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Descriptors:
Educational Technology; Foreign Countries; Electronic Learning; Internet; Online Courses; Courseware; Video Technology; Public Relations; Food Service; Service Occupations; Questionnaires; Web Sites; Nutrition Instruction; College Students; Health Promotion; Cooking Instruction; Program Effectiveness

Abstract:
The objectives of this research were to: 1) develop the online courseware on Thai Food Good Health to support the Thai Kitchen to the world project; and 2) evaluate the courseware by the learners toward the courseware integrated using in aboard. The research sample were sampling for chefs, Thai restaurant owners, and the students who were studying at the TAFE culinary school in Sydney. The research instruments were a questionnaire to find out the needs and readiness to attend the online learning, and a questionnaire for the learners. Courseware was designed and developed on website www.thaifoodtolearn.com by applying the 5 steps model. Firstly, the synthesis of the research results done by the researcher team. Secondly, organizing focus group of the experts in food and nutrition and public relation field discussion on the essential contents and courseware format which would be used to develop the lessons. Thirdly, the survey of needs and readiness of the respondents. Fourthly designing the media in the courseware. Fifth, testing the courseware at TAFE Northern Sydney College in Sydney, Australia. The participants registered and studied from online courseware on thaifoodtolearn.com website as well as the set of multimedia "Thai food good health" distributed to the participants with the learner's active participation in demonstration and practices. The research result found that the respondents were readiness to study online courseware. They needed to learn as 1-2 weeks short course in the morning and evening. The topics they needed to learn were Thai food ways, Thai food cooking techniques, Thai healthy food such as Thai herb, fruit and vegetable, the characteristics of Thai food, safety Thai food, and basics knowledge of Thai food respectively. After learning online courseware, the learners' opinion mostly showed that the lessons were totally good level. In case of the contents and presentation of video, image, graphics, hyper media links in each pages, the usefulness and benefit of the lessons mostly showed in very good level. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Gardening; Cooking Instruction; Elementary Schools; Learner Engagement; Educational Environment; Outcomes of Education; Program Effectiveness; Student Attitudes; Teaching Methods; Quality of Life; Foreign Countries; Principals; Interviews; Cooperation; Teamwork; Program Evaluation; Experiential Learning; Focus Groups; Participant Observation; Interpersonal Competence; Intervention; Teacher Attitudes; Parent Attitudes; Administrator Attitudes

Abstract:
This article presents results from a mixed-method evaluation of a structured cooking and gardening program in Australian primary schools, focusing on program impacts on the social and learning environment of the school. In particular, we address the Stephanie Alexander Kitchen Garden Program objective of providing a pleasurable experience that has a positive impact on student engagement, social connections, and confidence within and beyond the school gates. Primary evidence for the research question came from qualitative data collected from students, parents, teachers, volunteers, school principals, and specialist staff through interviews, focus groups, and participant observations. This was supported by analyses of quantitative data on child quality of life, cooperative behaviors, teacher perceptions of the school environment, and school-level educational outcome and absenteeism data. Results showed that some of the program attributes valued most highly by study participants included increased student engagement and confidence, opportunities for experiential and integrated learning, teamwork, building social skills, and connections and links between schools and their communities. In this analysis, quantitative findings failed to support findings from the primary analysis. Limitations as well as benefits of a mixed-methods approach to evaluation of complex community interventions are discussed. (Contains 1 figure and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Latin Americans; Foreign Countries; Scholarships; Food Processing Occupations; Hispanic American Students; Food Service; Cooking Instruction

Abstract:
With scholarships and other special programs, the Culinary Institute of America's (CIA) Texas campus hopes to make its Latino students into industry leaders. CIA is considered as the most august culinary school in the United States. CIA San Antonio dispatches chefs to study and document traditional cuisines throughout Latin America for its Center for Foods of the Americas research arm, and it brings in renowned chefs for extended visits to demonstrate their Latin American specialties for students and visiting professionals. But its chief contribution to advancing Latin cuisine and Latino chefs may come from the simple fact that the campus is in San Antonio, not a thousand miles away in New York. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Instructional Effectiveness; Computers; Sight Vocabulary; Mental Retardation; Cooking Instruction; Visual Aids; Computer Software; Teaching Methods; Elementary School Students; Computer Assisted Instruction; Likert Scales; Instruction; Direct Instruction; Comparative Analysis; Functional Literacy

