Development of automated tools based on electronic identification for the improvement of organic livestock production systems

Technical constraints of livestock production in organic farming systems are numerous and require more attention than in conventional systems. The implementation of individual electronic identification that is planned in Europe offers the possibility of developing automated devices that may be well adapted to the practices of organic breeders. We developed an automated mounting detector, carried by a male, which makes it possible to detect any female in oestrus. Hence, this device is the unique solution for inseminating females when they are fertile, thus ensuring links with selection programmes. The second device developed is a dynamic sorting door based on respect for animal behaviour, preventing stress by allowing animals not to be unnecessarily confined. When associated with an electronic weighing device, it offers the possibility of adapting health treatments to the appropriate animals, in agreement with organic breeding specifications. Finally, electronic identification combined with GPS offers the breeder the possibility of simplifying the certification of animals in areas converted to organic farming. We believe that these technologies may greatly reduce the workload of breeders while improving animal welfare

The SCRA Public Policy Committee in Action: Advocacy, Collaboration, and Capacity Building

Interest in social policy work has been on the rise in the Society for Community Research and Action (SCRA). SCRA’s Public Policy Committee aims to affect local, state, and national policy on topics relevant to community psychology through advocacy, collaboration, and capacity building. To communicate SCRA’s perspective on pressing social issues, the Public Policy Committee created a policy position statement procedure to address ongoing problems and a rapid response action procedure for urgent matters (e.g., advocacy campaigns). Options for dissemination of policy initiatives include The Community Psychologist (TCP), American Journal of Community Psychology (AJCP), SCRA listservs, and others. Examples of position statements approved or under development include mass incarceration, juvenile justice, immigration reform, and global climate change. Examples of past rapid response actions include the areas of gun legislation, sequester cuts, and psychologists’ involvement in torture. To expand SCRA’s policy reach, SCRA has partnered with other organizations in capacity building efforts. For example, SCRA and the Public Policy Committee partnered with the Society for the Psychological Study of Social Issues (SPSSI) to conduct a Short Course in Policy Involvement and an advocacy training day on Capitol Hill (United States Congress). Finally, the Public Policy Committee has engaged in strategic initiatives to increase the capacity of SCRA members to engage in policy and advocacy work. Strategic initiatives include the annual SCRA Public Policy Small Grants Program, student practicum positions on the Public Policy Committee, surveys of SCRA membership regarding policy and advocacy engagement, and a policy track at SCRA biennial conferences

The SCRA Public Policy Committee in Action: Advocacy, Collaboration, and Capacity Building

Interest in social policy work has been on the rise in the Society for Community Research and Action (SCRA). SCRA’s Public Policy Committee aims to affect local, state, and national policy on topics relevant to community psychology through advocacy, collaboration, and capacity building. To communicate SCRA’s perspective on pressing social issues, the Public Policy Committee created a policy position statement procedure to address ongoing problems and a rapid response action procedure for urgent matters (e.g., advocacy campaigns). Options for dissemination of policy initiatives include The Community Psychologist (TCP), American Journal of Community Psychology (AJCP), SCRA listservs, and others. Examples of position statements approved or under development include mass incarceration, juvenile justice, immigration reform, and global climate change. Examples of past rapid response actions include the areas of gun legislation, sequester cuts, and psychologists’ involvement in torture. To expand SCRA’s policy reach, SCRA has partnered with other organizations in capacity building efforts. For example, SCRA and the Public Policy Committee partnered with the Society for the Psychological Study of Social Issues (SPSSI) to conduct a Short Course in Policy Involvement and an advocacy training day on Capitol Hill (United States Congress). Finally, the Public Policy Committee has engaged in strategic initiatives to increase the capacity of SCRA members to engage in policy and advocacy work. Strategic initiatives include the annual SCRA Public Policy Small Grants Program, student practicum positions on the Public Policy Committee, surveys of SCRA membership regarding policy and advocacy engagement, and a policy track at SCRA biennial conferences

Community‐Based Interdisciplinary Research: Introduction to the Special Issue

This special issue on community‐based interdisciplinary research grew out of the work of the SCRA Interdisciplinary Task Force and an Interdisciplinary Working Conference held at Vanderbilt University in May, 2004. In this introduction to the special issue, the historical context for interdisciplinary underpinnings for community psychology theory, research, action and training is first depicted. This is followed by a brief description of the mission and work of the recent SCRA Interdisciplinary Task Force and the Interdisciplinary Working Conference. The introduction concludes with a brief summary of the papers in the two main sections of the special issue, Prospects and Perspectives (four scholarly papers and three commentaries) and Community‐Based Interdisciplinary Action‐Research (four interdisciplinary action‐research projects).Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/117166/1/ajcp9063.pd

What have we been thinking of? A critical overview of 40 years of student learning research in higher education

