美国的食品卫生与食品安全一体化

提供全世界最安全的食品,是美国社会一直引以为傲的。尽管中餐馆在全世界普遍存在食品卫生与安全的问题,而在美国已得到较稳定的控制,这与美国政府以及全社会高度重视食品卫生与安全问题密切相关。其关于食品的立法与监督体系已日臻完善,呈现出注重细节、标准量化、公开透明、监督有力、执行果断、全民参与等特点,文中谈到的相关细节与事例,值得中国政府、食品行业以及全社会的反思与借鉴。     

Pandemic,a catalyst for change: Strategic planning for digital education in English secondary schools,before during and post Covid

Following lockdowns in 2020 owing to Covid-19, schools needed to find a way to ensure the education of their pupils. In order to do this, they engaged in digital learning, to varying extents. Innovations emanated from all school staff including, for example, teachers, leaders and teaching assistants. Some were already innovating in this area and brought forward and implemented digital strategies, while others engaged with digital learning for the first time. While research is emerging about the effects of the pandemic restrictions on pupils and staff in relation to key issues such as mental health and educational attainment, very little is known about the impact on school leaders' strategic planning processes. To address this gap, this paper draws on a UK Research and Innovation funded study adopting a strategy as learning approach to report on 50 qualitative interviews with school leaders to examine digital strategy in English secondary schools, before, during and after July 2021, when restrictions were lifted in England. It draws on strategy as learning literature to evaluate if schools have changed their strategic planning for digital learning, as a direct response to having learned and innovated during the pandemic. The paper concludes that there is evidence that digital innovations during the pandemic have changed the ways in which leaders think about their digital strategy, thus supporting a strategy as learning approach. However it also concludes that although there is ample evidence that the pandemic has changed the way many schools view digital learning, for some schools, there remain persistent barriers to digital integration and planning. These emanate both from material and cultural considerations, as well as leader vision and belief in digital learning.     

Stakeholder interaction within research consortia on emerging technologies: Learning how and what?

One of the challenges for public-private R&D collaborations in emerging scientific fields is to actively include the demand side. Insight in how to facilitate learning between stakeholders is, however, lacking. In this paper we present an approach to facilitate and analyse learning processes in multi-stakeholder interactions within public-private research consortia working on new science and technologies. The learning processes that took place during dialogue meetings within the framework of the Dutch Ecogenomics Consortium were analysed, including a reflection on the actual effects. The results show that a carefully structured dialogue method facilitates learning between researchers, users and policy-related participants, and that this learning to some extent is anchored within the Ecogenomics Consortium. At the same time, the results point to the challenges of translating learning into action.     

The Effectiveness of Adding a Parent Involvement Component to an Existing Center-Based Program for Children with Disabilities and Their Families

The belief that parent involvement in early intervention programs increases developmental benefits for children with disabilities and their families is widely accepted. However, very few studies have directly investigated the effects of parent involvement on child and/or family outcomes in a comparative design. For the present study, children in an early intervention program were randomly assigned to either of two groups. One group continued to receive the center- based program, and the other received the center-based program plus a specific parent involvement program. The type of parent involvement most frequently reported in the literature (White,Taylor, & Moss, 1992) was implemented. Weekly parent meetings for 15 weeks focused on teaching parents how to implement intervention at home, provided information on other topics, and facilitated social support. Assessment of child and family functioning took place prior to and immediately after the parent involvement program, as well as longitudinally over a four-year period. No immediate or long-term benefits for the children or their families were found. Findings are compared with findings of other studies. The implications of the findings in evaluating the rationales for this type of parent involvement program are discussed.     

Mobility as a Mediator of the Effects of Child Maltreatment on Academic Performance

This study examined the role of residential and school mobility as a mediator between child maltreatment and academic outcomes. Using a sample of 711 maltreated and nonmaltreated children ranging from 5 to 15 years old matched on gender, grade, school, and socioeconomic status, path analytic techniques were employed to assess direct and indirect effects of maltreatment on recent achievement test scores, current grades, and grade repetitions. The results indicated that mobility did help account for the effects of maltreatment on each of the outcomes. For grades in English/reading, 32.7% of the effect of maltreatment was accounted for by amount of mobility, while for test scores and grade repetitions the numbers were 14.6% and 19.1%, respectively.     

Thinking about Fantasy: Are Children Fundamentally Different Thinkers and Believers from Adults?

Young children are often viewed as being unable to differentiate fantasy from reality. This article reviews research on both children's and adults beliefs about' fantasy as well as their tendency to engage in what is thought of as "magical thinking." It is suggested that children are not fundamentally different from adults in their ability to distinguish fantasy from reality: Both children and adults entertain fantastical beliefs and also engage in magical thinking. Suggestions are offered as to how children and adults may differ in this domain, and an agenda for future research is offered.     

A pedagogical alliance for trust,wellbeing and the identification of errors for learning and formative assessment

Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source – teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students’ (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension learning outcomes.     

An exposure effect opposes flavor-nutrient learning

When a caloric substance is followed by a flavored substance, preference for the flavor that followed the calories can increase because of a flavor-nutrient association. We showed here that this effect is opposed by a fullness effect: consuming the caloric substance itselfreduces-consuniption of the flavor that follows. Because consumption of this flavor was less than consumption of a flavor that was given alone, there was a reduced preference for the flavor that followed the calories—an effect opposing flavor-nutrient learning. The preference for the flavor that was given alone and consumed in greater amounts seems to be due to exposure per se and is not a result of contrast. When the amount of the flavor given alone was directly controlled so that it was one half the amount of the flavor that followed the calories, preference for the flavor following the calories was no higher than when consumption of the two flavors was equal. Thus, exposure can interfere with flavor-nutrient learning, but does not enhance it.     

Obtaining more out of less text in CBI: Effects of varied text density levels as a function of learner characteristics and control strategy

Learning from expository text in computer-based instruction (CBI) was examined as a function of text density level (high, low, or learner-controlled) and learner characteristics in achievement, attitudes, and reading ability. Low-density text was found to be as effective for learning as high-density text, but was more popular among students and also reduced completion time. The highest achievement was obtained in the learner-control condition, with low-ability readers showing a greater tendency to select high-density text than did high-ability readers. Reading ability was also positively related to achievement in learning from high-density computer text and to preferences for learning from CBI relative to print. Based on the resulte, use of low-density text is suggested as a standard feature or learner-control option for CBI lessons.     

Parental perceived control over caregiving and its relationship to parent-infant interaction

In this sample of 66 dual-earner mothers and fathers and their 1-year-old infants, associations among parental ratings of infant difficulty, parental perceived control over caregiving outcomes, and parental sensitive and directive behavior were examined during a triadic free-play session in the home. Perceived infant difficulty was related to maternal directiveness for mothers with low perceived control. Fathers with low perceived control exhibited more directiveness, regardless of their ratings of infant difficulty. For both mothers and fathers, there was a negative association between sensitivity and directiveness but no association between sensitive behavior and parental perceived control. Although parents scored similarly overall on various other measures, mothers with low perceived control demonstrated more categorical thinking about children's development than other mothers.