Building Capacity in Developing Countries : OER for Food Safety

The Food Safety Knowledge Network (FSKN) was developed through the collaboration of Michigan State University and a professional network of international food industry retailers and manufacturers. The key objective of the FSKN project is to provide technical resources, in a cost effective way, in order to promote food safety in developing countries and for small and less developed companies. FSKN uses a competency based model including a framework, OERs, and assessments. These tools are being used to support face-to-face training, fully online training, and to gauge the learning outcomes of a series of pilot groups which were held in India, Egypt, and China.

Foodborne norovirus outbreak: the role of an asymptomatic food handler

Background: In July 2005 an outbreak of acute gastroenteritis occurred on a residential summer camp in the province of Barcelona (northeast of Spain). Forty-four people were affected among residents and employees. All of them had in common a meal at lunch time on 13 July (paella, round of beef and fruit). The aim of this study was to investigate a foodborne norovirus outbreak that occurred in the residential summer camp and in which the implication of a food handler was demonstrated by laboratory tests. Methods: A retrospective cohort study was designed. Personal or telephone interview was carried out to collect demographic, clinical and microbiological data of the exposed people, as well as food consumption in the suspected lunch. Food handlers of the mentioned summer camp were interviewed. Ten stool samples were requested from symptomatic exposed residents and the three food handlers that prepared the suspected food. Stools were tested for bacteries and noroviruses. Norovirus was detected using RT-PCR and sequence analysis. Attack rate, relative risks (RR) and its 95% confidence intervals (CI) were calculated to assess the association between food consumption and disease. Results: The global attack rate of the outbreak was 55%. The main symptoms were abdominal pain (90%), nausea (85%), vomiting (70%) and diarrhoea (42.5%). The disease remitted in 24-48 hours. Norovirus was detected in seven faecal samples, one of them was from an asymptomatic food handler who had not eaten the suspected food (round of beef), but cooked and served the lunch. Analysis of the two suspected foods isolated no pathogenic bacteria and detected no viruses. Molecular analysis showed that the viral strain was the same in ill patients and in the asymptomatic food handler (genotype GII.2 Melksham-like). Conclusions: In outbreaks of foodborne disease, the search for viruses in affected patients and all food handlers, even in those that are asymptomatic, is essential. Health education of food handlers with respect to hand washing should be promoted.

The private and fiscal returns to schooling and the effect of public policies on private incentives to invest in education: a general framework and some results for the EU

This paper develops a comprehensive framework for the quantitative analysis of the private and fiscal returns to schooling and of the effect of public policies on private incentives to invest in education. This framework is applied to 14 member states of the European Union. For each of these countries, we construct estimates of the private return to an additional year of schooling for an individual of average attainment, taking into account the effects of education on wages and employment probabilities after allowing for academic failure rates, the direct and opportunity costs of schooling, and the impact of personal taxes, social security contributions and unemployment and pension benefits on net incomes. We also construct a set of effective tax and subsidy rates that measure the effects of different public policies on the private returns to education, and measures of the fiscal returns to schooling that capture the long-term effects of a marginal increase in attainment on public finances under c

Redistribution and subsidies for higher education

The financing of higher education through public spending imposes a transfer of resources from taxpayers to university students and their parents. We provide an explanation for this phenomenon. Those who attend higher education will earn more income in the future and will pay more taxes. People whose children do not attend higher education, however should agree to help pay the cost of such education, providing that the taxes are sufficiently high to ensure that there will be an adequate redistribution in favor of their own children at some time in the future.

Not all university degrees yield the same return: private and social returns to higher education for males in Spain

In this paper we use micro data from the Spanish Family Expenditure Survey for 1990 to estimate, for the first time, the private and social rates of return of different university degrees in Spain. We compute internal rates of return and include investment on higher education financed by the public purse to estimate social rates of return. Our main finding is that, as presumed, there is large heterogeneity in rates of return amongst different university

Milk, from medicine to food Mediterranean Europe: Catalonia, 19th-20th centuries

The spread of milk consumption was a significant change in the diet of Europeans, however it is one that has not been greatly studied with regard to the populations of Mediterranean Europe. In this article we shall analyse the ain circumstances that conditioned that process in Catalonia between the middle of the 19th century and 1936. In our study we shall argue that the consumption of milk in this area was only relevant in the 19th century in situations of illness or old age, and that it subsequently increased and acquired a new significance as a result of various factors. In particular, we shall emphasise: (a) the scientific advances in microbiology and nutrition, (b) the activities carried out by doctors and various public institutions to promote the consumption of fresh milk, and (c) the technological innovations in the milk producing sector. In Appendix 1 we show two maps representing the main territorial references that we shall mention.

