Food industry awareness of consumers` plant food beliefs

Abstract: Purpose – The aims of this study were to examine farmers' and food processors' alignment with consumers' views about plant foods and their intentions to produce plant foods. Design/methodology/approach – Data on plant food beliefs were collected from mail surveys of farmers, food processing businesses and random population samples of adults in Victoria, Australia. Findings – There were strong differences between consumers' beliefs and farmers' and food processors' perceptions of consumers' beliefs. For example, a higher proportion of farmers and processors believed that consumers would eat more plant foods if more convenience-oriented plant-based meals were available than consumers themselves agreed. Farmers appeared to be more aware of or aligned with consumers' beliefs than were processors. One- and two-thirds of farmers and processors respectively were planning to grow or process more plant foods, which bodes well for the availability of plant and plant-based foods. Research limitations/implications – Study limitations include the small food industry sample sizes and possible response bias, although analysis suggests the latter was low. Future research could survey a larger sample of food industry representatives, including those from other sectors (e.g. retailers). Practical implications – Education of consumers and industry groups on plant foods and better lines of communication from consumer to processor to farmer, are required. Originality/value – To the authors' knowledge, this is the first study to examine farmers' and food processors' awareness of consumers' beliefs about plant foods. This issue is important for those involved with the production and marketing of plant foods or with food, farming and health policy.

The power of the 6 three model for enhancing academic teachers' capacities for effective online teaching and learning: benefits, initiatives and future directions

To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach to academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online, and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a 6three model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation.

Learning in virtual teams: exploring the student experience

In 2005 an existing undergraduate course in project management was converted from face-to-face mode to wholly online mode. Wholly online mode means that there are no face-to-face classes at all, and all teaching and learning is facilitated through an online environment.

The revised project management course was designed with an underlying problem-based learning (PBL) pedagogy and used a simulated, fictitious telecommunications company, United Enterprises (UE), as a case study learning resource. The students worked in virtual teams to complete online learning activities and to solve authentic project management tasks for UE. Employees of UE were available online to provide direction and answer further questions about the tasks.

The overall research study used an action research methodology in which feedback was elicited from two groups of stakeholders involved in the project management course - students and teaching staff. The feedback was used to plan, develop and implement the new Information Technology (IT) Professional Practice course.

This paper reports on the findings of three anonymous student surveys that were conducted after each of the main project management topics and tasks were completed. The surveys sought feedback in a number of areas. However, the feedback reported here relates specifically to student opinions about their experiences of working in virtual teams within the learning environment. Other aspects of the research, including student perceptions of UE and feedback from the teaching staff, are not reported here.

Across the three surveys, most students indicated that they valued the opportunity to discuss various aspects of the course with peers and teaching staff online, and to interact with real-life employees of UE. Although discussion forums were the prescribed method for communication other forms of communication such as email, chat and face-to-face meetings were also used. According to the students, the best things about online group work were that it provides the flexibility of time and place; it allows communication and participation to be recorded; and is an ‘efficient’ way of working. The worst things about online group work were that communication is more difficult and that team members leave participation and submission to
the last minute. While up to 15 percent of students did not like the experience of online group work at all, overall students were generally satisfied with this style of learning and enjoyed the experience of working collaboratively within a virtual team.

The research has highlighted a number of areas where improvements can be made to the student experience of working in virtual teams. These improvements will be adopted in the development and delivery of the new course as part of the action research study.

The 6 by the power of 3 model for enhancing academic teachers' capacities for effective online teaching and learning: benefits, initiatives and future directions

To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach of academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a '6' by the power of '3' model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation.

Communication dynamics : discussion boards, weblogs and the development of communities of inquiry in online learning environments

Online learning environments (OLEs) are now critical to teaching and learning across Australian higher education. Their influence impacts on the availability of content, the design of courses and, perhaps most pedagogically significantly, the nature of communication. The discussion board is the ubiquitous communication tool within these OLEs and hence significantly shapes the kind of communication that takes place. In light of this, the degree to which a successful community of inquiry can be facilitated through the use of discussion boards is examined and compared to the possibilities afforded by weblogs in the same role. Weblogs, it is argued, offer new opportunities in the development of social, cognitive and teacher presence online and should be considered in the development of or alongside established OLEs.

Casing out teaching and learning online: enhancing fidelity into the mainstream

In this paper we present the rationale and outcome of a University strategically funded project aimed at developing a broad range of cases illuminating good practices in the development and use of digital media and online technologies at Deakin University. The project is aimed at supporting the ongoing implementation of the University’s suite of e-learning technologies, Deakin Studies Online (DSO). It was seen as a significant strategic academic professional development initiative by the University in bringing together perspectives on effective teaching and learning in the context of various disciplines and professional fields of practice, with DSO possibilities for enhanced teaching/learning quality, efficiency, accessibility and satisfaction. The ‘case’ as a useful means of developing practice is outlined, along with the various project processes involving case selection, development, production and promotion. Finally, reflections on the outcomes of the project are considered. A number of positive though largely unintended consequences are identified

