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This reflective essay describes one fourth-grade class's efforts to engage in place-based inquiry regarding food access in response to COVID-19 pandemic recovery efforts. Through this reporting, the author presents the following set of orientations that recognize the inescapable role that place has in teaching and learning and that positions educational settings as sites of resistance, hope, and transformation: (1) building upon diversity of experiences and interests; (2) bridging past to present realities and local to global forces; and (3) encouraging pausing and sense of uncomfortabilty as precursors for action. In such a way, these orientations for place-based study support ongoing calls of utilizing this pivotal moment -- the transition and recovery of the COVID-19 pandemic -- to reimagine teaching, learning, and schooling in ways that resist matrices of oppression and create possible, liberatory futures in society.

After waiting in a long line for your favourite cup of coffee, you finally sit down with your mug and find that the coffee is still scalding hot! How long do you need to wait before you can enjoy it? Once it cools enough, how much time do you have to enjoy it? Are there ways to speed up the process? These questions motivate the presented modelling scenario about tracking the temperature of a cup of coffee as it cools. Students are put in the role of an inquisitive coffee enthusiast who does their due diligence in preventing burns and carefully experimenting on their coffee so that they, and others to come, can enjoy that perfect cup. They identify their assumptions and interventions before developing model differential equations for each case, which force discontinuities on the derivative and even on the solution itself. Being familiar with basic Laplace transforms and learning key properties of the unit step and unit impulse functions, they solve these differential equations and compare the interval of time when the coffee will be at its peak level of enjoyment. This paper includes an implementation guide, grading rubric, example solutions, and example assessment questions.

This study aims to contribute to the understanding of food for health as educational content in Home and Consumer Studies (HCS), specifically targeting three educational functions: (i) qualification, (ii) socialization, and (iii) subjectification. Data came from a comprehensive case study, where one school class and two HCS teachers were followed during one school year. Fourteen classroom observations and eight teacher interviews were included. It is shown how qualification functions comprise nutrition knowledge and cooking skills, how socialization functions entail, e.g., dichotomous values of food as "good" or "bad," and how conscious consumers who take personal responsibility for themselves and the environment become promoted subjects. Taken together, the results illustrate how educational content can have consequences beyond those intended. Based on the results, an argument is made about the relevance for HCS teachers to critically reflect on their teaching and its potential educational consequences.

Discrete time models, one linear and one non-linear, are investigated, both with a herbivore species that consumes a basal food source species. Results are presented for coexistence of the species and to illustrate chaotic behaviour as parameters are varied in the non-linear model. The results indicate the benefit of fertilization in terms of the region of parameter space for which coexistence occurs. Possible extensions from these models for independent investigations are provided alongside classroom exercises.

Background: In the United States (U.S.), 77% of school district leaders reported that their students had fallen behind in their social-emotional development due to COVID-19 school closures. Although research has measured indicators of social-emotional well-being from the perspective of other informants, little is known about student perceptions of perceived changes in their socioemotional competencies and, to a lesser degree, their nonacademic needs. AIMS: The current study examined middle school students' nonacademic needs, perceptions of socioemotional competencies, and predictors of "socioemotional loss." Materials & Methods: The authors utilized secondary data from 395 middle school students gathered in August 2020 and November 2020 in one large middle school in the southern region of the U.S. Multivariate and linear regression analyses explored students' nonacademic needs, assessed changes in perceptions of their socioemotional competencies over time, and identified predictors of "socioemotional loss" during the "return to learn" period. Results: Our findings indicated that 3% to 14% of students reported nonacademic needs, with the greatest needs related to food, housing, and healthcare. Further, 48% of students reported perceived losses in their socioemotional competencies, and students formerly receiving school-based support services were those most affected (71% vs. 46%, p = 0.01). Among the subgroup reporting losses, living in a single-parent household significantly predicted socioemotional loss ([beta] = -0.16, p = 0.02). Discussion: School-based practitioners, including educators, policymakers, social workers, and mental health providers, can utilize these findings to deliver interventions to students that experienced hardships during the pandemic. Conclusion: Responding to these risks will be critical as schools adapt and intervene in response to the COVID-19 pandemic.

