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Europe is most desperately in need of the products of which there is a world‐wide shortage—fats and oils, meat and sugar. The problem of supplying wheat is not expected to be so serious. A special committee on food operating under authority of the Inter‐Agency Committee on Foreign Shipments estimates that liberated Europe requires imports of approximately the following quantities by the end of this year: Fats and oils, 800,000 tons; sugar, 800,000 tons; milk, 186,000 tons; wheat 8,000,000 tons; meat, poultry and cheese, 650,000 tons. However, these figures do not include any important needs for Italy, which was scheduled to receive 1,618,600 tons before the miltary relief programme ended, and which will need much more in the coming year. This brings fats and oil consumption up to only 90 per cent. of the pre‐war level, raises milk and meat supplies by only 10 per cent. of the pre‐war level, and allows only 22 lbs. of sugar per person. The analysis of need in Europe has given weight to two important considerations; (1) Basic physiological needs, and (2) customary habits of consumption. The latter is reflected in the pre‐war diets of the people of the liberated countries. In estimating the needs of Europeans for the coming year—taking both physiological needs and pre‐war habits into consideration, the Committee was concerned with food of four basic groups: fats and oils, proteins, sugar and wheat. (1) Fats and Oils. Nutritional authorities throughout the world agree that there is an urgent physiological need for a minimum quantity of fats as an element in the diets of all populations. This may be either “visible fat”—such as butter, or shortening used in cooking other foods, or it may be “invisible fats,” from other foods, such as meat, eggs, fish and milk. The Inter‐Allied Post‐War Requirements Bureau, set up in London prior to the establishment of U.N.R.R.A. and made up of representatives of the United Nations, states that just under 20 lbs. a year is the base level of visible fat needs. The nutrient values group of the combined working party on European food supplies (composed of representatives from the liberated areas as consultants) reported that 20 per cent. of the total calories obtained from a diet should come from fat and not less than half of this should come from “visible fat.” Thus, to provide 10 per cent. of 2,000 calories, which was the minimum target set by military authorities, to prevent disease and unrest in the urban civilian populations during the period of military operations would require just under 20 lbs. of fat from butter, margarine, shortening, lard and oils. (2) High Quality Protein Foods. This group includes meat, fish, poultry, eggs, dairy products other than butter, and (dried beans, peas, lentils, etc). Dairy products are measured, not in terms of the fluid content, but of the milk solids contained in them. Meats are the high quality protein foods for which the most urgent demands are expressed in the liberated countries, but some other foods, on a lb.‐for‐lb. basis, will provide equal or greater quantities of protein. About 20 grammes per day is commonly referred to as the minimum quantity of high quality protein on which a person can remain healthy over a considerable period; to reduce consumption below that amount in most countries means malnutrition. For purposes of estimating the minimum essential quantities of protein needed, the United Nations have made computations on the basis of 40 kilograms per head per year—or roughly 88 lbs. of quality protein foods. (3) Sugar. The need for sugar, a concentrated source of energy, seems to rest on both psychological and physiological importance. Food authorities state that curtailments of consumptions of the very low levels that prevail throughout the war in most countries cause particular inconvenience and create the acutest sense of deprivation. The United Nations food authorities, therefore, in computing the sugar needs of the liberated areas, have drawn up tables to show the imports needed to bring countries up to 22 lbs. per year, or to pre‐war levels if they were below 22 lbs. (4) Wheat. Wheat and other cereals must make up the calorie deficits remaining after the minimum supplies of fats and oils proteins and sugar have been provided in the diet. In most European nations, cereals have played a more dominant part in the average diet than has been true in the United States.

Food safety has become a major issue of public concern, encouraging the UK Government and the food industry to take steps to rebuild consumer confidence. In this context, the paper draws on a review of research literature to develop a conceptual framework to identify and review the factors influencing consumer perception of food safety related risks and the likely impact on purchasing behaviour. The relevance of strategies adopted by consumers to reduce risk exposure and the influence on the likelihood of food purchase are also explored, together with the implication for the food industry.

The present study examined the role of voice in facilitating interdisciplinary collaboration. According to the group-value model of procedural justice, voice relates to interpersonal relationships among coworkers because it facilitates a greater interest in helping the group (e.g. group-serving behavior). We argue that because of the relationship between voice and one type of group-serving behavior--advice sharing--that greater perceptions of voice would also predict more collaboration. In a field study examining collaborative social networks among university researchers, we found that greater perceptions of voice positively related to both degree of advice sharing and collaboration. Moreover, the extent to which individuals shared advice fully mediated the relationship between perceived voice and collaboration. Implications for voice and collaboration are discussed.

There is no other reference source for biographical information that has the reach of the detail that the National Cyclopedia of American Biography has. Extending back to colonial times, and up to today's community leaders, NCAB presents a detailed picture of almost every famous American that one could think of. Certainly more than one would ever know of.

