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In the second part of this report the action of nitrogen peroxide on flour is discussed at some length in an account of a series of researches that have been carried out by DR. MONIER‐WILLIAMS. His conclusions may be briefly stated as follows. The maximum bleaching effect is obtained when each kilogram of flour is treated with from 30 to 100 cubic centimetres of nitrogen peroxide. The bleaching effect becomes more pronounced after keeping for several days. The amount of nitrous acid or nitrites that are present in bleached flour corresponds to about 30 per cent. of the total nitrogen absorbed, the proportion of nitrites present remaining nearly constant after the lapse of several days in the more slightly bleached samples. After the lapse of a short time it is still possible to extract about 60 per cent. of the nitrogen absorbed by the flour by means of cold water, but after several days the nitrogen that can be extracted by this means decreases. This may perhaps be attributed to the “absorption” of nitrous acid by the glutenin and gliadin. In highly bleached flour (300 cubic centimetres of nitrogen peroxide per kilogram of flour) a considerable increase in the amounts of soluble proteins and soluble carbohydrates takes place. In highly bleached flour, after some time, about 6 or 7 per cent. of the nitrogen introduced as nitrogen by the nitrogen peroxide is absorbed by the oil, which acquires the characteristics of an oxidised oil. No evidence is forthcoming as to the formation of diazo compounds nor the production of free nitrogen. Bleaching was found to exercise an inhibitory action on the salivary digestion of flour.

Merchants and manufacturers have it in their power to minimise in some degree the extent to which we are becoming indebted to foreign countries in respect of the large excess of imports over exports, by obtaining, as far as possible, their imported supplies of food products and raw materials for industries from countries within the Empire. Take, for example, meat and cheese. The prevailing high prices are no doubt encouraging the home production of these commodities. Nevertheless a large quantity must necessarily be imported. In 1914 meat to the value of 62 million pounds was imported, and cheese to the value of 8 million pounds. Of the imports of meat 26 per cent. came from within the Empire, and of cheese 82 per cent. Clearly it is better under existing circumstances that we should buy meat from Australia and New Zealand than from Argentina, and cheese from Canada and New Zealand rather than from Holland and the United States. Many other examples may be mentioned of products which can equally as well be obtained within the Empire as from foreign countries, such as maize from South Africa, where a large increase of production is expected this year; oats from Canada rather than from Argentina and the United States; barley from Canada; peas from New Zealand; butter from Australia and New Zealand; canned salmon, of which 2½ million pounds' worth was imported in 1914, from Canada rather than from the United States; apples from Canada and Australia; wine from Australia; tea from India and Ceylon rather than from China and Java; cocoa from the Gold Coast and the West Indies; copra from Malaya, India and Australia; rubber from Malaya and Ceylon; fibres from New Zealand, Mauritius, Ceylon, etc.; wood pulp from Canada and Newfoundland; wool from Australia, New Zealand, South Africa and the Falkland Islands rather than from Argentina, Chile and other foreign sources; tanning materials from India, Natal, Australia and British East Africa; dyewoods from the West Indies; timber from Canada; hardwoods from India, West Africa, the West Indies and Australia; copper and copper ore from Australia and South Africa; tin and tin ore from Malaya, Nigeria, South Africa and Australia; manganese from India; plumbago from Ceylon; hides from India, Africa and Australia, and so forth. It has been stated that the result of the war may ultimately depend largely on financial strength. In that case the country which is to the greatest extent self‐supporting as regards supplies of the necessaries of life and materials for the manufacture of munitions of war will be in a position to carry on the longest. Undoubtedly the British Empire contains within itself the power to produce all such materials, and the Dominions, Colonies and Dependencies are in fact already supplying a large proportion of the food products and raw materials for industries, which are imported into the United Kingdom. There are a few notable exceptions, e.g., for our supplies of cotton and sugar we have always been largely dependent on foreign countries, but Uganda and the Soudan are capable of producing in the future very large quantities of cotton of the quality required by Lancashire spinners, and sugar production in our Colonies could, with proper encouragement, be expanded so as to meet the whole of the requirements of the Mother Country. If the British capital and energy which have in the past gone every year to the development of enterprises in foreign countries had been devoted for a tew years exclusively to exploiting the resources of the Dominions and Colonies, the British Empire would, by this time, have become practically self‐supporting, and the bulk of our imported foodstuffs and raw products required for our manufacturing industries would now be obtained from within the Empire and paid for by increased quantities of our own manufactures. It may be hoped that one of the lessons which we shall learn from the war will be definitely to encourage the development of the vast resources of our overseas Empire. — The Chamber of Commerce Journal.