Background: Food-related advertisements have been identified as influential factors affecting Australian adolescents' food preferences and dietary habits. Objective: This study aimed to investigate adolescents' (athletes and non-athletes) views about healthy eating, the advertising of discretionary foods and beverages, and the effects of food advertising on dietary behaviours. Method: Qualitative study involving the analysis of data from seven focus group discussions with young people aged 12-17 years (N = 27; 10 males and 17 females; 14 elite athletes, 13 non-athletes) from three different socioeconomic status secondary schools. Results: Both athlete and non-athlete participants discussed the importance of how social media is used for food advertisements. Many adolescents exhibited scepticism about the intent of advertising discretionary foods and beverages targeted toward adolescents. Three themes were identified from the data analysis: (1) physical and cognitive benefits of healthy eating; (2) scepticism, mistrust and ethical concerns about food and beverage advertisements targeted toward adolescents; and (3) portrayal of thin and fit ideals in social media. Conclusion: Health educators and policymakers addressing adolescent healthy eating behaviours should focus more fully on the influence of social media food advertising. Greater promotion of the importance of good nutrition during adolescence may optimise training performance and improve young people's nutritional knowledge and healthy eating habits.

Objective: Previous research indicates that head teachers in Sweden frequently fail to see school lunch as part of the educational activities of a school. This study contributes to an understanding of how head teachers in Sweden perceive and experience current national policy intentions related to school lunch. Design: Qualitative inquiry. Setting: Ten municipal state schools in Sweden. Method: Individual semi-structured interviews were conducted with 10 head teachers responsible for the compulsory education of 6- to 15-year-olds in state schools. Data from digitally recorded and transcribed interviews were thematically analysed. Results: Head teachers primarily saw school lunch as a means to ensure pupils were fed and energised. Their focus tended to be on what followed after school lunch in the form of academic performance and mood, rather than the stated intentions of national school meal policy. Head teachers stressed the value of a free and nutritious school lunch for social equality, and the importance of good collaboration with food service managers and school meal personnel, despite the difficulty of achieving this. Conclusion: This paper highlights a gap between head teachers' perspectives with respect to school lunch and official intentions stated in Swedish national school meals policy. The meanings head teachers saw as connected to school lunch were those of social equality and ensuring pupils were fed, rather than the wider potential envisioned by the authorities. This paper identifies factors that affect the possibility of realising national policy intentions for school lunch in Sweden.

The National School Lunch Program (NSLP) is a federal program that provides free and reduced priced lunch to millions of low-income children in urban schools. Empirical research shows mixed results on the physical and nutritional health of urban students participating in the program. However, a considerable limitation of this literature is that it focuses on student participation in the NSLP rather than what students consume when they receive a school lunch. By directly collecting a random of sample of school lunches, we analyze the nutritional content of both selected and consumed school lunches (n = 141) at a Title I middle school in a large US city. Results indicated that the food items that students select for school lunch are low in nutrients and high in sugar. Furthermore, food that students ultimately consumed during lunch had even lower nutritional value while consumption of sugar remained high. Future research is needed to investigate school-based interventions that leaders can deploy to foster healthy eating in urban schools.

To investigate additive and interactive associations of food allergies with three glutathione S-transferase (GST) genes in relation to ASD and ASD severity in Jamaican children. Using data from 344 1:1 age- and sex-matched ASD cases and typically developing controls, we assessed additive and interactive associations of food allergies with polymorphisms in GST genes (GSTM1, GSTP1 and GSTT1) in relation to ASD by applying conditional logistic regression models, and in relation to ASD severity in ASD cases as measured by the Autism Diagnostic Observation Schedule-2nd Edition (ADOS-2) total and domains specific comparison scores (CSs) by fitting general linear models. Although food allergies and GST genes were not associated with ASD, ASD cases allergic to non-dairy food had higher mean ADOS-2 Restricted and Repetitive Behaviors (RRB) CS (8.8 vs. 8.0, P = 0.04). In addition, allergy to dairy was associated with higher mean RRB CS only among ASD cases with GSTT1 DD genotype (9.9 vs. 7.8, P < 0.01, interaction P = 0.01), and GSTP1 Val/Val genotype under a recessive genetic model (9.8 vs. 7.8, P = 0.02, interaction P = 0.06). Our findings are consistent with the role for GST genes in ASD and food allergies, though require replication in other populations.

This paper presents a study which was done to investigate schoolteachers' discourse on morality. The teachers used three dimensions to construct and present their discourse on morality: food, religion and relationship. These teachers were drawn from different types of private and public schools in Delhi, the capital of India. The teachers considered religion as a defining aspect of their lives and associated morality with it in an intricate manner. They taught in schools that did not impart religious education; however, their own religious beliefs formed a strong and reliable reference point for their professional role.

In gatherings facilitated by Shelburne Farms Institute for Sustainable Schools staff, fellows have the chance to connect, collaborate, and support each other; to draw inspiration from invited speakers, ranging from artists to climate scientists; and to have dedicated time to work on their own projects. Participants find the program to be transformative -- not just with regard to their skills as educators but also their mindsets, moving them from "doom and gloom" to hope and empowerment. The work of curriculum transformation will continue, and plans to establish a school garden are underway.

