Affect or information? Labeling policy and consumer valuation of rBST free and organic characteristics of milk

Using a labeling policy framework, we answer the question of whether attitude has an impact on consumers’ valuation of rBST-free and organic characteristics of milk. We utilize 2 years of consumer survey data and a hedonic model to estimate marginal effects of attitude on consumer valuation of rBST-free and organic milk. Findings indicate that in 2001 milk value was impacted by attitude, regardless of whether attitude was measured using an opinion based or behavioral construct. In 2004 the contribution of attitude to value was insignificant. Implications for labeling policy are discussed.     

The character of demand in mature organic food markets: Great Britain and Denmark compared

We investigate the organic food market in two selected European countries, Great Britain and Denmark, identifying main differences and similarities. We focus particularly on consumer perceptions and priorities, labelling schemes, and sales channels as a basis for assessing market stability and prospects for future growth. We employ a unique set of household panel data that includes information on stated values and concerns as well as registered purchasing behaviour. Most organic food on both markets is produced and processed by large-scale industrialised units and distributed through mainstream sales channels, consumer confidence being sustained at present by organic labelling schemes that appear to function well. However, a parallel market, based on the supply of goods through various direct sales channels to heavy users, prevails. We find that organic food purchase decisions are primarily motivated by ‘private good’ attributes such as freshness, taste and health benefits, attributes that may be perceived as being compatible with modern production and sales structure. Mature markets for organic foods nevertheless appear to be vulnerable to consumer dissatisfaction, particularly among heavy users of organic food products.     

The Politics of Technological Literacy

Technological literacy has been given official sanction; it is the end of technology education in the United States. For most technology educators, the construct is neutral, and something nobody could be ‘against’. This article situates technological literacy in its ideological context of competitive supremacy and conservative politics. In opposition to a ‘neutral’ notion of this construct, a turn toward critical technological literacy is negotiated. Critical technological literacy represents an overtly political turn toward overcoming forms of power that sustain inequities in the built world. To engage in these politics, it is argued that technology educators will necessarily have to resituate their practice within cultural studies. This revised version was published online in July 2006 with corrections to the Cover Date.     

Consumer information,labelling and international trade in agri-food products

The focus of the World Trade Organization is establishing limits on governments’ ability to impose trade barriers in response to producers’ requests for protection. In recent years, however, requests for protection from imports has increasingly come from consumers over issues ranging from animal welfare concerns, employment of child labour, the use of growth hormones, differing environmental standards and GM foods. The current international trade regime is ill-suited to deal with consumer-based protectionism. This paper develops a model that explicitly incorporates consumer concerns into an international trade model and compares the result with the standard treatment. Further, using the model incorporating consumer concerns, a labelling policy for imports is compared to an import embargo. The labelling policy is found to be superior to an embargo. Implications are drawn for future trade negotiations pertaining to sanitary and phytosanitary measures and technical barriers to trade.     

Measuring the consumer benefits of improving farm animal welfare to inform welfare labelling

Policy makers in the European Union are envisioning the introduction of a community farm animal welfare label which would allow consumers to align their consumption habits with their farm animal welfare preferences. For welfare labelling to be viable the market for livestock products produced to higher welfare standards has to be sufficiently segmented with consumers having sufficiently distinct and behaviourally consistent preferences. The present study investigates consumers’ preferences for meat produced to different welfare standards using a hypothetical welfare score. Data is obtained from a contingent valuation study carried out in Britain. The ordered probit model was estimated using Bayesian inference to obtain mean willingness to pay. We find decreasing marginal WTP as animal welfare levels increase and that people’s preferences for different levels of farm animal welfare are sufficiently differentiated making the introduction of a labelling scheme in the form of a certified rating system appear feasible.     

Literacy,technology and ‘technological literacy’

The shortcomings of the technological literacy metaphor are reviewed. The lack of an agreed meaning for this concept reflects a widespread perplexity about how the study of technology should be incorporated into general education. The paper considers how the study of literature and history might contribute to an understanding of technology and posits a framework which permits the study of the made world to be incorporated within a humanistic educational scheme. It is suggested that the historical study of technologies of literacy could play a significant role in curricular integration.Based on a Plenary Address to the second Domains of Literacy Conference:Literacies for a Productive Future Institute of Education London 1/9/94Michael Barnett has been, since 1992, Professor of Technology and Education at the Institute of Education in London University. Prior to that he was Reader in Physics at Imperial College London. His main scholarly activities are concerned with the history, philosophy and sociology of technology and their bearing on educational practice. He has established an MA programme in Technology and Education which reflects these concerns.     

What is this thing called organic? – How organic farming is codified in regulations

Organic farming is one of the fastest growing sectors of world agriculture. Although it represents only 1% of world agricultural area, organic is one of the most recognized food labels and most people in developed countries consume some amount of organic food today. There is a wide range of interpretations of what organic means by different actors in the sector. Here we examine eight different organic regulations from across the world to understand how they have codified the large diversity of ideas inherent in organic agriculture. Our analysis shows that organic practices and regulations do not differ substantially between countries – across the board organic regulations define organic mainly in terms of 'natural' vs. 'artificial' substances that are allowed (or not) as inputs. This interpretation of organic as “chemical-free” farming, largely void of broader environmental principles, does not fully incorporate the original ideas of organic theoreticians who conceived it as a holistic farming system aimed primarily at improving soil health, thereby leading to improved animal, human, and societal health. This narrow focus of organic regulations can be explained by the interest of organic consumers who predominantly buy organic because they believe it is healthier and more nutritious due to the absence of harmful substances. Organic regulations need to place more emphasis on environmental best practices in order to ensure that organic agriculture can contribute to sustainability objectives.     