Temporal processing and reading disability

The present investigation examined thehypothesis that early auditory temporalprocessing deficits cause later specificreading disability by impairing phonologicalprocessing (Farmer & Klein 1995; Tallal1980, 1984). Temporal processing ability atschool entry was examined using Tallal'sRepetition Test in a large unselected sample ofover 500 children followed over subsequentyears. Although our data confirmed the presenceof certain non-speech auditory processingdeficits in children later classified asspecific reading-disabled, many findings wereclearly at odds with a causal interpretation ofthis relationship. (1) Reading-disabled (RD)children were impaired at school entry on thesubtest with long interstimulus intervals(ISIs) but not the critical short-ISIsubtest. (2) RD children were not inferior toreading-age (RA) controls. (3) A subgroup of RDchildren with evidence of temporal deficitswere no less proficient on later phonologicalor reading measures than RD children with noevidence of early temporal impairment. (4)Although there was a reliable concurrentcorrelation between temporal deficits andphonological awareness at school entry(suggesting a possible common causeexplanation), early temporal deficits did notpredict later phonological impairment,pseudoword processing difficulties, or specificreading disability. On the other hand, earlytemporal deficits did predict later oralreceptive vocabulary and reading comprehensionweaknesses. These findings suggest thatauditory temporal deficits in dyslexics may beassociated with the same dysphasic-typesymptoms observed by Tallal and her colleaguesin specific language-impaired populations, butdo not cause the core phonological deficitsthat characterize dyslexic groups.

Culture-based fisheries in small reservoirs in northern Vietnam: effect of stocking densities and species combinations

This study was conducted in 20 reservoirs, ranging in size from 4 to 30 ha, in the mountainous, northern region of Vietnam, in ThaiNguyen and YenBai provinces, over two growth cycles in 2002/03 and 2003/04. The reservoirs are leased by farmers for fishery activities from the provincial administration, and the trials were managed by the lessee farmers. Three species combinations in ratios (by fingerling weight) of grass carp: silver carp: bighead carp: common carp: mrigal 1:2:1:1:3 (A), 1:3:1:1:2 (B) and 1:2:1:1:2 (C) were used as seed stock. The overall mean yield of stocked fish in 2002/03 and 2003/04 growth cycles in reservoirs in ThaiNguyen and YenBai provinces was 165 (±21) and 190 (39), and 287 (±22) and 325 (±24) kg ha⁻¹ respectively. The yield in reservoirs in both provinces, in both growth cycles and irrespective of the species combinations, increased in relation to stocking density. In reservoirs in ThaiNguyen Province, the species combination B gave the lowest yield (both growth cycles and overall), and differed significantly (P<0.05) from combinations A and C. The stocking efficiency (ratio of the yield of stocked fish in kg ha⁻¹ to the weight of the stocked fish in kg ha⁻¹) in reservoirs in ThaiNguyen Province ranged from 2.9 to 5.1 over the two growth cycles and that in YenBai from 2.8 to 3.9. There was no discernible trend between growth cycles and/or between species combinations. The major cost incurred was for fingerling procurement. In all instances, a net profit was accrued. The mean (±standard error (SE)) net profit ha⁻¹ (in 103VN dong; approximately 15 500 VND=1 US$) was 885 (±270) and 864 (±214), and 1322 (±176) and 1600 (±150) for the growth cycles 2002/03 and 2003/04 for reservoirs in ThaiNguyen and YenBai provinces respectively. Between the two growth cycles, the net profit increased in eight and three reservoirs from YenBai and ThaiNguyen, respectively, the maximum increase being recorded in Khuan Gio (165%) and Dong Man (39%) reservoirs.

Endogenous liberalization and within-country inequality

We model and empirically test the link between income inequality and trade liberalization. We consider a society in which a median voter (MV) will make the decision as to whether the country should switch from its current regime of import substitution (IS) (which protects agriculture) to export promotion (EP). Liberalization entails starting importing the agricultural good and specializing in and exporting the manufacturing good. This will require transferring labor to manufacturing. We find that if MV is a worker, the IS-EP switch will take place regardless. If MV is a farmer, the switch will take place given (1) the relative productivity of an ex-farmer and worker in manufacturing,ß is high, and (2) the society’s tastes for agricultural goods, α, are not as strong as those for manufacturing goods. We also find that, following a switch, the income distribution too will improve if α is low and ß is high. In our empirical analysis, we find the endogenous inflection points of α and ß in our sample, at which the direction of change in income distribution alters its sign. Our results also show in a very robust fashion that, EP regimes - on average and with the presence of certain control variables - have better income distributions than IS regimes. This implies that mostly “right” countries have made the switch.

Limitations of market driven sustainability : the case of environmental management systems for food production in Australia

Environmental Management Systems (EMSs) address environmental risks in supply chains and certification of environmental claims. Governments supporting EMSs have encouraged producers to respond to anticipated consumer environmental concerns. Attempts at implementing EMSs have rarely been in direct response to market demand but are usually farmer organisation driven – to forestall increased regulation. In Australia, consumer demand for foods produced to environmentally sustainable standards is minimal because consumers don’t believe these products offer special benefits. EMS implementation is expensive and onerous; and the products require a market premium. Food consumers have difficulty differentiating the terms organic, environmentally-friendly, and sustainably-produced in food labelling.