Purpose: This study aims to identify and analyze research that promotes sustainable consumption among university students, understand what areas of consumption were addressed, how consumption was intended to become more sustainable and what results were reported. Design/methodology/approach: A systematic literature review was conducted using the Scopus and Web of Science databases and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses methodology. Main criteria for inclusion were focus on changing the consumption behavior of university students, not just diagnosing them, and that students were directly involved in the efforts. Findings: A total of 1,619 articles were extracted, and 34 were included in the study. These selected investigations conducted between 2012 and 2022 focused on areas of consumption such as food, plastic waste, fashion, energy and water. Sustainable consumption was promoted through training programs ranging from one-hour seminars to full-semester courses, marketing and communication campaigns and direct experimentation and interventions. Most articles reported positive results. Research limitations/implications: This study is limited to research carried out to reduce current consumption by university students; it does not include research aimed at improving students' professional skills for promoting sustainable consumption. Practical implications: This study compiles previous research on reducing consumption by university students in a structured manner according to the consumption area, applied strategy and the results obtained. Originality/value: This research is unique and will serve as a source of inspiration and consultation for academics and university managers concerned about human consumption. It presents successful projects and strategies that can be implemented in their own universities to make their students' consumption more sustainable.

This article aims to provide insights of social justice awareness in young children's pretend play (2-6 years old) involving shopping activities in the nursery and the children's museum. Previous literature acknowledges the importance of grocery exhibits and relevant learning centres in the cognitive and socio-cultural development of children, but rarely addresses broader social justice issues. Educators' narratives were analyzed using the Capability Approach to examine how children's play experiences relate to Nussbaum's central human functional capabilities. Thematic analysis indicated that interactions associated with payment transactions and budgeting concepts, healthy eating and consumerism, as well as cooperation in running the shop were instrumental in facilitating social justice awareness and developing a great variety of the central human capabilities. The nursery environment seemed to enable a more agentic stance and a stronger understanding of social justice-related issues, while practitioners' prompts and an implicit pedagogical agenda towards active citizenship enriched play-based pedagogy with social justice objectives.

Research Findings: Early childhood is a critical period for the development of eating behaviors and novel approaches are needed to promote healthy food acceptance among preschoolers. This pilot study examined the feasibility and preliminary effectiveness of a 6-week mindful eating and yoga intervention targeting children's self-regulation of eating and behavior and sought to identify associations between executive function (EF) and child eating behaviors. Forty-three children (3-5 years old) participated in this quasi-experimental pretest/posttest design with 24 children in the intervention group and 19 in the comparison group. All children participated in direct assessments of inhibitory control and energy self-regulation; parents reported on children's EF and eating behaviors. Fidelity logs showed that the curriculum lessons were implemented as expected, although there were unanticipated issues with child attendance and engagement. Intervention participants demonstrated significant increases in inhibitory control, with greater effects among children who scored lower at pretest. Intervention effects were not found for other measures. Parent-report data indicated significant correlations between facets of EF and eating behaviors. Practice or Policy: Preliminary findings demonstrate that mindfulness-based interventions have potential to promote children's behavioral self-regulation. Additional research is needed to understand how these programs can be expanded to impact child eating behaviors.

Objective: The transition to college is marked by poorer eating behaviors, making emerging adulthood a particularly salient intervention point for improving lifelong health. The present study aims to better understand what psychosocial factors predict eating behaviors of college students using the Theory of Planned Behavior (TPB). Participants & Methods: Dietary recalls were analyzed the Healthy Eating Index (HEI)-2015 scoring system for 67 university students between the ages of 18 and 25 (70.1% female; 49.3% White, 20.9% Black/African American, 13.4% Asian). Results: Haye's PROCESS Model 6 was used. The full model accounted for a significant amount of variance in HEI-2015 scores (F[3, 63] = 3.09, p = 0.033, R[superscript 2] = 0.12). The final model suggested a significant indirect effect of PBC on the relation between ATT and HEI-2015 ([beta] = 0.859, SE = 0.637, 95% CI [0.009, 2.482]). Conclusions: Although some college students might have favorable attitudes, only those who believe this is within their control actually ate a (somewhat) healthier diet.

