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This study evaluates an innovative three-sided approach to classroom debate aimed at fostering critical thinking beyond adversarial argumentation. In an undergraduate Food Justice course, two teams presented arguments "for" and "against" pre-defined resolutions, while a third team explored areas of convergence and divergence at the "complex middle". Class members subsequently engaged in verbal and written reflections. Drawing on field notes, students' written reflections, and an evaluative student survey, the authors investigated the impacts of this approach. Most students found the three-team structure (80%) and post-debate verbal sharing sessions (72%) useful; almost two-thirds (64%) called for inclusion of a structured question/answer period. Many students actively embraced the complex middle as an interdisciplinary site for exploring real-world problems, noting flaws in their prior thinking, and becoming more alert to their socio-cultural positionalities. Additional research on similar pedagogies appears warranted.

Children's hypothetical reasoning about a complex and dynamic causal system was investigated. Predominantly White, middle-class 5- to 7-year-old children from the Greater Toronto Area learned about novel food chains and were asked to consider the effects of removing one species on the others. In Study 1 (N = 72; 36 females, 36 males; 2018), 7-year-olds answered questions about both direct and indirect effects with a high degree of accuracy, whereas 5-year-olds performed at chance. Six-year-olds showed intermediate performance. Using food chains with clearer constraints, Study 2 (N = 72; 35 females, 37 males; 2020-2021) replicated these findings. These results indicate that the ability to think about hypothetical changes to dynamic causal systems develops between 5 and 7 years. Implications for science education are discussed.

Purpose: University students are a unique population with great potential to adopt eating habits that promote positive human and planetary health outcomes. The purpose of this study is to illustrate the current perceptions of sustainable eating behaviours among the students and to examine the determinants of sustainable eating behaviours. Design/methodology/approach: Data were collected from December 2020 to May 2021 through focus group discussions among university students in Ontario, facilitated through synchronous online sessions. There were 21 student participants during the course of five focus group sessions (4-5 participants per session) from various departments within the university. The discussions were transcribed and analyzed for main themes and concepts using open coding; deductive coding based on the framework by Deliens et al. as well as the literature; and inductive coding for emerging themes. Findings: The students had different perceptions about what constituted sustainable eating behaviours, some of which were not based on fact. A variety of individual, environmental (macro, micro and social) and university characteristics were mentioned as factors influencing sustainable food choices, with "food literacy" and "campus food" being the top two factors. Originality/value: This study presents a novel and holistic overview of how sustainable eating behaviours and sustainable foods are perceived among university students and identifies the perceived determinants of adopting sustainable eating behaviours. This study helps with identifying opportunities to promote sustainable eating behaviours among university students and the design/implementation of informed interventions and policies aimed at improving eating behaviours.

Purpose: To evaluate the effectiveness of food and nutrition regulations in developing healthy behaviors of young children, this study profiled the food and nutrient contribution of snacks, the foods and drinks consumed outside of main meals, in the diets of a sample of children between the ages of 3-5 years overall and in regulated child care (RCC) and home settings. Methods: From a purposive sample of 44 RCC settings from across Nova Scotia, Canada, 19 agreed to participate in this study and with RCC directors' approvals, invitations were sent to parents of enrolled children. Using a 4-day food record, foods and drinks consumed by 79 preschool aged children, were recorded by parents at home and by trained research assistants at RCC. The foods and drinks consumed during morning, afternoon and evening snack occasions coded by the "What We Eat in America" (WWEIA) categories and the provision of energy, sodium, fats, sugar and fiber were calculated. Descriptive statistics and independent t tests were used to determined differences between the foods and nutrients by where and when the snacks were consumed. Results: On average, children consumed 2.3 snacks per day. Fruit, salty/sweet items and dairy items were predominately consumed as snacks. Average daily contributions from snacks were 29% of energy, 22.6% sodium, 27.6% saturated fat, 39.9% sugar and 31.3% dietary fiber. Significantly more variety of food categories and higher sodium and fiber snacks were consumed at RCC than home. Home morning snacks had significantly more sugar than RCC morning snacks. Conclusions: The findings provide insight into the influences from RCC and home settings on snack intakes and the important role RCC food and nutrition regulations play in supporting healthy eating behaviors. Suggested recommendations are to de-emphasize the requirement for two food group servings for each snack at RCC, focus more on variety and nutrient dense snacks and encourage knowledge sharing between RCC and home environments to promote healthy children's snacking behaviors.

This case examined five students' experiences of participating in a film-mediated community-based discourse about local Asian Canadian communities, where students viewed and created documentary films in a fourth-year English course that focused on diasporic foodways. Phenomenographic perspectives guided an analysis of the students' experiences; data sources included semi-structured interviews, recordings and notes of classroom lessons, students' films, and course notes. Findings illustrated different ways the students learned as they engaged with course materials, films, guest speakers, and interviewing local community members: They (1) developed increasingly complex understandings of local Asian Canadian culture and issues; (2) experienced transformative learning as they reframed understandings of select experiences, place, and people; and (3) were motivated to participate in social action to promote greater inclusion and give voice to the historically silenced. Findings also extend place-based perspectives by challenging a monolithic treatment of 'history', urging for greater reflexivity of one's relationship to community members.