Little attention is given to black male experiences and decision-making process around college-going. A qualitative study (interpretive phenomenological analysis [IPA]) was conducted using a strengths-based perspective to understand the experiences of three first-generation black men college students attending a predominately white institution. Superordinate themes include perceived benefits to attending college, barriers to college admission and attendance and influential programs and supports. Recommendations for school counselors helping black males are included.

The authors used a narrative approach to illustrate the stories and experiences captured by the three young men who participated in the study. Hays and Singh (2012) suggested using a narrative approach for telling the stories of marginalized groups. IPA (Smith, 1996) was the approach used to identify superordinate themes, because the authors wanted to better understand the participants’ K-16 experiences. As a qualitative approach, IPA provides detailed examinations of personal lived experiences on its own terms rather than pre-existing theoretical preconceptions.

The participants’ accounts clustered around three superordinate themes: perceived benefits to college, barriers to college admission and attendance and influential programs and supports.

Although there are studies that provide insight on the factors that impact first-generation, black men’s success in attending college, there are few studies that have used a strengths-based perspective to investigate key experiences that lead to college enrollment. Those experiences that lead first-generation black male to attend college are pivotal and provide insight into important points of intervention and support. School counselors and other educators can use these insights to inform practices and the creation of supports for black men in their respective schools.

In 1870, after a decade of vigorous public debate over the economic importance of technical and scientific learning for the colony’s development, the Industrial and Technological Museum was established in the city of Melbourne ‘as a means of public instruction’ for the people of Victoria. Founded in February 1870 and officially opened on 8 September 1870, the new public museum occupied the building erected at the rear of the Public Library for the 1866 International Exhibition. The Industrial and Technological Museum, later the Science Museum and now part of Museum Victoria, was directed by J. Cosmo Newbery and managed by a sectional committee of the Public Library, Museums, and National Gallery of Victoria Trust, which Parliament had incorporated and enlarged in December 1869.

The purpose of this paper is to discuss potential challenges learners from different generations may have with current instructional methods using educational technologies in the classroom. The authors hope to create awareness to help improve equity in learning opportunities and assist educators in understanding the needs of multigenerational classrooms.

In a narrative review of the literature, the authors present the current findings of the literature on generations in higher education and concerns for equity in learning opportunities.

It is commonplace in undergraduate programs for learners of multiple generations to attend classes together and research has shown that historical context and generational experiences affect the values, attitudes and learning preferences of each generation. Therefore, higher education institutions should be aware of the demographic profile of their students, as well as the external populations from which they may recruit students, to ensure they are cognizant of the needs of these populations and can provide equality in learning opportunities.

To assist with the needs of this changing student population, university leaders must consider generational characteristics to ensure equity in learning opportunity. Specifically, university leaders and educators in the classrooms will need to adapt and adjust for a changing student population providing instruction that meets the needs of multiple generations of learners, often within one classroom.

Often when we think of diversity in the classroom we think of age, gender, race or even culture. Today we must add diversity in generations. Unlike other equity issues in education such as access (McLaughlin, 2010), educators may not be considering the equity in the design of their instruction to provide equitable learning experiences based on a learners’ knowledge and skills established by their experiences with technology. The lack of knowledge and skills a learner has with technology based on their experiences may create barriers to their ability to understand and complete instructional content involving technology (Wager, 2005). To ensure all learners can be successful, educators should strive to provide equality in learning opportunities when designing instruction including technology.

Has the public affairs function significantly changed the way major U.S. corporations meet the growing external challenge to traditional corporate practices? Examining in detail the actions of Exxon (Valdez) and Union Carbide (Bhopal), this paper raises some questions as to whether the difference between public affairs and traditional public relations is a real one or merely a matter of semantics. Then, utilizing an unpublished corporate public affairs survey conducted by Central Michigan University, the writer argues that the problem with the public affairs function lies not with the function itself, but in its implementation by corporations.

Current issues of Publishers' Weekly are reporting serious shortages of paper, binders board, cloth, and other essential book manufacturing materials. Let us assure you these shortages are very real and quite severe.

This study examines the relationship of personality characteristics to drug treatment effectiveness for prison releasees. Prison releasees from two drug treatment programs (an out‐patient setting and a therapeutic community setting) are compared with each other and to releasees from a comparison group. Treatment success is measured 6 months after release from prison in terms of 1) abstinence of illicit drug use and 2) lack of recidivism. The data are analyzed using logistic regression with demographic, criminal history, past drug use, psychological, and treatment measures included in the equations. Findings suggest that several personality dimensions are related to treatment effectiveness, sometimes in unexpected ways. The findings also reveal that different personality characteristics are associated with each of the two measures of treatment success. The results are discussed in terms of policy implications for treatment programs.