Interdisciplinary environmental and sustainability (IES) programs are different from other fields because they focus on a complex integration of humanities, social, and natural sciences concepts centered on the interactions of coupled human and natural systems. The interdisciplinary nature of IES programs does not lend itself to traditional discipline-specific concept inventory frameworks for critically evaluating preconceptions and learning. We discuss the results of the first phase of a research project to develop a next generation concept inventory for evaluating interdisciplinary concepts important for introductory IES courses. Using the Food-Energy-Water (FEW) Nexus (the intersections/interdependencies of food, energy, and water sectors) as our focus, we conducted a content analysis of eight representative college-level introductory environmental course syllabi and course materials (e.g., textbooks, journal articles, print media) to identify common interdisciplinary FEW Nexus concepts taught in introductory IES courses. Results demonstrate that all IES introductory course materials reference the FEW Nexus. Food, energy, and/or water resources as individual elements of the FEW Nexus are frequently described, but connections between these resource systems are included less often. Biology, energy systems, waste and pollution in the natural environment, agriculture, earth sciences and geology, climate change, behavioral social sciences, and economics concepts are most associated with FEW concepts, hinting at commonalities across IES topics that anchor systems thinking. Despite differences in IES programs, there appears to be some alignment between core concepts being taught at the FEW Nexus in introductory courses.

Objective: The use of social networks has grown substantially over the past few years and especially during COVID-19. This study aims to investigate the possible relationship between social media addiction and obesity which may lead to disturbed body perception in university students. Participants: A total of 250 undergraduates participated. Results: Social media addiction depends on the number of years of social media use, meal skipping, and increased frequency of fast food consumption. There was a significant relationship between fast-food consumption frequency and body perception. No significant relationship was found between BMI and SMAS while there was a significant relationship between SMAS and body perception. Conclusion: The findings support, social media addiction may lead to increased risk factors for obesity and as a consequence impair body perception in young adults.

Background: Feeding behaviors adopted by parents influence children's eating, and parent mental health may affect feeding interactions. Anxiety disorders are the most prevalent mental disorders among adults; thus, there is a need to comprehensively understand the relationship between parent anxiety symptomatology and feeding behaviors. Objective: This systematic review provides the first comprehensive overview that focuses solely on parent anxiety and nonresponsive feeding. Based on PRISMA guidelines, the goal of this review is to elucidate current literature gaps and to inform future interventions that aim to reduce the risk of childhood obesity. Methods: PubMed and APA PsycInfo were searched with an extensive keyword combination to identify empirical studies from peer-reviewed journals that focus on parent anxiety and feeding behaviors that are utilized with typically developing children of ages 6 months or older. After independent and masked screening rounds of 925 articles, 10 studies were included for data extraction. In accordance with the PRISMA guidelines, the independently extracted data included the following: authors, year of publication, sample characteristics, study design, anxiety and feeding measures, study goal, main findings, and methodological limitations. Results: Of the 10 studies included in this systematic review, 70% indicated an association between parent anxiety symptomatology and nonresponsive feeding behaviors of restriction, control, and emotional feeding. Ninety percent of the included studies had a mother-only sample. Conclusions: Parents with anxiety symptomatology tend to use nonresponsive and obesogenic feeding practices. Given this relationship, parent anxiety is a potential area for inclusion in interventions that aim to reduce children's risk for obesity.

"Objective:" Evaluate college students' perception of the effectiveness of different vending machine (VM) interventions for improving snack selection. "Participants:" A total of 194 college students with the age of =18 years. "Method:" A cross-sectional survey among a purposive sampling near VM. "Results:" Most students use VM frequently or occasionally (63.4%). The intervention perceived as most helpful for choosing healthier snacks was labeling (on or near) which snack is healthy (score 3.83/5) followed by lowering the price of healthy options (score 3.33/5), while the least helpful was having posters nearby explaining which snacks are healthier (2.35/5). Participants suggested including snacks high in protein (58.8%) and low in sugar (56.2%). Most would like to see more healthy options in VM (83.5%) and will purchase them if available (67%). "Conclusions:" Lowering the price for healthy snacks and including labels to indicate which are healthy may be the interventions to test for improving snack intake among college students.

Aims: The Central Bicol State University of Agriculture (CBSUA) takes responsibility and leadership in the Bicol region's agriculture and allied technological sciences field. This study determined the possibility of offering short-term courses in Organic Agriculture at the Central Bicol State University of Agriculture. Study Design: Descriptive design was used in the study. Place and Duration of the Study: The study was conducted in Pili, Camarines Sur, Philippines, for six months in 2019. Methodology: A survey questionnaire was used to determine the demographic profile, motivations, reasons, and learning areas of interest among prospective enrollees on short-term courses in organic agriculture. The respondents were selected using purposive sampling, including 30 SHS teachers, 58 School Administrators, and 91 home gardeners. The data were tabulated through frequency count and percentage. Results: Results revealed that most prospective enrollees are from the old age bracket (42.25%), interested in home gardening (50.84%), want to learn about basic competencies of organic agriculture (29.05%), and earn a National Certificate for teaching purposes (25.69%). Their main reasons if they are to enroll in the program was health or personal well-being (22.91%). Most respondents wanted to learn about crop and animal production (44.69%) among the learning areas in organic agriculture. Conclusion: This study indicates that short-term courses in organic agriculture have the possibility to be offered at the University.

