Greenhouse gas emissions and energy use in UK-grown short-day strawberry (Fragaria xananassa Duch) crops

Original article can be found at: http://journals.cambridge.org/ Copyright Cambridge University PressReducing greenhouse gas emissions and optimizing energy consumption are important for mitigating climate change and improving resource use efficiency. Strawberry (Fragaria xananassa Duch) crops are a key component of the UK soft fruit sector and potentially resource-intensive crops. This is the first study to undertake a detailed environmental impact assessment of all methods of UK strawberry production. A total of 14 systems with six additional sub-systems grown for between 1 and 3 years were identified. They were defined by the growing of short-day (Junebearer) or everbearer varieties, organic production, covering with polytunnels or grown in the open, soil-grown (with or without fumigation) or container-grown (with peat or coir substrate) and summer or spring planted. Pre-harvest, the global warming potential varied between 1·5 and 10·3 t CO2 equiv/ha/crop or 0·13 and 1·14 t CO2 equiv/t of class 1 fruit. Key factors included the use of tunnels, mulch and irrigation, sterilization of soil with fumigants and the use of peat substrate. Seasonal crops without covers grown where rotation of sufficient length reduced Verticillium (system 4) were the most efficient. System 4a (that did not use mulch) emitted 0·13 t CO2 equiv/t of class 1 fruit. A second or third cropping year in soil-grown systems prolonged the effect of mulch and soil fumigants. Greenhouse gases from system 4 (with mulch) averaged 0·30 t CO2 equiv/t of class 1 fruit after 3 years of cropping compared to 0·63 and 0·36 t CO2 equiv/t after 1 and 2 years, respectively.Peer reviewe

To grade or not to grade: balancing formative and summative assessment in post-16 teacher trainee observations

The issue of whether trainee teachers in the post-16 sector should have their classroom practice graded has been debated for a number of years. The case for training courses retaining an emphasis on written and verbal ‘developmental’ feedback at the expense of ‘judgements’ appears to be lost. This article is set within the context of an ever-growing culture of performativity in English further education colleges, where grading is regarded as an essential requirement to ensure high quality teaching. Tensions are explored between stakeholders who call for graded observations of trainees’ classroom performance (e.g. Ofsted and FEC quality assurance managers), and classroom-based trainers and researchers who argue that grading is too judgemental and compromises the formative and developmental progress of trainees. The rationale for trainee teachers to have their classroom practice graded is contrasted with evidence that highlights the negative results of grading. This article reports findings from the evaluation of an innovative, alternative strategy that addresses Ofsted’s central requirement for trainees to know ‘where they are’ in their development by offering a middle way between grading and not grading trainees’ classroom performance

Wider reading at Key Stage 3: happy accidents, bootlegging and serial readers

This paper reports a small-scale study of wider reading at Key Stage 3 in current English classrooms in secondary schools in the south of England. Six English teachers, three of whom were relatively new to teaching, were interviewed on what they thought about wider reading. The findings indicate that because of a lack of time and absence of demand for such reading in the current English curriculum, the more experienced teachers felt ambivalent about encouraging and assessing wider reading. The less experienced teachers were uncertain about how to encourage it and whether to respond positively to students' preferred reading patterns, such as the serial reading of books by a particular author. In several of the schools concerned, it appeared that school librarians had taken over the role of encouraging wider reading, as the English teachers focused on the technical skills required by the National Literacy Strategy. Where teachers did initiate wider reading, this was sometimes against departmental practice, a semi-illicit addition to their workload and could thus be seen almost as a form of `bootlegging¿. In addition to wider educational effects, the lack of support for this practice has implications for students' future success in English at General Certificate of Secondary Education and Key Stage 5 (16¿18) as both require students to read whole texts widely and confidently. The paper argues that it might be more productive to prepare students for this than to expect such reading to develop spontaneously as a `happy accident¿

Let them eat Shakespeare: prescribed authors and the National Curriculum

In this article, we examine the debate that surrounds prescribed reading lists in the English National Curriculum. In particular, we attempt to locate the role which ideas about heritage and social and moral values have played in constructing this debate. We begin by examining the English National Curriculum's origin in the 1980s as a conservative exercise in stemming cultural crisis, and the discourse about literature's role in the curriculum which this helped construct. We then examine how this discourse has influenced, and continues to influence, the educational policy of prescribing a list of authors and consider the assumptions that are embedded in this policy. Finally, we reflect upon how the material conditions of the classroom provide a site of resistance, or difficulty, for the officially sanctioned discourse concerning literature's role in the curriculum