Re-examining the contested good: proceedings from a postgraduate workshop on good food

Following the 2017 postgraduate research workshop hosted by the SOAS Food Studies Centre, in collaboration with University of Warwick Food GRP, this article brings together nine research briefs written by various participants. Inspired by the workshop's provocative theme, “What Is Good Food?”, each author explores how food categories are shaped and negotiated in different contexts and across scales. In this multi-authored article, the question of “good” food is first presented as contingent upon nutritional, economic, political, ritual, or moral conditions. Each author then reveals how globally defined notions of food's goodness are often resisted on the ground by producers and consumers, beyond the notions of ethics or “alternative” food movements that have often been the emphasis of previous literature dealing with the topic of good food. Taken together, this article scrutinizes the effects of various hierarchies of power and invites readers to reassess why and how good food continues to be a contested category

Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed

Noticing and weighing alternatives in the reflection of regular classroom teaching: Evidence of expertise using mobile eye-tracking

Instructional videos are widely used to study teachers’ professional vision. A new technological development in video research is mobile eye-tracking (MET). It has the potential to provide fine-grained insights into teachers’ professional vision in action, but has yet been scarcely employed. We addressed this research gap by using MET video feedback to examine how expert and novice teachers differed in their noticing and weighing of alternative teaching strategies. Expert and novice teachers’ lessons were recorded with MET devices. Then, they commented on what they observe while watching their own teaching videos. Using a mixed methods approach, we found that expert and novice teachers did not differ in the number of classroom events they noticed and alternative teaching strategies they mentioned. However, novice teachers were more critical of their own teaching than expert teachers, particularly when they considered alternative teaching strategies. Practical implications for the field of teacher education are discussed. © 2021, The Author(s)

Caracterización de la haptoglobina porcina mediante una aproximación Proteómica

Comunicaciones a congreso

Sustainable forest bioenergy development strategies in Indochina: Collaborative effort to establish regional policies

We conducted a feasibility study in Indochina (Cambodia, Laos, Myanmar, Thailand, and Vietnam) with the aim of promoting biomass and bioenergy markets, technology transfer, rural development, and income generation. Policy development is guided by the International Union of Forest Research Institutions (IUFRO) Task Force “Sustainable Forest Bioenergy Network”. In this paper, we highlight the achievements up to now and present results of a multi-stakeholder questionnaire in combination with a quantitative analysis of the National Bioenergy Development Plans (NBDPs). We found a gap between official documents and working group assessments. NBDPs are focused on the market development, technology transfer, and funding possibilities of a regional bioenergy strategy, while the respondents of a questionnaire (working groups) favored more altruistic goals, i.e., sustainable resource management, environmental protection and climate change mitigation, generation of rural income, and community involvement, etc. We therefore suggest the following measures to ensure regulations that support the original aims of the network (climate change mitigation, poverty alleviation, sustainable resource use, and diversification of energy generation): (i) Consideration of science-based evidence for drafting bioenergy policies, particularly in the field of biomass production and harvesting; (ii) invitation of stakeholders representing rural communities to participate in this process; (iii) development of sustainability criteria; (iv) feedback cycles ensuring more intensive discussion of policy drafts; (v) association of an international board of experts to provide scientifically sound feedback and input; and (vi) establishment of a local demonstration region, containing various steps in the biomass/bioenergy supply chain including transboundary collaboration in the ACMECS region

GSH modification as a marker for plasma source and biological response comparison to plasma treatment

This study investigated the use of glutathione as a marker to establish a correlation between plasma parameters and the resultant liquid chemistry from two distinct sources to predefined biological outcomes. Two different plasma sources were operated at parameters that resulted in similar biological responses: cell viability, mitochondrial activity, and the cell surface display of calreticulin. Specific glutathione modifications appeared to be associated with biological responses elicited by plasma. These modifications were more pronounced with increased treatment time for the European Cooperation in Science and Technology Reference Microplasma Jet (COST-Jet) and increased frequency for the dielectric barrier discharge and were correlated with more potent biological responses. No correlations were found when cells or glutathione were exposed to exogenously added long-lived species alone. This implied that short-lived species and other plasma components were required for the induction of cellular responses, as well as glutathione modifications. These results showed that comparisons of medical plasma sources could not rely on measurements of long-lived chemical species; rather, modifications of biomolecules (such as glutathione) might be better predictors of cellular responses to plasma exposure. © 2020 by the authors

The New Zealand Rural Hospital Medicine training program at 10 years: locality and career choice of the first graduate cohort.