The aim of this research is to investigate the development of preschool education pre-service teachers' (PST) understanding and evaluation of a socio-scientific topic, namely food additives by using debate as a teaching technique. Qualitative research was designed in a case study model with purposeful sampling in which sixty PST attended Mother and Child Nutrition course. We used qualitative data instruments including pre- and post-reflective forms (RF), assignment papers and video recordings. Data were analyzed using open coding and cross coding. The results indicated that PST's opinions about food additives may change with the use of debate and scientific articles. The findings also showed that it can be possible to improve their understanding of scientific knowledge about food additives, sources of information, evaluation of sources of information with the help of well-designed debate applications. The evaluation of the components of evidence, sources of evidence, arguments, and expert judgment as well as inclusion of these components in teacher education programs are recommended for further research.

Mathematical literacy has an important role in solving students' real-life problems in supporting literacy skills, teachers can use real contexts as outlined in tasks in-class learning. The Bengkulu context can be used because it is closely related to the environment and students' daily live. This study aims to produce math literacy tasks in the Bengkulu context which are valid and potential impact on student literacy. The research employed a development design with a formative evaluative model using stages of self-evaluation, expert reviews, one-toone, small group, and field tests. The subjects of the research were students in the eighth grade of a Junior High School in Bengkulu City. Data were collected through questionnaires, documentation, tests, and interviews. This study produced four mathematical literacy tasks with the Bengkulu context that met the criteria of being valid and having a potential impact. Mathematical tasks that are designed with the context can improve students' mathematical literacy activities. The use of tasks with context can be a learning resource that strengthens the introduction of students' local culture.

According to the Ethiopia Ministry of Education (2015), school feeding initiatives, such as feeding children in food insecure conditions, providing educational resources, and school meals are essential for supporting access to general education. The purpose of this study was to assess the impact of school feeding program on the academic performance and class participation of Grade 8 students in the primary public schools in Gulele sub city, Ethiopia. A quantitative research method with a quasi-experimental design was used in conducting the study. From Grade 8, two hundred students were selected by using purposive sampling technique. From five out of ten Woredas, the sample primary schools with Grade 8 were selected. Standardized Attentions Check List and the roster cards were used to solicit the primary and secondary sources of data. Difference in Difference linear regression and Independent Sample t- test were applied for analyzing academic achievement, attendance and attention data respectively. Result of data analysis indicated the positive effect of school feeding program on academic achievement and attendance of Grade 8 students. The school feeding also has an effect on the students' attention span. Providing for greater financing and more coverage for the school-feeding program at country level is recommended.

Islamic boarding schools as educational institutions in Indonesia have contributed to national education in terms of the contribution of knowledge and figures in government. On the other hand, the limitations of pesantren funding sources must be solved by good entrepreneurial management so that pesantren are independent of donors or the government. This research takes place at Tahfidzul Qur'an Salsabila Islamic Boarding School, Tegal, which has implemented entrepreneurship in pesantren management. The results of this study indicate that various kinds of entrepreneurship are carried out, including citrus garden agro-tourism, catfish farming, coffee cafes, ground coffee products, pesantren stalls, and snack products from dages sticks. Second, the existing and implemented entrepreneurial management follows management rules, namely planning, organizing, implementing and monitoring as steps taken so that entrepreneurship can still be carried out correctly. The three entrepreneurial contributions to education costs include paying pesantren asatidz, to pay for electricity for Islamic boarding schools every month, and financing orphans and orphans, as well as being allocated to fund poor students.

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.

This paper aims to determine whether tracking calories using a mobile application without any nutrition education has a positive effect on the eating behaviors of university students. The concurrent design, one of the mixed methods designs, was used to compare the quantitative and qualitative data analysis results. The participants are 108 university students who voluntarily agreed to participate in the study. In the quantitative part of the study, a calorie tracking form was used; in the qualitative part, an interview form was used to determine eating behaviors. The students were not given any information about healthy nutrition and were only asked to track calories. The change in body mass index values obtained from the calorie tracking form is presented with the Wilcoxon signed ranks test. In evaluating the data obtained from the interview form determining eating behaviors, the data were categorized by content analysis, and the categories were presented as percentage values. According to the data obtained, it has been observed that positive behavioral changes in terms of nutrition can be created even without giving any information about healthy nutrition to the students, just by making them track calories. As a result of the activity, they became aware of which foods would make them gain weight and which would not and gained positive eating behaviors. Based on the results obtained from this study, recommendations for future studies and public health were made.

