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The purpose of this study was to examine the level of knowledge and skills related to food decoration, and to identify consistent study activities for each academic year in the food service industry's student program through correspondence analysis. The population was 304 people. The results demonstrated a high level of knowledge and behavioral learning in the area of artistic skills. An analysis of the correlation between the academic year and activities aimed at enhancing knowledge, skills, and creativity in the art of food decoration revealed that the 1styear students engaged in activities related to analyzing food decoration design, the 2nd year students focused on the fundamentals of food decoration, the 3rd year students explored visual elements and art principles in food design and decoration, and the 4th year students assessed their ability to design food decorations before class. Activities to enhance art skills involved 1st year students participating in exhibitions, 2nd year students participating in artificial decoration activities, and 3rd and 4th year students participating in culinary workshops and learning about food decoration techniques. Activities to enhance creativity involved the 1st and 2nd students creating images from points, the 3rd students participating in art camp activities, and the 4th students learning how to add value to food through plating and photography

This report describes and reflects upon an approach to embedding psychological literacy within the core Research Methods curriculum in a small university in the United Kingdom. Psychology students were involved in the 'Living Lab: Feeding the Campus' project, an interdisciplinary network of students and staff aiming to find solutions for local issues of direct relevance to students' lives. The Living Lab focused on understanding and improving the campus food system in the context of ecological justice. Undergraduate psychology students participated through the Qualitative Research Methods, a compulsory second-year module. Psychology students conducted interview studies related to food topics such as poverty, identities and culture, community gardens, waste, sustainable lifestyles, and activism. Students collected data on campus to examine food-related experiences within the university community. Findings are being used to inform changes in the university. In this report, we describe the first iteration of involving psychology students in the Living Lab. Our approach involved an authentic assessment, participation in events and fieldtrips and interdisciplinary collaboration. We combine insights from student feedback with staff reflections on its implementation and impact. Finally, we discuss the potential of using research methods modules as a way to facilitate psychological literacy.

Objective: The modern Australian diet is largely characterised by too few fruits and vegetables and too many discretionary foods. This is very different to how Indigenous Australians ate prior to colonisation. Native plants and seeds like bush tomatoes, warrigal greens, Kakadu plum and wattleseed are not common features of the contemporary Australian diet. We developed an initiative to incorporate native plants and seeds into a hospital inpatient menu to normalise their use and provide nutrition education to patients, staff and the community of the nutrition and sustainability benefits of native ingredients. Design: Between May and August 2022, the Chef's Special menu (for privately funded patients) featured Australian native ingredients in all dishes. The nutritional benefits of native foods were communicated to patients through a printed brochure delivered with the menu, to foodservices staff through in-service training, and to the broader community through social media. Setting: Urban hospital in Brisbane, Australia. Method: Data were collected on acceptability, engagement and reach of the education initiative. Results: The initiative was successfully delivered, with more than 8,000 patient brochures distributed, 45 staff attending training, and social media reaching approximately 10,000 people. The most frequently ordered main meal on the menu was grilled snapper (fish) with macadamia Asian herb salad and finger lime. Conclusion: The work highlighted how the patient menu in hospital can serve as a useful tool to communicate nutrition education to patients, staff and the broader community. In addition, we reflect on the many opportunities to continue to celebrate the nutritional benefits of Australian native foods in healthcare settings.