NAPeer Reviewe

Feedback through one’s own eyes: Mobile eye tracking in teacher education

Mit der Entwicklung vollmobiler Augenbewegungsmessung ist es möglich, das Unterrichtsgeschehen buchstäblich mit den Augen der Lehrkraft zu sehen und damit videografisch festzuhalten, worauf der visuelle Fokus der Lehrkraft im Unterrichtsverlauf gerichtet war. In einem Pilotprojekt wird gezeigt, dass durch den Perspektivenwechsel ein qualitativ anderes Videofeedback für angehende Lehrerinnen und Lehrer möglich wird. 23 Studierende des Lehramts wurden während des Anschauens ihres Eyetracking-Videos gebeten, ihre Gedanken frei zu artikulieren. Die Kommentare zeigen im Unterschied zu normalem Videofeedback einen stärkeren Bezug auf das Verhalten der Schülerinnen und Schüler. (DIPF/Orig.)Traditional video technology used in teacher education focuses on the teacher and usually records the video from the perspective of a student in the classroom. In this pilot study, we demonstrate that viewing a sequence of classroom teaching from the perspective of the teacher provides a different feedback perspective for teachers in training. 23 student teachers commented on their eye tracking video in a feedback session. Compared to regular video feedback, more comments focused on the learners than on the teacher. (DIPF/Orig.

Feedback mit eigenen Augen: Mobiles Eyetracking in der Lehrerinnen- und Lehrerbildung

Mit der Entwicklung vollmobiler Augenbewegungsmessung ist es möglich, das Unterrichtsgeschehen buchstäblich mit den Augen der Lehrkraft zu sehen und damit videografisch festzuhalten, worauf der visuelle Fokus der Lehrkraft im Unterrichtsverlauf gerichtet war. In einem Pilotprojekt wird gezeigt, dass durch den Perspektivenwechsel ein qualitativ anderes Videofeedback für angehende Lehrerinnen und Lehrer möglich wird. 23 Studierende des Lehramts wurden während des Anschauens ihres Eyetracking-Videos gebeten, ihre Gedanken frei zu artikulieren. Die Kommentare zeigen im Unterschied zu normalem Videofeedback einen stärkeren Bezug auf das Verhalten der Schülerinnen und Schüler

Thinking Against Burnout? An Individual’s Tendency to Engage in and Enjoy Thinking as a Potential Resilience Factor of Burnout Symptoms and Burnout-Related Impairment in Executive Functioning

The personality trait need for cognition (NFC) refers to individual differences in the tendency to engage in and enjoy cognitive endeavors. In today’s working world, which is characterized by increasing cognitive demands, NFC may contribute to resilience against work-related stress and burnout symptoms. We investigated this question in a large population-wide sample of 4,134 individuals (Study 1) and in a sample of 125 students (Study 2). NFC was consistently negatively related to the burnout facets emotional exhaustion and reduced personal efficacy of the Maslach burnout inventory and explained up to 10% additional variance in burnout symptoms over and above the five-factor model of personality. In the student sample, where stress factors are mainly cognitive in nature, NFC was the most relevant predictor. In this sample, we additionally investigated whether NFC might be a relevant moderator of the inconsistently found associations between burnout and impairments in cognitive functioning. The participants conducted three cognitive tasks (number–letter task, two-back task, and Go/NoGo task) that measure the executive functions switching, updating, and response inhibition, respectively. While burnout was slightly negatively related to working memory performance, NFC did not moderate the relationship between burnout and executive control which could be traced back to the young and healthy sample used to examine this research question. All in all, our results clearly suggest that NFC may be an important individual difference factor contributing to the resilience against burnout, especially if stress factors are cognitive in nature