National brands of the Kazakh people are insufficiently researched based on the special criteria for defining the concept of a brand from a scientific perspective. This article is relevant in this context. Interest in branding and its formation is a topic staying relevant. It is a driving force behind globalization and international competition. The brand is recognized as attracting tourists and investors, strengthening business, forming the country's image, and achieving international supremacy. The study of the national brand in the field of education is also critical. In particular, it is necessary to identify national brands through associative studies for economics and tourism students. The article analyzed the concepts recognized as national brands of the Kazakh people. The frequency index of the words recognized as Kazakh national brands was determined. According to the word stimulus, "Kazakhstan," "homeland," "peaceful, independent country," and "What is the Kazakhstani brand?" "National cuisine" and "art forms" were the most answered. The experience of identifying the association has shown that using national characteristics, art, national food, and national clothes in everyday life as a national brand is not accidental. The mental characteristics and culture of the Kazakh people in the formation of a brand were determined during the research. They were introduced in the domestic and world markets, stabilized in the minds of consumers, and explained in the education system, marketing, and tourism. This situation would impact their use in the field.

The purpose of this study was to evaluate student learnings from an online community food security service-learning course in which students self-selected a community partner for an in-person service experience. Four major themes emerged from the data: (1) "food insecurity doesn't have a single face," (2) understanding of the complexities and nuances of food insecurity, (3) use of emotion to describe and discuss the service component of the service-learning experience, and (4) expression of appreciation and respect for organizations working to address food insecurity. The findings of this study support a scalable framework for online service-learning courses where students self-select their community partners.

Food has multiple roles within individuals' lives, with the potential to bridge gaps between different groups and enhance belonging. This project sought to explore through food-related images submitted by staff and students, the themes and values identified, and explore whether taking part enhanced belonging at university. Data were collected using a questionnaire and optional interviews. The questionnaire included information about demographics, food-related questions, and a link to upload a food-related image. University staff and students were invited to participate by email. A total of 23 staff and 67 students filled in questionnaires, and 13 interviews (4 staff and 9 students) were completed. Multiple themes were identified from the findings. These included food as an evocation of place, time and people; food in relation to tradition; the use of food to bring people together and to share, and food-related skills such as cooking and growing. Health and wider themes such as the environment and global warming were also highlighted. Demographic, study or work characteristics had little impact on either food-related beliefs and behaviours or sense of belonging at the institution. Participation increased sense of belonging in 39% of staff and 49% of student participants. Decrease in the sense of belonging was not observed.

This article considers the representation of the controversial issue of the Great Irish Famine (1845-50) in 27 recent Irish and UK history textbooks for the secondary level. Key contested issues -- imports and exports, the British government's laissez-faire economic policy, providentialist interpretations, and victim--perpetrator discourses -- have long formed part of the narrative repertoire of Famine history; their representation and narrativisation in textbooks is analysed through narrative and content analysis. Historical contextualisation and perspective taking are considered key skills for students studying history; these skills become even more important when dealing with controversial issues. The questions central to this research are: How do secondary-level history textbooks from Ireland and the UK represent the key contested elements regarding the Famine? Do they provide sufficiently complex accounts, thereby facilitating historical contextualisation and perspective taking? While some Irish and UK textbooks offer learners complex representations of the Famine, several others provide students with insufficient opportunity for perspective taking, and for developing a thorough understanding of the historical context. Specifically, the majority of the textbooks provide simplistic victim--perpetrator discourses. As such issues complicate historical contextualisation, perspective taking and, relatedly, empathy formation, the article suggests including more complex subject positions in textbook discussions of the Famine.

The study aims to present how to apply a STEM activity in which physical computing principles and computational thinking processes are used as a differentiation practice to be used in the education of gifted students. In the activity, the students designed smart packaging that will provide healthy long-term storage of foods to solve the greenhouse gas emission problem caused by intensive plastic production. The activity was carried out with eight gifted students studying in 7th-9th grades. The students investigated the factors that would reduce greenhouse gas emissions and synthesized biodegradable polymers during the inquiry process. In the engineering design process, they determined the most suitable solution for packaging design in the polymer synthesis they carried out using different plant extracts with antibacterial properties. They developed a smart packaging design using physical computing in this process. During the STEM activity, the students used computational thinking, engineering design, and inquiry process.

