Evaluation of the Oklahoma Beef Cooking School

The purpose of the OBCS was to offer hands-on cooking experiences using beef while providing basic nutrition education, as well as safe food preparation and cooking techniques and tips. The OBCS curriculum was composed of six hands-on cooking classes that were developed in 2004 for middle-class adults in Oklahoma. The curriculum focused on nutrition benefits of eating beef, safe food handling practices, nutritious selections of beef, preparation and cooking techniques, and quick and convenient methods to preparing beef dishes at home. Each lesson included a PowerPoint presentation, a minimum of ten tested recipes, handout materials, and an evaluation. Evaluations were conducted after each lesson to determine if participation in the lesson would result in anticipated changes participants intended to make in the amount and frequency of beef consumed, how it is prepared, cooking methods, and their opinion of beef as a food included regularly in the diet. Forty-eight County Educators were trained to teach lessons in their home counties. The curriculum was designed as a series of six lessons but advertised as "stand alone" events. Participants were welcome to attend one or all of the lessons. With this limitation in mind, separate questionnaires were developed for each lesson. Frequencies using SAS software were used to determine changes in participants' knowledge and changes participants intended to make as a result of the lesson. Each lesson was treated as a separate entity for evaluation purposes. Hands-on cooking classes using beef as the protein source was effective in increasing beef acceptance and intent to include lean beef in the diet. Findings suggested participants' opinion of beef improved with nutrition education. Education and hands-on experiences regarding the selection of lean cuts of beef, quick and convenient methods to preparing nutritious beef dishes, and safe handling of beef to prevent foodborne illness increased the probability of participants including lean beef in the diet, as well as practicing safe food handling methods while preparing healthful beef dishes.Department of Nutritional Science

Protein neighbors and proximity proteomics

Within cells, proteins can co-assemble into functionally integrated and spatially restricted multicomponent complexes. Often, the affinities between individual proteins are relatively weak, and proteins within such clusters may interact only indirectly with many of their other protein neighbors. This makes proteomic characterization difficult using methods such as immunoprecipitation or cross-linking. Recently, several groups have described the use of enzyme-catalyzed proximity labeling reagents that covalently tag the neighbors of a targeted protein with a small molecule such as fluorescein or biotin. The modified proteins can then be isolated by standard pulldown methods and identified by mass spectrometry. Here we will describe the techniques as well as their similarities and differences. We discuss their applications both to study protein assemblies and to provide a new way for characterizing organelle proteomes. We stress the importance of proteomic quantitation and independent target validation in such experiments. Furthermore, we suggest that there are biophysical and cell-biological principles that dictate the appropriateness of enzyme-catalyzed proximity labeling methods to address particular biological questions of interest.This work was supported by Biotechnology and Biological Sciences Research Council (UK) Grant BB/J021091/1. XWL & SP supported by Chinese Ministry of Science and Technology 973 Program Grants 2012CB911000 and 2013CB910700 and National Natural Science Foundation of China Grant 31110103914.This is the final version of the article. It was first available from ASBMB via http://dx.doi.org/10.1074/mcp.R115.05290

Credit bearing work-based learning: learning from other's practice

Work-based learning (WBL) in Higher Education (HE) encompasses a range of activities associated with employability and the workplace. This paper focuses on work-based learning in the context of learning for work, with campus-based learners gaining experience in the workplace, linked to formally accredited Higher Education programmes. In Engineering work-based learning typically involves industrial sandwich placements which may result in an additional award, such as a ‘diploma of industrial studies’, but rarely result in credit. In other disciplines such as Health and Medicine, however, there is a long tradition of awarding credit for work-based learning. This paper outlines the context and drivers for awarding credit for work based learning in Engineering and draws on literature, cross-discipline case studies and stakeholder perceptions to describe models of work-based learning and assessment practices appropriate to Engineering. It concludes by reflecting on the practical implications for academic institutions, staff, students and industrial supervisors involved

The Current Landscape of Prostitution and Sex Work in England and Wales

This paper presents a comprehensive typology of the sex industry based on primary data collected between 2018 and 2019 for a UK Home Office-funded study. Typologies of the contemporary sex industry in England and Wales have tended to be limited to particular sectors or have been developed from a specific disciplinary perspective or theme (e.g. sexual health programming, income). Situated in the context of international sex industry typologies, this paper seeks to address this gap. Data was derived from an online survey, questionnaires and consultations with stakeholders including individuals currently or formerly involved in selling sex, service providers/NGOs, police, local authority representatives and others. The data was supplemented with insights from a systematic literature search. This work aims to assist with programme and policy planning in the UK context. Our methods can assist in developing typologies in other contexts