Many barriers to health and emotional well‐being for children are prevalent within inner‐city communities, and often result in negative consequences for education. Health promotion strategies have previously cited mentoring schemes as interventions through which targeted pastoral support can be effectively provided to children. This paper draws on detailed focus group interviews in order to evaluate SHINE ‐ Make Every Child Count, a student‐led charity operating five mentoring programmes across the London boroughs of Southwark and Lambeth. Following content analysis, this paper identifies six themes associated with mentor support: rapport; emotional well‐being and development; social behaviour; enabling; emerging ambition; and attitudinal development. Results show participant children have gained considerable enjoyment from mentor support. Successful friendships are built and emotional well‐being supported, with children actively including mentors as part of their support network. Children recognise the impact of a mentor on relationships with peers, behaviour within the classroom and social responsibility, in addition to direct educational support. Children also show an increased interest in learning, and evidence of considering ‐ often for the first time ‐ their own future aspirations. Findings demonstrate the impact of the mentoring programmes, as perceived by participant children. Evaluation can be used to inform future development of the programmes, as well as expansion to further schools, with the organisation working towards achieving long‐term sustainability.

The following are the Definitions and Standards for Jams, Jellies, and the like, as laid down by the United States Department of Agriculture, that is to say the Federal Department, and in force at the present time in matters relating to inter‐state commerce. The Definitions and Standards have been closely followed by the various States in Union:—

I felt myself the recipient of a great honour when asked to read a paper on this subject before your Society. One difficulty, however, at once confronted me, and that was that what your society might regard as an act of sophistication of food, I might believe to be only a perfectly legitimate manufacturing improvement. I had no wish to masquerade before you as a wolf in sheep's clothing, and therefore stated my position to your secretary. As a result of some correspondence, I think that he, as your representative, and I, both felt that granted such differences of opinion, they themselves constituted one of the strongest arguments in favour of the formation of a Court of Reference. There are, no doubt, many processes which are considered by their inventors and users as of advantage in the manufacture of food, whereas others regard them with the greatest distrust and aversion. In most cases I believe the members of both these classes to be high‐minded and honourable men. That being so, it is submitted that the best method of arriving at the real facts is the establishment of an impartial, broad‐minded, and capable Court of Reference, to which such matters should be submitted for examination and decision.

Examines the importance of the Pacific Rim in terms of its market potential and of economic growth. Looks at the extent to which it rivals the European Community, and also the implications of the developments in the Pacific Rim for international marketing strategy. Concludes that the Pacific Rim is a reality with respect to the economic development of several Pacific Rim countries over the past decade, and with respect to the level of trade within that area. Proposes, however, that it is still a vision with respect to developing close formal ties with the European Community.

All humans have an innate ability to learn multiple languages and with ­increasing mobility across linguistic boundaries, people are more than ever embracing multilingualism. This chapter examines international students’ perceptions of their third language (L3) learning experience in their second language (L2) English context. Challenges and strategies of L3 learning are explored as data from a survey and interviews were analyzed. Twenty-eight (n = 28) international students were asked to answer Likert-scale and ­open-­ended questions regarding their L3 learning experience. Select ­participants were also interviewed. The quantitative and qualitative results show that learning an L3 not only offered international students an opportunity to strengthen their understanding of the relationship between language and culture, but also allowed them to position themselves as multilinguals within the globalized world context. Furthermore, the data reveal that technology is an integral part of international students’ L3 learning process, but that additional support is needed. This chapter also discusses ideas including technology-e­nhanced language learning to assist international students in their L3 learning experience in higher education.