Multi-core security defense system (MSDS)

Today's security program developers are not only facing an uphill battle of developing and implementing. But now have to take into consideration, the emergence of next generation of multi-core system, and its effect on security application design. In our previous work, we developed a framework called bodyguard. The objective of this framework was to help security software developers, shift from their use of serialized paradigm, to a multi-core paradigm. Working within this paradigm, we developed a security bodyguard system called Farmer. This abstract framework placed particular applications into categories, like security or multi-media, which were ran on separate core processors within the multi-core system. With further analysis of the bodyguard paradigm, we found that this paradigm was suitable to be used in other computer science areas, such as spam filtering and multi-media. In this paper, we update our research work within the bodyguard paradigm, and showed a marked improvement of 110% speedup performance with an average cost of 1.5 ms.

Multi-core Defense System (MSDS) for protecting computer infrastructure against DDoS attacks

Distributed Denial of Service attacks is one of the most challenging areas to deal with in Security. Not only do security managers have to deal with flood and vulnerability attacks. They also have to consider whether they are from legitimate or malicious attackers. In our previous work we developed a framework called bodyguard, which is to help security software developers from the current serialized paradigm, to a multi-core paradigm. In this paper, we update our research work by moving our bodyguard paradigm, into our new Ubiquitous Multi-Core Framework. From this shift, we show a marked improvement from our previous result of 20% to 110% speedup performance with an average cost of 1.5 ms. We also conducted a second series of experiments, which we trained up Neural Network, and tested it against actual DDoS attack traffic. From these experiments, we were able to achieve an average of 93.36%, of this attack traffic.

Intervening to improve health indicators among Australian farm families

The Sustainable Farm Families project (http://www.sustainablefarmfamilies.org.au/) was a 3-year demonstration and education project designed to influence farmer behavior with respect to family health and well-being among cropping and grazing farmers in Victoria, New South Wales, and South Australia, Australia. The project was conducted by the Western District Health Service, Hamilton, Australia, in partnership with farmers; Farm Management 500 (peer discussion group); the Victorian Farmers Federation; Royal Melbourne Institute of Technology; and Land Connect. During the 3 years of the project, 128 farmers—men (70) and women (58)—were enrolled. The project utilized a combination of small group workshops, individualized health action plans, and health education opportunities to encourage farm safety and health behavior changes and to elicit sustained improvements in the following health indicators: body mass index (BMI), total cholesterol, fasting blood glucose, and blood pressure. Mean changes in these health indicators were analyzed using repeated measures analysis of variance (ANOVA) and McNemar's test compared the proportion of individuals with elevated indicators. Among participants with elevated values at baseline, the following average reductions were observed: BMI 0.44 kg/m2 (p = .0034), total cholesterol 48.7 mg/dl (p < .0001), blood glucose 10.1 mg/dl (p = .0016), systolic blood pressure 12.5 mm Hg (p < .0001), and diastolic blood pressure 5.0 mm Hg (p = .0007). The proportion of participants with elevated total cholesterol at baseline decreased after 24 months (p < .001). Such findings suggest that proactive intervention by farmer associations, rural health services, and government agencies may be an effective vehicle for promoting voluntary farm safety and health behavior change while empowering farm families to achieve measurable reductions in important health risk factors.

Developing effective learning programs : what extension can learn from the fields of adult education and learning communities

Learning is an investment in capacity building that has and will continue to reap rewards for primary producers and government in terms of increased sustainable production, profitability, exports, jobs and sustainable rural communities. Primary production operates in a context of continual change and requires up to date, complex and varied skills of primary producers and land managers.

A recent national research project funded by the Department of Agriculture, Forestry and Fisheries Australia confirmed that application of best practice from the theory of adult education in designing and developing learning programs in primary industry results in learning activities that provide information that is relevant to farmers’ needs, delivered in an entertaining way, and that draws on examples directly relevant to the participants. As a result, the training often exceeds the expectations of the participants.

The project produced a self-assessment checklist to identify ways of improving the development and delivery of training for extension practitioners and training providers. The key issues include continuous monitoring of client’s needs, and actively seeking opportunities to meet and work with industry organisations, other training providers and funding bodies.

There appear to be two drivers for the development of learning programs. One is problems or opportunities identified by people and organisations that could be termed ‘scanners’ and who tend not to be potential participants, the other is learning needs expressed by individuals or enterprises who want to participate in learning activities (participants). Scanners are typically industry organisations, government agencies and researchers, but may include providers and participants. Extension practitioners are well-placed to act as scanners.

It is very important that farmers and farmer organisations contribute to the development of new learning programs. Without industry input and support, extension practitioners and training providers cannot be expected to ensure they meet client needs. In other words, to develop effective learning programs, there must an industry learning community of producers, industry organisations, extension practitioners and training providers and other stakeholders such as supply chain enterprises, government and researchers.