This paper is a response to the request from the organisers of the HECU4 conference to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The paper will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: Adult Education and Sociolinguistics. After raising some questions that arise from these comparisons, the final section of the paper will outline some suggestions about ways in which higher education researchers might begin to ‘think differently’ about learning and research in this field

Becoming a Performance Analyst : Autoethnographic Reflections on Agency, and Facilitated Transformational Growth

This is an Accepted Manuscript of an article published by Taylor & Francis Group in Reflective Practice, on 3 September 2014, available online at: http://dx.doi.org/10.1080/14623943.2014.900014.This paper features an autoethnographic approach in presenting and reflecting upon the story of one higher education student’s rapid vocational and academic transformation. Initially an inconspicuous undergraduate student, Andrew experienced an accelerated development that catapulted him to working in elite sport performance analysis (PA) environments, within a year. PA is a sub-discipline of sports coaching that involves using the latest technological advances to influence sporting performance, through the objective analysis of performance data. This autoethnographic piece is partly Andrew’s personal reflection upon that journey towards his newfound profession, which initially grew out of his experience of a generic sports degree at a university. Through stepping out of his comfort zone, and analysing sports previously unknown to him, extraordinary progress was made, and various vocational and academic opportunities arose. The initial catalyst for this developmental journey was facilitated by coaching lecturer David, who reflects upon how Andrew’s story links to his own educational philosophies. Andrew and David explore what these stories might mean to them personally, including potential links to the metaphor of learning as becoming, and notions around the concepts of learner agency, and educational facilitation. The paper ends by exploring the theoretical frameworks that guided this paper’s structure and focusPeer reviewedFinal Accepted Versio

A New Framework for Understanding Memories and Preference for Music

What can musical memories tell us about preference, and what can musical preferences tell us about memory? In this article we contrast the two perspectives using a dialogic conversation, drawing on insights brought into relief at the recent Music and Lifetime Memories conference. We use dialogue to present two different bodies of relevant background literature and theory and consider their overlaps, interactions, and contradictions in depth. We then compare our two different approaches to the same dataset – the Desert Island Discs archive – which provide complementary perspectives and insights. We interpret each other’s analyses from our own perspectives, and finally conclude with reflections on future directions for the field

Participatory analysis for adaptation to climate change in Mediterranean agricultural systems: possible choices in process design (versão Pre Print)

There is an increasing call for local measures to adapt to climate change, based on foresight analyses in collaboration with actors. However, such analyses involve many challenges, particularly because the actors concerned may not consider climate change to be an urgent concern. This paper examines the methodological choices made by three research teams in the design and implementation of participatory foresight analyses to explore agricultural and water management options for adaptation to climate change. Case studies were conducted in coastal areas of France, Morocco, and Portugal where the groundwater is intensively used for irrigation, the aquifers are at risk or are currently overexploited, and a serious agricultural crisis is underway. When designing the participatory processes, the researchers had to address four main issues: whether to avoid or prepare dialogue between actors whose relations may be limited or tense; how to select participants and get them involved; how to facilitate discussion of issues that the actors may not initially consider to be of great concern; and finally, how to design and use scenarios. In each case, most of the invited actors responded and met to discuss and evaluate a series of scenarios. Strategies were discussed at different levels, from farming practices to aquifer management. It was shown that such participatory analyses can be implemented in situations which may initially appear to be unfavourable. This was made possible by the flexibility in the methodological choices, in particular the possibility of framing the climate change issue in a broader agenda for discussion with the actors

The necessity and possibility of powerful ‘regional’ knowledge: curriculum change and renewal

© 2016 Taylor & Francis. The paper argues that powerful regional knowledge is necessary and possible and that there are historical precedents supporting these claims. Regional knowledge is being used in a double sense: the first Bernsteinian, the second in relation to knowledge generated outside the academy. Both are important if the debate is not to be confined solely to the global north and if the curriculum is to be responsive to geo-political realities. In order to think critically about access to higher education, we need to consider the sorts of knowledge, engagement, and opportunities that are open to newer actors. This includes recognising the contextual nature of professional practice and also that social movements beyond the academy can and do challenge academic knowledge. The paper concludes that many of issues addressed are not capable of theoretical resolution alone and that we need more empirical work to inform curriculum change and renewal

Less is more: Antibiotics at the beginning of life

Antibiotic exposure at the beginning of life can lead to increased antimicrobial resistance and perturbations of the developing microbiome. Early-life microbiome disruption increases the risks of developing chronic diseases later in life. Fear of missing evolving neonatal sepsis is the key driver for antibiotic overtreatment early in life. Bias (a systemic deviation towards overtreatment) and noise (a random scatter) affect the decision-making process. In this perspective, we advocate for a factual approach quantifying the burden of treatment in relation to the burden of disease balancing antimicrobial stewardship and effective sepsis management