Many professions have emerged from the early ages to the present day. In this context, cooking is an ancient profession that has been done by people since ancient times. Especially in recent years, the importance of this profession has increased considerably and more preferred. People usually consider the image of that profession when choosing a profession. Because people's choosing a profession that is compatible with their personal characteristics will increase the efficiency of that profession. In this context, the value and image of a profession are the biggest factors in choosing the profession. When the literature is scanned, it is seen that image determination studies are mainly carried out on nursing and teaching professions. However, it is seen that there are not enough studies on the image of the culinary profession. The aim of this study is in online environment to measure the perceptions of the students who receive non-formal gastronomy education about the culinary profession. In order to achieve this aim, "Image Scale of Culinary Profession" has been developed. This scale consists of 14 items and 4 dimensions. These factors are; It was named as Professional Characteristics (5 items), Personal Characteristics (3 items), Competence (3 items) and Behavioral Characteristics (3 items). The average score that can be obtained from the test is 2.5, the top score is 5, and the base score is 1. The created questionnaire was applied to 391 participants who received gastronomy training in in online environment private education institutions. These data were analysed with SPSS and AMOS programs and subjected to validity and reliability tests. Then t-test was applied to the data. As a result of the test, very significant and positive results were obtained regarding the image of the culinary profession. In addition, it was determined that the image perception of the culinary profession differed according to the demographic characteristics of the students. In this context, it was concluded that the score of the Professional Traits dimension was 4.16, the Personal Traits score was 4.46, the Competencies score was 4.43, and the behavioral traits score was 4.15. The overall score average was found to be 4.28. The results show that the culinary profession has a very positive image for students who receive non-formal gastronomy education.

Research indicates that food insecurity among college students has been on a steady incline. The COVID-19 pandemic has intensified economic vulnerabilities, which has led to increased food insecurity among college students due to the closure of campus resources and high unemployment rates in jobs that college students typically hold. Universities have long recognized the need for on-campus pantries and the institutions' role in preparing students to apply the knowledge learned in their courses in real-world settings. This article uses a case study to illustrate how one university worked with service-learning students in its Human Services department to provide food support to the campus community by becoming essential workers during a crisis. This created a sustainable solution to improve the quality of life for an entire university community and provided Human Services students the opportunity for applied experience and professional growth and development.

The present study investigates the effects of online collaborative writing instruction combined with metacognitive guidance on students' writing performance in German as a foreign language and their metacognitive awareness. For this purpose, a total of 90 students are randomly and equally divided into three groups: group with online collaborative writing instruction combined with metacognitive guidance (on-CWI+MG), group with face-to-face collaborative writing instruction combined with metacognitive guidance (f2f-CWI+MG) and group with in-class individual writing activities without metacognitive guidance (i-WRITE). Results revealed that the on-CWI+MG group showed the best writing performance and there was a complex interaction with the f2f-CWI+MG group in terms of metacognitive awareness. Moreover, the two basic levels of metacognitive awareness, knowledge about cognition and regulation of cognition, had a predictive effect on writing performance, with knowledge about cognition having a larger effect. Relevant implications for better understanding online collaborative writing instruction combined with metacognitive guidance are discussed.

The condition of food insecurity and malnutrition for school-aged children and adolescents remains one of the most influential determinants of learning outcomes. Healthy and well-nourished students learn better, have a prodigious opportunity to thrive and fulfil their potential as adults, and increase their earning potential. The purpose of this study was twofold: a) to examine the implementation level of the school feeding programme and b) to identify the existing challenges that limit the school feeding programme from realizing its full potential in basic education schools. The study was directed by a descriptive research design, and 227 were selected using stratified and simple random sampling approaches, with 73.7% males and 26.3% females. The bulk of participants (39.2%) were between the ages of 30 and 40. Questionnaires and interview guides were used to obtain quantitative and qualitative data. The numeric data were descriptively examined using SPSS, and the qualitative data was studied using theme analysis. The study established a moderate level of school feeding implementation in terms of programmes coverage, school meal and cost, school meal preparation, and service. The study revealed different challenges hindering the effectiveness of the school feeding programme in basic education schools, including insufficient food served to the students in quantity and quality, inadequate materials and infrastructure, and unaffordable prices of required groceries from the market. To improve the efficiency and effectiveness of school feeding programmes, the Rwandan government and its partners in these programmes should raise the school feeding fund allotted to basic education institutions throughout the country. To the same extent, the Rwandan government is advised to: a) transfer the school feeding fund to the schools for timely use, b) provide the schools with the necessary equipment and materials for cooking and serving meals to students, as well as the provision of required dining rooms, c) find an adequate way to fix the country's progressive price increase, and d) promote the school gardening concept (such as growing vegetables and other relevant crops).

