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This study examined learner perspectives of the benefits of communication strategy training by analysing strategy diaries written by low English proficiency learners enrolled in an English for Occupational Purposes programme. The communication strategy instruction involved 23 students who were taught 13 lexical, negotiation, and discourse-based communication strategies during the 13- week training. Each session consisted of presentation, rehearsal, and performance stages, and closed with strategy diary writing. The students wrote 117 strategy diary entries related to the learning outcomes of the training sessions. Most diary entries (82.9%) were on English improvement, and the remaining (17.1%) were related to communication strategy use. Further analysis of the strategy-related entries indicated the communication strategies taught during the training helped the students to better explain themselves, increase their vocabulary, and speak more spontaneously. A longitudinal analysis of one student's diary entries revealed that the student did not develop greater awareness of communication strategies during the training. When the subject matter of the interaction became more technical, his reflection shifted from communicative and language skills to the topic of the lesson and activities. The findings suggest the need to train learners on reflective writing to obtain insights into the learner perspective of learning to use communication strategies.

Objective: Food insecurity in college students is associated with poor eating habits. The purpose of this project was to increase consumption of fruits and vegetables in college students using a campus food pantry. Participants: Twenty-nine college students completed the study. Methods: Participants viewed weekly food preparation videos demonstrating cost-effective recipes containing fruits and vegetables and a key take-away message. Participants were provided a recipe and food to cook at home based on the Cooking Matters Food Pantry Toolkit. A 24-h dietary recall was collected pre- and postintervention using the Automated Self-Administered 24-H Dietary Assessment. This descriptive comparative study used repeated measure ANOVA. Results: Females (n = 19) increased their fruit and vegetable consumption by 1.3 cups daily (p < 0.05) while males (n = 10) decreased fruit and vegetable consumption at the postintervention measurement. Conclusion: Increased consumption of fruits and vegetables in female college students using the food pantry was a modifiable behavior in this study.

Purpose/Objectives: This study explores what school catering staff (nutrition program personnel) in the United Kingdom (UK) perceive to influence adolescents' food choices during the school day with observational research at school dining centers. Methods: Three middle schools in Wales, United Kingdom took part in the triangulated qualitative study. The research focused on pupils in Key Stage Three (aged 11 to 14 years old) enrolled at three schools. Data from interviews with the catering managers based at the schools (n=6), observations in school dining centers (n=3), and focus groups with catering staff (n=3) were thematically analyzed together. Results: Catering staff discussions and the observations revealed that the overall uptake of healthful foods was low in comparison to the number of pupils opting for unhealthful foods. Although healthful foods are available, pupils often avoided the most nutritionally balanced meal options. Catering staff perceived a multitude of factors as influencing adolescents' food choices at school: staff encouragement, peer pressure, parenting, education, health consciousness, vegan and vegetarianism, taste preferences, price consciousness, and convenience. Application to Child Nutrition Professionals: Exploring the perspective of catering staff or line level employees was a novel approach in better understanding the factors influencing adolescents' decision-making in the school food environment. These research findings are a beneficial starting point for further research or may potentially be used to influence how a healthful eating multifactorial policy could be implemented in middle schools. Of particular note, findings suggest a focus on ensuring that options are convenient and contain vegetables; avoiding overt labelling of vegetarian options; and introducing packed lunch regulations.

