Lecture on Food Sustainability, new EU Green Deal and Common Agricultural Policy (CAP)

A lecture on the history of the EU Common Agricultural Policy (CAP), the new EU Green Deal, the Farm to Fork strategy, the politics of choice, and the challenges of food sustainability

A Review on European Union’s Strategy for Plastics in a Circular Economy and its Impact on Food Safety

In 2018, European Union adopted a European strategy for plastics in a circular economy as a part of theiraction plan for a circular economy. Sustainability is the underlying motivation behind the plasticsstrategy with a goal of addressing how plastics are designed, used and recycled in the EU. One of thestrategies outlined is that by 2030, all plastic packaging placed on the EU market is either reusable or canbe recycled in a cost-effective manner. A large portion of food packaging is multi-layer plastic that is notrecyclable in a cost-effective manner. Given the difficulties associated with recycling today’s complexfood packaging, what impacts will the European Union’s strategies for plastics in a circular economy haveon food safety? This article explores what is being done and what can be done to mitigate the risks tofood safety while adhering to the EU’s plastic strategy. It has been observed that the plastic plays a vitalrole in maintaining food safety, extending shelf-life and minimising food waste. However, it is currentlynot possible to recycle multi-layer plastic packaging which is widely used throughout the food industry,and there are currently no viable alternatives offering the same level of protection. Unless possiblesubstitutes to multi-layer plastics offering the same level of food protection can be developed then therewill be detrimental effects on food quality, safety and shelf-life, which will lead to increased food waste,additional food costs and a reduction in the variety and availability of certain foods

The Sherwood Foresters of 1916: memories and memorials

This paper examines the memorialisation of the Sherwood Foresters who fought during the Easter Rising of 1916 in Dublin. These men, from Nottinghamshire and Derbyshire in the English midlands, suffered the greatest casualties of the British regiments involved in the insurrection, and participated in the firing squads that executed the rebel leaders. Yet the public and artistic memorialising of these English soldiers is not widely known, and this interdisciplinary paper seeks to tell the unfamiliar story of what happened to the Sherwood Foresters after the fighting of Easter Week ceased. We use archival material in order to explore how, at the time of the Rising, these men believed that they would be remembered. We examine the way that the Sherwood Foresters of Easter Week subsequently appeared in literature and drama. And we analyse the way that those soldiers have been commemorated in funerary memorials

Facilitating smart HACCP strategies with Process Analytical Technology

The critical feature to any food management system, be it safety or quality focused, is timely and accurate product and process data. The HACCP framework is one of a systematic preventive approach that addresses hazards as a means of prevention rather than finished product inspection. The PAT initiative is a framework which also aims to change product assurance from end-product testing to preventive control through timely measurements of critical product and process parameters. The continued emergence of sensitive yet affordable sensors capable of direct measurement of biological, chemical and physical risks associated with foods during production, processing or over their shelf-life undoubtedly will support a higher temporal and spatial profiling of foods