Objective: In this study, we investigate university students to learn about their barriers to improving and/or maintaining a healthy lifestyle and their needs and interests regarding the development of a tailored intervention to promote physical activity and a healthy diet. Participants: The qualitative research included three focus groups consisting of 22 university students. Methods: The interview grid was developed around the variables of the ecological Conceptual Framework of the Quebec Ministry of Health and Social Services. Data were analyzed using NVivo software. Results: Time constraints due to a heavy workload, high costs and low motivation were the reasons students failed to participate in physical activity and/or adopt a healthy diet. Furthermore, they perceived that on-campus food and physical activity are more expensive and the quality of food is poorer. Conclusions: Students are nevertheless interested in the development of a tailored intervention to promote physical activity and a healthy diet.

As food supply practices must adapt to the reality of limited natural resources, alternative solutions must be found to meet the dietary needs of a growing world population. Edible insect consumption represents a sustainable substitute to that of conventional meat. Psychological barriers are largely responsible for dictating Westerners' aversion towards insect eating. As adolescents have been less exposed to socio-cultural constructs and as their food habits are less entrenched, they might express a greater openness towards edible insect products. This study aims to assess the impact of exposure and familiarisation with edible insects on adolescents' attitudes towards entomophagy. Between February 2018 and January 2020, 662 students aged 15-16 years from a Canadian high school engaged in a pedagogical insect farming project during which they had the chance to learn about insects as a sustainable foodstuff, while being familiarised with insect farming methods. Three different student cohorts took part in this project. The first and second had the opportunity to raise crickets and the third mealworms. Relying on surveys distributed before and after these 3 month projects, time-based and type-based analyses regarding students' initial attitudes towards edible insects and their evolution over the course of these activities were performed. Results showed that the project greatly enhanced their acceptance towards edible insect consumption, suggesting that the speed and impact of peer influence amongst adolescents could be leveraged in promotional efforts to accelerate the adoption of edible insects.

Food is perfectly positioned to link students' lives to the deep and broad historical forces around them. Like everybody else, students procure and consume food on a daily basis, use it to mark special occasions, share it with friends, enjoy or dispute it with families, all perhaps without ever considering its potential for historical analysis. The pedagogical example described in this article uses a lesson on food history to help students understand the significance of early modern contact. The "Columbian Exchange" refers to the transfer of plants, animals, and microbes across the Atlantic--and, later, around the globe--in the wake of Christopher Columbus' voyages at the end of the fifteenth century. In the years since Alfred Crosby first coined the term in 1972, historians and ecologists have produced a large body of research showing how the Columbian Exchange was transformative to ecologies and cultures. The authors use this as a central topic in their "Worlds Colliding" course, which explores early modern contact both historically and ecologically. The authors have found that a particularly effective introduction to the early years of the Columbian Exchange can be found on the students' plates.

School nutrition programs are integral to academic success. To support the whole child, teachers must appreciate what role nutrition plays in academic success. Studies of food insecurity reveal there are degrees of severity. Although the key determinate of food security is poverty, employment is not necessarily a shield. One can eat and still be malnourished by high starch low nutrient food. In northern communities, severe costs result in food insecurity reaching higher up the income pyramid. Co-occurring measures of poverty, food insecurity, obesity and diabetes within Manitoba's Indigenous communities are high. Schools are ideally positioned as supports within our communities.

Enrollment of international post-secondary students is increasing across Canadian campuses. International post-secondary students may experience challenges in accessing nutritious foods that meet their dietary needs and food preferences. These challenges can pose negative impacts on their health, well-being, and academic achievement. Our aim was to describe international post-secondary students' perceptions of (1) challenges to attaining food security and (2) consequences of food insecurity on the university experience. We conducted individual semi-structured interviews with 11 international post-secondary students who had food insecurity, were enrolled at a public university in Canada, and who had requested emergency food hampers from the on-campus food bank. Interviews were audio-recorded, transcribed verbatim, and analyzed using manifest, inductive content analysis. International post-secondary students reported several logistical issues related to obtaining sufficient food, including a lack of time, limited family support, modest food preparation skills, and low knowledge about supportive services and resources. Students also faced challenges in sourcing culturally appropriate foods, including issues related to food availability, accessibility, acceptability, and affordability. Further, they perceived food insecurity to negatively influence their academic performance through compromised concentration, reduced class and exam attendance, and adverse impacts on physical, mental, and social well-being. Some students reported extreme food deprivation, resulting in hunger. Our results revealed the negative impacts that food insecurity can have on international post-secondary students. Findings underscore the imperative to minimize the occurrence of food insecurity while studying in Canada by introducing and enhancing support systems on campus and in the community to enable food security.

Community-university partnerships are increasingly being used to address complex, systemic problems, such as food insecurity. However, this form of research is highly labour intensive and requires substantial time and energy. Several community-university partnerships have begun to appoint individuals who act to 'bridge' such partnerships to navigate complex social and political environments, and stimulate action. However, few examples exist that highlight the specific nature of these positions. To address this gap, the current paper describes the multiple and complicated roles played by a bridge person in supporting a project developed in response to food insecurity among migrant families. We outline three major roles that required varying forms of labour: (1) "Solving Problems" (Adaptive Labour), (2) "Navigating Scarcity" (Political Labour), and (3) "Responding to Urgency" (Emotional Labour). We intend to highlight the ambivalent spaces bridge people operate within and the implications for these individuals and the community-university partnerships they intend to support.