Purpose/Objectives: The purpose of this study was to assess the current practices used in school nutrition programs to prevent intentional acts of food contamination or tampering with food. Methods: A convenience sample of school districts (n=2023) was randomly selected, representing two states from each of the seven USDA regions. School food authorities from 320 districts in 14 states participated in a live structured interview guided by a questionnaire consisting of 31 questions concerning food defense practices. The researchers conducted the interviews with videoconferencing technology or telephone and entered responses directly into an online survey to collect the data. Descriptive statistics included frequencies, percentages, and means. Results: Results suggest that many school nutrition programs have room to improve food defense programs, practices, and understanding about food defense in their districts. Almost 68% of districts and 66% of school nutrition programs reported not having a food defense plan. While the opportunity for improvement was evident in several areas, some practices to prevent an intentional food defense incident were also reported. Training was reported as lacking by 44% of the sample. Application to Child Nutrition Professionals: Results from this study can be used to bring awareness about food defense practices in the school environment, especially where practices may not be evident through existing food safety plans. It is important that school nutrition programs follow recommended standards to reduce risks and develop best practices for overall safety. Stakeholders involved in school nutrition programs can support the prevention of intentional food contamination by advocating for district and staff training and by calling attention to practices that might represent a high risk for the school nutrition program.

Purpose: Food insecurity and poor access to healthy food is known to compromise tertiary studies in university students, and food choices are linked to student perceptions of the campus food environment. The purpose of this study is to describe the prevalence, demographic and education characteristics associated with food insecurity in a sample of Australian university students and their satisfaction with on-campus food choices. Design/methodology/approach: An online, cross-sectional survey conducted as part of the bi-annual sustainability themed survey was conducted at the University of Tasmania in March 2020. A single-item measure was used to assess food insecurity in addition to six demographic and education characteristics and four questions about the availability of food, affordable food, sustainable food and local food on campus. Findings: Survey data (n = 1,858) were analysed using bivariate analyses and multivariate binary logistic regression. A total of 38% of respondents (70% female; 80% domestic student; 42% aged 18-24 years) were food insecure. Overall, 41% of students were satisfied with the food available on campus. Nearly, half (47%) of food insecure students were dissatisfied or very dissatisfied with the availability of affordable food on campus. A minority of students were satisfied with the availability of sustainable food (37%) and local food (33%) on campus. Originality/value: These findings demonstrate a high prevalence of food insecurity and deficits in the university food environment, which can inform the development of strategies to improve the food available on campus, including affordable, sustainable and local options.

Purpose: This study aims to share experiences of an easy to adapt service-learning approach in a graduate course on life cycle assessment (LCA). Specifically, it reports on how students helped the university's cafeteria to assess meals by conducting an LCA for 25 meals and identifying environmental hotspots. Design/methodology/approach: A descriptive case study of a graduate course at Ulm University is presented. The course included lectures and problem-based exercises, both theoretical and software assisted. A course evaluation was conducted during the course and one year after completion to poll improvement potentials, as well as its impacts on students' everyday life. Findings: It was found that although it was the first LCA for all students, the resulting LCA information of 25 different meals were homogeneous, comparable to the scientific literature and beneficial to the cafeteria's sustainable development strategy. The concept of service-learning had a higher impact on students' motivation than a good grade and active-learning is explicitly requested by students. The course design sensitized students to the real-life problems of LCA and made their consumption patterns more elaborate and ecological. Furthermore, this digitization of higher education could be carried out with only minor changes in the present COVID-19 pandemic situation. Originality/value: As the subject of service-learning in natural sciences is still expandable, this study presents an easy to adapt case study on how to integrate such an approach into university curricula dominated by traditional learning. To the best of the authors' knowledge, this case study presents the first published LCA university course explicitly describing and evaluating a service-learning approach. The topic touches the everyday lives of students, allows comparisons between different student groups, is easily scalable to different group sizes and credits, and supports learning both how to study in small groups and cooperation between groups to ensure comparability of LCA results.

Digital games can provide fun, motivating, and challenging experiences for students in the classroom. Recent research on educational games has shown that game play can positively influence academic achievement, engagement, and 21st century skills (Abdul Jabbar & Felicia, 2015; Qian & Clark, 2016). When playing games, students solve problems, collaborate with peers, and practice new skills--all within a digital environment. There are multiple games that simulate preparing and serving food. Generally, players are tasked to prepare food based on the requests of customers. Ingredients are processed on different tables or appliances, and final dishes are delivered to customers. Players who fail to complete recipes correctly or take too long during preparation may negatively influence customers' expectations. Although games vary in quality and applicability to the classroom, many address components of the Food Service and Production standard to "integrate knowledge, skills, and practices required for careers in food production and services" (National Association of State Administrators of Family and Consumer Sciences [NASAFACS], 2018, p.1).

