The Coke Side of Life:an Exploration of Pre-Schoolers\u27 Constructions of Product and Selves Through Talk-in-Interaction Around Coca-Cola

Abstract Purpose – This paper proposes the activity-based focus group as a useful method with which to generate talk-in-interaction among pre-schoolers. Analytically, it aims to illustrate, how transcribed talk-in-interaction can be subjected to a discourse analytic lens, to produce insights into how pre-schoolers use ‘Coca-Cola’ as a conversational resource with which to build product-related meanings and social selves. Design/methodology/approach - Fourteen activity-based discussion groups with pre-schoolers aged between two and five years have been conducted in a number of settings including privately run Montessori schools and community based preschools in Dublin. The talk generated through these groups has been transcribed using the conventions of conversation analysis [CA]. Passages of talk characterized by the topic of Coca-Cola were isolated and a sub-sample of these are analysed here using a CA-informed Discourse Analytic approach. Findings - A number of linguistic repertoires are drawn on, including health, permission and age. Coca-Cola is constructed as something which is ‘bad’ and has the potential to make one ‘mad’. It’s an occasion-based product permitted by parents for example as a treat, at the cinema or at McDonalds. It can be utilised to build ‘age-based’ social selves. ‘Big’ boys or girls can drink Coca-Cola but it is not suitable for ‘babies’. Originality/value – This paper provides insight into the use of the activity-based focus group as a data generation tool for use with pre-schoolers. A discourse analytic approach to the interpretation of children’s talk-in-interaction suggests that the preschool consumer is competent in accessing and employing a consumer artefact such as Coca-Cola as a malleable resource with which to negotiate product meanings and social selves

The effects of shade on primocane fruiting blackberries in the field

Primocane fruiting blackberry production in Arkansas is limited by heat during the flowering and early fruiting season. Shade could be used to delay flowering and fruiting to more favorable growth period. This study was designed to test three levels of shade (0% [control], 30% and 50% shading) applied at three times during the growing season that examined the growth, development, physiology of flowering, and fruiting of ‘Prime-Ark® 45’ blackberries. The seven treatments were as follows: 1) an untreated control (CK), 2) early shade 30% (ES30), mid shade 30% (MS30), 4) late shade 30% (LS30), 5) early shade 50% (ES50), 6) mid shade 50% (MS50), and 7) late shade 50% (LS50). The 30% and 50% treatments were implemented 16 June (ES) and left on for 95 days, 1 July (MS) and left on for 80 days, and 15 July (LS) and left on for 66 days. All shade was removed 19 Sept. 2014. Foliar gas exchange using CIRAS®-3 portable gas exchange monitor and estimated chlorophyll content (Minolta SPAD®) were measured weekly. Beginning at maturity, fruit was harvested biweekly to determine fruit yields per plot. Plant growth was measured destructively at the end of the study period. The cumulative berry weight was greatest for LS50 and LS30 which was not different from the CK or MS50, while ES30, MS30, and ES50 berry weights were significantly less. The cumulative marketable weights were greatest for LS30 and CK, while ES30 and MS30 were less than the CK. Shade altered flower and fruit production, but was not found to result in higher fruit quantities compared to the control. Some ES treatments reduced cropping compared to LS treatments

Breaking Down Silos Through Authentic Assessment: A Live Case Analysis

One of the aims of Technological University Dublin (TU Dublin) is to create graduates who problem solve as socially responsible global citizens. We wanted to provide an opportunity for our students to address relevant, marketing and consumption challenges in new and innovative ways, and to develop analytical competences and professional skills and comportment in a real-life context. This paper describes the design, implementation and outcome of an inter-disciplinary and cross-programme \u27authentic assessment\u27 method which we have termed a \u27live case analysis\u27. The assessment comprised fieldwork, wider industry engagement, formative assessment components and a summative presentation. The method is discussed against the backdrop of a Curriculum Framework project which is underpinned by four design principles which centre around innovation, application, collaboration, and flexibility. The performance of real-world tasks such as live case analysis strongly reflects the central pedagogical values of what, where and how people will learn at TU Dublin in the future

