In this paper, we explore the secondary school environment as an important context for understanding young teenagers' eating habits and food practices. We draw on data collected during semi-structured interviews with 36 young teenagers (aged 13/14 years) living in disadvantaged circumstances in Scotland. We found that the systems inherent in school had an impact on what, where and when participants ate their lunch. Each school had rules governing use of the school dining hall and participants sometimes chose to leave this environment to buy food outside school premises. Our interviews showed that parents determined how much money young people took to school and, therefore, had some control over their food choices. Participants rarely spoke of giving priority to food and eating during the non-curriculum parts of the school day, preferring to spend time 'hanging out' with friends. Eating with friends was sometimes reported as a cause of anxiety, particularly when participants had concerns about body image, appetite or appearance. We suggest that young teenagers' dislike for queuing for food, their ability to budget for food at school and their desire to maximize time spent with friends influence food choices; therefore, these are issues which have implications for health education and will be of interest to those responsible for school meal provision.

This paper examines how young teenagers living in socio-economically disadvantaged families perceive everyday food and eating practices within the home. From in-depth interviews with 36 Scottish teenagers aged 13-14 years, we analysed teenagers’ accounts of contemporary ‘family meals’. We found that food and eating practices were negotiated amidst complex family arrangements with extended, resident and non-resident kin. Parents were often reported to provide food ‘on demand’, a flexible arrangement which seemed to reflect both teenagers’ and parents’ lifestyles and personal relationships. Teenagers often contested the consumption of particular foods which sometimes reflected and reinforced their relationship with a biological or non-biological parent. Teenagers could differentiate themselves from others through their food preferences and tastes and food consumption therefore helped shaped their identity. Many teenagers claimed that parents set rules regarding food and eating, thereby creating boundaries within which their consumption choices had to remain. We discuss whether and how these findings are a reflection of the socio-economic status of the participating families and conclude that exploring food and eating practices is a powerful lens for the examination of family life.

<blockquote>This article describes the research design of, and reports selected findings from, a scoping study aimed at examining current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. The scoping study is the first of its kind in the region, intended to parallel and complement a number of studies conducted in other parts of the world. Results from a sector-wide questionnaire administered as part of the scoping study, portions of which are presented in this article, appear consistent with international trends, especially in terms of the platforms chosen and the dramatic increase in usage seen in recent years. Higher education teaching staff in Australia and New Zealand are using 3D immersive virtual worlds with their students in a variety of ways, for both assessable and non-assessable tasks and in face to face, fully online/distance as well as blended-mode subjects, although use in face to face and blended contexts appears to be most common. The results also provide some insight into the demographics (e.g. age) of staff who have adopted 3D immersive virtual worlds in their teaching, as well as into the academic disciplines in which the technology is being employed.</blockquote>

<blockquote>Role-plays in a virtual world hold tremendous potential for higher education because they allow synchronous, immersive participation by students located across the globe. They also have the added advantage of allowing students to adopt roles and carry out tasks that are not possible in the real world. In this article, a project that involved pre-service teachers carrying out role-plays based on de Bono's <em>Six Thinking Hats</em> framework is presented. A pilot study was carried out over two years with on-campus students, who performed the role-plays both in a real-life, physical setting and within the virtual world of <em>Second Life</em>. The activity has since been extended to off-campus students exclusively using <em>Second Life</em>. The authors report selected quantitative and qualitative survey data from the pilot study that provide insight into students' perceptions of this style of learning, and discuss the challenges that were encountered and how they were overcome. The future of virtual world-based role-playing as a strategy for teaching and learning is discussed, with a focus on its application to distance education contexts.</blockquote>

Interprofessional education (IPE) has received little attention in veterinary education even though members of the veterinary and nursing professions work closely together. The present study investigates veterinary and veterinary nursing students' and practitioners' experiences with interprofessional issues and the potential benefits of IPE. Based on stakeholder consultations, two teaching interventions were modified or developed for use with veterinary and veterinary nursing students: Talking Walls, which aimed to increase individuals' understanding of each other's roles, and an Emergency-Case Role-Play Scenario, which aimed to improve teamwork. These interventions were piloted with volunteer veterinary and veterinary nursing students who were recruited through convenience sampling. A questionnaire (the Readiness for Interprofessional Learning Scale [RIPLS]) was modified for use in veterinary education and used to investigate changes in attitudes toward IPE over time (pre-intervention, immediately post-intervention, and four to five months afterward). The results showed an immediate and significant positive change in attitude after the intervention, highlighting the students' willingness to learn collaboratively, their ability to recognize the benefits of IPE, a decreased sense of professional isolation, and reduced hierarchical views. Although nearly half of the students felt concerned about learning with students from another profession before the intervention, the majority (97%) enjoyed learning together. However, the positive change in attitude was not evident four to five months after the intervention, though attitudes remained above pre-intervention levels. The results of the pilot study were encouraging and emphasize the relevance and importance of veterinary IPE as well as the need for further investigation to explore methods of sustaining a change in attitude over time.