The research focused on how university students in Lagos State may improve their entrepreneurship abilities through creativity and critical thinking. Survey research design was used. The study's population was 114, which included 14 Home Economics teachers teaching Food and Nutrition courses, 40 Senior Staff of Nigeria's Small and Medium Enterprise Development Agency, and 60 Home Economics students. There was no sampling since the population was small. For data gathering, a questionnaire was employed. The data were examined using mean and standard deviation. Findings revealed that in-service training for lecturers, proper integration of practical with theory in teaching foods and nutrition, and curriculum review in foods and nutrition programs to instil entrepreneurial skills that will meet the needs of students, among others. The difficulties in acquiring entrepreneurial skills via creative and critical learning included the fact that most higher institutions do not have foods and nutrition laboratories, and there are few vocational foods and nutrition specialists. Findings also revealed that arousing attention and retention among university students by presenting learning objectives through qualified lecturers, facilitating students' awareness of the expected learning outcomes, and providing learners feedback on exercises and activities carried out in the food laboratories are ways of reducing challenges to enhancing entrepreneurial skills through creativity and critical thinking. The recommendation includes that there should be regular training and re-training programs for Food and Nutrition teachers in the form of seminars and workshops.

The National School Nutrition Programme (NSNP) in South Africa provides thousands of needy children with school meals on school days. One, and in some cases 2, of these meals per week are soya based. A review of the NSNP revealed that many children do not eat on those days because they find the soya mince meal unappetising. As the meal served within the NSNP may be the only meal these learners receive during a day, it is essential to ensure learners' willingness to consume the meal, and, therefore, that the meal is made appetising and nutritious. During visits to 3 schools in the Tshwane district, interviews were conducted with school meal handlers. Information gathered from these sessions was used to develop 4 new recipes that fall within the guidelines and budget of the NSNP. The final recipes were beef bolognaise soya mince, chicken curry soya mince, chilli con carne soya mince and one-pot soya mince biryani. To evaluate the acceptability of these newly developed recipes, a sensory panel of 100 university students that formed part of the NSNP during their schooling years was assembled. The sensory evaluation was done by comparing the existing soya mince meal with the 4 new soya mince recipes. One of the new soya mince meals was found to be the preferred dish and was rated significantly higher in acceptability than the original soya mince meal.

The study aims to develop speech interaction skills in language learning of pre-service restaurant managers with focus on professional skills -- decision-making in conflict and non-conflict communication situations using business simulation games; to explore the effectiveness of GPTChat as a tool for the development of students' speech interaction competence in the context of business simulation games. A mixed research design was employed which involved 44 pre-service restaurant managers of the National University of Food technologies (Kyiv, Ukraine) in 2023. The quantitative research method was used to assess the students' level of speech interaction competence using the Fisher Criterion. The qualitative research method was used for analyzing and interpreting data of the experimental learning. The results showed that the pre-service restaurant managers who were consulted by teachers, used GPTChat and business simulation games for developing their speech interaction and decision-making skills had higher results than those who only used GPTChat. It has been found that business simulation games allow pre-service restaurant managers to better understand the nature of conflict and non-conflict situations in their professional field, develop speech interaction competence, practice in decision-making in simulation environment. GPTChat can be used as a tool for creating various professional situations, analysing the algorithms of decision-making in conflict and non-conflict situations.

According to expectation violation theory, job applicants can be upgraded or downgraded during an interview when their accent does not match employers' speech expectations. Focusing on the employment of second language French job candidates in Québec, this study explored this issue dynamically in terms of how expectations may impact the trajectory of interview evaluations. Participants included 60 Québec French raters and 6 female job candidates applying to a waitress or pizza cook position, presented through their resumes as either first (L1) or second (L2) language French speakers. Each speaker's interview audios were presented to raters in expectancy-congruent and expectancy-incongruent scenarios. Raters first provided resume-based employability assessments, then two more evaluations throughout a typical sequence of interview questions. The congruent and incongruent scenarios revealed similar evaluation patterns, where the L2 French cook applicant's employability improved after initially being downgraded. Implications are discussed regarding listeners' readjustment of their perceptions following first-impression biases.

