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Open access (OA) electronic journals have been identified as potentially at risk of loss without more coordinated preservation efforts. The purpose of this paper is to test the current availability of OA electronic journals indexed in the Directory of Open Access Journals (DOAJ).

Using publicly available journal metadata downloaded from DOAJ, individual journal URLs were tested for validity and accessibility using a Microsoft Excel Visual Basic for Applications macro.

Initial results showed 69.51 per cent of the URLs tested returned a successful HTTP status code. The remainder of the URLs returned codes that indicated redirection or errors.

Unlike past studies of link decay, this is not limited to cited references or a specific discipline. This study uses the full DOAJ metadata to analyze the persistence of OA electronic journals.

As we gradually awakened to Loyla's, Ji-Sook's, and Brent's familial curriculum making, described in earlier chapters, we grew increasingly aware of tensions shaped by their experiences in their familial and school curriculum making. Our earlier chapters show something of these tensions. In this chapter we return to a focus on tensions by exploring the tensions embodied by Loyla, Brent, and Ji-Sook as they lived in these two curriculum-making places. As we inquire into the children's embodied tensions, we do so with a sense of wanting to restory the potential of tensions on school landscapes and in composing lives. We also want to show something of ways in which attention to children's embodied tensions makes visible the gaps and silences they experienced in living in these two curriculum-making places.

The interim research text shared at the beginning of this chapter was composed from field notes and other field texts created as we lived alongside Ji-Sook in her school and home places and through conversations with Ji-Sook and with Mrs. Han. The interim research text shows something of ways in which we recognized Ji-Sook's curriculum making as interwoven with her assessment making and identity making. By tracing Ji-Sook's assessment making in this interim research text, we see that before our coming to know Ji-Sook, she and her parents were already engaged in this process. At the centre of the family's assessment making was Ji-Sook's life, the life curriculum she was composing in Korea. As described in earlier chapters, Mr. and Mrs. Han were concerned about the competitive aspects of schooling in Korea. As Ji-Sook's parents, they wanted Ji-Sook to be deeply engaged in learning in school. In part, Mr. and Mrs. Han did not want Ji-Sook's life to be shaped by the dominant social and cultural plotlines of competition for the highest grades in schools in Korea. However, they did want her to attend university. Mr. and Mrs. Han had experienced long years of studying and testing as they competed for grades that would guarantee their acceptance into a Korean university. This was not what Mr. and Mrs. Han wanted for Ji-Sook's life, for her identity making. It was their dream of a “happier” childhood for Ji-Sook that shaped the family's immigration to Canada.

The purpose of this paper is to show how Tai Chi (or T’ai Chi ch’uan) philosophy might be used in global project development. Collected case studies support a Tai Chi-based framework for global project teams to reduce stress and improve decision making through exercises, storytelling, and martial arts practices. The authors first proposed a model or procedural framework based on experiential knowledge from practicing Tai Chi while managing projects.

Analyzing case studies from knowledge managers, project managers, and executive leaders, the researchers collected data on applying the framework from a retrospective case study and from two observational case studies during project development. Tai Chi-based communications and exercises were shown to support critical thinking, knowledge sharing, and problem solving. The proposed framework and four-step procedure build on a global perspective to cultural awareness, creativity, and motivation as well as specific Tai Chi-based tactics, techniques, and operations for knowledge management. This preliminary study looks at improving collaboration in a competitive environment while supporting health, wellness, and work-life enjoyment.

Early research results suggest that teams and individuals working on projects and practicing Tai Chi might develop more cohesive strategies and improve soft skills during their integration of Eastern and Western philosophies.

Used case studies methodology, which provided examples of using Tai Chi during projects. Qualitative data used to develop the proposed framework. Also, interviews and discussion reviews conducted for additional validation collected on framework.

It is a pioneering, preliminary study. Future research with outcomes-based data from project managers using Tai Chi recommended.

The integration of Eastern and Western philosophies into a framework for team project and knowledge management was shown to support cohesive strategies, improve soft skills, and strengthen decision making.

Research for the case study was conducted using a combination of semi-structured interviews and secondary data sources.