Abstract:
The purpose of this study was to compare the effectiveness and efficiency of teacher-directed and computer-assisted constant time delay strategies for teaching three students with moderate intellectual disability to read functional sight words. Target words were those found in recipes and were taught via teacher-delivered constant time delay or through a PowerPoint presentation set up with a delay interval followed by a controlling prompt. These conditions were compared using an alternating treatments design. For the purposes of generalization, students were given the task of following recipes for snacks containing previously targeted sight words. Results indicated both strategies were effective; however, the teacher-directed strategy was slightly more efficient in terms of trials to criterion. The findings are encouraging given that students with moderate intellectual disability often depend on one-on-one instruction and may benefit from instruction with PowerPoint software. (Contains 4 figures and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Cognitive Processes; Motivation; Contrastive Linguistics; Language Research; Case Studies; Speech Acts; Role; Psycholinguistics; Cooking Instruction; Second Languages

Abstract:
The general goal of the present paper is to demonstrate how cross-linguistic (contrastive) data can broaden the perspective in cognitive linguistic research on metonymy, which may raise a host of questions calling for a revision of some widely accepted views. A more specific, methodological goal is to show how the introspection-driven research and the authentic-data driven research in cognitive linguistics can feed into each other in a cyclic way (cf. Kertesz and Rakosi, 2008b, p. 214ff). We highlight the role of contrastive research in the interaction between the introspection-driven and the authentic-data driven research in cognitive linguistics on two case studies. The first study is on the referential metonymy of the capital-for-government type. The second case study deals with the illocutionary metonymy motivating a range of constructions that realize the instructional speech act in cooking recipes. The two case studies have a number of things in common. In both of them the starting point is the question about the universality of a given metonymy. Similarly, in both studies we look for the motivation for the observed differences in the (non-)application of a given metonymy in a cross-linguistic perspective. After the analysis is extended to include a number of languages, the apparent impression in both studies is that the contrastive facts are ultimately motivated by some structural factors. Pursuing the analysis further, asking ourselves about the functional-cognitive background of the structural facts, we arrive at a deeper sort of motivation. (Contains 4 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Physical Health; Self Esteem; Food Service; Methods; Dietetics; Eating Habits; Cooking Instruction; Obesity; Nutrition; Child Health; Health Promotion; At Risk Persons; Science Activities; Elementary School Science

Abstract:
There is an overwhelming amount of research and data on childhood nutrition due to drastic increases in childhood obesity (classified as a BMI index greater than the 95th percentile for their height/weight). Obesity amounts have tripled in the last 30 years for children who fall in the age range of the author's students. The effects of childhood obesity are long-term and carry into adulthood. Negative implications of childhood obesity are not limited to physical health conditions. Studies show low levels of self-esteem in obese adolescents. Adolescents with lower self-esteem were more likely to engage in high-risk behaviors such as smoking and consuming alcohol. There are many factors that seem to be contributing to the rise in obesity. Large shifts have occurred in diet and physical activity patterns. These dietary changes were reflected in the snacks being brought to classroom each day. Traditional methods used to treat obesity among children have not proven successful. A study that compared the results of a diet in which families increased their fruit and vegetable intake to a diet in which families ate fewer high fat/high sugar foods found a greater decrease in weight from the diet with increased fruit and vegetable intake. No other dietary changes were made other than increasing fruit and vegetable intake. This article describes "Chef of the Week," a student-led program that promotes fruit and vegetable consumption. The Chef of the Week program is completely voluntary and student facilitated. Each week, a student chef is responsible for preparing a snack that includes at least one fruit or vegetable to share with the class. Recipes needed to be simple and created using the limited resources available in the classroom (microwave, refrigerator). The author created a "Healthy Habits" website to publish the student chefs' recipes and photos. Their classmates are able to go online and share the recipes with their families at home. (Contains 1 figure and 1 online resource.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Chemistry; High Schools; Secondary School Science; Teaching Methods; Cooking Instruction; Competition; Scientific Concepts; Creative Teaching

