Undergraduate Laboratory Exercises Specific to Food Spoilage Microbiology     

Abigail B. Snyder  Randy W. Worobo  Alicia Orta‐Ramirez 《Journal of Food Science Education》2016,15(3):78-82

Food spoilage has an enormous economic impact, and microbial food spoilage plays a significant role in food waste and loss; subsequently, an equally significant portion of undergraduate food microbiology instruction should be dedicated to spoilage microbiology. Here, we describe a set of undergraduate microbiology laboratory exercises that focus specifically on food spoilage which were taught in 2 lab periods as part of the undergraduate food microbiology lab curriculum at Cornell University. The lab was broken down into 3 exercises. Two exercises lead students to determine the likely source of contamination in a canned salsa through (exercise 1a) plating and observation of colony morphology and (exercise 1b) determination of the thermal resistance for those isolates. The final exercise (2) involved detection of the spoilage bacterium Alicyclobacillus in apple juice. Spoiled juice demonstrations were also prepared in this exercise for students to observe sensorial changes resulting from spoilage, emphasizing that spoilage is not always visually detectable. Students were able to successfully determine the source of contamination based on the results of their laboratory findings, which they used to make recommendations for production to reduce microbial food spoilage in the canned salsa product. Based on student answers to discussion questions provided following lab exercises, participants were able to (a) identify the significance of microbial spoilage and how spoilage is principally different from food safety, (b) describe varying sensorial changes associated with microbial spoilage, and (c) employ methods and analysis to evaluate sources and type of contamination. Downloadable handouts and stepwise instructions are available as supporting information.  相似文献   

A Note from the incoming co‐editors: Our vision for the Journal of Research in Science Teaching     

J. Randy McGinnis  Angelo Collins 《科学教学研究杂志》2005,42(1):1-2

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Cultural‐competence considerations for contemporary school‐based threat assessment     

Meagan D. O&#x;Malley  Leora Wolf‐Prusan  Cecilia Lima Rodriguez  Randy Xiong  Mary Rose Swarts 《Psychology in the schools》2019,56(2):255-275

Threat‐assessment procedures are advanced for their utility in reducing racial disparities in punitive and exclusionary school discipline outcomes. Generally unexamined, however, is bias in who gets referred for school‐based threat assessment and under what circumstances. Cultural‐competence considerations hold promise for addressing sources of bias in the evaluation of threats made in the school setting. Using a quantitative approach, this systematic literature review examines the degree to which contemporary cultural‐competence considerations are embedded in 24 school‐based threat‐assessment articles published between 2007 and 2017. Results indicate generally poor coverage of considerations for cultural competence both within and across threat‐assessment articles. An analysis of change in cultural‐competence considerations by year of publication suggests that more recently published threat‐assessment literature has generally not integrated concurrent advancements in concepts of cultural competence. Preliminary guidance for incorporating contemporary cultural‐competence considerations into school‐based threat‐assessment procedures are provided.  相似文献   

A cultural perspective of the induction of five reform‐minded beginning mathematics and science teachers     

J. Randy McGinnis  Carolyn Parker  Anna O. Graeber 《科学教学研究杂志》2004,41(7):720-747

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Outcomes of nature of science instruction along a context continuum: preservice secondary science teachers’ conceptions and instructional intentions     

Randy L. Bell  Jennifer L. Maeng 《International Journal of Science Education》2016,38(3):493-520

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Family Interaction Patterns,Career Planning Attitudes,and Vocational Identity of High School Adolescents   总被引：1，自引：0，他引：1  

Byron?K.?HargroveEmail author  Arpana?G.?Inman  Randy?L.?Crane 《Journal of Career Development》2005,31(4):263-278

The purpose of the current study was to examine how perceptions of family interaction patterns as defined along three dimensions of family environment (quality of family relationships, family goal-orientations, and degree of organization and control within the family system) predict vocational identity and career planning attitudes among male and female adolescents living at home. One hundred twenty three high school students completed measures of family environment, vocational identity, and career planning attitudes. Analyses revealed that the quality of family relationships (i.e., degree to which family members are encouraged to express feelings and problems) played a small, yet significant role in predicting career planning attitudes of adolescents.  相似文献   

Developing a learning progression for sea level rise,a major impact of climate change     

Wayne Breslyn  J. Randy McGinnis  R. Christopher McDonald  Emily Hestness 《科学教学研究杂志》2016,53(10):1471-1499

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Author Correction: Digital Citizenship: you Can’t Go Home Again     

Randy Hollandsworth  Judy Donovan  Mary Welch 《TechTrends》2017,61(6):531-532

The original version of this article unfortunately contained a mistake. Figure 3 on the published version of the article was wrong. The correct Fig. 3 is now presented below.  相似文献   

Generalizability, Validity, and Examinee Perceptions of a Computer-Delivered Formulating-Hypotheses Test     

Randy Elliot Bennett  Donald A. Rock 《Journal of Educational Measurement》1995,32(1):19-36

The Formulating-Hypotheses (F-H) item presents a situation and asks examinees to generate as many explanations for it as possible. This study examined the generalizability, validity, and examinee perceptions of a computer-delivered version of the task. Eight F-H questions were administered to 192 graduate students. Half of the items restricted examinees to 7 words per explanation, and half allowed up to 15 words. Generalizability results showed high interrater agreement, with tests of between 2 and 4 items scored by one judge achieving coefficients in the .80s. Construct validity analyses found that F-H was only marginally related to the GRE General Test, and more strongly related than the General Test to a measure of ideational fluency. Different response limits tapped somewhat different abilities, with the 15-word constraint appearing more useful for graduate assessment. These items added significantly to conventional measures in explaining school performance and creative expression.  相似文献   

The case for scenario-based assessment of written argumentation     

Deane  Paul  Song  Yi  van Rijn  Peter  O’Reilly  Tenaha  Fowles  Mary  Bennett  Randy  Sabatini  John  Zhang  Mo 《Reading and writing》2019,32(6):1575-1606

Reading and Writing - This paper presents a theoretical and empirical case for the value of scenario-based assessment (SBA) in the measurement of students’ written argumentation skills....  相似文献