Adolescents' intake of vegetables and fruits is generally low, and many demonstrate unhealthy eating behaviors. Food literacy may be key to improving adolescents' nutrition. However, the relationship between food literacy, fruit and vegetable intake, and other healthy eating behaviors remains unclear, as well as how these relationships may differ among boys and girls. This study assessed the relationship between food literacy (including food skills and cooking skills), vegetable and fruit consumption, and other eating behaviors of adolescents. This cross-sectional study included 1,054 students, including 467 boys and 570 girls from five francophone high schools in New Brunswick, Canada. Quantitative data on students' food and cooking skills, vegetable and fruit consumption, and other eating behaviors were collected with a self-reported questionnaire. Multilevel regressions were used to assess the relationship between food literacy, students' consumption of vegetables and fruits, and other eating behaviors. Better cooking skills were associated with healthier eating behaviors and greater vegetable and fruit consumption for boys and girls. Better food skills were also associated with healthier eating behaviors and greater vegetable and fruit consumption among both genders. These findings highlight the importance of improving food literacy among adolescents. Public health interventions should focus on increasing cooking and food skills to improve adolescents' nutrition.

Making the most out of a short-term study abroad program is vital for students who are investing in an experience they hope will benefit them personally and academically. This study explores participants' counterfactual understandings of a three-week short-term study abroad program focusing on content and English as an additional language learning for Japanese undergraduate students at a university in British Columbia, Canada. It identifies what participants wish they had known about where they were going and what they would have done if they had known that information. Qualitative methods were used to gather written narrative data from 37 participants and analyze that data for themes emerging from the participants' counterfactual reflections. Results point to six themes related to the participants' unexpected short-term study abroad experiences: food and drink, facilities, money matters, shopping, climate and geography, and community characteristics. On reflection, if the students had known more about those themes, they may have prepared differently for their trip and they might have had different experiences during the program. To prepare students to get the most out of a short-term study abroad program, pre-departure activities making use of inquiry and task-based/experiential learning are recommended.

Governments and private funders are placing increasing demands on postsecondary institutions and community-based organizations to account for the impacts from their collaborative research and learning efforts. In this article, we explore how best to account for impacts arising from the Community First: Impacts of Community Engagement project (CFICE; 2012-2019), a collaboration of over 30 postsecondary institutions and 60 community partners from across Canada. In doing so, we note the strengths and, in particular, the weaknesses of the theory of change rationalist approach to evaluation in tracking impacts favored by funders. Seeking a more thorough understanding of how community-campus engagement activities impact collaborators, we turn to the theories of David Harvey, Basil Bernstein, and Norman Fairclough for a deeper account of the space-times of social practices and of how social change actually occurred in three examples of CFICE activity. We argue that rationalist program planning and evaluation models with currency in community-campus engagement activities need supplementing with more nuanced and theoretical accounts of how community impacts and social change actually happen over time within complex and multi-scalar contexts. Such scholarship can better inform funding agendas that do not always seek to place communities first.

As community-campus engagement (CCE) continues to gain momentum, impact has increasingly been evaluated through qualitative measurements rooted in community-based perspectives. However, for CCE to have meaningful impact, it must challenge dominant power structures and work to create equitable relationships. This article explores efforts to better understand and evaluate the impacts of CCE. Based in our research on 12 place-based CCE projects that aimed to support food sovereignty in Canada, the findings highlight how evaluating impact needs to be contextual, relational, and process-based with a focus on how CCE contributes to or hinders broader social change. Two additional themes supporting increased impact also emerged: the development of collaborative knowledge and actions; and, building networks of CCE communities of practice. The research also identified the limitations of evaluating CCE impact when measurements are pre-determined, top down, and are not rooted in community needs and perspectives. While we believe that evaluating impact can be a meaningful and important process, it is necessary to challenge assumptions that measuring impact is always desirable or possible.

Food insecurity has been identified as an issue among postsecondary students. We conducted this study to describe the level of food insecurity in a sample of university students with a particular interest in the effect of marginalization. A cross-sectional survey was conducted using a volunteer sample of 3,490 undergraduate students (44% participation rate) at one BC university campus between February and May 2017. Experiences of food insecurity were reported by 42.3% (n=1,479) of respondents. Among those who were food insecure 60.2% (n=891) were female. Logistic regression analysis indicated that females, students living on campus, those with a diversability (developmental, physical, or other disability), individuals self-reporting as belonging to a visible minority, and international students were more likely to experience food insecurity than comparator groups. When adjusted for gender, years on campus, and living situation, students who reported experiencing two or more forms of marginalization were 2.52 times more likely to be food insecure compared to students who do not report any form of marginalization. This study further supports concerns about high levels of food insecurity among university students in Canada. In particular, the findings highlight the risk for food insecurity among students who are already vulnerable to socio-economic inequity due to belonging to marginalized groups. Efforts to promote student well-being on university campuses need to address food insecurity by addressing system-level factors to equalize the field for all students at risk for food insecurity.

The curriculum of public systems of education should include opportunities for fostering a deeper relationship with the places in which learners live. In this paper I work through a ecopoetic inquiry lens to investigate how poetic writing can become a space for investigating ecoliteracy and ecojustice education. My research includes visiting and living at multiple locations as I develop a closer relationship with the plants that promote our health. Becoming part of the process of growing, gathering, and harvesting plants, learners can examine these experiences from their field notes and further transform these into poetic writing. Cultural traditions like gardening are explored to imagine a renewal of activities that can connect learners with intact ecosystems. From this perspective, writing poetry is used to investigate how engaging with the plant world, through activities like gardening and berry picking, can lead toward a research space for learners to engage with thinking about changes in the climate as they consider their relationships with the Earth.

