Gehalte an Makro- und Mikroelementen sowie Zuckern in Möhren aus der biologisch-dynamischen und konventionellen landwirtschaftlichen Praxis

Mit dem Ziel, die Marktsituation für den Konsumenten hinsichtlich der Produktqualität zu beschreiben, wurden Proben von Speisemöhren des Anbaujahres 1996 aus der biologisch-dynamischen (n=57) und konventionellen (n=18) Praxis gesammelt. Ermittelt wurden unter Anderem: - Makroelemente: P, K, Na, Cl, Mg, S - Mikroelemente: Fe, B, Zn, Mn, Cu, Pb - Zucker: D-Glu, D-Fru, Sa

Samenfeste Sorten oder Hybriden - Untersuchungen an Speisemöhren aus einem Anbauvergleich an zwei Standorten des Ökologischen Landbaus

An zwei Standorten des Ökologischen Landbaus (Neu-Eichenberg, Nordhessen: mittlerer bis schwerer Boden; Queck, Osthessen: leichter Boden) wurden Feldversuche mit Möhren durchgeführt, um sechs samenfeste Sorten und sechs Hybriden auf ihre Anbautauglichkeit zu prüfen. Außer der Roh- und Handelswarenerträge wurden die Einheitlichkeit des Erntegutes (cv%) bestimmt und die Gehalte an Mineralstoffen (K, Ca, P, Mg) und Zuckern (D-Glucose, D-Fructose, Saccharose) analysiert. Auch sogenannte Bildschaffende Methoden (Kupferchloridkristallisation, Steigbild, Rundfilterchromatogramm) kamen zur Anwendung. Die untersuchten Hybriden erzielten Mehrerträge von 25 bis 29% und in den meisten Fällen auch gleichmäßiger lange Rüben als die Samenfesten. Die Inhaltsstoffuntersuchungen zeigten höhere Mineralstoffgehalte und niedrigere Quotienten von Mono- zu Disaccharide bei den samenfesten Sorten. Mithilfe der Bildschaffenden Methoden konnten die Proben blind klar in zwei unterschiedliche Gruppen differenziert werden: Die Bilder der samenfesten Sorten waren im Vergleich zu denjenigen der Hybriden geprägt durch einen höheren Grad an Formintensität und Reife

Samenfeste Sorten oder Hybriden - Anbauvergleich von Möhren unter den Verhältnissen des Ökologischen Landbaus

A field trial with carrots was carried out in 1998 at two sites in Hesse (North: loamy soil in Neu-Eichenberg; East: sandy soil in Queck) to compare 6 open pollinating and 6 F1 hybrids under an Organic Farming regime. Characteristics of cultivation, harvest, quality, and longevity were measured. Of the parameters of cultivation and harvest the hybrids showed a more intensive foliage growth, higher marketable yields (plus 29 and 25%), and more homogeneous taproots than the open pollinating cultivars. Picture forming methods clearly separated the samples into the two groups of breeding methods. The open pollinating cultivars were characterized by higher degrees of form intensity and ripeness and a stable vitality. The hybrids of the sandy site had a better keeping quality after 6½ months storage, only the open pollinating cultivar ‘Rodelika’ had a very high ranking similar to the hybrids ‘Kardame F1’ and ‘Bolero F1’

Learning through exchange about organic agriculture - case of Europe and Australia

