Getting Better Quality Stuff

Agar, Michael

doi:10.1177/089124168000900102

Cited by 20 publications

(2 citation statements)

References 6 publications

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“…We hypothesize that our presence affected the actions of the parlor employees and how thoroughly they performed teat-end cleaning during udder preparation. Observer effects have been described numerous times and are thought to affect people's behaviors, especially in research settings (Agar, 1980;Monahan and Fisher, 2010). We further hypothesize that teat-end cleaning, which can be influenced by workers' behavior, is driving the decrease in spore levels in bulk tank raw milk, not washing towels with chlorine bleach, because workers' habits can be influenced by research staff observing milking shifts.…”

Section: Worker Training and Spore Reductionmentioning

confidence: 88%

Milking time hygiene interventions on dairy farms reduce spore counts in raw milk

Evanowski

Kent

Wiedmann

et al. 2020

Journal of Dairy Science

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Spore-forming bacteria, such as Paenibacillus spp. and Bacillus spp., can survive HTST pasteurization in spore form and affect the quality of dairy products (e.g., spoilage in fluid milk). With the demand for higher quality finished products that have longer shelf lives and that can be distributed further and to new markets, dairy processors are becoming interested in obtaining low-spore raw milk supplies. One method to reduce spores in the dairy system will require disrupting the transmission of spores from environmental locations, where they are often found at high concentrations (e.g., manure, bedding), into bulk tank raw milk. Previous research has suggested that cow hygiene factors (e.g., udder hygiene, level of spores in milk from individual cows) are important for the transmission of spores into bulk tank raw milk, suggesting that one potential strategy to reduce spores in bulk tank milk should target cow hygiene in the parlor. To that end, we conducted a study on 5 New York dairy farms over a 15-mo period to evaluate the effect of a combination of intervention strategies, applied together, on the levels of aerobic spores in bulk tank raw milk. The combination of interventions included (1) training milking staff to focus on teat-end cleaning during milking preparation, and (2) implementing changes in laundered towel preparation (i.e., use of detergent, chlorine bleach, and drying). Study design involved collecting bulk tank raw milk samples for a week before and a week after initiating the combination of interventions (i.e., training on the importance of teat-end cleaning and towel treatment). Observations on teat-end condition, udder hygiene scores, and number of kickoffs during milking were also collected for 24 h before and after implementation of the interventions. A total of 355 bulk tank raw milk samples were collected with mean mesophilic and thermophilic spore counts of 2.1 and 2.4 cfu/mL, respectively, before interventions were applied, and 1.6 and 1.5 cfu/mL, respectively, after the interventions were applied. These reductions represent decreases of 37 and 40% in bulk tank raw milk mesophilic spores and thermophilic spores, respectively. Importantly, spore reductions were observed during each of the 3 visits once the interventions were applied, and the largest reduction in spores was recorded for the first sampling after training the milking staff. Further, when a higher proportion of very rough teat ends was observed, bulk tank milk thermophilic spore counts were significantly higher. The intervention strategies tested here represent easy-to-execute cleaning strategies (e.g., focusing on teat-end hygiene and towel washing procedures) that can reduce bulk tank raw milk spore levels. Future studies should validate the effect of on-farm interventions for reduced spore raw milk on corresponding processed product quality and will need to verify the effects of these small changes on product shelf life.

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Section: Worker Training and Spore Reductionmentioning

confidence: 88%

Milking time hygiene interventions on dairy farms reduce spore counts in raw milk

Evanowski

Kent

Wiedmann

et al. 2020

Journal of Dairy Science

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“…According to the study [27] there are not any fixed and single-out guidelines to analyze the data in the quantitative study, but several different guidelines have been suggested by [29]- [30]- [27]. After the transcriptions of the interviews, the next phase was to generate the codes as [31] suggested: "……..read the transcripts in their entirety several times, immerse yourself in the details, trying to get a sense of the interview as a whole before breaking it into parts [31]." The author, after a thorough reading of the interviews, started to break down the data into parts and started labeling them to take out the most important points from the interviews.…”

Section: Discussionmentioning

confidence: 99%

Vocabulary Acquisition Through Content and Language Integrated Learning

Memon,

Abbasi,

Niazi

et al. 2023

Int. J. Emerg. Technol. Learn.