In 2021, more than 80 million people worldwide will have been forced to flee their homes. Upon arrival in their new country, families may endure numerous hardships, yet succumbing to these challenges is not their single story. To understand how migrant-background and refugee-background children imagine more liveable futures beyond social and education barriers, financial stress and unresolved emotional issues, our study focuses on the stories that 8- to 10-year-old learners created while playing with building toys and stacking blocks in a Canadian elementary school. Drawing on the interconnected frameworks of story-telling, identity, creative citizenship and play-based pedagogies, our case study of 11 students illustrates that, in response to an invitation to support their real or imagined communities, learners engaged in literacy practices, built on their lived experiences and imagined strong identities to create stories of social responsibility and awareness, emphasising the human needs of securing food and fresh water, ensuring safety, and connecting and caring for the community. Our findings may encourage teachers to consider play-based storytelling to address out-of-school social factors in their classrooms and to capitalise on students' inquiries to design interdisciplinary projects that can develop students' literacies and promote social activism.

Since my family came to Canada, family story nights have become our daily practice. Within such moments, I explore how I, as a mother, have been sustaining the Vietnamese language and traditions in my family and how, when transitioning to a new land, this has become the core of our familiar curriculum making (Huber, Murphy, & Clandinin, 2011). As I share Vietnamese stories with my children, they reply to me in English. Also, they only have a distant understanding of Vietnamese culture and the intergenerational traditions of our great family back home. Acknowledging these transitional processes allows me to nurture their love and understanding of Vietnamese language, culture and traditions. As I inquire into my own experiences as a mother, I trace my ancestral heritage in my homeland, where, in Thúy's (2012) words, "a country is no longer a place but a lullaby." Meaningfully, the following questions have shaped my research puzzles: (a) What are possible ways to build our familial curriculum in integration with our homeland language, culture, and traditions; and (b) How could I as a mother sustain these three essential areas in my children's lives in Canada? I embrace autobiographical narrative inquiry as the methodology for my paper. Narrative inquiry draws attention to story as both the phenomenon under study and narrative as the methodology for the inquiry (Clandinin & Connelly, 1994). I will be living, telling, retelling, and reliving (Clandinin, 2013) my storied experiences and my children's in our familial curriculum making through cooking, reading, and painting. By attending to my daughters' experiences, I inquire into their transitions differently, that is to understand their own transitions narratively (Clandinin, Steeves & Caine, 2013). Significantly, this paper will bring understandings on Vietnamese newcomer mother's and children's familial curriculum making as a way to sustain the homeland's language, culture, and traditions and to support the children in their transition to a new country as well as inform related realities, knowledges, and approaches in education.

Objectives: An increasing number of nutrition policies have been implemented in Ontario schools as part of a concerted effort to address students' well-being. This article explores understandings of biological differences in nutrition requirements between young men and women and the extent to which these differences are (re)produced in social eating behaviours and food pedagogies. Setting: A suburban school (grades 9-12) located in the Greater Toronto-Hamilton Area in Ontario, Canada. Method: Critical policy analysis combined with 13 focus groups of students (13-18 years old) in one Ontario school. A biopedagogical lens was used to analyse how young people develop and deploy their own reasoning and question the messages they receive about expected behaviour. Results: Focus group discussions suggest that dominant discourses and constructions about sex/gender are reproduced within the school environment, which has implications for the effectiveness of nutrition policies in schools. Furthermore, differences between young men and women's eating behaviours were found to be contradictory to biopedagogical instructions from educational institutions and governmental agencies. For some young people, the pedagogical messages received are limited in their effectiveness because young people have not been convinced that it is worth risking their social status or because their content is contrary to messages received from media or their peers. Conclusion: Incorporating student voice in the creation of educational policy will assist health educators and school officials to understand sex/gender influences on the behaviour of students in terms of financial considerations, peer influence and social image. Optimising student voice to understand how they themselves may contribute to the implementation of policies will in turn increase the policies' effectiveness.

Feeding problems, such as picky eating and food avoidance, are common in youth with autism. Other feeding and eating problems (e.g. disordered eating, fear of trying new foods, and insistence on specific food presentation) are also common in this population. This scoping review describes the nature and extent of feeding and eating problems in autistic youth and reports characteristics of autistic youth who experience such issues. Thirty-four studies were included in the current review, with almost all studies (91%) investigating feeding problems. Only 9% of studies examined concern with weight, shape, and/or body image, but several authors noted that disordered eating attitudes and behaviors may occur more frequently in those with autism than their peers without autism. No common individual characteristics (e.g. cognitive functioning and autism symptom severity) were identified for youth who experience feeding or eating problems. Although differentiating "feeding" from "eating" problems is critical for accurate identification and treatment of these issues, the existing literature has failed to do so. We propose that in future research "eating problems" be used when behaviors involve preoccupation with food, eating, or body image, and "feeding problems" be used when such preoccupation is absent.

Knowledge Translation (KT) is increasingly a requirement for scholars and non-academics working in applied settings. However, few programs provide explicit training in KT. In this article we systematically explore our experiences as a multi-disciplinary group of course facilitators and students in a newly redeveloped graduate course in Evidence Based Practice and Knowledge Translation. The course was designed to emphasize hands on learning, collaboration and community engagement. We reflect on the challenges we faced and the skills, knowledge and opportunities that students gained as they developed and implemented community-based KT strategies relating to refugee resettlement, young carers, and consumer attitudes, behaviour and values around food purchasing decisions. We conclude by providing recommendations for instructors and institutions for implementing learning experiences in KT that are designed for real-world impact.

