•Maturity at harvest and after storage plus genotype impact melon fruit flavor.•Volatiles increased in storage for all melon genotypes with esters being dominant.•Short shelf-life melons associated ...with esters, sulphur compounds and a terpenoid.•Long shelf-life melons related with green/grassy aroma/flavor, firmness, aldehydes.
Flavor is a key attribute defining melon fruit quality and driving consumer preferences. We characterized and compared fruit ripening patterns (ethylene, respiration), physicochemical properties (rind/flesh color, firmness, soluble solids, acidity), aroma volatiles, and flavor-related sensory attributes in seven melon genotypes differing in shelf life capacity. Fruits were evaluated at optimal maturity and after storage for six days at 5 °C plus one day at room temperature. Total volatile content increased after storage in all genotypes, with esters being dominant. Shorter shelf-life genotypes, displaying a sharper climacteric phase, correlated with fruity/floral/sweet flavor-related descriptors, and with esters, sulfur-containing compounds and a terpenoid. Longer shelf-life types were associated with firmness, green and grassy aroma/flavor and aldehydes. Multivariate regression identified key volatiles that predict flavor sensory perception, which could accelerate breeding of longer shelf-life melons with improved flavor characteristics.
•Sensory panelists detected differences in texture among 10 melon genotypes.•Instrumental assessments detected differences in texture among 10 melon genotypes.•Instrumental parameters can predict ...texture sensory attributes in melon genotypes.•Breeding programs targeting texture may be accelerated by instrumental methods.
Melon (Cucumis melo L.) is a commercially important horticultural crop worldwide that exhibits extensive phenotypic and genetic variation. Texture is one of the key attributes defining melon fruit quality and overall consumer preference. The aim of this research was two-fold: first, to characterize and compare differences in fruit sensory and instrumental textural properties among a diverse panel of melon fruit genotypes (to determine if each methodology is capable of discriminating among genotypes independently); and secondly, to assess the correlations between texture-related sensory attributes and instrumental parameters. During two production seasons, fruit from 10 melon genotypes with diverse textural characteristics were harvested at optimal commercial maturity and stored for six days at 5 °C plus one day at room temperature, then analyzed for textural instrumental and sensory properties. Both methodologies detected significant and reproducible differences in texture among the assayed melon genotypes. Furthermore, texture-related sensory attributes of firmness, crunchiness, and juiciness significantly correlated with several parameters obtained through the instrumental assessment of texture by using different probes of the texture analyzer instrument, independently. Our results indicate that texture-related attributes and overall fruit quality improvement could be accelerated significantly by the application of instrumental measurements to select for phenotypes that highly associate with consumer perception, decreasing costs and time investments.
Ubiquitous learning Bill Cope, Mary Kalantzis / Bill Cope, Mary Kalantzis
2010, 20100111, 2009, 2009-12-07
eBook, Book
This collection seeks to define the emerging field of "ubiquitous learning," an educational paradigm made possible in part by the omnipresence of digital media, supporting new modes of knowledge ...creation, communication, and access. As new media empower practically anyone to produce and disseminate knowledge, learning can now occur at any time and any place. The essays in this volume present key concepts, contextual factors, and current practices in this new field._x000B__x000B_Contributors are Simon J. Appleford, Patrick Berry, Jack Brighton, Bertram C. Bruce, Amber Buck, Nicholas C. Burbules, Orville Vernon Burton, Timothy Cash, Bill Cope, Alan Craig, Elizabeth M. Delacruz, Lisa Bouillion Diaz, Steve Downey, Guy Garnett, Steven E. Gump, Gail E. Hawisher, Caroline Haythornthwaite, Cory Holding, Wenhao David Huang, Eric Jakobsson, Tristan E. Johnson, Mary Kalantzis, Samuel Kamin, Karrie G. Karahalios, Joycelyn Landrum-Brown, Hannah Lee, Faye L. Lesht, Maria Lovett, Cheryl McFadden, Robert E. McGrath, James D. Myers, Christa Olson, James Onderdonk, Michael A. Peters, Evangeline S. Pianfetti, Paul Prior, Fazal Rizvi, Mei-Li Shih, Janine Solberg, Joseph Squier, Kona Taylor, Sharon Tettegah, Michael Twidale, Edee Norman Wiziecki, and Hanna Zhong.
Documenting an educational experiment that began in Sydney, Australia, this book presents essays by theorists and practitioners in the genre literacy movement that describe this approach to literacy ...instruction in a clear, practical, and accessible way. The book notes that the genre approach to literacy teaching emphasizes content, structure, and sequence in literacy learning, moving beyond traditional literacy pedagogies (which stress formal correctness) and beyond the process pedagogies (which stress "natural" learning through "doing" writing). After an introduction ("How a Genre Approach to Literacy Can Transform the Way Writing Is Taught" by Bill Cope and Mary Kalantzis), chapters in the book are (1) "Genre as Social Process" (Gunther Kress); (2) "Histories of Pedagogy, Cultures of Schooling" (Mary Kalantzis and Bill Cope); (3) "The Power of Literacy and the Literacy of Power" (Bill Cope and Mary Kalantzis); (4) "Gender and Genre: Feminist Subversion of Genre Fiction and Its Implications for Critical Literacy" (Anne Cranny-Francis); (5) "A Contextual Theory of Language" (J. R. Martin); (6) "Grammar: Making Meaning in Writing" (J. R. Martin and Joan Rothery); (7) "Curriculum Genres: Planning for Effective Teaching" (Frances Christie); (8) "Genre in Practice" (Mike Callaghan and others); and (9) "Assessment: A Foundation for Effective Learning in the School Context" (Mary Macken and Diana Slade). A Bibliographic essay ("Developing the Theory and Practice of Genre-based Literacy by Bill Cope and others), a glossary of terms, and a 16-page bibliography are attached. (RS)
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