Breaking down Silos through Authentic Assessment: a Live Case Analysis

One of the aims of Technological University Dublin (TU Dublin) is to create graduates who problem solve as socially responsible global citizens. We wanted to provide an opportunity for our students to address relevant, marketing and consumption challenges in new and innovative ways, and to develop analytical competences and professional skills and comportment in a real-life context. This paper describes the design, implementation and outcome of an inter-disciplinary and cross-programme ‘authentic assessment’ method which we have termed a ‘live case analysis’. The assessment comprised fieldwork, wider industry engagement, formative assessment components and a summative presentation. The method is discussed against the backdrop of a Curriculum Framework project which is underpinned by four design principles which centre around innovation, application, collaboration and flexibility. The performance of real-world tasks such as live case analysis strongly reflects the central pedagogical values of what, where and how people will learn at TU Dublin in the future.Freeman, O.; Hand, R.; Kennedy, A. (2020). Breaking down Silos through Authentic Assessment: a Live Case Analysis. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):801-809. https://doi.org/10.4995/HEAd20.2020.11150OCS80180930-05-202

Grassroot Power of Communities of Practice – The Case of SDG Literacy

With emerging consensus on an urgent need to address the potentially catastrophic issues of climate change, threats to the natural world and social injustice, Generation Z is spearheading a quiet revolution, elevating sustainability from desirable to essential. Achievement of the UN SDGs has emerged as a megatrend (Mittelsaedt et al., 2014) and universities are playing a key role in developing graduates’ sustainability knowledge, skills and mindsets (Andrews and Soares, 2017). To empower our students to solve ‘wicked sustainability problems’ (Levin et al., 2012) we, as educators, need to move beyond our discipline silos and develop cross-disciplinary collaborations that lead to innovations in our teaching, learning and assessment. We will present exemplars in practice emerging from a university-wide Community of Practice (CoP) (Wenger, 2015) in sustainability literacy called SDG Literacy which was established in 2020. The comprehensive nature of the SDG framework has brought colleagues from various disciplines together, such as business, engineering, chemistry, tourism, culinary arts and social work. The SDG Literacy CoP focuses on and promotes the enhancement of sustainability literacy and organically developing some of the key competencies listed under the new European GreenComp framework (Bianchi et al., 2022) among faculty and student cohorts. These growing impactful initiatives are aligned with Education for Sustainable Development (ESD) and the broader strategic aims of the university. Collaborative initiatives emerged such as co-creation of CPD in Education for Sustainability for staff, sustainability focused modules for students from different disciplines, creation of open educational resources (OERs), regular showcases of excellence of practice events, integrated assessments and development of collaborative industry-based partnerships. The SDG Literacy CoP and its growing influence within the university is an excellent example of the power of grassroot cross-disciplinary communities of practice to catalyse the promotion of sustainability strongly supported by our students - future leaders - and matched by the strategic university focus on people, planet and partnerships. In a call to action, we hope to inspire participants, by our story, to apply ideas of interdisciplinarity in practice. References Andrews, D., & Soares, S. (2017). Growing spaces: developing a sustainability–literate graduate. In DS 88: Proceedings of the 19th International Conference on Engineering and Product Design Education (E&PDE17), Building Community: Design Education for a Sustainable Future, Oslo, Norway, 7 & 8 September 2017 (pp. 328-333). Bianchi, G., Pisiotis, U. and Cabrera Giraldez, M., (2022). GreenComp The European sustainability competence framework, (No. JRC128040). Joint Research Centre (Seville site). Levin, K., Cashore, B., Bernstein, S., & Auld, G. (2012). Overcoming the tragedy of super wicked problems: constraining our future selves to ameliorate global climate change. Policy sciences, 45(2), 123-152. Mittelstaedt, J. D., Shultz, C. J., Kilbourne, W. E., & Peterson, M. (2014). Sustainability as megatrend: Two schools of macromarketing thought. Journal of Macromarketing, 34(3), 253-264. Wenger-Trayner, E. and Wenger-Trayner,B. (2015). Introduction to Communities of Practice Available at: https://wenger-trayner.com/introduction-to-communities-of-practice

