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This study explored young males' suggestions for food skills education in three domains: food selection and planning, food preparation and food safety and storage. It also solicited young males' perspectives on mandatory food skills education.

This descriptive qualitative study employed a semi-structured interview guide. A one-page list of food skills was provided to each participant to form a consistent basis for the interviews. Data were analyzed using the constant comparative method.

Forty-four young men aged 17 to 35 participated in the study. Thirty-seven supported mandatory education for food skills. Gender stereotypes around food skills were identified as a barrier to young males enrolling in elective food skills courses. When asked how food skills should be taught, the two main strategies mentioned were “online” and “hands-on.” Most participants identified skills in the food preparation domain as essential to include in the curriculum, although some recognized the importance of incorporating skills from all three domains.

Understanding important characteristics of effective food skills education for young males may increase their participation in school, virtual and community-based food skills education. Curricular content should consider young males' interests and baseline competencies and emphasize practical hands-on skills. Mandatory food skills education in secondary schools for all genders represents a comprehensive solution.

This study is among the first to report young males' opinions on crucial components of, and methods for, effective food skills education for this population.

The Howard Shuttering Contractors case throws considerable light on the importance which the tribunals attach to warnings before dismissing an employee. In this case the tribunal took great pains to interpret the intention of the parties to the different site agreements, and it came to the conclusion that the agreed procedure was not followed. One other matter, which must be particularly noted by employers, is that where a final warning is required, this final warning must be “a warning”, and not the actual dismissal. So that where, for example, three warnings are to be given, the third must be a “warning”. It is after the employee has misconducted himself thereafter that the employer may dismiss.

Self‐governance flows from the decision to fund NHS Services on the basis of agreed contracts. A self‐governing trust represents an extension of the accepted principle of maximum devolution; it is not pursuing a separate course. In the South East Thames Region potential first‐wave trust candidates will have decided by the end of September 1989 whether to proceed with a formal bid. The Regional Health Authority has set up a project group to consider how best to take forward proposals for self‐governing trusts.

The purpose of this paper is to investigate the management challenges related to the transition from the application phase to the delivery phase of the project of being a European Capital of Culture (ECoC).

Case study based on qualitative research interviews with the management team, combined with existing research on ECoC and documents on the Aarhus 2017 project.

The first main finding is that the challenges are caused by the way in which the transition from applicant to designated ECoC includes a change in management, shifting from a project to a programme structure and change in organisation. The second main finding is that stakeholder management in relation to politicians and cultural agents is challenged by a high level of ownership and expectation.

The study focuses on just one case and one phase of the project.

Consequences for the way ECoC are managed and the programme organised could be drawn from this.

The originality of the work is in that it studies this very critical phase in the project’s life-cycle in great detail, and focuses specifically on the management of ECoC.

The purpose of this paper is probe the early data emerging from the KiwiSaver market and to draw insights on KiwiSaver investor behaviour, particularly in respect of the unique default provider feature of the scheme.

The primary source of data for this study is a purpose-built database compiled using data from KiwiSaver providers’ annual reports for the period 2009-2011.

The study finds that KiwiSaver members, like other investors, are chasing performance and seeking to avoid fees. However, an unexpected negative relation is found for bank ownership.

The key limitations of this data source include the low frequency, differing formats and levels of detail disclosed in various annual reports.

Chasing past performance indicates a need for investor education for KiwiSaver members.

The study provides an initial empirical examination of the KiwiSaver market, and the determinants of the flow of funds and members. The results can be used to guide policymakers and providers in their future decision-making around the scheme and individual offerings.

The purpose of this chapter is to share the varied experiences the two authors encountered as first-generation college students and scholars in higher education. The goal is to provide insight into how minoritized students, particularly those who identify as Black, Black American or African American, can successfully navigate the doctoral process, be competitive on the faculty job market as newly minted PhD‘s, and navigate the tenure and promotion process. One perspective follows the traditional (tenure track) faculty career progression. Another perspective suggests creating your own path, considering administrative roles, research appointments, and non—tenure track teaching roles. This chapter will be largely autobiographical, with augmented supplementation from empirical research. The implications and lessons that will be shared in this chapter are beneficial to all students and young scholars as they embark upon similar trajectories in their professional and academic careers.

The patterns of ICAEW Education and Training (E&T) reforms are traced through the nineteen‐seventies, nineteen‐eighties and nineteen‐nineties. The three decades are explained respectively as periods of: uniform rises in entry and examination standards; greater regulation of training relationships and the introduction of a technician qualification with an initial second class status; and deregulation and attempts at specialization. Syllabus reforms are attributed to the changing needs of larger firms and are presented as favouring large firms’ students, often to the detriment of smaller firms’ students, while other E&T reforms are seen as favouring either firms or their students. The cumulative effects of past E&T reforms, that either small firms or their students are net losers, may be overcome by redistributing training costs from small firms to large firms when syllabus changes are made.