Sustainable Food Sector Curriculum Co-Create, EdTech 2021

Sustainable Food Curriculum Co-create – Empowering the Student Voice This paper will outline the current National Forum for Enhancement of Teaching and Learning in Higher Education- SATLE Funded Technological University Dublin project ‘Sustainable Food Curriculum Co-Create’. The project’s goal is to build capacity for integrating sustainability learning outcomes across Food programmes through educator professional development and co-creation with students. This is being achieved through the piloting of Food sector-focused sustainability modules with co-learning for academic staff and students (5 ECTS CPD in Educating for Food Sustainability for academic staff and 5 ECTS Elective module in Food Sector Sustainability for students). Curriculum design involved several stakeholders in Education for Sustainable Development from across the Food System including enterprise and state organisations who advised on sector-specific sustainability issues, food experts from across several Schools, and sustainability experts from across the University and beyond. It also was informed by industry publications and policy frameworks. A co-creation approach was adopted as sustainable development is complex, requiring transdisciplinary problem-solving where knowledge emerges between established fields, providing space for alternative perspectives and innovative solutions. It should be influenced by viewpoints of all stakeholders, including students, enterprise, regulatory bodies, communities, and social partners [1]. Curriculum delivery included peer-lectures from staff participating on the module, lectures from experts from across the University, as well as non-academic experts who were invited to deliver key industry related elements. The student voice is captured through co-creation workshops and reflective exercises. All participants in the modules were asked to complete a reflection-in-action, which was designed to document learning transformation in knowledge, values and behaviours. All co-creation workshops were facilitated online using MS TEAMS breakout rooms. The first workshop focused on evaluating the embeddedness of sustainability within individual module descriptor by applying the AASHE-STARS [2] criteria for sustainability-focused and sustainability-related courses. Guided by the SDSN’s SDG keywords [3], a mapping of selected module’s learning outcomes, indicative syllabi, assessments and learning resources to the SDGs was also undertaken by students and staff and opportunities for enhancement were identified. Each breakout room contained a mix of staff and students who were familiar with the respective modules for evaluation. An additional workshop was run to evaluate the circularity of module delivery using SusTEACH [4]. Finally, a third workshop focused on design thinking as a problem-solving process, supported by creative online tools, for addressing super-wicked problems posed by the sustainability challenge. The assessment strategy of the Food Sector sustainability modules involved (1) reflection of personal development throughout the module, as well as on improving performance in the UN supported online multiple-choice question sustainability literacy test (SULITEST); (2) artifacts generated during the workshops and (3) for academic staff, reviewing one of their module descriptors to embed sustainability learning outcomes. Whilst staff and students were each enrolled on different versions of the programme, the underlying ethos was on co-learning. As partners equally vested in a transformative learning process for a rapidly evolving field of study, the paper will highlight the potential for impact that the project will have on catalysing action to review the School’s food education provision. [1] QAA (2014) Education for sustainable Development: Guidelines for UK Higher Education Providers. Higher Education Academy and UK QAA. [2] Technical Manual - The Sustainability Tracking, Assessment & Rating System (aashe.org) [3] Universities & SDGs | SDSN Australia, New Zealand and Pacific (ap-unsdsn.org) [4] http://www9.open.ac.uk/SusTeach/index.ht

Level 9 CPD Module Educating for Food Sector Sustainability

Module Descriptor for lecturer professional development in Educating for Food Sustainability. In response to SDG 4.7, which requires learners acquire knowledge and skills for sustainability, this module addresses a gap identified by the National Strategy on Education for Sustainable Development in the ‘preparedness of lecturers to facilitate the type of participatory learning’ associated with balancing social and economic well-being with Earth’s ability to replenish its natural resources. For food-sector educators committed to embedding sustainability in their academic practice, this module aims to develop a community of practice, comprising faculty, students, industry and community that can support authentic and transformative living-lab experiences for a sustainable future of our food systems. Deploying inquiry-based, evidence-based and action-learning approaches, this module focuses on addressing future-of-food issues within a holistic framework informed by the 4 Cs of culture, campus, curriculum and community as a means for transforming food-sector higher education

Level 8 Module Food Sector Sustainability

Optional Module (Level 8) in Food Sector Sustainabiliyt. In response to SDG 4.7, this module contributes to the National Strategy on Education for Sustainable Development’s objective of “equipping learners with relevant knowledge, skills and values for becoming informed active citizens who take action for a more sustainable future”. For food-sector students committed to embedding sustainability in their professional learning and practice, this module explores how we can transform our food systems to be more resilient, ensuring the safe and nutritious food for everyone. It aims to provide authentic and transformative living-lab experiences of sustainable food systems through a community of practice, comprising faculty, students, industry and community stakeholders. The module will provide a comprehensive overview of sustainable development goals (SDGs), targets and policies relating to food systems, diets and nutrition and the design-thinking processes underpinning the co-creating innovative solutions to complex food sustainability challenges

