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Life studies are a rich source for further research on the role of the Afro‐American woman in society. They are especially useful to gain a better understanding of the Afro‐American experience and to show the joys, sorrows, needs, and ideals of the Afro‐American woman as she struggles from day to day.

A questionnaire survey of 157 school children living in three different regions in Scotland was carried out, to identify differences in attitudes to healthy eating. School children aged 11‐13 were asked a series of questions to establish how important they felt a healthy diet to be and what they thought made up a healthy diet. Discusses ways in which healthy eating could be approached in schools, to achieve improvements in diet and health at a local level, with suggestions for further research.

The Milk and Cream Standards Committee, of which Lord WENLOCK is Chairman, have commenced to take evidence, and at the outset have been met by the difficulty which must necessarily attach to the fixing of a legal standard for most food products. The problem, which is applicable also to other food materials, is to fix a standard for milk, cream and butter which shall be fair and just both to the producer and the consumer. The variation in the composition of these and other food products is well known to be such that, while standards may be arrived at which will make for the protection of the public against the supply of grossly‐adulterated articles, standards which shall insure the supply of articles of good quality cannot possibly be established by legal enactments. If the Committee has not yet arrived at this conclusion we can safely predict that they will be compelled to do so. A legal standard must necessarily be the lowest which can possibly be established, in order to avoid doing injustice to producers and vendors. The labours of the Committee will no doubt have a good effect in certain directions, but they cannot result in affording protection and support to the vendor of superior products as against the vendor of inferior ones and as against the vendor of products which are brought down by adulteration to the lowest legal limits. Neither the labours of this committee nor of any similar committee appointed in the future can result in the establishment of standards which will give a guarantee to the consumer that he is receiving a product which has not been tampered with and which is of high, or even of fair, quality.

The purpose of this article is to review and discuss the varied ways computer programming is introduced to schools and families as a new form of learning. The paper examines the rhetoric around coding within academic journals and popular media articles over the past three decades. This article argues that despite the best intentions of media researchers and enthusiasts, if the rhetoric around computer science (CS) in all K-12 schools is to become a reality, there first needs to be a greater focus on monitoring such rhetoric and better understanding exactly how programming is presented to the wider public.

This paper represents an analysis of 67 peer-reviewed books and journal articles as well as news articles and editorials related to students’ learning (or needing to learn) computer programming on the K-12 level. In terms of criteria for inclusion, in addition to publication date and article readership, there were three considerations: the article needed to focus on CS on the K-12 grade levels; the article needed to focus on introductory computer programming initiatives, rather than more advanced courses/topics); the article needed to specifically focus on school-based learning environments.

Findings point to three distinct ways in which introductory coding initiatives have been portrayed (and been perceived): new literacy, “grounded” math and technical skill. Ultimately, the paper does not propose a single defining metaphor. Rather it argues that the metaphors one selects matter considerably in determining programming’s future in entering (or not entering) schools, and that educators need to make a conscientious effort to consider multiple metaphors without choosing just one.

In terms of research limitations, the article does not purport to be an exhaustive analysis of all the metaphors that have been used to introduce CS to K-12 schools over the past 30 years. Rather it only identifies the leading metaphors from the literature, and in doing so, makes an important first step in examining the role of metaphor in the presentation of CS as a “new” course of study.

The article is intended for educators, researchers and administrators to gain a better understanding of what CS is (and could be) for K-12 schooling.

The article is intended for educators, researchers and administrators to likewise understand how they, themselves, can present CS to students and families as a potential course of study.

There is currently considerable discussion about teaching CS in all US high schools, middle schools and even elementary schools. There is however little examination of past attempts to bring CS into K-12 schools and what these attempts may inform current advocacy.

This paper aims to examine the relationship between the nationality and educational background diversity of directors serving on corporate boards and the firms’ corporate social performance (CSP).

This study measures nationality diversity by directors’ national citizenship and measures educational background diversity by countries from which they earned their undergraduate and post undergraduate degrees. It measures firms’ CSP using the MSCI ESG ratings. The study uses both univariate and multivariate analyses to empirically test the hypotheses.

Using a sample of US firms, the authors find that board nationality diversity and educational background diversity are positively associated with CSP. The findings suggest that improving director nationality diversity and educational background diversity could improve firms’ social performance.

This study shows that the increasing trend of foreign nationals in the US boards could shift the focus of US corporations to be more stakeholder-oriented.