The material histories of food quality and composition

This article argues for material histories of food. In recent decades food historians have tended to emphasize the cultural factors in consumption, in addition to the already well-established social, political and economic perspectives, but what is still missing is the stuff in foodstuffs. With reference in particular to milk and wine, the suggestion here is that physical and chemical composition is a major influence in what we might call the biographies of particular items of food and drink. Product characteristics are rarely static for long and today's mass-produced bread is different from that of the past, but then so are the flour, the yeast, and the even the butter that is spread on it. Adulteration was a particularly interesting aspect of composition in the nineteenth century and was the key to the emergence of two different traditions of understanding and valuing food quality.     

Engaged food science: Connecting K‐8 learners to food science while engaging graduate students in science communication

Connecting the public to concepts in science, technology, engineering, and mathematics (STEM) is an essential for technological advancement and inspiring future scientists, impacting both the communicator and the audience's understanding of scientific topics. Without proper communication of scientific knowledge, acceptance and implementation of new technologies can be hindered. Additionally, increasing public awareness about current scientific issues through STEM engagement permits more informed policy and consumer choices, especially in the field of food science where many new food technologies are met with initial resistance by the consuming public. Here, we describe an event that introduced topics in food science to the nonexpert public, including K‐8th grade participants and their adult caregivers in an informal learning environment. This program consists of six activities that collectively introduce three areas in food science: food chemistry, food microbiology, and process engineering. Protocols are provided for each activity including a materials list (with the option to scale up or down according to event duration, event space allowances, and number of participants), learning objectives and discussion points that are adaptable to different age groups, event spaces, or budgets. Each activity has a participatory component to ensure both audience member and instructor engagement. A program designed for food science communication empowers young scientific minds to better understand complex scientific topics and could inspire them to envision a possible career in STEM fields, with the additional benefit of providing graduate students an exciting medium through which they may practice their science communication skills, potentially benefiting not only their personal academic and professional skills but also broader societal needs.     

Canadian Teaching and Learning Centres on Facebook and Twitter: An Exploration Through Social Media

Teaching and Learning Centres (TLCs) play a role in the professional development of faculty, staff and teaching assistants in higher education institutions. One of the functions of many TLCs is that of outreach, not only to the individuals within their institutions who are their primary clientele but also to the greater higher education community. This paper presents an introductory review of Canadian TLCs’ use of social media, seeking to address questions regarding the extent to which Canadian TLCs use social media and the ways in which these are used. Based on frequency of accounts, and on the content of posts in these accounts, the authors found that social media are used by nearly half of all Canadian TLCs to a wide range of purposes. Areas for further inquiry are suggested.     

Academic Library Services for Users with Developmental Disabilities

Students with developmental disabilities are being increasingly included in college life. As this occurs, academic libraries will be providing more services to this population. This discussion of services to users with developmental disabilities attempts to help fill a gap in the literature and provide information that can be useful for libraries to build on as they develop services. Furthermore, by focusing on students with developmental disabilities, there are opportunities to improve services for all students.     

Power output of field-based downhill mountain biking

Abstract

The purpose of this study was to assess the power output of field-based downhill mountain biking. Seventeen trained male downhill cyclists (age 27.1 ± 5.1 years) competing nationally performed two timed runs of a measured downhill course. An SRM powermeter was used to simultaneously record power, cadence, and speed. Values were sampled at 1-s intervals. Heart rates were recorded at 5-s intervals using a Polar S710 heart rate monitor. Peak and mean power output were 834 ± 129 W and 75 ± 26 W respectively. Mean power accounted for only 9% of peak values. Paradoxically, mean heart rate was 168 ± 9 beats · min^?1 (89% of age-predicted maximum heart rate). Mean cadence (27 ± 5 rev · min^?1) was significantly related to speed (r = 0.51; P < 0.01). Analysis revealed an average of 38 pedal actions per run, with average pedalling periods of 5 s. Power and cadence were not significantly related to run time or any other variable. Our results support the intermittent nature of downhill mountain biking. The poor relationships between power and run time and between cadence and run time suggest they are not essential pre-requisites to downhill mountain biking performance and indicate the importance of riding dynamics to overall performance.     

The “Logos” Bible Study: An Experience of Building a Model of Effective Religious Education in the 21st Century

Abstract

New models for prison ministry are crucial during the current era of mass incarceration in America—a time when the potential reach of prison ministries can grow as the population of incarcerated individuals grows. In this article, I lift up one prison ministry in New Jersey as an example of how Christian evangelicals who are engaged in traditional prison ministry can bravely open their minds and hearts to models of religious education that go beyond individual conversion toward communal transformation.     

The professor as a person: The role of faculty well-being in faculty development

This article examines the rationale for an expanded definition of faculty development and reviews institutional structures and practices which support the personal and professional development of faculty through faculty and academic development, employee assistance, and health promotion programs.Glenda Hubbard is a professor in the Department of Human Development and Psychological Counseling, and a practicing therapist in the Employee Assistance Service of the Hubbard Center for Faculty and Staff Support at Appalachian State University. She received her Ph.D. in counseling psychology from the University of Miami. Her current interests include the faculty development needs of mid-career faculty and women's issues in counseling. Sally Atkins is a professor in the Department of Human Development and Psychological Counseling, and a faculty/staff psychologist for the Hubbard Center at Appalachian State University. She received her Ph.D. in counselor education from the University of North Carolina at Greensboro. Her current interests include faculty quality of life, therapy and the arts, and cross-cultural psychology.