Evaluation of Irish Consumers’ Knowledge of Salmonellosis and Foodhandling Practices

Salmonella is one of numerous food-borne pathogens that could possibly pose a major threat to global food safety. Salmonella is primarily associated with foods such as poultry, eggs, vegetables, and some dairy products. However, infected food handlers and faecal contaminated environments are also significant sources and reservoirs of this pathogen. This study comprehensively evaluated the Irish consumers’ food safety knowledge by exploring their knowledge level, practices and attitudes regarding raw meat handling, cross-contamination while handling different types of food products, and knowledge of Salmonella risk and associated food-handling practices. The online SurveyMonkey tool was used to distribute a quantitative survey titled “Evaluation of Knowledge and Food-handling practices of Irish Consumers” from July to November 2020 and generated a total of 1916 responses. Results indicated that 79.9% of the studied Irish population had a good knowledge of salmonellosis and risk perception related to food handling practices. Knowledge of cross-contamination, hygienic practices and pathogens associated with poultry were also considered high. However, knowledge of meat handling was low at 44.9%. It was also observed that age, gender, marital status, gross annual income, and nationality were influential factors regarding the food safety knowledge of consumers, while age, marital status and gender indicated significant differences regarding awareness of correct food hygiene practices

Elemental analysis of fish feed by laser-induced breakdown spectroscopy

In this study, the potential of laser-induced breakdown spectroscopy (LIBS) as an efficient multi-elemental quantification tool for fish feed is determined. A particular focus of this paper is total chromium, an essential element that has the potential to be toxic and carcinogenic. In total six elements, four macro-elements (Ca, Fe, K and Mg) and two micro-elements (Cr and Rb), were modelled using LIBS spectra of aquafeed samples. Reference analysis was conducted via inductively coupled plasma mass spectrometry (ICP-MS) and showed good agreement with LIBS predictions. These results provide evidence that LIBS has the potential to be utilized in the field as a real-time screening tool for establishing the elemental composition of a range of fish feeds

The clinical effectiveness and cost effectiveness of clozapine for inpatients with severe borderline personality disorder (CALMED study): A randomised placebo-controlled trial

Background: Data from case series suggest that clozapine may benefit inpatients with borderline personality disorder (BPD), but randomised trials have not been conducted. Methods: Multicentre, double-blind, placebo-controlled trial. We aimed to recruit 222 inpatients with severe BPD aged 18 or over, who had failed to respond to other antipsychotic medications. We randomly allocated participants on a 1:1 ratio to receive up to 400mg of clozapine per day or an inert placebo using a remote web-based randomisation service. The primary outcome was total score on the Zanarini Rating scale for Borderline Personality Disorder (ZAN-BPD) at six months. Secondary outcomes included self-harm, aggression, resource use and costs, side effects and adverse events. We used a modified intention to treat analysis (mITT) restricted to those who took one or more dose of trial medication, using a general linear model fitted at six months adjusted for baseline score, allocation group and site. Results: The study closed early due to poor recruitment and the impact of the COVID-19 pandemic. Of 29 study participants, 24 (83%) were followed up at six months, of whom 21 (72%) were included in the mITT analysis. At six months, 11 (73%) participants assigned to clozapine and 6 (43%) of those assigned to placebo were still taking trial medication. Adjusted difference in mean total ZAN-BPD score at six months was -3.86 (95% Confidence Intervals = -10.04 to 2.32, p=0.22). There were 14 serious adverse events; six in the clozapine arm and eight in the placebo arm of the trial. There was little difference in the cost of care between groups. Interpretation: We recruited insufficient participants to test the primary hypothesis. The study findings highlight problems in conducting placebo-controlled trials of clozapine and in using clozapine for people with BPD, outside specialist inpatient mental health units. Trial registration ISRCTN18352058. https://doi.org/10.1186/ISRCTN1835205