This paper reports on food insecurity among students attending a university in rural Nova Scotia. In 2015, 1,030 students completed an online, 38-item cross-sectional survey. The results report that 38.1% of students experienced food insecurity during the previous 12 months. Food insecurity was statistically associated with living arrangements, source of funds for schooling, meal plans, and year of study. Poor overall health, poor mental health, high stress, and poor academic performance were significantly higher for food-insecure students. Students employed multiple coping strategies, with implications for academic success and long-term debt. Qualitative analysis revealed four themes related to insufficient money for food: inability to cover basic needs, health-related outcomes of persistent worry, loss of time from learning, and impacts on social life. This research demonstrates the need to re-evaluate funding policies for post-secondary education in Canada to ensure students can afford the costs of basic needs and educational costs.

Canadian post-secondary students are vulnerable to food insecurity, yet lack of examination of this issue has prevented identification of policy and program solutions. This mixed-methods study aimed to characterize the experience of food insecurity among undergraduate students by eliciting barriers to food security, strategies used to manage food and money shortages, and perceived implications for health and academic achievement. Surveys and in-depth interviews were conducted with 14 students who demonstrated compromised financial access to food. Students normalized experiences of food insecurity as typical of post-secondary education but expressed anxiety and frustration with financial inaccessibility to healthy food, and described negative implications for their physical and mental health and their ability to perform well in school. Ongoing attempts to adapt or adjust to food insecurity had limited success. Findings highlight the need to challenge the "starving student" ideology, which normalizes the lack of access to healthy food during higher education.

Four experiments examined Canadian 2- to 3-year-old children's (N = 224; 104 girls, 120 boys) thoughts about shared preferences. Children saw sets of items, and identified theirs and another person's preferences. Children expected that food preferences would be more likely to be shared than color preferences, regardless of whether the items were similar or different in appeal (Experiments 1-3). A final study replicated these findings while also exploring children's expectations about activity and animal preferences. Across all studies, children expected shared preferences at surprisingly low rates (never higher than chance). Overall, these findings suggest that young children understand that some preferences are more subjective than others, and that these expectations are driven by beliefs about domains of preferences.

This article examines the relationship between Pho, a type of Vietnamese soup, and Vietnamese national identity in the linguistic landscape of Edmonton, Alberta (Canada). The study suggests that Pho has not only been used by Vietnamese restaurants in Edmonton for indexical function but also for symbolic evocation associating with Vietnamese cuisine and national identity. The data comes from three Vietnamese restaurants in Edmonton. A multimodal analysis of shop signs, window signs and notices, menus, websites, and other relevant semiotic resources is carried out using geosemiotics, a multidisciplinary framework that analyses the meaning of the material placement of signs and human actions in the material world. The results indicate that Pho has a dominant visibility in the linguistic landscape of three restaurants. Furthermore, the symbolic relationship between Pho and Vietnamese identity is evident in the way it is used to address the feelings of nostalgia among migrant patrons.

Nudging is increasingly used in public health interventions in Western societies to produced health-promoting behavior changes; however, there is lack of clarity as to what constitutes a nudge, scant knowledge of the effectiveness of nudging techniques in public health lifestyle interventions and a number of ethical and value-based concerns. The aim of this review is to address these research lacunae and identify the characteristics of nudges in empirical research on public health interventions intended to induce healthy lifestyle changes, including whether they are effective. We conducted systematic searches for relevant articles published between January 2008 and April 2019 in three databases, PubMed, CINAHL and PsycINFO, and combined this with a metasynthesis to construct interpretative explanations. A total of 66 original studies met the inclusion criteria. The findings of the systematic review showed that most nudging interventions involved diet/nutrition, most were carried out as single experiments, and the majority had the intended effects. Specific nudging techniques were identified with respect to the broader nudging categories of accessibility, presentation, using messages and pictures, technology-supported information, financial incentives, affecting the senses, and cognitive loading; several studies included more than one nudging technique. Although many nudging techniques had the intended effects, it is unclear whether they would work outside the study setting. The synthesis revealed that the studies lacked critical reflection on the assumptions about health that were implicit in nudging interventions, the cultural acceptability of nudges, the context-free assumptions of nudging theory, and the implications of these aspects for the public health context.

Background: Research indicates home-packed school lunches are lower in nutritional value compared with school-provided meals. Due to the lack of a school lunch program, most of what Canadian children consume during the school day is determined by parents and caregivers through packed lunches. Despite this, little research has focused on the school lunch packing habits and attitudes of parents. The purpose of this scoping review was to improve understanding of parental perceptions, experiences, and habits with respect to home-packed school lunches. Methods: We conducted a scoping review of peer-reviewed and gray literature. We reviewed only studies published from January 2000 to January 2019 with a focus on parents' lunch packing habits for their school-aged children. Results: The review included 7 studies, with articles from the United Kingdom, Australia, and Canada. The studies identified 6 themes influencing parental decisions regarding what to pack in their child's lunch--school environment, food as fuel, convenience, child's influence, cost, and the lunch experience. Conclusions: The decisions that influence what is packed in a school lunch are complex and indicate the need for support. Parents, schools, districts, and government policymakers need to work collaboratively to improve the healthiness of home-packed school lunches.

