Consumer Willingness to Pay for Livestock Credence Attribute Claim Verification

A choice experiment was used to determine consumer value for verification of livestock production process attributes. Willingness to pay for verification of production process attributes varied for both milk and pork chops across attributes and verifying entity. Statistically significant evidence of social desirability bias was found by comparing estimates of consumer preferences solicited using direct and indirect questioning. Indirect questioning may yield more accurate representations of consumer value than direct questioning, and therefore more accurate estimates for agribusiness decision making.animal welfare, certification, consumer demand, credence attribute, social desirability bias, verification, willingness to pay, Food Consumption/Nutrition/Food Safety, Livestock Production/Industries,

Are We Defended? Conflicting Representations of War in Pre-War France

This article examines contradictions in the way that war was represented to the French population in the interwar period. It argues that an ‘official’ representation of war gave an impression of France as a secure nation; people were discouraged from questioning the dominant military doctrine of defensive warfare, and were denied access to information to stifle potential criticism. ‘Unofficial’ representations, on the other hand, combined to create an image of a country whose security was increasingly threatened, particularly by a powerful eastern neighbour. During the 1930s, a feeling of imminent catastrophe was in the air, not only as a result of representations of war in film, press and advertising, but also fuelled by the ‘official’ literature of civil defence. The article draws on archival material from the towns of Boulogne-Billancourt and Brest to show that conflicting representations of war led to such confusion when war broke out in 1939 that people were unprepared, psychologically and physically, despite a near obsession with war over the past twenty years. Further, the strength of the representation of war as imminent catastrophe contributed to the state of mind which caused between eight and ten million citizens to flee the invading German army in panic in the summer of 1940

Exploring the Relationship between K-8 Prospective Teachers’ Algebraic Thinking Proficiency and the Questions They Pose during Diagnostic Algebraic Thinking Interviews

In this study, we explored the relationship between prospective teachers’ algebraic thinking and the questions they posed during one-on-one diagnostic interviews that focused on investigating the algebraic thinking of middle school students. To do so, we evaluated prospective teachers’ algebraic thinking proficiency across 125 algebra-based tasks and we analyzed the characteristics of questions they posed during the interviews. We found that prospective teachers with lower algebraic thinking proficiency did not ask any probing questions. Instead, they either posed questions that simply accepted and affirmed student responses or posed questions that guided the students toward an answer without probing student thinking. In contrast, prospective teachers with higher algebraic thinking proficiency were able to pose probing questions to investigate student thinking or help students clarify their thinking. However, less than half of their questions were of this probing type. These results suggest that prospective teachers’ algebraic thinking proficiency is related to the types of questions they ask to explore the algebraic thinking of students. Implications for mathematics teacher education are discussed

Using Stories in Coach Education

The purpose of this paper is to illustrate how storied representations of research can be used as an effective pedagogical tool in coach education. During a series of continuing professional development seminars for professional golf coaches, we presented our research in the form of stories and poems which were created in an effort to evoke and communicate the lived experiences of elite professional golfers. Following these presentations, we obtained written responses to the stories from 53 experienced coaches who attended the seminars. Analysis of this data revealed three ways in which coaches responded to the stories: (i) questioning; (ii) summarising; and (iii) incorporating. We conclude that these responses illustrate the potential of storied forms of representation to enhance professional development through stimulating reflective practice and increasing understanding of holistic, person-centred approaches to coaching athletes in high-performance sport

Représentations sociales de la monnaie : contraste entre les citoyens et les porteurs de monnaies locales

Etudes & documentsThis article analyzes the social representations of money from survey data. More specifically, it tests how holders of a complementary currency project have a distinct perception of money compared to other citizens. The main results confirm the existence of significant differences between the two groups. The structure of their representations shows that money is less tied to official institutions, the symbol of the sovereign State, to work and wages than for the representative population group. This confirms a number of theoretical works that see these social innovations as protest projects of the standard system, questioning the sovereignty State currency and close to the concepts of unconditional income. Local currencies, by differences in social representations they contain, could well be generators of societal change

Tensions of Data-Driven Reflection: A Case Study of Real-Time Emotional Biosensing

Biosensing displays, increasingly enrolled in emotional reflection, promise authoritative insight by presenting users’ emotions as discrete categories. Rather than machines interpreting emotions, we sought to explore an alternative with emotional biosensing displays in which users formed their own interpretations and felt comfortable critiquing the display. So, we designed, implemented, and deployed, as a technology probe, an emotional biosensory display: Ripple is a shirt whose pattern changes color responding to the wearer’s skin conductance, which is associated with excitement. 17 participants wore Ripple over 2 days of daily life. While some participants appreciated the ‘physical connection’ Ripple provided between body and emotion, for others Ripple fostered insecurities about ‘how much’ feeling they had. Despite our design intentions, we found participants rarely questioned the display’s relation to their feelings. Using biopolitics to speculate on Ripple’s surprising authority, we highlight ethical stakes of biosensory representations for sense of self and ways of feeling

From design to narrative: the development of inquiry-based learning models

The University of Nottingham and the Open University are partners in a ca. £1.2m project to help school students learn the skills of modern science. The three-year project, Personal Inquiry (PI) (funded by the UK ESRC and EPSRC research councils), is developing a new approach of 'scripted inquiry learning', where children investigate a science topic with classmates by carrying out explorations between their classroom, homes and discovery centres, guided by a personal computer. This paper describes our progress to date on the development of four models for inquiry-based learning, as part of the PI project. These are being used as the basis for the development of educational scenarios and associated scripts to explore the use of mobile technologies in supporting an inquiry-based approach to teaching Scientific thinking across formal and informal learning

“Pockets of Hope”: Changing Representations of Diversity in Newbery Medal–Winning Titles

Newbery Medal–winning books provide cultural models for children’s developing cultural understandings of themselves and others. This article presents results of a critical content analysis that used sociocultural and historical lenses to examine representations of race/ethnicity, gender, and ability of main characters across the Newbery-winning corpus and how these representations have changed over the history of the award, 1922–2019. Findings present a lack of consistent diverse representation across all fields, with increased diverse representation in the most recent decades. The discussion contextualizes findings against historical events. Understanding the representations of diversity in these texts and the historical contexts within which such texts have emerged provides grounding to problematize the status quo of the curriculum and suggests a need for critical questioning and grand conversations