Abstract:
For this activity, high school chemistry students compete in a cooking contest. They must determine the chemical and physical changes that occur in the food they prepare, present their recipe as a step-by-step procedure similar to a lab procedure, identify chemicals in the food, and present all measurements in both metric and English units. The contest culminates the introductory chemistry unit that includes chemical and physical changes and serves as segue to conversion factors. (Contains 4 figures and 7 online resources.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Well Being; Public Health; Foreign Countries; Expertise; Cooking Instruction; Skill Development; Teaching Methods; Food; Dietetics; Moral Values; Daily Living Skills; Adult Education; History; Government Role

Abstract:
There has been a recent surge of interest in cooking skills in a diverse range of fields, such as health, education and public policy. There appears to be an assumption that cooking skills are in decline and that this is having an adverse impact on individual health and well-being, and family wholesomeness. The problematisation of cooking skills is not new, and can be seen in a number of historical developments that have specified particular pedagogies about food and eating. The purpose of this paper is to examine pedagogies on cooking skills and the importance accorded them. The paper draws on Foucault's work on governmentality. By using examples from the USA, UK and Australia, the paper demonstrates the ways that authoritative discourses on the know how and the know what about food and cooking--called here "savoir fare"--are developed and promulgated. These discourses, and the moral panics in which they are embedded, require individuals to make choices about what to cook and how to cook, and in doing so establish moral pedagogies concerning good and bad cooking. The development of food literacy programmes, which see cooking skills as life skills, further extends the obligations to "cook properly" to wider populations. The emphasis on cooking knowledge and skills has ushered in new forms of government, firstly, through a relationship between expertise and politics which is readily visible through the authority that underpins the need to develop skills in food provisioning and preparation; secondly, through a new pluralisation of "social" technologies which invites a range of private-public interest through, for example, television cooking programmes featuring cooking skills, albeit it set in a particular milieu of entertainment; and lastly, through a new specification of the subject can be seen in the formation of a choosing subject, one which has to problematise food choice in relation to expert advice and guidance. A governmentality focus shows that as discourses develop about what is the correct level of "savoir fare", new discursive subject positions are opened up. Armed with the understanding of what is considered expert-endorsed acceptable food knowledge, subjects judge themselves through self-surveillance. The result is a powerful food and family morality that is both disciplined and disciplinary. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Females; Cultural Pluralism; Innovation; Ethnography; Foreign Countries; Folk Culture; Food; Cooking Instruction; Cultural Influences; Traditionalism; Culture

Abstract:
This paper explores the way learning to cook remains important for the maintenance of "ethnic" food traditions and how sharing food knowledge plays a role in intercultural exchanges. Ethnographic data from an ongoing study in Melbourne is presented to highlight how, in everyday practices, both tradition and innovation are involved in learning experiences related to cooking. Using an everyday multiculturalism perspective, the study was designed to investigate the resilience of ethnic food cultures in the face of increasing industrialisation in global food systems. In this paper, I focus in particular on the interplay between tradition and innovation in everyday settings by drawing closely on three women's accounts of cooking and learning. The women remain attached to the food traditions they learned by observing and taking part in daily routines of meal preparation and they stress that many of these practices need to be preserved. At the same time, their accounts reveal how everyday settings can be considered as "pedagogical spaces" where opportunities for innovation arise and new knowledge about food and cooking can be acquired. Families, schools, travel, workplaces and neighbourhood networks emerged as sites where traditional food knowledge can be shared and new skills developed. The paper contributes to our understanding of food pedagogies by highlighting the dynamic relationship between tradition and innovation in everyday, mundane encounters and exchanges in multicultural societies. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Cooking Instruction; Science Programs; Science Activities; Science Instruction; Inquiry; Prediction; Teaching Methods

Abstract:
Cookbook labs have been a part of science programs for years, even though they serve little purpose other than to verify phenomena that have been previously presented by means other than through investigations. Cookbook science activities follow a linear path to a known outcome, telling students what procedures to follow, which materials to use, what data to record, how to record them, and what questions to answer along the way and when they are done. Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. The benefits of inquiry in the classroom are well documented. The examples provided in this article are just a few of the many subtle, yet simple, lesson transformations that can be used to fold inquiry into a cookbook lesson. These suggestions are easy and efficient, and they allow for increased inquiry with minimal effort and little time. (Contains 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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