Purpose: Schools have long been perceived as an ideal setting to support the healthy eating behaviours of children. The aim of the study was to examine the views of Australian primary school parents regarding school food and nutrition, including education, practices and policy. Design/methodology/approach: An online survey was conducted among 787 parents in March 2021, which included closed and open-ended questions. Findings: The results indicated the inconsistent implementation of policies and/or varying practices among different schools. Parents' views were slightly associated with some demographic and personal measures including their SES levels, education, age, the main language spoken at home and universalism values. Parents viewed healthy food provision through canteens, policies and informing parents, fruit and vegetable breaks and kitchen and garden programs as the main contributors to the promotion of healthy eating. They believed unhealthy options in canteens, school fairs, events and birthdays are the major contributors to the formation of unhealthy eating habits among children at schools. Results revealed the efforts to establish health promoting school food environments in Australian primary schools; however, inconsistencies and discrepancies among schools should be addressed to ensure equity among all children. Practical implications: The findings may provide directions for policymakers and school managers and can inform future reforms and initiatives in Australian primary schools and elsewhere. Originality/value: This is the first study that has examined Australian parents' views of school food policy, practices and environments using a mixed-methods design.

Employing ethnography and the theoretical paradigm of "language ideology" (Silverstein, M. 1979. "Language structure and linguistic ideology." In "The Elements: A Parasession on Linguistic Units and Levels," edited by P. Clyne, W. Hanks, and H. Carol, 193-247. Chicago Linguistic Society), this article examines how ideologies of language inform language practices among migrant workers in a Vietnamese restaurant in South Texas. Data is drawn from participant observations, audio-recorded interactions, semi-structured interviews with participants, and collection of artifacts. Findings suggest that the participants hold certain ideologies, namely: (1) standardised English as an impediment or a resource; (2) polite language as access to community membership and career opportunities; and (3) multilingualism as a marketable commodity. Those beliefs, in turn, shape their trajectory of language practices and socialisation patterns. The participants' language ideologies, therefore, do not exist separately as a theoretical divide, nor a static social construct, but constantly evolve, mutually inform, and contest each other, dynamically transformed during their socialisation process. The paper concludes with the emphasis on exploring linguistic dynamics, such as language ideologies and multilingual turn in language socialisation, across similar transnational communities.

Background: The university cafeteria is a crucial element in shaping students' dining experiences and their physical well-being. This study was conducted at a public university in Bangladesh. Purpose: This research has a dual purpose: firstly, to assess student satisfaction with the university cafeteria using key indicators and secondly, to identify critical factors influencing this satisfaction through advanced data analysis employing recursive feature elimination (RFE). The ultimate goal is to enhance cafeteria services, align them with student preferences, and boost overall satisfaction. Methods: Data collection involved 150 paper-based questionnaires with mixed data types, including questions based on prior research assessments. The model-building process included the chisquared test and the recursive feature elimination process. Results: The study identifies 12 factors significantly affecting cafeteria food satisfaction, with four factors having a notable impact: meal type and freshness, staff attitude, and wait length. Discussion: This research highlights the interconnectedness of seemingly distinct cafeteria factors and their potential to influence health outcomes. Practical recommendations are made for improving cafeteria efficiency and adapting to changing student needs. Translation to Health Education Practice: Health education interventions aimed at enhancing the cafeteria experience for university students should include a quantitative analysis of factors impacting students' overall cafeteria satisfaction.