Background: Media literacy skills are needed to navigate high levels of food marketing promoting the consumption of unhealthy foods. Health-promoting media literacy education encourages children to use analytical skills to critically examine media messages in order to make informed health choices. Objective: To evaluate the influence of media literacy lesson plans for children focusing on critical knowledge around food marketing. Design: Evidence-based Media Literacy & Food Marketing lesson plans, designed for grades 3 to 6 (ages 8-11) and 6 to 9 (ages 11-14), were developed to fill the knowledge gaps children demonstrated with respect to assessing of the healthfulness of packaged foods. Setting: Two public schools in Calgary, Alberta, Canada. Methods: An educational intervention with pre-test/post-test design. The lesson plans were used by teachers in the classroom, and a questionnaire was created to assess children's pre- and post-lesson levels of critical knowledge about food marketing. Results: In total, 71 students from grades 5, 7, 8 and 9 participated. Qualitative analysis of responses showed increased analysis and evaluation skills when it came to understanding of food marketing appeals, and increased ability to assess the nutritional content of packaged foods. Conclusion: This study is novel in its use of media literacy as a framework for understanding food packaging appeals. It highlights the importance of examining procedural and interpretive knowledge in the evaluation of critical media literacy skills around food. This allows researchers, educators and health practitioners to better gauge how children are able to apply nutrition information in different contexts to make informed food choices.

Background: This study aims to quantify associations between one's weight management goal and eating behaviors and physical activity among teenagers. Methods: Weighted logistic regressions were performed predicting healthy behaviors from weight goal separately for boys and girls while controlling for age, body mass index, socioeconomic indicators, school type, and region using data from the 2010 to 2011 "Enquête québécoise sur la santé des jeunes du secondaire," a survey of a representative sample of Quebec adolescents (N = 32,040). Results: About 18%, 31%, 19%, and 34% of boys and 32%, 34%, 5%, and 25% of girls were respectively trying to lose weight, maintain their weight, gain weight, and not trying to do anything about their weight. Trying to lose weight was associated with lower likelihood of eating breakfast daily (boys: odds ratio [OR] = 0.72; 95% confidence interval [CI] = 0.61, 0.84 girls: OR = 0.61; 95% CI = 0.54, 0.70). Among girls, trying to lose weight was also associated with higher likelihood of consuming at least 5 portions of fruits and vegetables (OR = 1.20; 95% CI = 1.04, 1.37), lower likelihood of drinking sugar-sweetened beverages daily (OR = 0.77; 95% CI = 0.66, 0.90). Each weight-related goal was associated with unhealthy behaviors but most of them were also associated with adoption of healthier ones. Conclusion: Having a weight related goal cannot inherently be thought of as health promoting goal.

Undergraduate students can develop different bodies of knowledge by engaging with members of their family, university, and community. In this study, we investigated how undergraduate students used the knowledge, skills, and resources they gained in class to engage with their local communities through the creation of documentary films as part of an undergraduate course assignment. We employed funds of knowledge as a theoretical lens to understand how students utilize their academic knowledge in community contexts, and how students accumulate funds of knowledge within these contexts. The findings demonstrate that community-based knowledge was transmitted through a food discourse, which in turn informed the students' academic knowledge. What is highlighted is the dialectical relationship between knowledge developed through community engagement and those gained through academic contexts.

Background: We explored priority areas of food safety education needed by high-school students within Ontario, Canada. Methods: We analyzed transcripts from semistructured interviews with 20 experts in food safety, food safety education in youth, and high-school education in Ontario. Inductive thematic analysis was used to identify priority food safety education needs. Results: We identified 4 priority action areas for food safety education targeting students: how to safely do the things they typically do with food; how to keep themselves and their kitchens clean and safe; how microorganisms grow and how they can result in foodborne disease; and how to keep food out of the "danger zone" 4°C to 60°C (40° F to 140° F). The results indicate that students need specific education around the use of microwaves, consumption of convenience meals, preparing and handling foods at school events, and safe transportation of food for lunches, school trips, and sporting events. Conclusions: High-school students need food safety education specific to their usual interactions with food, including the foods, tools, and settings students regularly encounter. Delivery of food safety education should emphasize sequences of safe food-handling behaviors for specific food interactions, such as reheating a meal in the microwave, rather than traditional food safety concepts, such as temperature abuse.

In recent years, media, health organizations and researchers have raised concern over the health of Canadian children and adolescents. Stakeholders have called on the government to confront the problem. Schools are seen as an ideal location for developing and implementing large-scale interventions because of the ease of access to large groups of children and adolescents. Within Ontario, new nutrition policies, such as the School Food and Beverage Policy (Ontario Ministry of Education, 2010) have been implemented, in an attempt to change the current health status of children and adolescents. The purpose of this study was to examine the eating behaviours and nutrition knowledge of young women in an Ontario secondary school. Twenty semi-structured interviews with young women between the ages of 14 and 17 years old were used to examine the reproduction, negotiation and resistance to the nutrition messages received by the young women within the school environment. The interviews revealed the influence parents have on the nutrition knowledge and behaviours of their children, the inability of adolescents to apply learned nutrition knowledge and the ineffectiveness of the school environment in influencing eating behaviours.

