Evaluation of Food Protection and Defense Outreach Education Programs     

John M. Shutske  Jennifer Pierquet  Laura Michel  Ruth Rasmussen  Debra Olson 《Journal of Food Science Education》2008,7(4):69-77

ABSTRACT: This analysis documents the outcomes and impacts from a series of food protection and defense educational programs conducted over a 3‐y period for private and public sector food system professionals. Several measures were used to determine the professions of participants; their improvements in skills and abilities that resulted from workshops; the audiences' most valued program content; practice changes resulting from educational program participation; abilities to recognize and change food system vulnerabilities; and changes in knowledge levels. Findings indicate that the knowledge level and interest within the target audience progressed over the 3‐y period from basic awareness level through more complex and higher order skills and competencies such as being able to walk through a food production, processing, distribution, or retail facility and identify specific vulnerabilities and make specific risk control recommendations. Pre‐ and posttest scores from the 3rd y of educational activities indicate that baseline awareness levels of core content on food protection and defense is now high among those most likely to attend these types of events, and that participants need to be challenged with additional higher‐level education to promote specific skills. This program series proved successful in building important relationships among food industry and regulatory partners. Analysis of the food security investigation (FSI) series will be useful in the development and delivery of new education and outreach efforts. It is hoped that the analysis and discussion will provide the motivation to further develop a set of competencies that can be used to ground educational efforts that focus on securing and defending our food system.  相似文献   

Genetic evidence for bidirectional effects of early lexical and grammatical development     

Dionne G  Dale PS  Boivin M  Plomin R 《Child development》2003,74(2):394-412

This article addresses the autonomy hypothesis of vocabulary and grammar and bootstrapping mechanisms in early language development. Two birth cohorts of 1,505 and 1,049 same-sex twin pairs from the UK were assessed at 2 and 3 years on grammar and vocabulary, using adapted versions of the MacArthur Communicative Development Inventory. Vocabulary and grammar correlate strongly at both 2 and 3 years in both cohorts. Multivariate genetic modeling reveals a consistently high genetic correlation between vocabulary and grammar at 2 and 3 years. This finding suggests the same genetic influences operate for both vocabulary and grammar, a finding incompatible with traditional autonomy hypothesis, at least in early acquisition. Crosslagged longitudinal genetic models indicate both lexical and syntactical bootstrapping operate from 2 to 3 years.  相似文献   

Complex Education Systems: from steering change to governance     

Alain Michel 《European Journal of Education》2016,51(4):513-521

The theories and approaches of steering/monitoring a process of change within education systems have evolved over the last 20 years or so as a result of many factors such as globalisation and decentralisation, a faster pace of change, increasing expectations and demands from various stakeholders (parents, employers, teacher unions, etc.) and the growing influence of OECD and of the EU in the field of education because of some more or less explicit standards and policy recommendations. All these evolutions contributed to increase the complexity of the education systems and of the instruments and procedures required to establish some coherence between the initiatives of a large number of more autonomous stakeholders. Our main objective here is to describe how the previous notions and concepts used in analysing the conditions for steering education systems have been gradually integrated within a larger paradigm: the ‘governance of multi‐level complex education systems’.  相似文献   

Arithmetic and cryptography     

Michel Waldschmidt 《Resonance》2008,13(5):440-455

Among the unexpected features of recent developments in technology are the connections between classical arithmetic on the one hand, and new methods for reaching a better security of data transmission on the other. We will illustrate this aspect of the subject by showing how modern cryptography is related to our knowledge of some properties of natural numbers. As an example, we explain how prime numbers play a key role in the process which enables you to withdraw safely your money from your bank account using ATM (Automated Teller Machines) with your secret PIN (Personal Identification Number) code.  相似文献   

Linkages Between Children's and Their Friends' Social and Physical Aggression: Evidence for a Gene–Environment Interaction?     

Mara Brendgen  Michel Boivin  Frank Vitaro  William M. Bukowski  Ginette Dionne  Richard E. Tremblay  Daniel Pérusse 《Child development》2008,79(1):13-29

Based on a sample of 406 seven-year-old twins, this study examined whether exposure to friends' social or physical aggression, respectively, moderates the effect of heritability on children's own social and physical aggression. Univariate analyses showed that children's own social and physical aggression were significantly explained by genetic factors, whereas friends' social and physical aggression represented "true" environmental factors that were unrelated to children's genetic dispositions. Multivariate analyses further suggested a possible gene–environment interaction in the link between friends' and children's physical aggression but not in the link between friends' and children's social aggression. Instead, friends' social aggression was directly related to children's social aggression, in addition to genetic effects on this behavior. Theoretical and practical implications of these results are discussed.  相似文献   

New thinking on education     

Michel Crozier 《Prospects》1998,28(4):529-532

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