The Private and fiscal returns to schooling and the effect of public policies on private incentives to invest in education: a general framework and some results for the EU

This paper develops a comprehensive framework for the quantitative analysis of the private and fiscal returns to schooling and of the effect of public policies on private incentives to invest in education. This framework is applied to 14 member states of the European Union. For each of these countries, we construct estimates of the private return to an additional year of schooling for an individual of average attainment, taking into account the effects of education on wages and employment probabilities after allowing for academic failure rates, the direct and opportunity costs of schooling, and the impact of personal taxes, social security contributions and unemployment and pension benefits on net incomes. We also construct a set of effective tax and subsidy rates that measure the effects of different public policies on the private returns to education, and measures of the fiscal returns to schooling that capture the long-term effects of a marginal increase in attainment on public finances under conditions that approximate general equilibrium.

Olympic education experiences: the sponsorship in the promotion of Olympic values

This text was presented at the 16th International Seminar on Olympic Studies for Postgraduate Students that was organised by the International Olympic Academy in Ancient Olympia, from 1st to 30th July 2008. First here are reported, fundamental concepts on Olympics such as the Olympic values and the educational mandate of Pierre de Coubertin, the Olympic brand and symbols, the sponsorship and the Olympic partner programme. Then there is a chapter regarding the Top sponsors educational initiatives on Olympic values, and specially, describing the Olympic sponsors involvement in education and Top sponsors educational activities. And finally, the author analyses the sponsorship role in the promotion of Olympic Values Education, providing conclusions, comments on future and perspectives and some recommendations.

The Causal effect of education on aggregate income

Empirical studies assume that the macro Mincer return on schooling is con- stant across countries. Using a large sample of countries this paper shows that countries with a better quality of education have on average relatively higher macro Mincer coeficients. As rich countries have on average better educational quality, differences in human capital between countries are larger than has been typically assumed in the development accounting literature. Consequently, factor accumulation explains a considerably larger share of income differences across countries than what is usually found.

Estudi epidemiològic de l'obesitat de 1r d'ESO de l'IES Pedraforca

Treball de recerca realitzat per una alumna d'ensenyament secundari i guardonat amb un Premi CIRIT per fomentar l'esperit científic del Jovent l'any 2009. L'obesitat és una malaltia crònica que es caracteritza per un augment de la massa grassa i en conseqüència per un augment de pes. En el segle XXI aquesta malaltia, considerada epidèmia, està arribant a la població infantil i adolescent, i ha cridat l'atenció de totes les institucions de salut pública que estan lluitant per evitar aquesta alta prevalença d'obesitat i sobrepès. Aquest estudi confirma que existeix un alt percentatge d'obesitat i sobrepès en l'edat infantil i que està relacionat amb factors de risc (alguns modificables) que poden ser clau per a evitar aquesta malaltia. El mètode emprat és la realització d’un estudi epidemiològic transversal sobre una mostra de nens compresa en 39 individus de 12 a 14 anys d'edat. Es van determinar el pes, la talla, el plec bicipital i tricipital, l'ample del canell i del colze, a més de la realització d'una enquesta sobre hàbits alimentaris en l’esmorzar i dades socioculturals. L'obesitat i el sobrepès es van definir com resultats de IMC iguals als percentils 85 i 97 de les taules Orbegozo, respectivament. Els resultats van mostrar una prevalença de sobrepès i obesitat en la nostra mostra de població que va ser de 28,2%, la de només sobrepes del 15,4% i la de només obesitat del 12,8%. La prevalença d'obesitat és major en nens amb un 13,6% que en nenes 12,5% igual que el sobrepès. L'obesitat i sobrepès és major quan els estudis materns són inferiors als universitaris, també quan existeixen famílies amb 3 o més fills i quan es veu la TV més de 3 hores al dia.

Parental education and family characteristics: educational opportunities across cohorts in Italy and Spain

Drawing on data contained in the 2005 EU-SILC, this paper investigates the disparities in educational opportunities in Italy and Spain. Its main objective is to analyse the predicted probabilities of successfully completing upper-secondary and tertiary education for individuals with different parental backgrounds, and the changes in these probabilities across birth cohorts extending from 1940 to 1980. The results suggest that the disparities in tertiary education opportunities in Italy tend to increase over time. By contrast, the gap in educational opportunity in Spain shows a marked decrease across the cohorts. Moreover, by using an intuitive decomposition strategy, the paper shows that a large part of the educational gap between individuals of different backgrounds is “composed” of the difference in the endowment of family characteristics. Specifically, it seems that more highly educated parents are more able to endow their children with a better composition of family characteristics, which accounts for a significant proportion of the disparities in educational opportunity.