The purpose of this study is to demonstrate how to integrate two in-house specialized corpora into a university-level English for Specific Purposes (ESP) course for nonnative speakers of English. The ESP course was an introductory level of wine tasting for Applied English Department students at a university specializing in hospitality in Taiwan. Two corpora of wine tasting notes selected from the official website of the Liquor Control Board of Ontario (LCBO) in Canada, one for red wine and one for white wine, were compiled. Lexical density and vocabulary compositions were analyzed. The results show that the lexical density and the percentages of specialized vocabulary of the wine corpora were higher than in other disciplines. In addition, wine reviewers used different vocabulary to describe the characteristics of white wine and red wine. From the keyword analysis, terms related to cooking methods and food names appeared in high frequencies. Based on the corpora analysis results, vocabulary lists, the LCBO website, and the in-house corpora were introduced to the students as supplementary materials. The pre- and posttest results for vocabulary indicate that the students enrolled in this program gained significant progress in both content and language knowledge. Based on the study results, recommendations for ESP teaching and materials development are discussed.

Background: Limited evidence exists on effects of school-based nutrition policies. This study explored the influence of mandatory versus voluntary provincial school nutrition policies on student eating behaviors. Methods: A cross-sectional, school-based survey assessed student eating behaviors using self-report survey measures in a representative sample of Canadian high school students from 7 provinces (N = 12,110). Provincial school nutrition policies were characterized as mandatory or voluntary. Healthful and nonhealthful eating behaviors were analyzed across sociodemographic characteristics. Regression models were used to assess the association between policy type and eating behaviors, and to explore potential moderating variables. Results: Healthful and nonhealthful eating behaviors differed significantly across several sociodemographic characteristics. Overall, neither healthful nor nonhealthful eating behaviors differed significantly between schools with voluntary and mandatory nutrition policies (odds ratio [OR] = 0.83, 95% confidence interval [CI] 0.64-1.08; OR = 1.16, 95% CI 0.83-1.64). Frequency of buying lunch at school and buying lunch out moderated the association between policy enforcement level and healthful eating behaviors (p = 0.0472, p = 0.0119). Frequency of buying lunch out moderated the association between policy enforcement levels and nonhealthful eating behaviors (p = 0.0009). Conclusions: This study documents nonhealthful components of Canadian adolescents' diets, and the results highlight important areas for future research in assessing the effectiveness of school nutrition policies.

New experiments for undergraduate students are needed to stimulate experiential learning in the laboratory while providing valuable training for future career development. Iodine deficiency remains a major public health concern that is monitored by measuring the median urinary iodide concentration of a population. In this context, we have introduced a kinetic spectrophotometric experiment based on the classic Sandell-Kolthoff reaction for second-year undergraduate students in analytical chemistry. This two-day laboratory experiment incorporates principles of quantitative chemical analysis, redox chemistry, reaction kinetics, optical spectroscopy, sample pretreatment, external calibration, method validation, statistical analysis, and quality assurance. Additionally, students gain real-world experience of implementation of a reliable analytical method used in global health initiatives to combat iodine deficiency, including participation in a round-robin study with the CDC. This colorimetric assay is widely used for continuous monitoring of mandatory iodized table salt programs to prevent the risk of iodine deficiency disorders, including developmental delays and intellectual impairment in children.

In response to the call of curriculum reforms at the international, national, and local levels, we conceptualize an eco-mentorship program and envision a learning garden alternative practica. We aim to advance a framework enabling the innovation of Indigenous environmental studies, eco-justice education, and Western scientific environmental knowledge as part of a larger eco-literacy and environmental leadership curriculum in Ontario. We explore the application of a framework for environmental learning that involves eco-hermeneutic practices, making historical and etymological connections between land and language through the development of relationships with place. As gathering and gardening practices have taken place in Indigenous cultures since time immemorial, we investigate how earth, water, food, and plants can be explored through an inter-generational knowledge model.

In Canada, there exists a noteworthy educational initiative referred to as Environmental Studies Programs (ESPs). These secondary school programs are interdisciplinary, helping to link subject matter and encouraging student responsibility. This paper will present student reports from five case studies where I investigated how ESP participation impacts secondary students' attitudes about the environment, and their willingness to make pro-environmental and pro-social choices. "Food" emerged as a primary theme, along with several subthemes: Farm School; Food Production; Outcomes of Action; Locavore; and Reports of Limited Behaviour Change. The discussion integrates the study results with relevant literature, provides pedagogical recommendations for teachers, and offers ideas for future research.

Considering (a) the many potential connections between hunting, culture, and environmental thought, (b) how much hunters have contributed to the conservation movement and to the protection of a viable land base, and (c) renewed interest in hunting as part of the wider movement toward eating local, non-industrialized food, we seek to bring hunting out of the margins and into a more visible role as a legitimate focus for environmental learning. To dig beneath the sometimes dismissive stereotypes that often marginalize hunters and hunting, and to explore hunting as a practice of ecological learning, we went straight to the source--we went hunting. Through narrative inquiry, this paper explores the ecological learning experienced in the context of a weeklong pronghorn antelope hunt in traditional Cheyenne and Arapahoe hunting territory in central Wyoming. By juxtaposing four voices, we recreate the hunting cycle and make meaning of our experience learning about ourselves, our environment, our food, and the more-than-human world.

For six years the Food Security Research Network at Lakehead University, Canada, has been engaged in an interdisciplinary theme-based service-learning initiative focusing on food security. Informed by complexity theory, the contextual fluidity partnership model brings community partners, students, and faculty into a nexus through which new knowledge focused on addressing food security can emerge. This approach to public scholarship diminishes boundaries in the location and forms of knowledge, opening up space for community knowledge to be a genuine part of the knowledge mix. For the last six years we have blurred the lines between community (public, private, and social sectors), students, and academics to create an "in community" focus to service-learning. This article highlights how the themed approach to service-learning using a contextual fluidity partnership model impacts faculty members and their involvement in public scholarship, and leads to innovation and new knowledge that is grounded in place and context.