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Abstract―This study aims to attempt to the learning outcomes of the learners with a focus on Vocabulary Acquisition (VA), taught through CLIL (Content & Language Integrated Learning) as compared to the normal language teaching of EFL lessons. Linguists have introduced several methods and trends in the field of language learning. CLIL is the most recent and most effective method that has gained widespread popularity and is widely used and implemented in Europe and other parts of the world. It is a dual-focused method of language teaching, especially in foreign or second language teaching with a focus on the content or the subject. This stresses language teaching through content, the learners are taught science, geography, history, or physics with a special focus on language structures simultaneously. By using a mixed Methodology, the experimental research method of pretest and post-test was applied to get the answer to the research questions of the study. The study aims to gain the level of VA among the learners through conducting the pretest and posttest research design. The outcomes would encourage assessing the learners through CLIL to achieve greater Vocabulary Acquisition than the EFL learners.

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Worldview Theory and Science Education Research

Cobern

2000

Everyday Thoughts About Nature

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In the general field of misconception research there are researchers interested in students' epistemological structures per se} Gilbert and Swift (1985, p.682) note that "an emerging 'invisible college' for what we have termed the 'alternative conceptions movement' (ACM) appears to be gradually emerging." According to Osborne and Wittrock: over the last few years there has been a growing awareness among science educators of the importance, for learning, of the conceptions that children of all ages bring with them to science lessons. (1983, p.489) An important premise in ACM research and something that separates it from other misconception research is the premise that children's ideas, arc not simply isolated ideas...but rather they are part of conceptual structures which provide a coherent and sensible understanding of the world from the child's point of view. (Gilbert et al., 1982, p.623) While applauding the shift away from isolated views labeled misconceptions and toward the recognition that children hold integrated views representing reality, Hills argued that the ACM researchers nevertheless continue the misconception assumption that the student's view is to be judged as a scientific view. For example, though Osborne and Wittrock (1983, p.489) wrote: a most important feature of these studies is the attempt to establish the views children hold whether or not these views are congruent with those of scientists, the underlying assumption is that the student views are eventually to be judged on scientific grounds. Those views found wanting are deemed in need of change. The assumptions suggest things about the researchers' own world views and indeed opens them to the charge of scientism. The line between science and scientism is crossed when one insists that validity of student views or ideas must be solely determined on scientific grounds, as if to say there are no other legitimate grounds for assessing validity. Quite the contrary, student views, 'See for examples. Driver, Guesne & Tiberghein (1985); Driver & Easley (1978); Fensham (1980); Freyberg & Osborne (1981). 'According to Wolters (1989) the best English term for the German Weltanschauung is worldview as a single word. However, in American dictionanes world view is always two words. That is how it most often appears in the scholarly literature and how it appears in this monograph. Related concepts for world view that occasionally appear m the education literature are root metaphor, world hypothesis, view of nature, view of reality, and perceptual framework. Often these concepts are incorrectly used as synonyms for world view. The study of foreign relations requires a concept such as world view. World view research means seeking to know more about students' presuppositions about the world, their epistemological macrostructures. It is a logical extension of current research avenues although some may see world view as an issue only in conjunction with gender and culture. This tendency to assume general homogeneity amongst students, however, may be the very a...

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Getting Better Quality Stuff

Cited by 20 publications

References 6 publications

Milking time hygiene interventions on dairy farms reduce spore counts in raw milk

Milking time hygiene interventions on dairy farms reduce spore counts in raw milk

Vocabulary Acquisition Through Content and Language Integrated Learning

Worldview Theory and Science Education Research

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