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In this important book, Clare Hemmings analyses the stories feminist theorists tell when offering their accounts of four recent decades of transformation in academic feminism. In doing so, she illustrates the role that identity investments and affective attachments play in the development of feminist historiography. On Hemmings' reading, narratives that purport to describe the commonly accepted history of academic feminism are sites of contestation at which feminist theorists battle over who can lay claim to the position of the properly feminist subject and what constitutes appropriate feminist epistemology and research methods. Her work reveals to the reader the high stakes (both personally and professionally) associated with feminist storytelling. Adapted from the source document.

Introduction of a variety of foods to children at an early age is essential because they acquire food preferences while establishing dietary habits during the first six years of life. Food Friends— Making New Foods Fun for Kids™ is a multifaceted awareness and education program designed to encourage preschool-aged children to try new foods, and thus increase food choice and dietary variety. To further enhance this behavior, nutrition education resources are needed aimed at encouraging parents, the secondary audience, to offer new foods to their children at home. The primary objectives of this study were to determine parents' preferences and needs for information and materials to help them offer new foods and to develop a parent component to the Food Friends social marketing campaign. A needs assessment was conducted via telephone interviews with parents ( n = 26). Bilingual taglines and graphics were pretested with parents, Head Start staff, and experts ( n = 306). The end products were a bilingual tagline, a secondary message, a graphic, and educational resources targeted to low-income parents. Formative research, expert advice, and the use of the Social Learning Theory contributed to the development of each of these products. Target audience feedback was essential in the development of this theory-driven, secondary audience component of a nutrition-related social marketing campaign.

Current practice prescribes that parents play an integral part in the assessment and management of their preschool child with suspected developmental delay. Multidisciplinary assessment aims to enhance parents' understanding of the nature and extent of the delay with a view to promoting parent‐professional agreement about interventions. Serious mismatches between parents and therapists in their judgements of developmental status are potentially important markers of families at risk of sub‐optimal use of intervention services. This study compared mothers' perceptions of their child's development with the results of standardised tests in key domains. A 14 item questionnaire, constructed to measure mothers' perceptions of current and future development, was administered pre‐ and post‐developmental assessment. Preliminary results suggest that mothers recognised the existence of delayed development, but underestimated its severity. Levels of congruence varied with domain. Predictions about future development revealed that most mothers interpreted the delay as temporary. Implications for clinical practice are discussed.