The quality of meal-oriented support for people with intellectual disabilities is important for their health. The aim of the present study was to explore the experiences of meal-oriented support and diet counselling for adults with intellectual disabilities living in supported housing, from the perspective of housing staff and mothers. Five focus group interviews, including nine supporting staff members and nine mothers, were conducted. The interviews were analyzed using systematic text condensation. Five themes appeared; Extensive needs of the individual, Staff skills determine the food intake, Informal caregivers make up for shortage of support, Effective collaboration with a registered dietitian is needed and Responsibility of the organization state that professionalization of staff is needed. Lacking resources, such as time and nutritional knowledge, insufficient considerations of individual needs, and high staff turnover influence the meal-orientated services negatively. This study brings to the fore, staff working practices and the complexity of providing meal-oriented support for people with intellectual disabilities. Staff need skills to perform individually tailored support. This is best accomplished through effective collaboration between housing staff and relatives underpinned by knowledge from a registered dietitian. The working practices must be structured at the organizational level of the services.

A chemical engineering degree offers the possibility of a variety of career paths including food and beverage industry. However, chemical engineering students are rarely exposed to food processing examples during their education. Therefore, a new elective food processing course was developed and offered for the first time in the department of Chemical Engineering at UC Davis in Spring 2022. With the objective to increase diversity, equity, and inclusion in the course, students' learning on food preservation strategies was assessed with an assignment designed not only to align with some of the ABET outcomes and compliance with FDA regulations, but also to increase students' awareness of Native American culture and food and how to propose engineering solutions considering cultural appropriation.

Aim: This study aims to evaluate the impact of a novel multicomponent nutrition education program (United for Healthier Kids; U4HK) on the diet consumed during school lunch among preschool children. Methods: The program comprised four tools: hero plates, hero content, hero menus, and hero books and stickers. The program was implemented for 16 weeks. Food consumption and the quality of the menus were examined pre- and post-intervention. Results: The lunch nutrient profiling scores for fat and vitamin C improved from moderate (9.95) to good (10.87) and moderate (9.50) to very good (13.83), respectively. Vegetable and fruit consumption also increased significantly by 127.2% (6.0 (3.2, 12.9) grams to 13.7 (6.7, 18.9) grams, p<0.001) and 44.8% (8.1 (3.9, 12.4) grams to 11.7 (5.4, 21.8) grams, p<0.001), respectively. Compared to those in the Thai school lunch guidelines, the percentages of vegetable and fruit consumed increased by 16.0% (12.1% (6.4, 25.9) to 28.1% (13.4, 43.4)) and 8.8% (14.0% (6.8, 28.3) to 22.8% (8.5, 33.4)), respectively. Energy, carbohydrate, and fat intake increased significantly by 13.2% (179.1 (137.9, 220.8) to 202.7 (163.0, 243.2) kcal), 18.9% (18.1 (14.3, 21.7) to 21.6 (17.2, 25.6) grams), and 23.2% (6.7 (4.9, 9.9) to 8.2 (6.7, 10.2) grams), respectively. Conclusions: The U4HK program adopted all aspects that foster healthy eating, including a healthy environment, an attractive role model and increased repeatability of the exposure to healthy foods.

Industry commitment plays a vital role in vocational education programs, especially in vocational high schools. The involvement of the industry is the key to the success of implementing vocational education. However, how to measure industry commitment in vocational learning is still not discussed. This study aimed to develop and test the validity of an industry commitment questionnaire. The industrial commitment questionnaire validation test gradually used three techniques, namely, content validity test, pilot test, and confirmatory factor analysis (CFA). The respondents were 390 culinary students of seven state vocational schools in Yogyakarta Special Region Province, Indonesia. This study revealed that industrial commitment can be measured by 12 items of industry commitment questionnaire consisting of four career opportunity items, two performance assessment items, four involvement/participation items, and two empowerment items. This study fills a gap in the assessment of industry commitment to engagement in vocational education programs. This study has implications for vocational education practitioners to evaluate the extent of industry commitment to vocational education programs.

