Breadfruit is a high yielding tree crop with a long history in the Pacific Islands, with the potential to improve food security under climate change. Traditionally, it has been grown and used extensively as a food source in Hawaii, but in the past decades, it has been neglected, underutilized, and supplanted by imported staple foods. Revitalization of breadfruit is central for reducing dependency on food imports and increasing food resiliency and self-sufficiency in Hawaii. Such a process could potentially be strengthened by the development of novel value-added products. This empirical study investigates consumer acceptance and willingness to pay in two scenarios: with and without detailed product information about breadfruit and its cultural significance, nutritional benefits and potential contribution to increase local food security. A total of 440 consumers participated in the study. Participants receiving descriptive information had a higher level of acceptance and were willing to pay a higher price compared with participants who were not informed that the product was made from breadfruit: 1.33 ± 0.15 acceptance on the hedonic scale and 1.26 ± 0.23 USD (both p < 0.0001). In conclusion, repeated exposure and building a positive narrative around breadfruit products may increase consumer acceptability.

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Abstract, EnglishThis paper covers videos created and used in different learning patterns. The videos are grouped according to the teaching or learning activities in which they are used. One group of videos are used by the teacher for one-way communication, including: online lectures, experts interacting with one another, instruction videos and introduction videos. Further videos are teacher-student interactive videos, including: feedback on student deliveries, student productions and interactive videos.Examples from different courses at different faculties at The University of Copenhagen of different types of videos (screencasts, pencasts and different kinds of camera recordings, from quick-and-dirty videos made by teachers at their own computer to professionally produced studio recordings) as well as audio files are presented with links, as an empirical basis for the discussion.The paper is very practically oriented and looks at e.g. which course design and teaching situation is suitable for which type of video; at which point is an audio file preferable to a video file; and how to produce videos easily and without specialized equipment, if you don't have access to (or time for) professional assistance. In the article, we also point out how a small amount of tips & tricks regarding planning, design and presentation technique can improve recordings made by teachers themselves.We argue that the way to work with audio and video is to start by analyzing the pedagogical needs, in this way adapting the type and use of audio and video to the pedagogical context. Abstract, DanishArtiklen handler om brug af video i undervisning. Videoerne er inddelt i typer i forhold til hvilke laeringsaktiviteter, de indgår i. En type video er envejskommunikation fra laerer til studerende og denne gruppe omfatter online-forelaesninger, eksperter der taler sammen, instruktionsvideoer og introduktioner til emner. En anden type er videoer med interaktion mellem laerer og studerende, og denne gruppe omfatter feedback på studenteropgaver, studenter-producerede videoer og interaktive videoer.Artiklen viser eksempler på brug af video i undervisningen på tvaers af en raekke fag på Københavns Universitet. Det er bl.a.: screencasts, pencasts, og forskellige former for optagelser, fra quick-and-dirty videoer, optaget af laereren selv, til professionelt producerede studieoptagelser, og dertil kommer lydfiler. Til alle eksempler hører links til konkrete video-og lydfiler som empirisk basis for diskussionen.