The purpose of this paper is to add to a growing body of literature that critiques the whiteness of the organic farming movement and analyse potential ramifications of this if farmers are to be understood as educators. Given that farmers do not necessarily self-identify as educators, it is important to understand that in raising this critique, this paper is as much a challenge the author is extending to herself and other educators interested in food sovereignty as it is to members of the organic farming movement. This paper draws from the author's personal experiences and interest in the small-scale organic farming movement. It provides a brief overview of this movement, which is followed by a discussion of anti-racist food scholarship that critically assesses the inequities and inconsistencies that have developed as a result of hegemonic whiteness within the movement. It then demonstrates how a movement of Indigenous food sovereignty is emerging parallel to the organic farming movement and how food sovereignty is directly related to empowerment through the reclamation of cultural, spiritual, and linguistic practices. Finally, it discusses the potential benefits of adult educators interested in the organic farming movement linking their efforts to a broader framework of food sovereignty, especially through learning to become better allies with Indigenous populations in different parts of the world. (Contains 1 note.)

Despite the essentiality of freshwater to all life on the planet, the populous has inadequate understandings of water. Formal education plays a key role in shaping how individuals and communities make sense of water, its accessibility, management, consumption, and hazards. This article seeks to bring attention to the infuence of cultural framings of freshwater and extreme freshwater events (such as food and drought) in government-mandated school curricula in two water-vulnerable geographical regions of Australia and Canada. We seek to identify and respond to hegemonic social constructions that become naturalised if left unexamined. By examining the agendas and language around freshwater and extreme freshwater events in formal educational curricula, we gain a better understanding of the perceptions and assumptions made about freshwater. The results highlight that freshwater and extreme freshwater events are minimally conceptualised within these curricula as 'nature-based', rather than being part of a dialectical relationship with societal agendas and practices. This article discusses the implications of this framing and the psychological barriers that may affect the acknowledgment and investigation of extreme freshwater events. We conclude by offering curricular suggestions that invite community-based understandings of the dialectic relationship freshwater has with communities and regional ecosystems.

Creating behavior change to mobilize transitions toward sustainability is a significant challenge of our time. Inspired by the United Nations Food and Agriculture Organization's Farmer Field School, we developed a novel community-based education program to engage people in local sustainability topics. In the Sustainable Communities Field School (Field School) program, advertised as team building tours, participants from local organizations are guided by instructors through University of British Columbia Botanical Garden, while receiving verbal and experiential education on topics of food systems and choices, biodiversity conservation, water conservation, and waste reduction. We found that after the Field School program, participants were significantly more knowledgeable about environmental issues, more connected to nature, showed greater intentions and willingness to engage in sustainability actions compared to garden visitors from the general public who did not go through the program. The results suggest that interactive sustainability education in a botanical garden setting can be a useful education model to mobilize public engagement on sustainability.

Purpose: This paper aims to compose a systematic understanding of campus sustainability innovations and unpack the complex drivers behind the elaboration of specific innovations. More precisely, the authors ask two fundamental questions: What are the topics and modes of implementation of campus sustainability innovations? What are the external and internal factors that drive the development of specific innovations? Design/methodology/approach: The authors code and analyze 454 innovations reported within the Sustainability Tracking Assessment and Rating System (STARS), the campus sustainability assessment tool of the Association for the Advancement of Sustainability in Higher Education. Using descriptive statistics and illustrations, the paper assesses the state of environmental innovations (EIs) within STARS. Then, to evaluate the role of internal and external drivers in shaping EIs, the authors have produced classification and regression tree models. Findings: The authors' analysis shows that external and internal factors provide incentives and a favorable context for the implementation of given EIs. External drivers such as climatic zones, local income and poverty rate drive the development of several EIs. Internal drivers beyond the role of the agent of change, often primarily emphasized by past literature, significantly impact the implementation of given EIs. The authors' work also reveals that EIs often move beyond traditional mitigation approaches and the boundaries of campus. EIs create new dynamics of innovation that echo and reinforce the culture of a higher education institution. Originality/value: This work provides the first aggregated picture of EIs in the USA and Canada. It produces a new and integrated understanding of the dynamics of campus sustainability that complexifies narratives and contextualizes the role of change agents.

The present study examined the differences in the food bank users' perceptions related to calcium nutrition across sex and employment status using a cross-sectional, prospective design at a large food bank in Canada. A total of 197 individuals participated for a response rate of 97%. A structured survey was developed and pilot tested before it was administered. Gender and employment status were the independent variables and calcium nutrition perceptions was the primary dependent variable. Chi-square analyses were conducted. Over 75% of participants perceived calcium to be important, but 47% believed they have insufficient intakes and over 15% admitted to being uncertain of their actual calcium needs. Food costs and not knowing food sources of calcium were indicated as the main determinant for choosing calcium rich foods. While the men surveyed were more likely to be "unsure of sources" of calcium, women were more concerned about the cost of calcium rich foods. Based on the results, it was recommended that nutrition education initiatives should inform food bank users of their calcium needs and economical ways to obtain an adequate calcium intake. (Contains 3 tables.)