The effect of conflicting public health guidance on smokers' and vapers’ e-cigarette harm perceptions

BACKGROUND: E-cigarettes are increasingly being viewed, incorrectly, as more harmful than cigarettes. This may discourage smokers from switching to e-cigarettes. One potential explanation for these increasingly harmful attitudes is conflicting information presented in the media and online, and from public health bodies. AIMS AND METHODS: In this prospectively registered online study, we aimed to examine the impact of conflicting public health information on smokers’ and vapers’ e-cigarette harm perceptions. Daily UK smokers who do not vape (n = 334) and daily UK vapers (n = 368) were randomized to receive either: (1) a consistent harm reduction statement from two different public health bodies (Harm Reduction), (2) a consistent negative statement about e-cigarette harms from two different public health bodies (Negative), (3) a harm reduction statement from one public health body and a negative statement from another (Conflict), and (4) a statement of the risks of smoking followed by a harm reduction statement from one public health body and a negative statement from another (Smoking Risk + Conflict). Participants then answered questions regarding their perceptions of e-cigarette harm. RESULTS: The Negative condition had the highest e-cigarette harm perceptions, significantly higher than the Smoking Risk + Conflict condition (MD = 5.4, SE = 1.8, p < .016, d = 0.3 [CI 0.73 to 10.04]), which did not differ from the Conflict condition (MD = 1.5, SE = 1.8, p = .836, d = 0.1 [CI −3.14 to 6.17]). The Conflict condition differed from the Harm Reduction condition, where harm perceptions were lowest (MD = 5.4, SE = 1.8, p = .016, d = 0.3 [CI 0.74 to 10.07]). CONCLUSIONS: These findings are the first to demonstrate that, compared to harm reduction information, conflicting information increases e-cigarette harm perceptions amongst vapers, and smokers who do not vape. IMPLICATIONS: This research provides the first empirical evidence that conflicting information increases smokers’ and vapers’ e-cigarette harm perceptions, compared to harm reduction information. This may have a meaningful impact on public health as e-cigarette harm perceptions can influence subsequent smoking and vaping behavior. Conflicting information may dissuade smokers, who have the most to gain from accurate e-cigarette harm perceptions, from switching to e-cigarettes. These findings indicate that public health communications that are consensus-based can lower harm perceptions of e-cigarettes, and have the potential to reduce morbidity and mortality attributable to tobacco smoking

Empowering Responsible and Sustainability-Aware Business Graduates Through Digital Authentic Assessment

Business schools must engage in fundamental change to retain their legitimacy and position themselves as providers of solutions to urgent economic, social and environmental crises. Achievement of the UN Sustainable Development Goals (SDGs) has emerged as a megatrend and business education must enhance graduate skills to contribute to their achievement. The world requires the next generation of graduates to become responsible business leaders who will address wicked sustainability problems. Hence, we need pedagogy that enables students to become sustainability literate and thus develop appropriate knowledge, skills and mindsets. Authentic assessment provides transformative learning opportunities that empower students to achieve meaningful impact in the real world. Despite some recent research that connects authentic assessment and sustainability, there is a dearth of empirical research on authentic assessments for sustainability in business disciplines. We outline a pedagogical initiative designed with the aim of enhancing sustainability literacy among business students using innovative digital tools as part of authentic assessment strategy. We designed and implemented authentic assessment strategies that engage students with learning across a number of different delivery modes and in a ‘deep’ reflective manner with meaningful tasks. Business students on undergraduate, postgraduate and executive programmes follow the same format with some adjustments made to reflect the different discipline/module focus. This includes completion of: (i) a sustainability literacy test through the UN supported Sulitest platform, (ii) a written reflection on learning, stemming from the Sulitest that utilises the DIEP reflective model, (iii) the creation of digital artefacts such as a short video shared on LinkedIn; student activism involving contacting political representatives/brands; creation of social media content in partnership with sustainability-focused organisations; podcasts with invited guests; writing of opinion pieces for media; and creation of e-portfolios that showcase students\u27 work. We believe this deep reflection and awareness signposts efficacious action emerging from our transformative learning pedagogy, based digital authentic assessment design. This pedagogical approach equips students with sustainability-specific knowledge, global citizenship skills, digital skills, and creative and inquisitive mindsets