This research to be conducted in South Sulawesi by taking several schools as a sample of the teaching population from couples of private senior high schools and Madrasah Aliah school. The research objectives were to identify and explain the relationship among school economic performance, teacher quality, income and consumption expenditures that were affected by the effects of the COVID-19 pandemic. The finding showed that the economic performance had a positive relationship with teacher quality, the two variables had also positive relationships with income level and household consumption for both senior high school and madrasah teachers during and before pandemic time. The relationship between the two variables for the general teacher diet is strong, while the madrasa teacher is very weak. But for non-food the opposite happens. During the COVID-19 period, there was also a positive relationship between the two variables, but there was a decrease in the level of strength of the relationship for the two consumption expenditure groups, both madrasah teachers and general teachers. Furthermore, it was shown that COVID-19 had decline the economic performance as well as the level of income and consumption expenditure of teachers.

Background: Local governments increasingly rely on sales taxes to raise revenue, often justifying the need for a local sales tax increase with a specific programmatic goal, such as better education or transportation. In Washington State, the legislature explained that a local sales tax increase was necessary to support criminal justice because criminal justice requires more police, courts, and jails. Objective: Informed by decades of literature questioning the efficacy of fighting crime through police, courts, and jails, the objective of this study seeks to use empirical evidence to explain whether the social fabric offers indicators that can better define criminal justice and thus inform local tax policy so that local sales tax revenue may be used to prevent crime rather than fight it. Method: The study compiled a 29-year history of 36 social variables across all 39 Washington counties to determine whether crime is predictable and what is most predictive of crime. Pearson coefficients of determination were calculated to identify cross-sectional associations between social variables and crime variables. An ARIMAX predictive model was then constructed to test the predictive power of the multivariate time series. Results: The study finds that crime is predictable and social observations specific to how a child grows up are consistently predictive explanatory variables of crime. There is reason to believe that the most effective action state and local governments can take to promote criminal justice and prevent crime is to leverage their taxing power to ensure that every child (a) has access to food and basic necessities, (b) is raised in a safe and stable home, and (c) graduates from college.

Higher education-community projects to support food security and food justice can improve health outcomes and increase community cohesion, but university funding may lead to power inequities that perpetuate marginalizing narratives. For this project, a regional state university, a local high school, and a nonprofit focused on building school gardens to offer university and high school students hands-on agricultural education and experience with a permaculture focus. Participant interviews revealed some disconnection and conflict between project goals and participant experiences. In this article we detail the planning phases of the project and self-reflexively unpack what we came to call a dominant narrative of assumed mutuality, which yielded uneven power dynamics that lowered school and community partner participation and buy-in. Findings reveal a need for a project design framework with structured, lateral, reflective communication practices across constituent groups to improve longevity and sustainability of collaborative projects.

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).

Engaging students in active learning has proved to transform reflexive knowledge into true learning of material in medical education. Histology is one subject area that consistently presents as a challenge for medical and undergraduate students. The large amount of complex information needed to completely understand and interpret histological images is something that is many medical students do not fully grasp in the pre-clinical stages. Pedagogical studies that use physical objects and hands on learning have been shown to motivate and encourage students to self-learn such complex topics. This application of using physical objects and hands on learning, however, is not the easiest to translate to the cellular level. The Histo-Kitchen was designed to help students manage the vast amount of information and acquire knowledge in a meaningful and creative way. By incorporating food items into an active learning session, students were able to stretch their imagination and find representative items for common histological specimen representations. Based on post-session discussions, students found the activity to be beneficial to their learning and greatly enjoyed participating in the activity, often citing it as the most fun they have had learning histology. By providing students with opportunities to interact with complex material in creative and novel ways, students are able to learn in an environment that can be both engaging and enjoyable.

Early nutrition supplementation's effect on children's reading ability was assessed during the conduct of the study. The study methodology followed children who participated in an early nutrition supplementation intervention and conducted a reading test to measure how well the children read. The effect of school resource endowment on student reading ability was assessed. School resources as a lead effect on variations in reading performance through a fixed effect regression model was discounted and confirmed that early nutrition supplementation explains variations in reading performance. However, it was found that school resources accessibility on factors such as library availability and access to reading textbooks post classroom lessons to children complements the acquisition of reading skills in children. The policy implication from the findings calls for the domestication of reading curricula and leveraging the children's nutrition to sustain reading gains.

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.