Involving students in school improvement can yield many benefits for students and promote meaningful change in educational practices and policies. In this qualitative study, we centered the voices of Mongolian adolescents by soliciting their suggestions for improving safety and support in their schools. Reflexive thematic analysis was used to analyze written comments from 810 Mongolian secondary students grades 8 through 12, yielding five themes related to student voice, food, security, relationships, and holistic development. The aims of the study were to (1) identify similarities and differences between Mongolian student experiences and Western-based school climate research and (2) contribute to the dialogue about school improvement in Mongolia and other non-Western countries. Findings point to recommendations for providing adequate nutrition, ensuring safety, and meeting the basic psychological needs of students in Mongolian secondary schools.

Background: Changes to policies at the federal, state, and local levels over the last decade have influenced the school nutrition environment and services. Methods: This systematic review includes an analysis of individual research articles and government reports published from 2010 to 2021 that examine interventions to improve the school nutrition environment and services and increase the availability, selection, and consumption of healthier foods and beverages in K-12 schools in the United States. Results: Nutrition standards for school meals and food outside of meals improved access to healthier options in school. Providing school nutrition professionals with professional development, improving the palatability of school meals, offering taste tests, pre-slicing fruit, providing recess before lunch, offering incentives for trying healthier options, and providing access to drinking water resulted in increased selection and consumption of healthier items. There were inconclusive or mixed findings for some intervention strategies including adequate seat time for meals. Conclusions: Despite demonstrated improvements to school meal programs and competitive foods, more work is needed to change the selection and consumption of healthier options among K-12 students. Schools can use multiple interventions to improve the school nutrition environment and services and help students adopt food and beverage choices that support health.

Background: The aim of Jesuit education is total growth leading to action (Jesuit Institute, 2014a), plus higher Jesuit education seeks to transform students through examining the world around them. The promotion of experiential learning is noted in Ignatian Pedagogy (2014a) by urging the whole person to enter the learning experience. Nursing education, at a Jesuit University, involves educating the whole person within a service-oriented profession. Thus, experiential learning in a nursing course at a Jesuit University is an active component of Ignatian pedagogy, promoting Jesuit values and Catholic identity. This has been challenging since the COVID-19 pandemic forced universities to move classes to virtual platforms to replace face-to-face (FTF) teaching (Gamage et al., 2020). However, there is still a need to offer services to vulnerable individuals and is increasingly essential since the demand for assistance has expanded, (Croghan, 2020; Nonprofit Business Advisor, 2018), during the pandemic. Problem Statement: When COVID-19 pandemic required the suspension of FTF teaching and implemented mandatory social distancing measures, FTF service learning with COVID safeguards in place was not the only option for nursing students, at a Jesuit University. Nursing faculty strived to offer, direct, indirect or virtual experiential learning opportunities in the community. Although virtual experiential learning for nursing students is feasible, evidence of its effectiveness is scarce. In light of the gap, the researchers examined the effectiveness of FTF and virtual experiential learning experiences by comparing compassion and diversity outcomes. Theoretical Framework: Using the Social Change Model as the framework for the study, it strongly aligns with the Jesuit University's mission. Likewise, it seeks to develop nursing student's self-knowledge and leadership competence, both of which are required for the service-oriented nursing profession. Methodology: The study utilized a pre-post survey design in the first nursing class for sophomore students, along with reflective writing requirements. Results: In total, 79 students participated in the research. Fifteen individuals completed service virtually, 29 completed food-based service learning, and 27 completed nonfood-related service-learning. The remanding participants completed miscellaneous service-learning experiences. For the objective outcome related to compassion through service, the pre-survey M=4.35 and post-survey M=4.57, constituting a significant change of 0.22. For engagement with diverse community' objective outcome, the pre-survey M=4.28 and post-survey M=4.43 indicated a positive change of 0.15. Implications to Practice: The research advances the literature by comparing the experiential service learning opportunities in the community. The results suggest that virtual experiential learning could be included in higher nursing education, especially for developing nurturing compassion and enhancing an understanding of diversity. Compassion develops early within the social change model and is represented in the first nursing course. Likewise, diversity competence usually occurs later in life per the social change model and is represented in the same course towards the end of the semester at the Jesuit University. The findings suggest that virtual service-learning opportunities may be an alternative mode of FTF service-learning that can be used in the future, even after the pandemic, by allowing students to serve the community as long as they can access the internet.

