Understanding digital inequality: a theoretical kaleidoscope

The pandemic affected more than 1.5 billion students and youth, and the most vulnerable learners were hit hardest, making digital inequality in educational settings impossible to overlook. Given this reality, we, all educators, came together to find ways to understand and address some of these inequalities. As a product of this collaboration, we propose a methodological toolkit: a theoretical kaleidoscope to examine and critique the constitutive elements and dimensions of digital inequalities. We argue that such a tool is helpful when a critical attitude to examine ‘the ideology of digitalism’, its concomitant inequalities, and the huge losses it entails for human flourishing seems urgent. In the paper, we describe different theoretical approaches that can be used for the kaleidoscope. We give relevant examples of each theory. We argue that the postdigital does not mean that the digital is over, rather that it has mutated into new power structures that are less evident but no less insidious as they continue to govern socio-technical infrastructures, geopolitics, and markets. In this sense, it is vital to find tools that allow us to shed light on such invisible and pervasive power structures and the consequences in the daily lives of so many

Conflicting logics of online higher education

The advent of massive open online courses and online degrees offered via digital platforms has occurred in a climate of austerity. Public universities worldwide face challenges to expand their educational reach, while competing in international rankings, raising fees and generating third-stream income. Online forms of unbundled provision offering smaller flexible low-cost curricular units have promised to disrupt this system. Yet do these forms challenge existing hierarchies in higher education and the market logic that puts pressure on universities and public institutions at large in the neoliberal era? Based on fieldwork in South Africa, this article explores the perceptions of senior managers of public universities and of online programme management companies. Analysing their considerations around unbundled provision, we discuss two conflicting logics of higher education that actors in structurally different positions and in historically divergent institutions use to justify their involvement in public–private partnerships: the logic of capital and the logic of social relevance

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

The effects of cow genetic group on the density of raw whole milk

peer reviewedThe density of milk is dependent upon various factors including temperature, processing conditions, and animal breed. This study evaluated the effect of different cow genetic groups, Jersey, elite Holstein Friesians (EHF), and national average Holstein Friesians (NAHF) on the compositional and physicochemical properties of milk. Approximately 1,040 representative (morning and evening) milk samples (~115 per month during 9 mo) were collected once every 2 wk. Milk composition was determined with a Bentley Dairyspec instrument. Data were analysed with a mixed linear model that included the fixed effects of sampling month, genetic group, interaction between month and genetic group and the random effects of cow to account for repeated measures on the same animal. Milk density was determined using three different analytical approaches – a portable and a standard desktop density meter and 100 cm3 calibrated glass pycnometers. Milk density was analysed with the same mixed model as for milk composition but including the analytical method as a fixed effect. Jersey cows had the greatest mean for fat content (5.69 ± 0.13%), followed by EHF (4.81 ± 0.16%) and NAHF (4.30 ± 0.15%). Milk density was significantly higher (1.0313 g/cm³ ± 0.00026, P < 0.05) for the milk of Jersey breed when compared to the EHF (1.0304 ± 0.00026 g/cm³) and NAHF (1.0303 ± 0.00024 g/cm³) genetic groups. The results from this study can be used by farmers and dairy processors alike to enhance accuracy when calculating the quantity and value of milk solids depending upon the genetic merit of the animal/herd, and may also improve milk payment systems through relating milk solids content and density

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

Openness in Education as a Praxis: From Individual Testimonials to Collective Voices

Why is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts

Chlorophyll Content of Aphid-Infested Seedling Leaves of Fifteen Maize Genotypes

We measured the total chlorophyll (Chl a+b) content in seedling leaves of fifteen maize cultivars infested by two studied aphid species (oligophagous Rhopalosiphum padi L., monophagous Sitobion avenae F.) 7 and 14 days after the beginning of infestation, using a SPAD-502 chlorophyll meter. Chlorophyll loss was more severe in R. padi-infested than in S. avenae-infested plants. Chlorophyll depletion was greater after long-term (14 days) than after short-term aphid infestation in the investigated host systems. Seedlings of Złota Karłowa and Tasty Sweet were more damaged by aphid feeding; Ambrozja and Płomyk plants were less damaged by aphid feeding

Możliwości antyoksydacyjne pochodnych katechiny w wybranych gatunkach herbaty

The presented study was aimed to establish the levels of antioxidative potential of five types of tea (white, red, green, black and blue/turquoise) originating from different geographical regions. Furthermore, the content and qualitative composition of phenolics in aqueous infusions of the tested tea products was compared. The highest antioxidant activity against DPPH• free radical was found in extracts obtained from white teas, whereas the lowest in extracts from red teas. Moreover, the highest total phenolics content was shown in the extracts prepared from the white teas. In addition, the HPLC analysis allowed to identify the following catechin derivatives in the tea extracts: (+)-catechin, (-)-epicatechin, (-)-epigallocatechin and (-)-epicatechin gallate. Simultaneously, it was shown that the dominant compound in extracts from the all tested teas was (+)-catechin.Celem niniejszej pracy było określenie poziomu potencjału antyoksydacyjnego pięciu rodzajów herbat (białe, czerwone, zielone, czarne i niebieskie/turkusowe) pochodzących z różnych regionów geograficznych. Analizie porównawczej zostały także poddane Catechin-like antioxidative potential of selected tea products zawartość i skład jakościowy związków fenolowych w wodnych ekstraktach badanych herbat. Najwyższą aktywność antyoksydacyjną wobec wolnego rodnika DPPH• stwierdzono w ekstraktach otrzymanych z herbat białych, zaś najniższą w ekstraktach uzyskanych z herbat czerwonych. Wykazano ponadto, że najwyższą zawartością związków fenolowych ogółem charakteryzowały się wyciągi przygotowane z herbat białych. Dodatkowo, przeprowadzona analiza HPLC umożliwiła zidentyfikowanie w ekstraktach badanych herbat następujących pochodnych katechiny: (+)-katechiny, (-)-epikatechiny, (-)-epigalokatechiny i galusanu (-)-epikatechiny. Jednocześnie wykazano, że dominującą pochodną w ekstraktach z wszystkich testowanych herbat była (+)-katechina

Activity of aspartate aminotransferase and alanine aminotransferase within winter triticale seedlings infested by grain aphid (Sitobion avenae F.)

Amino acid level is well known indicator of plant resistance to aphids. Our earlier studies showed that grain aphid (Sitobion avenae F.) infestation caused changes in the activity of the enzymes connected with amino acid biosynthesis and the transformation to defensive secondary metabolites within triticale tissues. However, there are not data on the significance of aminotransferases in these processes. The aim of our study was the quantification of changes in the activity of aspartate aminotransferase (AspAT) and alanine aminotransferase (AlaAT) in winter triticale seedlings caused by the feeding of the grain aphid. The study results showed that aphid feeding caused an increase in AlaAT activity and a decrease in AspAT activity within tissues of the triticale. The induced mechanisms of the triticale resistance to the grain aphid are discussed