This study investigated adolescent students' nutritional knowledge in boarding schools and potential strategies for improving their nutritional status in the Ido-Osi Local Government Area of Ekiti State, Nigeria. The researcher used purposive sampling to select three government colleges and private college boarding schools in the Ido-Osi Local Government area. The sample consisted of 80 boarding house students. Data was collected using a questionnaire, and the statistical analysis involved frequency and percentages. The findings revealed that a good percentage of the boarding school students have good nutritional knowledge. The majority of students believed that both the Federal and State Government, as well as schools, parents, and communities, should work together to improve the food system in order to combat nutritional challenges in boarding schools. Thus, the study recommends that the Government, parents, schools, and communities collaborate to address any nutrition issues among adolescent students in boarding schools. This could involve initiatives such as establishing school gardens and providing support to local farmers, among other strategies. Future research should aim to enhance our understanding of adolescent students' nutritional knowledge in boarding schools and develop effective strategies to improve their nutritional status. This will contribute to the overall health and well-being of these students during their critical developmental years.

This research investigated how the multirepresentation-based creative problem-solving (MBCPS) learning model could enhance students' critical thinking skills in relation to the Nutritional Quality of Diet. The research subjects were 72 students of the Culinary Education study program in Nutrition Science, consisting of an experimental group of 36 students with MBCPS and 36 students forming a control group using conventional problem solving. The MBCPS model consists of four stages, namely problem identification, idea generation, evaluation, and validation. The students' critical thinking skill was measured using a multiple-choice test of balanced nutrition. The Nutritional Quality of Diet is calculated from the average level of nutritional adequacy. Data analysis involved techniques using N-gain and t test. The achievement of student activities in the four stages of learning before and after the implementation of the MBCPS model experienced an increase from 52% to 68 % (p < 0.00). There was no difference in the critical thinking skills scores obtained by the experimental and the control groups before implementing the model (p=0.45). After implementing the CPSBM model, the critical thinking skills scores achieved by the experimental and control groups were 71% and 68%, which was significantly different (p = 0.00). An application of the model resulted for an increase of the critical thinking skills and the nutritional quality of diet got an N-gain of 0.47 and 0.28. The MBCPS model has prospects for development in a wider branch of knowledge in the scope of University Health Education.

This study analyses how older (mostly 60 years or over) women who are literacy students at Youth and Adult Education Program in a small village of Brazil appropriate school numeracy practices during a class about the discursive genre "label" and the information it conveys. We focus on the students' participation in the discursive interactions that take place in events involving concepts, ideas, procedures, rules, and values related to reading and registering the system used to write expiration dates. Using an example, we discuss how the different modes of this appropriation carried out by the students change the didactical activity and innovatively forge the pedagogical relationship.

The current project measures international students' dietary acculturation challenges focusing on sub-Saharan Africans in the U.S. The analysis examines responses from 142 questionnaire respondents. Respondents filled out a self-administered survey that inquired about their eating practices in their country and since they moved to the U.S. Findings include the fact students choose their foods based on whenever and wherever they are available in markets near their locations and on time spent in the U.S. Newly arrived participants searched for already known produce. Meanwhile, those living in the U.S. for more than twenty-five months started the adaptation process through self-preparation meals or reliance on the recommendations of others. Students from Africa increased their intake of standard American foods unlike those from their homeland, such as pre-made meals and sweets as well as caffeine containing products but reduced the foods they grew up eating. Sub-Saharan students tended to shift their eating patterns even when foods from their home countries could be purchased in groceries near them. The analyses demonstrate eating adjustment as a consequence of the period lived in the USA, personal relationships, and food preferences from their country of origin.

This systematic literature review (SRL) examines the impact of English educational tourism (EET) on the growth of local Small-Medium Enterprises (SMEs). Through a comprehensive search of academic databases and systematic assessment of study quality, a total of 49 studies were selected for inclusion. The studies varied in design, location, and intervention, but all focused on the relationship between English educational tourism and the growth of local SMEs. This SLR focuses on the typology of SMEs in EET, its impact on rural economy and local community empowerment, and SMEs' challenges in growing their businesses. The findings suggest that English educational tourism can have a positive impact on local SMEs and rural communities, including increased revenue, community empowerment, cultural preservation, and poverty reduction. However, it is crucial to ensure that the benefits of EET are distributed fairly and that local communities are actively involved in the decision-making process to maximize positive impacts and mitigate potential negative impacts. Overall, the results suggest that English educational tourism can be a promising strategy for promoting the growth of local economy, but more research is needed to fully understand the conditions under which this impact is most effective. [The page range (304-318) shown on the .pdf is incorrect. The correct page range is 304-319.]