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Using the example of food preparation, learners not only acquire technical competences in Economy, Work and Home Economics lessons, but they can also be encouraged to develop social and intercultural competences. Cooking and eating together provides learners with a framework in which they can experience intercultural diversity, exchange ideas, and learn from each other. [ABSTRACT FROM AUTHOR]

The article deals with the labels of vessels found in Malqatta. These labels provide information about the food product, the date, the origin, and the person responsible for the preparation. The specific title "Responsible for Fat Preparation" should be translated as "Fat Cook" and was only used in Malqatta during the reign of Amenhotep III. The article also deals with the titles and tasks of the "bouilleurs de graisse" (fat cookers) in the Egyptian palaces of Malqatta and Amarna. It is suggested that there was a special title for the preparation and packaging of fat, which can be found on the shards from Malqatta. Other titles related to cooking are also mentioned. The article also describes the birth of Osiris and mentions various sources and references to Egyptian titles and hieroglyphs. [Extracted from the article]

Introduction: Group interventions in occupational therapy (OT) are widely common in the field of adult mental health. This exploratory study examines which groups are actually offered in Austria, which competences OTs subjectively see in themselves, which further training needs they perceive, and which ideas they have for improving group interventions in their field of work. Method: As the first step in a mixed methods design, a scoping review on the topic of mental health group concepts in OT was conducted. With the aim of an explorative analysis, the answers of 92 OTs from Austria who work in this field of mental health were collected using an online questionnaire. Results: The majority of participants offer a wide variety of group interventions such as arts and crafts, cooking, or cognitive training. Concerning their skillsets, OTs see their strengths in relationship building and communication. Potential for development is perceived, among others, in conflict resolution. OTs wish to be heard more when it comes to decision making about group interventions in their respective places of work, for example concerning the balance of individual or group therapy, and the size of groups. Conclusion: Group interventions are an important tool for OT in mental health. OT students could be better prepared for conflict management and group dynamics in their basic training. Further training on specific group concepts and case discussions is desirable. [ABSTRACT FROM AUTHOR]