LEAFSE is the catch word for an innovative program of exchange study for young Australians and Europeans, with organic agriculture as the focal point of their Masters level studies. Two years ago, the European Commission and the Australian Department of Education, Science and Technology (DEST) came up with the call for applications for a pilot project to support international mobility of tertiary students between the two continents. The grand aims set for the exchange included providing students with an international outlook and a range of perspectives, preparing them for the global marketplace, enable their understanding and empathy for different cultures and traditions and foster exchange of information. A number of us with an interest and an already existing academic network in organic agriculture proposed LEAFSE - Learning through Exchange - Agriculture, Food Systems and Environment, a winning project, which was chosen as the single pilot project from a field of well over a dozen contenders. Within the broader theme of Agriculture, Food Systems and Environment, we named organic farming as the focal point of the exchange, and we were aware of the immense possibilities for learning through exchange inter-continentally in this field. Under this project, Master's level students from EU study for a semester at a partner university in Australia, and students from Australia study for a semester at a partner university in EU. The partners in the programme are, from Europe: • The Royal Veterinary and Agricultural University, Denmark • University of Wales, Aberystwyth, United Kingdom • Wageningen University and Research Centre, The Netherlands • University of Kassel, Witzenhausen, Germany, and from Australia: • University of Western Sydney, New South Wales • University of New England, New South Wales • University of Western Australia, Western Australia • University of Queensland, Queensland The project has an innovative but manageable framework for mobility of the students, a joint programme of study which incorporates many novel elements including holistic thinking, experiential and integrated learning and use of newer tools of communication technologies, and above all, a structure that fosters a high degree of inter-cultural understanding and network building. When completed, the pilot phase of the project would have enabled exchange of 36 students from each continent, nine from each participating institution. The respective government agencies provide the students with an adequate stipend to cover travel and living expenses for six months of study. The project has been running on target and the results of the first year of exchange have been more than impressive. This presentation will be a joint effort by the faculty and a number of participating students to demonstrate the cultural, agricultural, pedagogic, and practical lessons that have been learnt from this exchange in the field of organic farming. It will also highlight some of the challenges which need to be overcome in our efforts towards shaping sustainable agricultural and food systems which are cognizant of our respective environments

Evaluating inputs for organic farming – a new system. Proposals of the ORGANIC INPUTS EVALUATION project

This volume contains proposals for criteria for evaluation of plant protection products, fertilisers and soil conditioners1 to be used in organic agriculture. These ideas were developed in the course of the European Union (EU) Concerted Action project ‘ORGANIC INPUTS EVALUATION’ (QLK5-CT-2002-02565). For more information on this project see the end of this volume or visit the project website www.organicinputs.org. The documents in this volume are proposals elaborated by the project consortium and external experts. They were discussed with a broader audience at a public conference held in Brussels on October 13, 2005, and have been amended accordingly. Our proposals also include a “criteria matrix”, which is in Microsoft Excel format, and therefore stands as a separate file. The criteria matrix is discussed in section 5, but we strongly recommend that you consult the original document. To illustrate the use of the matrix, we have further prepared two case studies, which are also separate Excel files. All of these files are contained on the CD, and can also be downloaded from the project website. Currently, Regulation 2092/91 is under revision. We hope that our ideas can be incorporated into the regulation during this revision! In addition, we strongly encourage national institutions to make use of our proposals at the national level

Does the inclusion of 'professional development' teaching improve medical students' communication skills?

Background: This study investigated whether the introduction of professional development teaching in the first two years of a medical course improved students' observed communication skills with simulated patients. Students' observed communication skills were related to patient-centred attitudes, confidence in communicating with patients and performance in later clinical examinations.Methods: Eighty-two medical students from two consecutive cohorts at a UK medical school completed two videoed consultations with a simulated patient: one at the beginning of year 1 and one at the end of year 2. Group 1 (n = 35) received a traditional pre-clinical curriculum. Group 2 (n = 47) received a curriculum that included communication skills training integrated into a 'professional development' vertical module. Videoed consultations were rated using the Evans Interview Rating Scale by communication skills tutors. A subset of 27% were double-coded. Inter-rater reliability is reported.Results: Students who had received the professional development teaching achieved higher ratings for use of silence, not interrupting the patient, and keeping the discussion relevant compared to students receiving the traditional curriculum. Patient-centred attitudes were not related to observed communication. Students who were less nervous and felt they knew how to listen were rated as better communicators. Students receiving the traditional curriculum and who had been rated as better communicators when they entered medical school performed less well in the final year clinical examination.Conclusions: Students receiving the professional development training showed significant improvements in certain communication skills, but students in both cohorts improved over time. The lack of a relationship between observed communication skills and patient-centred attitudes may be a reflection of students' inexperience in working with patients, resulting in 'patient-centredness' being an abstract concept. Students in the early years of their medical course may benefit from further opportunities to practise basic communication skills on a one-to-one basis with patients

Associations between medical student empathy and personality: A Multi-institutional study