This case traces the international expansion of Sadowsky Guitars’ bass guitar product line. Roger Sadowsky is one of the most respected instrument makers in the world and gained early acclaim for his outstanding repair and restoration work on guitars and basses. Some of his early clients included Prince, Will Lee (The Tonight Show), Tom Hamilton of Aerosmith, Jason Newsted of Metallica, Eddie Van Halen and Marcus Miller. Roger’s reputation and the demand for his instruments led to some customers having to wait for more than a year to obtain the chance to purchase a Sadowsky instrument, while others were unable to do so due to financial constraints. In 2003, Roger made the decision to form Sadowsky Japan to begin the contract manufacturing of more affordable Sadowsky instruments in Tokyo, Japan. As the company grew in size, Roger realized he was becoming more focused on running a business than building instruments. Furthermore, his Japanese partners were only interested in serving the Japanese market. This required him to handle the sales and distribution in the remaining parts of the world. In December of 2019, he announced a new, exclusive licensing agreement and distribution partnership between Sadowsky Guitars and Warwick GmbH & Co Music Equipment KG. The new agreement allowed Roger to continue running the Sadowsky NYC Custom Shop while Warwick would take over building and distributing the Metro instruments and a less-expensive, Chinese-built version of the MetroExpress instruments.

This case is appropriate for undergraduate and graduate-level courses related to marketing and consumer behavior. The case walks students through a real-life scenario when the founder of a well-known musical brand sought to expand internationally as a way to meet growing market demand. Students are asked to consider the advantages and disadvantages of the five key international market entry strategies: exporting, licensing, contract manufacturing, joint ventures and investment (equity/acquisition).

The case works well in the classroom, even if people are unfamiliar with the musical instrument retail industry. Participants are most likely aware of some of the artists and musicians mentioned in the case. Some may also be or know musicians. The instructor should be able to quickly engage participants in a lively discussion about Roger Sadowsky’s vision for his instruments and the opportunities and challenges of expanding product offerings and increasing market share.

Teaching notes are available for educators only.

The following definitions and standards for food products have been adopted as a guide for the officials of this Department in enforcing the Food and Drugs Act. These are standards of identity and are not to be confused with standards of quality or grade; they are so framed as to exclude substances not mentioned in the definition and in each instance imply that the product is clean and sound. These definitions and standards include those published in S. R. A., F. D. 2, revision 4, and those adopted October 28, 1936.