Student food insecurity is a concern at colleges and universities across the country, and Extension professionals can bring unique solutions to this growing problem. At Rutgers--New Brunswick, visitors to the Student Food Pantry receive vouchers for fresh produce to be redeemed at the New Brunswick Community Farmers Market. As well, the Rutgers Gardens Student Farm makes weekly deliveries of fresh produce to the pantry, which is available at no cost to students. With creativity, Extension efforts such as master gardener programs, Supplemental Nutrition Assistance Program Education, and family and community health sciences programs can play an important role in alleviating college student food insecurity.

Culinary Arts training at the associates level presents a set of challenges to the instructor. It has been my experience that as the work environment is changing, students face new challenges in the kitchen, including a new mix of skills, both technical and social in nature. In this piece, I reflect on a promising learning community model at our college.

The research on situation with developing "green skills" in conditions of transition to "green economy" is analysed in this article. Kazakhstan like many other states has been going through transition to "green economy" since 2013. Economic reforms have made an impact on the system of environmental education. The authors of this research directed their efforts at revealing how people use "green skills" in such sectors as catering, car-service and waste management. The authors carried out sociological survey and observation in order to find out to what extent knowledge, skills, opinions, types of behaviour associated with "green skills" are spread among the respondents. Comparative analysis demonstrated that application of environment-friendly operating procedures at enterprises in official and non-official sector vary. Many employees perceive "green skills" as environmental friendliness and have no proper understanding of the role of "green skills".

This article focuses on the collaborations between academics and community-based organizations seeking to fundamentally reorganize the way food is produced, distributed, and consumed as well as valued. The central research question investigates whether and how the growth of community--campus engagement (CCE) can strengthen food movements. Drawing on an analysis of 5 case studies in Canada, research demonstrated that when it is part of relationships based on mutual benefit and reciprocity, CCE can--and does--play an important role in building food movements. Different orientations toward CCE are discussed in terms of their varying assumptions and implications for how partners work together.

There is intensive enrolment of postgraduate students in order to sustain national capacity for university teaching and research. However, this development is no challenge-free for the graduate students face a number of problems which varies from economic to social. This research investigated the social treatment of Graduate Students in one university in Kenya. The researcher used informal interviews and discussion to get the opinions of the respondents, that is, the graduate student at that university. The researcher also collected data through observation for she is one of the graduate students at that university. Data was analyzed qualitatively and findings revealed that graduate students were from different countries of Africa including Zimbabwe, Kenya, Malawi, and Uganda. The respondents were happy with the library and classrooms services. However, they were staying in pairs in small rooms and facilities meant for one. They were also affected by noise from the undergraduate students for they shared the same premises. Again, the respondents complained of long queues at the single food outlet of the university and academic offices for they are given same treatment with the many undergraduate students on first-come, first-served basis. The study recommends separate residential places for graduate and undergraduate students; separate food collection points for graduate and undergraduate students and different student cards for undergraduate and graduate students so that graduate students are recognized and are given due respect. It also recommends adjustment on the part of the graduate students.

The realization of the project of regional educational systems' modernization was started in 2011. The main goal of the project is to achieve systemic positive changes in the school education, improving of learning conditions, increasing of openness, availability, efficiency of General education, introduction of modern educational technologies. In this regard, the study of organizational problems of school nutrition as an important condition to improve the quality of educational services in the schools is particularly important. The purpose of the study: the study and analysis of scientific and theoretical literature on the problem of the quality of school meals' organization in the system of General education. Methods of the study: analysis and interpretation of scientists' studies--researchers in different fields of science on the basis of theoretical methods. The study results: the social importance of school meals in the modern system of General education is revealed, the basic problems of organization of school nutrition and the conditions that influence the improvement of its quality, availability and security are defined. Practical significance: the results of the study will be useful for specialists interested in the issues of modernization of General education in Russia, organization of school meals, leaders of educational organizations.

