institutions in the US. Many of the examples are drawn from site visit reports, self-reported activities, workshops, and project experience collected by the National Institute for Learning Outcomes Assessment (NILOA) between 2010 and 2016. In that six-year window, NILOA witnessed the use of Tuning and/or the DQP in hundreds of institutions across the nation.

Sponsored by Concerned by ongoing debates about higher education that talk past one another, the authors of this book show how to move beyond these and other obstacles to improve the student learning experience and further successful college outcomes. Offering an alternative to the culture of compliance in assessment and accreditation, they propose a different approach which they call the Learning System Paradigm. Building on the shift in focus from teaching to learning, the new paradigm encourages faculty and staff to systematically seek out information on how well students are learning and how well various areas of the institution are supporting the student experience and to use that information to create more coherent and explicit learning experiences for students.The authors begin by surveying the crowded terrain of reform in higher education and proceed from there to explore the emergence of this alternative paradigm that brings all these efforts together in a coherent way. The Learning System Paradigm presented in chapter two includes four key elements—consensus, alignment, student-centeredness, and communication. Chapter three focuses upon developing an encompassing notion of alignment that enables faculty, staff, and administrators to reshape institutional practice in ways that promote synergistic, integrative learning. Chapters four and five turn to practice, exploring the application of the paradigm to the work of curriculum mapping and assignment design. Chapter six focuses upon barriers to the work and presents ways to start and options for moving around barriers, and the final chapter explores ongoing implications of the new paradigm, offering strategies for communicating the impact of alignment on student learning.The book draws upon two recent initiatives in the United States: the Tuning process, adapted from a European approach to breaking down siloes in the European Union educational space; and the Degree Qualifications Profile (DQP), a document that identifies and describes core areas of learning that are common to institutions in the US. Many of the examples are drawn from site visit reports, self-reported activities, workshops, and project experience collected by the National Institute for Learning Outcomes Assessment (NILOA) between 2010 and 2016. In that six-year window, NILOA witnessed the use of Tuning and/or the DQP in hundreds of institutions across the nation.

What drives children as consumers? How do advertising campaigns and branding effect children and young people? How do children themselves understand and evaluate these influences?

Whether fashion, toys, food, branding, money - from TV adverts and the supermarket aisle, to the internet and peer trends, there is a growing presence of marketing forces directed at and influencing children and young people. How should these forces be understood, and what means of research or dialogue is required to assess them?

With critical insight, the contributors to this collection, take up the evaluation of the child as an active consumer, and offer a valuable rethinking of the discussions and literature on the subject.

Features:

•14 original chapters from leading researchers in the field

•Each chapter contains vignettes or case examples to reinforce learning

•Contains consideration of future research directions in each of the topics that the chapters cover.

This book will be relevant reading for postgraduates and advanced undergraduates with an interest in children as consumers, consumer behaviour and on marketing courses in general as well as for researchers working in this field.