This study aimed to analyse local food product labelling and information and to develop a writing model focusing on local food product labelling and information. Ten entrepreneurs in one province in the south of Thailand selling local food products were selected. The research employed the quantitative research approach which involved three phases of data collection. In phase one, a questionnaire was employed to gain data necessary for the development of a writing model and to study local food products and labelling of 10 local food products in the selected province. Phase two involved the development of a writing model in which document analysis was employed to strengthen the content included in the writing model. In phase three, a satisfaction questionnaire was utilized as an additional data to adjust the writing model and confirm its usage. The study revealed that the participating entrepreneurs placed an importance on English food labelling. Consequently, the writing model was developed to meet the needs of the participants. The components of the writing model included four major units of information which were product safety, product value, product advertising, and product reliability and warranty. In each unit, crucial information was provided to allow users to study relevant information and related food vocabularies by following the step-by-step information in a form of Thai-English translation. Along with the information provided, the writing model presented a process of writing which can enable the users to develop their product labelling in English.

Learners preparing to work in the food service industry should be equipped with food service terminology to enhance their communicative potential. The purpose of this study was to create a Food Service Word List (FSWL) to assist L2 learners of English in English for Specific Purposes classrooms. The Food Service Corpus (FSC) with a size of 1,871,271 running words was created by collecting data from four websites relevant to the food service industry, consisting of www.bbc.co.uk/food/cuisines, www.tasteatlas.com, www.escape.com.au and www.edition.cnn.com. The procedure of generating the FSWL comprised three stages: keyword analysis was used to extract the first 814 words with the highest LL values; lexical profiling was used to select words allocated outside the referent word lists; and three experts in the food service industry were asked to give their viewpoints based on their experiences. The results produced the FSWL containing 261 words with a coverage of 8.64% of the FSC. The curated word list can enhance the food service vocabulary range of learners and prepare them for more effective communication in a food service career.

This research project examines the impact of removing post 16 A-level examinations for Home Economics and Food Technology in schools in England from 2016. This research explores teachers' experiences from 2016-2020, specifically their views on the progression pathway for those students who wish to pursue further study and employment opportunities in the food sector and other relevant occupations. Schools offer non-A-level courses less frequently as there is uncertainty around course equivalence, and this has resulted in an overall reduction in the numbers studying post 16 food courses. Level 3 qualifications are now focused solely on the hospitality and catering sector with only one applied general qualification. Opportunities for broader areas of study that encompass food science, nutrition and dietetics and food technology have been removed. This has meant that now fewer students access broader career pathways and interests crucially at a time when the UK requires vast numbers of highly skilled postgraduate recruits for the food sector. Teachers made a strong case for why a new A-level course should be developed.

In this paper, we describe an innovative design for a multidisciplinary service-learning course on supply chain management in the industrial distribution program housed in the College of Engineering at a large research university in Texas. The purpose of this course was to increase students' technical expertise and build a mindset and skills needed to tackle current societal issues, raising their social responsibility and enhancing civic-mindedness. The course combined curricular learning with community service, applying the content of academic disciplines to practice. It brought students from industrial distribution and sociology together to help food pantries to improve their operational efficiencies so that the food pantries can serve more people and work toward their goal. In this project, student groups identified the specific needs of community food pantries. They recommended solutions to improve operational efficiency so that they could use their technical skills to address the challenges and make an impact on the communities. In addition, student groups interacted with partner agencies via technologies that aided distance communication, which facilitated partnerships in remote locations. We also evaluated this project. The results reveal that this project had an impact on students' personal and professional development as well as the community.