Impacts of community-based natural resource management on wealth, food security and child health in Tanzania

Community-based natural resource management (CBNRM) is a major global strategy for enhancing conservation outcomes while also seeking to improve rural livelihoods; however, little evidence of socioeconomic outcomes exists. We present a national-level analysis that empirically estimates socioeconomic impacts of CBNRM across Tanzania, while systematically controlling for potential sources of bias. Specifically, we apply a difference-indifferences model to national-scale, cross-sectional data to estimate the impact of three different CBNRM governance regimes on wealth, food security and child health, considering differential impacts of CBNRM on wealthy and poor populations. We also explore whether or not longer-standing CBNRM efforts provide more benefits than recently-established CBNRM areas. Our results show significant improvements in household food security in CBNRM areas compared with non-CBNRM areas, but household wealth and health outcomes in children are generally not significantly different. No one CBNRM governance regime demonstrates consistently different welfare outcomes than the others. Wealthy households benefit more from CBNRM than poor households and CBNRM benefits appear to increase with longer periods of implementation. Perhaps evidence of CBNRM benefits is limited because CBNRM hasn\u27t been around long enough to yield demonstrable outcomes. Nonetheless, achieving demonstrable benefits to rural populations will be crucial for CBNRM\u27s future success in Tanzania. Copyright

Effect of timing of shade on growth, development, physiology, and fruiting of a primocane fruiting blackberry in a controlled environment

Primocane blackberry production in the upper south is limited by high temperatures during the bloom and early fruiting period, resulting in poor fruit set and poor fruit quality. Shade may have the potential to delay bloom and flowering to a more favorable season. A greenhouse study was established to evaluate the effects of shade on primocane blackberry growth, physiology, and fruiting. Single rooted plants of ‘Prime-Ark® 45’ were planted in 12-liter pots and grown in a greenhouse at the University of Arkansas System Division of Agriculture, Agriculture Research and Extension Center, Fayetteville, Arkansas. At approximately 0.25 m in height, one of the four following treatments was imposed with eleven single plant replications: 1) an untreated control (CK), 2) unshaded for 29 days then shaded for 30 days (US), 3) shaded for 29 days then shaded for 30 days (SS), and 4) shaded for 29 days and unshaded for 30 days (SU). Plants in the SU treatment were significantly taller than the SS and CK. Dry weight of leaves was consistent for all treatments except for SS which was significantly lower than the others. The CK bloomed first followed by US and SS. The last to bloom was the SU, 26 days after the CK. In conclusion, there was a delay of ‘Prime-Ark 45’ flower formation when 50% shade cloth was implemented and removed in the SU treatment. Further research needs to be completed to find the optimal intensity and timing of shade implementation that will improve fruit set in the southern region

Exploring the impact of authentic assessment on sustainability literacy through reflective and action-oriented tasks: A roundtable podcast

Business schools must engage in fundamental change to retain their legitimacy and position themselves as providers of solutions to urgent economic, social, and environmental crises. To this end, we need pedagogy that enables students to become sustainability literate graduates and thus develop appropriate knowledge, skills, and mind-sets. This roundtable discussion podcast comprises six colleagues engaged in conversation and reflection around a pedagogical initiative designed with the broad aim of enhancing sustainability literacy among business students using innovative digital tools as part of an authentic assessment strategy. The pedagogical approaches we discuss engage students with learning across several different modes and in a ‘deep’ reflective manner (Meyers & Nulty, 2009).  We discuss our use of the UN supported Sulitest platform, specifically our use of the Sulitest quiz tool. The podcast transcript has been annotated through footnotes to direct the listener/reader to further reading on the various topics that emerge in our discussion