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The purpose of this paper is to present the design and evolution of the Dancing Computer project. Dancing Computer is an ongoing research project at the Michigan State University, which is developing a system that aims to increase computer literacy in elementary-aged children by teaching them first to read code before they write it. The main objective is to educate children on basic concepts of computer science.

Children are given tablet computers that present a simple program line-by-line that they execute as they pretend to be a computer. The programs are acted out on a portable dance floor consisting of colored tiles, and the program statements instruct the child to move, turn and act out dance poses and terminology.

The Dancing Computer prototype was tested in six different locations in 2016, reaching approximately 250 students. Learning was demonstrated by significant improvements in both task duration and error performance as students performed the activities. The most common errors were movement errors, where participants failed to move the correct number of squares.

This project has the potential to increase the level of computer literacy for thousands of children. This project’s goal is to increase understanding of what a computer does, what a program does and the step-by-step nature of computer programs.

This is a unique and a different approach – the norm being to start students off writing code in some language. In Dancing Computer stages children as readers of programs, allowing them to pretend to be a computer in a fun and engaging activity while also learning how computers execute real programs.

The Fully Automatic Syntactically‐based Indexing of Text (FASIT) system represents the contents of a document without a full parse or semantic analysis of the text. Content‐bearing units are isolated and then grouped into quasi‐synonymous classes whose main term is used to index the document. Previous experiments with FASIT demonstrated its usefulness in an associational retrieval environment; the experiment described here explores FASIT's value as a book‐indexing system. It is difficult to avoid the conclusion that this indexing approach offers the promise of being practical and effective.

The emergence of gender-nonconforming behavior in a child presents an opportunity and, often, significant pressure for parents to question the gender beliefs they have taken for granted. The purpose of this research is to examine how parents of gender-diverse youth respond to such pressures and ultimately come to understand and support their children’s gender identity.

This research is guided by Ridgeway’s theoretical concept of gender as a primary frame for coordinating social life. Using in-depth interviews with 36 supportive parents of gender-diverse children, the author details the process by which parents developed a critical consciousness of gender and subsequently adopted trans-affirming beliefs in response to their children’s gender-nonconformity.

Findings illustrate the power of gender as a primary frame for organizing life within the family as well as the circumstances under which hegemonic gender beliefs can be disrupted and alternative beliefs can be formed. The analysis shows that the process of making space for gender diversity within the home, which is taken on almost exclusively by mothers, invokes competing maternal mandates of raising “proper” children versus modeling selfless devotion to children’s happiness and well-being. As mothers navigate these conflicting requirements to create greater gender freedom for their children, they reinforce and perpetuate gender stereotypes that cast women as natural caregivers. Ironically, the work of intensive mothering is also the mechanism through which women come to develop alternative gender beliefs that they then use to expand gender possibilities for their children.

This paper explores four works of contemporary fiction to illuminate formal and informal regulation of sex. The paper’s co-authors frame analysis with the story of their creation of a transdisciplinary course, entitled “Regulating Sex: Historical and Cultural Encounters,” in which students mined literature for social critique, became immersed in the study of law and its limits, and developed increased sensitivity to power, its uses, and abuses. The paper demonstrates the value theoretically and pedagogically of third-wave feminisms, wild zones, and contact zones as analytic constructs and contends that including sex and sexualities in conversations transforms personal experience, education, society, and culture, including law.

Retailer internationalisation (RI) is lacking in detailed empirical research. What is available ignores the critical factors important to the success of retailers operating internationally. Consequently, this exploratory study attempts to unearth various factors, labelled Differential Firm Advantages (DFA), vital to the smooth performance and competitive differentiation of international retail operations. The nature and attributes of DFAs, with specific reference to retailing, are reviewed and subsequent survey results reveal certain DFAs can be regarded as prerequisites for retailers operating in international markets. The underlying structure of differential advantages is also examined, giving the study a further unique dimension. Performance in international markets appears to depend upon the balanced integration of various compatible DFAs. Indeed past experiences show certain UK‐based international retailers have had problems in achieving this equilibrium.

The phrase ‘out-of-school’ inherently refers to the whereabouts of learning. This chapter thus discusses the role of place in learning itself and in its research. The idea of place does not envelop only physical locations, but rather how these integrate with social dynamics, personal meanings and attachments and with the matter of power and inequalities. Reflecting on the case studies presented in the book, the chapter focusses on two issues. First, it considers what role place plays in the constitution of different forms of learning. It questions where ‘out-of-school’ learning actually takes place (at home, in the community, in other institutionalised environments) and how these places differ in terms of relationships between children and adults as well as among children themselves, in terms of materialities and embodied activities and in terms of rules and expectations facilitating the learning process. It also considers how places like home, community and school are connected, revealing patterns of power and agency that foster and transform children's learning experiences. Second, the chapter notes that place also influences the process of researching out-of-school learning, showing that researchers' emplacement is critical for the form and scope of knowledge research can produce. Examples in the chapter show the importance of where the research activities are located, where researchers engage with their participants, how their presence sits with the pre-existing power dynamics that constitute the place itself and how the question of emplacement has both epistemological and ethical implications in research on children's learning.

The Ambridge Flower and Produce Show is the source of frequent scandals. For example, the misunderstanding that resulted in Chutneygate in 2016 caused feelings to run high. However, there is also evidence of deliberate cheating. Toye (2009) records three confirmed instances between 1975 and 2008, two planned and one opportunist, along with a number of unproved allegations. According to Michaels and Miethe (1989, p. 883), ‘cheating is a general class of deviance that occurs in a variety of contexts’, whilst DeAndrea, Carpenter, Shulman, and Levine (2009) believe that it is now commonplace throughout society. Houser, Vetter, and Winter (2012, p. 1654) argue that ‘the perception of being treated unfairly by another person significantly increases an individual’s propensity to cheat’. Taken at face value, Flower and Produce Shows are charming, community-based events showcasing personal endeavour for little in the way of reward. However, both the Ambridge experience and the literature suggest that the competitive nature of the event aligned with the potential for perceived unfair treatment by the judges may mean that the likelihood of cheating is high. Given this, how representative is the Ambridge Flower and Produce Show of a real-life Flower and Produce Show? This chapter examines the emotions and behaviours that these shows engender by reviewing scholarly thinking on competition, competitive behaviour and cheating, and then comparing critical incidents at the fictional Ambridge show with evidence derived from interviews with the committee and contestants of the annual Flower and Produce Show in a small market town in Wiltshire.

The Spring 1992 Meeting of the Coalition Task Force took place on 24–25 March 1992 in Washington, DC. Over 350 individuals from over 200 institutions and organizations attended. A total of 159 institutions and organizations now belong to the Coalition Task Force, and 87% of them were represented at this Meeting. Ten institutions and organizations attended this meeting as new members of the Task Force and seven individuals travelled from outside North America to attend.