Big corporations and food service companies are making millions of dollars from public school meal programs, often to the detriment of students' health. Jennifer Gaddis explains how government policies and funding shortfalls have affected what is served is school cafeterias. Common cost-cutting measures include serving cheap and easy-to-prepare meals, selling junk food to raise revenues, or bringing in outside companies to manage cafeterias. Parents and community groups have pushed back, trying to bring scratch cooking and nutritious food back into their cafeterias.

This study aims to explore the relationship between learning climate, in the dimensions of learning facilitation and error avoidance, learning potential of the workplace (task-related and interactional) and innovative work behavior. Survey data were collected from a sample of 374 employees and their supervisors from an automatic food distribution company in central Italy. Structural equation models have been conducted to empirically test the hypotheses. Results showed that both dimensions of learning climate were related interactional and task-related learning potential and that task-related learning potential mediated the relationship between climate and innovative behavior. Furthermore, the climatic dimension of learning facilitation had a direct relationship with innovative work behavior. Advancing from existing organizational behavior and individual learning literature, this article contributes to extend knowledge about the role of learning climate and workplace learning potential in innovative work behavior. The findings offer guidance for organizations that aim to strengthen employee-driven innovation, highlighting the importance of learning climate and potential.

In the Indian context, the problem of the high proportion of out-of-school underprivileged children as well as the learning deficits in many such children in primary schools have raised concerns. Preparing these children for their journey through schooling has therefore been under the spotlight. The national Early Childhood Care and Education (ECCE) policy recognises pre-school education (PSE) of these children as one priority area. Given that the increased privatisation of pre-schooling marginalises a large section of underprivileged children in rural India, the role of public pre-schools always remains significant. Although many pre-primaries in government and aided schools contribute to the PSE of these children, the public pre-school system at community level in the form of anganwadi centres (AWCs) under the national Integrated Child Development Services (ICDS) programme remains the most viable and cost-effective opportunity for a high proportion of these children. This article examines the state of the PSE at AWCs through the lens of coverage, mechanisms of service delivery, quality of learning opportunities and inclusiveness. The paper draws evidence largely from a sample survey covering 4,800 households and over 200 AWCs spread across 192 villages in three sample states, besides other macro-level data and relevant literature on PSE. The findings show that the implementation of PSE through AWCs does not comply with many ECCE norms. There is a lack of targeted PSE interventions for learning opportunities and developing socio-emotional skills. Among other factors, functioning of AWCs for less than the stipulated duration in a day, inadequate earnestness among AWC workers and unequal opportunities even in scarce PSE services adversely affect the PSE of underprivileged children. The article calls for increasing the efficiency of this largest public pre-school system through professional development of service providers and setting up monitoring mechanisms to ensure school-readiness of underprivileged children.

Understanding safe food practice is important for home-based food operators to prevent foodborne illness. Earlier work has found that home-based food operators lack food safety knowledge and may benefit from training that is specifically tailored to their needs. Unfortunately, home-based food operators may be deterred from enrolling in traditional educational formats due to their busy schedules. The objective of this study was to pilot and evaluate the effectiveness of an online food safety education module for home-based food operators in Iowa through three learning assessments. Twenty-one participants enrolled in a blended workshop in which participants completed one online module before attending a face-to-face session where they completed the remaining five modules. The effectiveness of the online module was measured by examining the first-attempt average scores on learning assessments, the number of assessment attempts required to achieve 100%, and the first-attempt performance by question type. The three learning assessment tools resulted in first-attempt averages of approximately 86%, 90%, and 83%, surpassing our standard of effectiveness of 75% and showing good potential for the online format. The learning assessment attempt numbers of 4.65, 1.67, and 3.81 showed difficulty with knowledge transfer for some topics. Comprehension and analysis-style questions had first-attempt success rates of approximately 85% and 88%, respectively. Scores on knowledge and application-style questions were lower with first-attempt success rates of approximately 80% and 75%, respectively. These findings were used to improve the first online module and guide the transition of the remaining five modules to the online format.