Els horts urbans a la ciutat de Barcelona: les experiències d'horts urbans comunitaris com a formes d'intervenció social i ambiental

Aquest estudi presenta la situació actual dels horts urbans (i periurbans) a la ciutat de Barcelona, els quals s'han classificat segons el tipus d'organització desenvolupada a cada projecte. Així, podem trobar horts de gestió: a) individual i autogestionada; b) comunitària i autogestionada; c) individual i supervisada, i d) comunitària i supervisada. Els horts urbans es presenten, en general, com una eina interessant en la millora de la sostenibilitat urbana. A més de tenir una clara funció d'entreteniment, són propostes que consideren la internalització a les ciutats de la producció de part dels aliments que s'hi consumeixen i alhora aprofiten part dels residus que s'hi produeixen. En particular, els horts urbans comunitaris i autogestionats – el centre d'aquest estudi – es plantegen com espais de participació i autogestió d'acord a la complexitat del context local, d'integració social a través de noves formes de relació i de creació, d'educació ambiental i de transmissió i intercanvi de coneixements inter-generacional. A més, es presenten com una alternativa d'organització realment participativa del territori urbà. Finalment, i d'acord amb l'anterior, es destaquen un conjunt de característiques dels projectes d'horts urbans comunitaris, que juguen un rol fonamental en la capacitat d'aquests per intervenir en aspectes socials i ambientals de la ciutat; característiques que s'haurien de tenir en compte a l'hora de promocionar i implementar projectes d'horts urbans de qualsevol tipus.

Aprender investigando. Una experiencia formativa en el ámbito de la enfermería = Research teaching processes used as a methodological strategy in the education of healthcare professionals

Este trabajo tiene como propósito presentar y valorar, desde la perspectiva del alumnado participante, un proyecto de investigación-formación puesto en marcha durante el curso 2003-2004 en la elaboración del trabajo de tesina, fin de carrera, en la Escuela de Enfermería de Vitoria, dentro del programa de Licenciatura Europea de Enfermería. Constituye el punto de partida de un proyecto a largo plazo, iniciado con la intención de desarrollar principios teóricos y procedimientos prácticos que nos permitan sistematizar procesos formativos que, centrados en la investigación, articulen la teoría y la práctica e integren una perspectiva comunicativa y cooperativa.

Disseny d'un pla docent d'acord amb la filosofia ECTS per a la titulació de Nutrició humana i dietètica (Matèria Bromatologia i tecnologia dels aliments)

El projecte s’ha desenvolupat, en quatre etapes: a) recollida de dades: competències professionals, característiques de la titulació en diferents universitats i tasses d’èxit avaluacions dels estudiants; b) anàlisi i reflexió sobre la informació recollida; c) realització d’una enquesta als diferents entorns professionals i sobre les millores que, a títol experimental, s’han introduït durant aquest període, en la docència i d) formulació d’una proposta de pla docent. Cal dir que superada la meitat de la durada del projecte, es va fer pública la fitxa corresponent a la titulació i per tant els seus criteris i indicacions ja s’han inclòs en la proposta. Quan als tres primers apartats i com a aspectes mes destacables, s’observa: dificultat per configurar l’ensenyament atesa la seva dualitat individu – aliment, l’existència d’un cert grau de discrepància quant a continguts, entre les propostes del professorat i els interessos analitzats des dels àmbits professionals, en funció de l’àrea de treball. D’altra banda, i ja concretament en relació amb la matèria analitzada (Bromatologia i Tecnologia dels aliments), s’observa una evident inadequació de la distribució de la matèria en assignatures en el vigent pla d’estudis, tant pel que fa a la seva ubicació temporal com d’alguns dels seus continguts. Quan a l’apartat d), es proposen els següents aspectes de tipus general: definir 4 blocs temàtics (química i bioquímica dels aliments, bases de tecnologia dels aliments, control d’aliments, integració i descriptiva d’aliments). Amb aquests blocs, s’haurien de poder configurar alguna/es assignatura/es, fins i tot conjuntament amb blocs generats a partir d’altres mòduls. Es proposen competències a assolir per a cadascun, metodologies docents aplicables i també, el disseny d’activitats de treball individual o en grup. Quant a les pràctiques, s’han de centrar especialment en el bloc corresponent al control de qualitat d’aliments, a un nivell adequat per als objectius de la titulació.