The main ingredients are soya flour, separated milk powder and oatmeal. In some mixtures vitamin concentrates are included. In theory they are admirable, but the chief objection to soup as a meal for a child is that it is difficult to get 1,000 calories into the stomach, even with a good hunk of bread. Thick soup is too filling. It is excellent for emergency use, as experience with the Ministry of Food canned thick soups has shown under “blitz” conditions. But, on bread and thick soup, a child feels full before it has eaten the 1,000 calories it is desirable to get into him. Health of children is, from all reports, whether from public, private or elementary schools, remarkably good. We were not a little worried at this time last year about the adequacy of the supply of first‐class protein for growing boys and girls. The position is now reasonably satisfactory and every effort is being made to see that what is required for development of muscle and bone shall be provided. You, Sir, have on numerous occasions emphasised your determination to see that the younger generations shall not suffer as the younger generations suffered in the last war from diet deficiencies. The spirit that has moved you to take that firm stand will be a powerful force in the post‐war period. I can foresee, and hope to live to see, the day when every child in the country shall be able to get a good nourishing meal at school if the parents so wish. There is another important aspect of this vast expansion of the school feeding programme. The proper planning of school meals is only one way in which the child will benefit. Education in the simple facts of food values will be an essential part of the school. Impressions formed in the minds of these young people will last their lifetime. That is fully recognised in America, where a big concerted drive is about to begin to put nutrition propaganda before every section of the nation. It is true that food habits of a lifetime are sometimes hard to change. Whether they are based on long‐established custom or deep‐rooted fallacies, or both, they are not readily given up by adults. No better illustration could be given than the reluctance of the mass of the people to purchase wheatmeal bread when there was a choice between that and the ordinary white loaf. On the one hand we were urged to force wheatmeal bread down the throats of the people and were assured that they would like it when they came to understand that it was good for them. At the other extreme we were emphatically told that the public actively disliked a dark loaf. My own impression, from a close study of the matter, is that the majority of people are “conditioned,” to use a much overworked word, to white bread and give little thought to other variety. They are certainly apathetic to any appeals based on food values. Most people go into a shop, ask for a loaf of bread, get a white one, as has always been the case unless brown were specifically asked for, and give no more thought to the matter. A striking example of this indifference has been provided recently in America, where there has been extensive commercial development of the manufacture of white flour “fortified” by additions of synthetic vitamins. Large‐scale production has been in progress for about a year. At first the public, stimulated by a vigorous publicity, bought the new type of bread. Sales rapidly mounted. That it was largely novelty rather than vitamins that sold the bread in the first instance appears to be shown by the steady fall in sales that has recently occurred. Had the public as a whole actively disliked bread that is not white, as we were so often assured, it would have been reasonable to expect a volume of protest when National Bread came into general use. No such reaction occurred. On the other hand, favourable comment has been widespread. The war‐time nutrition policy that aimed at improving the food value of bread either by use of long‐extraction flours or artificial reinforcement will certainly be reflected in post‐war developments. What line they will take is not yet clear. It is certain, I believe, that minimum requirements, at least in respect to vitamin B1, will be laid down. Whether particular methods of manufacture will be specified is another question. In this connection it is appropriate to mention that a new method of milling wheat has been devised as a result of collaboration in Canada between the Government Cereals Research Department, certain milling interests and an enthusiastic pioneer who is leading Canada's nutrition “drive,” Dr. F. Tisdall, of Toronto. This method yields a flour, as rich in vitamin B1 as an 85 per cent. wheatmeal and containing considerably more of other important nutrients of the wheat berry than the ordinary type of wheat flour. If there is a public taste in regard to the whiteness of its flour, and if it is of real significance, we have here what appears to be the perfect compromise because the new Canadian flour—to be known officially as “Canada Approved”—is truly white. In passing, I may add that to encourage the production of this type of flour in Canada the addition of synthetic vitamin B1 to white flour has been made illegal. But although we must admit a large measure of resistance in adults to new ideas about food I by no means share the view that it is always a matter of the greatest difficulty to change their food habits. Twenty years ago, perhaps even ten, a workman who openly drank a glass of milk in front of his mates would have had to face a barrage of appropriately phrased ridicule. America led the way with its encouragement of milk in factories. When the war broke out we were rapidly following her lead. Milk was being drunk in considerable and increasing volume in factories. People no longer stopped to stare if they saw a big, husky navvy drinking from a bottle of milk. We were told, when we tried to get vegetable salads into workers' canteens, to make good the loss of vitamin C which is almost unpreventable in large‐scale cooking, that the “hands” would not touch them. They didn't, when little or no effort was made to explain in simple terms what they were for or to serve them attractively. The conventional idea that salads can consist only of lettuce, cucumber and tomato and that they are only to be eaten with cold meat was hard to uproot. But, wherever canteen supervisors have taken even moderate pains to encourage people to try salads—and I am speaking of war‐time salads of shredded cabbage, grated carrot, potatoes, etc.—there has been a record of success. Of course, everything depends on who runs the canteen. In one factory in London it was found not only possible, but a simple task, to make a midday meal of the “Oslo” type popular in summer months, even with men doing relatively heavy work. The serving of a helping of vegetable salad as part of the meal has proved a success in a number of communal restaurants. It is invariably eaten and most people like the innovation. If it were offered as a separate item relatively few would ask for it, merely because they are unaccustomed to do so. This small helping of fresh vegetables is of very great nutritional importance. Large‐scale cooking in restaurant kitchens involves serious losses of vitamin C. Some are caused by vegetables being prepared and left soaking many hours before they are cooked, sometimes overnight. Even more serious losses occur during cooking. Finally, cooked vegetables which have to be kept hot for several hours suffer a further serious reduction in the amount of ascorbic acid. The result is that instead of providing at least 25 mg. of vitamin C, as we would like it to do, an ordinary canteen meal may contain no more than 5·20 mg., particularly in winter months. It is all very well for the nutritional expert to tell us that by taking certain precautions and modifying the methods of cooking vegetables a large proportion of this loss can be prevented. The hard fact is that it is exceedingly difficult, sometimes quite impracticable, to change the organisation and routine of a large kitchen. We know of no means of preventing loss of C when cooked vegetables are kept hot in insulated containers, as is frequently necessary. In four hours the ascorbic acid content of a helping of cooked potatoes can fall from about 6 mg. to 2 mg., and that of one of “greens” from 25 mg. to 10 mg.; losses, that is, of the order of 60 per cent. The small helping of vegetable salad overcomes the difficulty. We have found that there is relatively a small loss when fresh vegetables are shredded or grated. A helping of about 3–4 ozs. of mixed chopped cabbage, carrot, turnip and beetroot gives from 20 to 40 mg. of vitamin C: an amount ample for the average person's daily need. We are trying very hard through the medium of propaganda by the Ministry of Food and Board of Education to make the people salad‐conscious; in the hope that salads will become an accepted part of the daily meals of an increasing number of families, schools, institutions and hospitals. If the movement really gains good ground during the war period, when the choice is so restricted, it should spread rapidly when normal times come and the green‐grocer's shops show once again the rich variety of produce from home and overseas. It has been a hard, uphill fight to make “the man in the street” believe that garden vegetables are a good substitute for fruit, in the nutritional sense. I think we have made good progress, but there are many still unconverted. It is important that the truth of this matter should be widely known. Of the fruits we ate in ordinary times only oranges, grapefruit, blackcurrants, redcurrants, gooseberries and strawberries are particularly good sources of C. Apples, pears, bananas, cherries and plums are relatively poor in this respect. When most of these fruits are unobtainable, as at present, it is important to know that we can easily obtain our vitamin C from cabbage and sprouts, cauliflower and broccoli. We recently published, in collaboration with Dr. H. V. Taylor, of the Ministry of Agriculture, tables showing that a well‐cultivated allotment of the regulation size of ten rods, a mere 300 sq. yards, will provide all the vitamin C required for a family of four during each month of the year, even after liberal allowances for wastage and cooking losses. Moreover, the same crops will provide no less than half the vitamin A required by a family of that size. No stronger evidence of the immense value of an allotment could be produced. It will be a thousand pities if every effort is not made to sustain the allotment movement to the greatest possible extent after the war. After the last war the area cultivated in this manner fell rapidly as parks, building sites and other grounds were taken back for their original purpose. Of necessity, much land will have to be given up when peace comes again, but if our post‐war world, is, as Sir Stafford Cripps remarked on Sunday last, to be “consciously planned for better living conditions,” the immense national importance of allotments must not be ignored as it was in the “reconstruction” after 1918. Nor do I feel we should regard the British Restaurant as a temporary war‐time expedient. There will doubtless be a certain amount of agitation after the war directed towards their abolition.