Background: The public health policies and school closures in response to the COVID-19 pandemic have created disruptions in school meal programs. Research is needed to understand the changes in school food service revenue before and during the initial COVID-19-related school shutdowns. Methods: A longitudinal cohort study examining federal and state reimbursements as well as sales revenues for all public local education agencies (LEAs) in Maryland from school years (SY) 2018-2019 and 2019-2020 was conducted. Monthly changes in federal and state reimbursements for Child Nutrition Programs, including the National School Lunch Program (NSLP), School Breakfast Program (SBP), Summer Food Service Program (SFSP), and Child and Adult Care Food Program (CACFP) were examined. Results: In the SY 2018-2019, the total revenues from federal and state reimbursements for SBP, NSLP, SFSP, and at-risk CACFP were $272.9 million; in comparison, for the SY 2019-2020, the total revenues were $241.8 million (11.4% reduction from SY 2018-2019). On average, the school shutdown (during March to June 2020) was associated with a $450,385 (p-value < 0.01) reduction in federal and state reimbursements per LEA-month (41% reduction). Conclusions: The school shutdown during the COVID-19 pandemic was associated with a statistically significant reduction in school food service revenues across Maryland's public LEAs.

Recent studies of school gardens (Simon et al, 2015; Williams and Brown, 2012) and of the National School Lunch Program (Pringle, 2013; Levine, 2008; Ralston et al, 2008) have posed value questions for school leadership and policy, about production and distribution of school food. This review of the new educational studies scholarship on school lunch (Weaver-Hightower, 2011; Rice et al, 2013) deploys Jane Roland Martin's theory of education as "encounter" (2011) to challenge that daily ritual's educational devaluation as mere food service and to argue that, since foodways are learned (Laird, 2008), school lunch is an unacknowledged normative curriculum of ethical consequence for children's learning to live, an educational aim devalued by the current policy environment's narrowly academic conception of curriculum. This study concludes by proposing Alice Waters' Edible Schoolyard in Berkeley as a kind of laboratory school in School Lunch Ethics, worthy of new research in values and leadership.

Campus Kitchen provides an environment that is ripe for community-based, experiential-learning experiences, especially on the topic of Eco-Justice. Student volunteers have substantive opportunities to investigate and promote various food justice and hunger advocacy initiatives, as well as form meaningful personal relationships with those whom they serve. Volunteers are encouraged to learn everything from the practical skills of food preparation to the social forces that underlie food insecurity in the community. Still, many Campus Kitchen participants remain unaware of the seriousness of food waste and "throwaway" cultural attitudes that perpetuate hunger. This paper presents data illustrating the different levels of understanding and action-motivations for volunteer involvement at the kitchen, concluding that a richer vision of Eco-Justice is needed. Findings from the research led program leaders to re-envision their approach to, and understanding of, justice education. Empowering students to be in the driver's seat of their education, as well as imbuing people with tools to be in charge of their own nutrition, is the best recipe for personal growth and social change.

Gastronomy shows a continuous development as a branch of science that aims to meet the socialization needs of individuals as well as their physical needs. Considerable importance is attached to the level of technological integration as the most fundamental variable that can accelerate this development. However, scientific findings on the technological transformation experienced today and the effects of this transformation on sectoral development have not been encountered, especially in the field of in-service gastronomy education. The main purpose of this study is to determine the feasibility of in-service training as a dimension of non-formal education in the field of gastronomy education as hybrid. In this context, hybrid training on gastronomic tendencies was given to chefs working as section chefs in cold, hot and ala carte departments in the kitchen units of food and beverage businesses. In the training plan, the study group was divided into two and a pre-test and post-test study was conducted to measure their knowledge of gastronomic tendencies. Teaching about new gastronomic trends was given to one group through mutual training, and to the other group 50% of the trainings were given face-to-face and 50% via internet-based distance education. In this context, the comparative advantages and weaknesses of hybrid education and face-to-face education were compared in terms of gastronomy education.