Background: More empathetic physicians are more likely to achieve higher patient satisfaction, adherence to treatments, and health outcomes. In the context of medical education, it is thus important to understand how personality might condition the empathetic development of medical students. Single institutional evidence shows associations between students' personality and empathy. This multi-institutional study aimed to assess such associations across institutions, looking for personality differences between students with high empathy and low empathy levels. Methods: Participants were 472 students from three medical schools in Portugal. They completed validated adaptations to Portuguese of self-report measures of the NEO-Five Factor Inventory(NEO-FFI) and the Jefferson Scale of Physician Empathy(JSPE-spv). Students were categorized into two groups: "Bottom" (low empathy, N = 165) and "Top" (high empathy, N = 169) according to their empathy JSPE-spv total score terciles. Correlation analysis, binary logistic regression analysis and ROC curve analysis were conducted. Results: A regression model with gender, age and university had a predictive power (pseudo R2) for belonging to the top or bottom group of 6.4%. The addition of personality dimensions improved the predictive power to 16.8%. Openness to experience and Agreeableness were important to predict top or bottom empathy scores when gender, age and university were considered." Based on the considered predictors the model correctly classified 69.3% of all students. Conclusions: The present multi-institutional cross-sectional study in Portugal revealed across-school associations between the Big5 dimensions Agreeableness and Openness to experience and the empathy of medical students and that personality made a significant contribution to identify the more empathic students. Therefore, medical schools may need to pay attention to the personality of medical students to understand how to enhance the empathy of medical students

Enhancing medical students' communication skills: development and evaluation of an undergraduate training program

<p>Abstract</p> <p>Background</p> <p>There is a relative lack of current research on the effects of specific communication training offered at the beginning of the medical degree program. The newly developed communication training "Basics and Practice in Communication Skills" was pilot tested in 2008 and expanded in the following year at the University Medical Centre Hamburg-Eppendorf in Germany. The goal was to promote and improve the communicative skills of participants and show the usefulness of an early offered intervention on patient-physician communication within the medical curriculum.</p> <p>Methods</p> <p>The students participating in the project and a comparison group of students from the standard degree program were surveyed at the beginning and end of the courses. The survey consisted of a self-assessment of their skills as well as a standardised expert rating and an evaluation of the modules by means of a questionnaire.</p> <p>Results</p> <p>Students who attended the communication skills course exhibited a considerable increase of communication skills in this newly developed training. It was also observed that students in the intervention group had a greater degree of self-assessed competence following training than the medical students in the comparison group. This finding is also reflected in the results from a standardised objective measure.</p> <p>Conclusions</p> <p>The empirical results of the study showed that the training enabled students to acquire specialised competence in communication through the course of a newly developed training program. These findings will be used to establish new communication training at the University Medical Centre Hamburg-Eppendorf.</p

Illness beliefs and the sociocultural context of diabetes self-management in British South Asians: a mixed methods study

Background: British South Asians have a higher incidence of diabetes and poorer health outcomes compared to the general UK population. Beliefs about diabetes are known to play an important role in self-management, yet little is known about the sociocultural context in shaping beliefs. This study aimed to explore the influence of sociocultural context on illness beliefs and diabetes self-management in British South Asians. Methods: A mixed methods approach was used. 67 participants recruited using random and purposive sampling, completed a questionnaire measuring illness beliefs, fatalism, health outcomes and demographics; 37 participants completed a social network survey interview and semi-structured interviews. Results were analysed using SPSS and thematic analysis. Results: Quantitative data found certain social network characteristics (emotional and illness work) were related to perceived concern, emotional distress and health outcomes (p < 0.05). After multivariate analysis, emotional work remained a significant predictor of perceived concern and emotional distress related to diabetes (p < 0.05). Analysis of the qualitative data suggest that fatalistic attitudes and beliefs influences self-management practices and alternative food ‘therapies’ are used which are often recommended by social networks. Conclusions: Diabetes-related illness beliefs and self-management appear to be shaped by the sociocultural context. Better understanding of the contextual determinants of behaviour could facilitate the development of culturally appropriate interventions to modify beliefs and support self-management in this population