Five technical reports on food and agriculture, submitted to the United Nations interim commission on food and agriculture

Includes bibliographies.

The principles of physical, intellectual, moral, and religious education.

Mode of access: Internet.

Psychiatry and medical education; report.

Mode of access: Internet.

Students' conceptions of sport and sport education

This article explores a class of Grade 5 (age 9 and 10) children’s conceptions of sport during a season of sport education at Forest Gate Primary School. The purpose, following Kirk and Kinchin (this issue), is to examine the extent to which the potential transfer of learning between school and sport as a community of practice may be possible through sport education in school physical education. With reference to student interviews and drawings we report and discuss children’s conceptions of sport, their experiences of sport outside of the school, and their emerging conceptions of sport education in light of these prior understanding and experiences. We conclude that there was an evident level of compatibility between students’ experiences of sport education and their conceptions of sport more broadly.

Diversification economies and specialisation efficiencies in a mixed food and coffee smallholder farming system in Papua New Guinea

Smallholder farming systems in Papua New Guinea are characterised by an integrated set of cash cropping and subsistence food cropping activities. In the Highlands provinces, the subsistence food crop sub-system is dominated by sweet potato production. Coffee dominates the cash cropping sub-system, but a limited number of food crops are also grown for cash sale. The dynamics between sub-systems can influence the scope for complementarity between, and technical efficiency of, their operations, especially in light of the seasonality of demand for household labour and management inputs within the farming system. A crucial element of these dynamic processes is diversification into commercial agricultural production, which can influence factor productivity and the efficiency of crop production where smallholders maintain a strong production base in subsistence foods. In this study we use survey data from households engaged in coffee and food crop production in the Benabena district of Eastern Highlands Province to derive technical efficiency indices for each household over two years. A stochastic input distance function approach is used to establish whether diversification economies exist and whether specialisation in coffee, subsistence food or cash food production significantly influences technical efficiency on the sampled smallholdings. Diversification economics are weakly evident between subsistence food production and both coffee and cash food production, but diseconomies of diversification are discerned between coffee and cash food production. A number of factors are tested for their effects on technical efficiency. Significant technical efficiency gains are made from diversification among broad cropping enterprises.

Male teachers, homophobia, misogyny and teacher education

Placing issues of homophobia and anti-lesbianism on the agenda of teacher education programmes often meets with resistance from some students, and others. Such resistance is indicative of broader attempts to maintain the straight face of schooling. However, one way in which it is possible to place such issues on the agenda in schooling and teacher education is to demonstrate how these discourses impact upon all students and teachers. A current opening for raising such matters within teacher education programmes is the problematisation of the calls for more male teachers, calls that are becoming pervasive in many Western education systems. Within the drives to attract more male teachers to the profession there is usually a silence relating to the ways in which homophobia and its counterpart, misogyny, work to construct normalised notions of teachers. This paper examines the ways in which these silences perpetuate existing gender regimes in schools to the detriment of female teachers, girls, and marginalised male teachers and boys. It then suggests that teacher education programmes use this topic to demonstrate the impact of homophobia and misogyny on all involved in education.

Growth temperature of four Campylobacter jejuni strains influences their subsequent survival in food and water

Aim: To determine if Campylobacter jejuni grown at 37 and 42 degrees C have different abilities to survive on beef and chicken, and in water. Methods and Results: Beef, chicken and water were separately inoculated with four Camp. jejuni (two poultry and two beef) strains grown at 37 or 42 degrees C. The matrices were stored at similar to 4 degrees C and Camp. jejuni numbers were monitored over time by plate counts. On beef there was a greater decrease in number for two strains (P < 0.05; similar to 0.7 and 1.3 log CFU cm(-2)) grown at 37 degrees C as compared with 42 degrees C. By contrast on chicken there was a decrease in numbers for two strains (P < 0.05; similar to 1.3 and 1 log CFU g(-1)) grown at 42 degrees C as compared with 37 degrees C. In water there was a greater decrease in numbers for all strains (P < 0.05; similar to 3-5.3 log CFU ml(-1)) grown at 42 degrees C as compared with 37 degrees C. Conclusions: Growth temperature influences the survival of Camp. jejuni on food and in water. Significance and Impact of this study: Campylobacter jejuni survival studies need to consider growth temperature to avoid erroneous results. Campylobacter jejuni grown at 37 degrees C, the body temperature of humans and cattle, may represent a greater public health risk in water than those grown at 42 degrees C, the body temperature of poultry.

Promoting Learning for Sustainability: Principals' Perceptions of the Role of Outdoor and Environmental Education Centres

Outdoor and Environmental Education Centres provide programs that are designed to address a range of environmental education aims, and contribute broadly to student learning for sustainability. This paper examines the roles such Centres can play, and how they might contribute to the Australian Government’s initiative in relation to sustainable schools. Interviews with the principals of 23 such Centres in Queensland revealed three roles or models under which they operate: the destination model; the expert/advisor model; and the partnership model. Principals’ understandings of these roles are discussed and the factors that support or hinder their implementation are identified. It is concluded that while the provision of programs in the environment is still a vital role of outdoor and environmental education centres, these can also be seen as a point of entry to long-term partnerships with whole school communities.

Bridging the divide between theory and practice. Experiential learning approaches for tourism and hospitality education

Experiential learning approaches such as role-play have been found to be valuable methods of bridging the divide between academic knowledge and practical skills, a problem often cited in tourism and hospitality management education. Such approaches have been found to contribute towards deeper learning by enhancing students' interest, motivation, participation, knowledge and skill development. This paper reports on the implementation of an experiential learning approach designed to encourage and facilitate deeper learning approaches, with the contributing aims of providing students with a more interesting learning experience and a broader set of skills for future employment.