In Philadelphia, over 40% of youth are overweight or obese. The objective in this assessment was to learn about urban residents' perspectives regarding the local food environment and its impact on eating behaviors. Using photo-elicitation, 20 adolescents reflected on their food environments through photographs and corresponding interviews. Without specific prompting from interviewers, every participant raised concerns about their school food environments, which they commonly found to be unhealthy and unappealing. Participants' responses reflected four themes: (1) mixed reviews regarding the healthfulness of school vending machines, (2) lunch from home versus lunch from school, (3) factors that influenced food choice at school, and (4) critiques of school food environments. Students embraced the photo-elicitation approach as a way to convey their concerns and to suggest opportunities for improvements. School nurses, who are trusted by students and school personnel, are well-positioned to solicit student input and advocate for healthier school food environments.

At the University of Illinois at Urbana-Champaign (UIUC), cross-campus collaborations are strongly encouraged; however, due to the vast size of the university, opportunities for student collaboration commonly rely on serendipitous events--being at the right place at the right time. On a cold day in February 2017, the required serendipity befell Clarion Mendes (Speech and Hearing Sciences [SHS]) and Dawn Bohn (Food Science and Human Nutrition [FSHN] concentration Food Science [FS]). The SHS department is part of the College of Applied Health Sciences and the FS department is part of the College of Agricultural, Consumer, and Environmental Sciences. SHS graduate students in Speech-Language Pathology pursue careers in schools, hospitals, and other healthcare facilities. FS undergraduate and graduate students often pursue careers in food product development, quality assurance, sensory science, ingredient applications, and regulatory compliance. Seemingly, these two fields are contextually discrete (and geographically quite separated at UIUC). Nevertheless, through Clarion's vision and Dawn's enthusiasm, the two initiated an important student collaboration between two initially isolated, but forever connected, fields. How did professors from two very different fields determine that their students could make excellent collaborators? It all began with a well-loved, neon-orange snack food--Cheetos®.

The aim of this paper is to clarify the relationship between the pedagogical ethos of vocational in-company trainers as perceived by apprentices and the apprentices' identification with their vocation and their company from both a theoretical and an empirical point of view. It is argued that the trainers' pedagogical ethos is a relational construct that can be characterized by caring behavior, fairness, and the presupposition that the apprentices are capable of dealing with their assignments in a successful way. In order to investigate the importance of this specific kind of ethos in the Swiss context on an empirical basis, a cross-sectional study with 233 cook apprentices and 302 automotive apprentices was conducted. The analyses showed that the trainers' pedagogical ethos as perceived by the apprentices significantly predicted the apprentices' vocational and organizational identification. As regards occupation-specific differences in the effects of perceived ethos on identification, the analysis yielded no statistically significant results. Cook apprentices on average tended to feel less fairly treated by their trainers but to experience more trust in their ability than automotive apprentices, however. Moreover, their average ratings of vocational and organizational identification tended to be lower than to the ratings of automotive apprentices. The final section of the paper discusses these results with regard to identity formation processes and to their practical and moral implications.

Purpose: The purpose of this paper asks how workplace learning environments change as firm size increases, and how employees respond to this. In doing so, it looks beyond an exclusive focus on formal training and incorporates more informal, work-based learning processes. Design/methodology/approach: The study uses a comparative, qualitative research design, using semi-structured interviews with an under-researched group of workers -- waiting for staff in restaurants. The data were collected from six restaurants of different sizes. Findings: As formally instituted human resource development (HRD) structures expand as firm size increases are more extensive in larger firms, this leaves less room for individual choice and agency in shaping the learning process. This does not inevitably constrain or enhance workplace learning, and can be experienced either negatively or positively by employees, depending on their previous working and learning experiences. Research limitations/implications: Future research on HRD and workplace learning should acknowledge both formal and informal learning processes and the interaction between them -- particularly in small and growing firms. Insights are drawn from the sociomaterial perspective help the authors to conceptualise this formality and informality. Research is needed in a wider range of sectors. Practical implications: There are implications for managers in small, growing firms, in terms of how they maintain space for informal learning as formal HRD structures expand, and how they support learners who may struggle in less structured learning environments. Originality/value: The paper extends current understanding of how the workplace learning environment -- beyond a narrow focus on "training" -- changes as firm size increases.