IT is not proposed this year to write a full review of the Annual Meeting but rather to set down, informally, those developments, trends, analyses, or predictions which appeared most significant.

This study analyzed the experiences of elementary teachers who engaged in archival research with primary sources, then used their new knowledge and materials to create elementary curriculum. The teachers located and identified primary source material then determined its reliability. They placed the source and its author in the correct historical context and evaluated perspectives and biases. By engaging in this process, teachers developed a greater understanding of primary sources, a key component of historical thinking, advancing their subject content and pedagogical knowledge. The teachers developed lessons centered on primary sources rather than using them in a more superficial manner. They came to view primary sources as tools to: develop historical empathy, advance the teaching of multiple perspectives, and construct meaning. Further, they developed meaningful lessons that not only motivate their students, but also enhance their students’ higher order thinking skills and ability to conduct historical research.

The Report of the Royal College of Physicians (London) and the British Cardiac Society issued in April last was the product of a joint working party, whose aim was to formulate the best possible advice which can at present be given to medical practitioners towards the prevention of coronary heart disease. It caused quite a stir, particularly its dietary recommendations, and the mass media made the most of it, more from inferences drawn from the measures recommended than from the report itself. Now that the sensation of it has gone and the dust has begun to settle, we can see the Report contains nothing that is new; it tells us what we have long known. Like the Horsemen of the Apocalypse, except that there are three of them, at least for the moment, the causative factors of the rising incidence of coronary heart disease, built into our affluent society, have been working their way at the heart of man for a good many years now.