Organic or conventional? Optimal dairy farming technology under the EU milk quota system and organic subsidies

This paper assesses the competitiveness of organic and conventional dairy farms under different milk market and organic farming policy scenarios. We use a DEA-based model to estimate for each policy scenario the sample farms’ profit potential in both technologies. The model enables identification of a farm’s optimal technology based on its input–output observations. The empirical analysis is based on the annual accounts of 1300 Bavarian dairy farms. Results indicate that approximately 69% (78%) of the organic (conventional) farms have chosen their optimal farming system. The remaining organic (conventional) farmers could increase their profit on average by roughly 6% (10%) by switching to the other technology. Abolishment of the EU milk quota results in a considerable decline in the number of sample farms for which organic farming is the optimal technology, suggesting that, ceteris paribus, organic dairy farms may lose competitive advantage with the deregulation of the EU’s milk market regime in 2015. Organic maintenance payments more than double the number of farms with a higher earning potential in organic farming, but their effectiveness could decline when the milk quota is abolished.     

Improving Technology Education Research on Cognition

In the United States cognitive research about technology education for the general educational purpose of technological literacy has suffered from a lack of a coherent focus. Certainly, there are studies that have addressed cognition, yet analysts of technology education research have been unable to coordinate their findings in any meaningful way (Streichler 1966; Dyrenfurth & Householder 1979; McCrory 1987; Zuga 1994). There are several persistent problems facing technology educators that contribute to the inability to develop clear interpretations or generalizations of the relationship of cognition and technology education. If some of those problems are identified, then, perhaps, we can address them in order to devise directions and strategies for studying cognition in technology education.     

Factors Affecting Learning in Technology in the Early Years at School

The nature of progression in technology is still a matter of debate in technology education. While there is a growing research-based literature exploring the elements of technological literacy that might be appropriate measures of progression, little has been written about the factors that may influence both group and individual development of technological literacy. This article reports the findings of a longitudinal ethnographic study of the progression in technological literacy of 20 children during their first 3 years at school. It focuses on the factors that affected their learning in technology, and identifies a number of personal and systemic factors that affected progression in technological literacy. The implications of these findings for teaching, and for further research are then explored.     

Fairness and food choice

Although experimental studies have reported a wide array of other-regarding behavior, the pervasiveness of such behavior in the field is an open question. Using a stated-preference experiment, we first estimate people’s preferences, when purchasing food products, for the distribution of benefits accruing to participants in the food supply chain. Although none of the existing fairness models exhibit much predictive power, we find that people are in-fact concerned about the distribution of benefits resulting from food purchases, and that modifications to the models to fit the food context significantly improves explanatory power. Finally, we find that the measured preferences, along with elicited beliefs are significant predictors of people’s willingness-to-pay a premium for organic food.     

The use of scientific knowledge by Spanish agrifood firms

This paper analyses the factors that influence the use of scientific knowledge in patented technology by agrifood firms in Spain. Our particular objective is to identify whether collaboration with universities and technological characteristics of firms are the determining factors in this process. The methodology is supported by non-patent citations (NPCs) as an indicator of the extent to which scientific knowledge is used to support the development of patented technologies in the agrifood sector. The data suggest that scientific citations in patent documents are geographically more concentrated than patents, and that scientific citations are more common for agrifood products and chemical products than for agrifood machinery. Our econometric results show that internal factors related to the characteristics of technologies and firms, along with collaboration with a public research institution, are relevant factors that contribute to explaining the use of scientific knowledge by agrifood firms.     

Technology Education as Solo Activity or Socially Constructed Learning

There is a continuing perception that current educational arrangements for technology education in modern liberal democracies are at odds with its actual delivery in the classroom (Dakers & Doherty 2003). The technè versus poiesis tension (explained later) is one major contributor to this perception. Equally, the practice of transmission versus constructivist pedagogies contributes to the mismatch between policy and practice.This paper will investigate how factors relating to these two contributions affect the delivery of technological education. It will begin by discussing the derivation of the word technology and how its modern incarnation has become not only amorphous, but confusing for technology education, in that the term can be taken to mean production on the one hand or process on the other. It will then explore technology teachers perceptions (and misperceptions) of what constitutes technology education, and discuss why this can lead to confusion. It will further consider how this can affect the pedagogy adopted. It will then examine two pedagogical frameworks which result from teachers perceptions of technology education as either; a process of internalisation of technological skills and functions as representations exclusively within the mind and unique to the individual, thus solo, or; a process of technological skills and functions embedded in sociocultural activity in which cognition is distributed across the internal mind and the external environment. Finally, the paper will offer a framework for the delivery of technology education set within a community of learners paradigm.