Describes and assesses the results of a recent survey of research and development managers on the prospects for commercialization in agro‐food biotechnology. Arrives at two conclusions. First, in the foreseeable future, most of the major developments in agro‐food biotechnology will focus on new or improved food processing aids and ingredients rather than food products. Second, clear differences of opinion between key agents involved in developing and applying biotechnology reflect deficiencies in the diffusion of knowledge in this area; in turn, this might affect when, how and what elements of biotechnology are developed and produced. Argues that if the full benefits of biotechnology are to be achieved, policy needs not only to stimulate biotechnology per se, but also encourage greater dialogue, co‐operation and collaboration between agents and interests involved in the biotechnology and food provision industries.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/00346659710157295. When citing the article, please cite: Kemal Ahson, (1997), “What is actually happening in agro-food biotechnology?”, Nutrition & Food Science, Vol. 97 Iss: 1, pp. 26 - 31.

The potential for technologies to transform health and physical education (HPE) has received increasing international attention in both policy and academic contexts. However, what is absent from much of this work is a lack of appreciation of the spatial dimension that recognizes the relationship between how young people use digitised HPE technologies and where they use them. Applying Henri Lefebvre's (1991) spatial theory, in this narrative review we examine how space is currently treated in existing research on digital HPE technologies with attention to how spaces are perceived, conceived, and lived by young people. Our work demonstrates how the spatial analysis of existing research sheds light on the materiality and power relations inherent in young people's use of digitised HPE technologies. Our review highlights the significance of recognising spatial dynamics in research on 'borders and boundaries' and the transformative potential of digital technologies for learning and education.