In the context of a dramatic rise in food bank use in Scotland, the A Menu for Change project, delivered by Oxfam Scotland, Child Poverty Action Group in Scotland, Nourish Scotland and The Poverty Alliance, aimed to reduce the need for emergency food aid by improving local responses to food insecurity. Between 2017 and 2019, project officers worked with key stakeholders in Dundee City, East Ayrshire and Fife to identify and address challenges that people experiencing acute food insecurity face in accessing all the financial support and advice to which they are entitled. The project employed a cross-sectoral and multi-level approach in these three local authority areas. This account reviews the way action learning was used by the A Menu for Change project in Scotland, including an example of how one presentation led to practical changes in local referral patterns. The project demonstrated that action learning can be a useful approach for creating, supporting and developing relationships across complex systems and a mechanism for establishing the groundwork for social change. Facilitators learned that there is a need to work closely with stakeholders inside and outside the set to ensure the benefits of reflective learning influence policy and practice change.

Purpose/Objectives: This paper describes the results from a Smarter Lunchroom program designed to evaluate if bundling fruit or vegetable strategies listed on the Smarter Lunchroom Scorecard increased selection of fruits and vegetables by students in school cafeterias from 2015 to 2017. Methods: Twenty-one Michigan State University (MSU) Extension Community Nutrition Instructors (CNIs) were trained to coach Michigan school child nutrition professionals to undertake Smarter Lunchroom programming from 2015 to 2017. Sixty-seven schools completed Smarter Lunchrooms Scorecards (Scorecard) before and after making changes to their cafeterias using either 12 fruit or 15 vegetable strategies listed on the Scorecard. Thirty schools submitted five days of pre- and post- food production records. Mean values of Scorecard totals and five-day average cups of fruits and vegetables selected per student as measured by schools' production records were calculated for pre- and post-cafeteria changes. Changes were assessed using t-tests. A regression analysis was conducted to determine if schools demonstrating greater improvement in their overall Scorecard also demonstrated increased selection of cups of fruits and vegetables per student. Results: Schools completing pre- and post-cafeteria changes Scorecards saw significant increases in Scorecard scores, regardless of school grade, percentage of students participating in the school meal program, and whether or not the school formed a student team. There were no statistically significant improvements in the cups of fruits or vegetables selected by students after the cafeteria changes, and selection of fruits and vegetables was not associated with Scorecard improvements. Applications to Child Nutrition Professionals: Child nutrition professionals should be cautious in using Smarter Lunchrooms Scorecard strategies to improve and/or monitor student eating behaviors. The link between increases in the Smarter Lunchrooms Scorecard scores and changes in student fruit and vegetable selection should be investigated further.

Developing healthy eating habits in childhood may support future healthy food choices. With most children spending some time outside of the home, child care facilities have the opportunity to positively influence children's eating habits. The purpose of this paper is to review recent research regarding foods served in child care settings and determine the nutritional quality of foods served. The Child and Adult Care Food Program (CACFP) is a government program that supports child and adult day care facilities by providing reimbursement for adhering to specific meal and snack nutrition guidelines. Our review found that children in facilities participating in the CACFP are served more nutritious meals than non-CACFP facilities because of the requirement to serve nutrient-dense foods. The literature indicates a need for additional training and education on menu creation and actually serving menued foods, as well as strategies to help children increase their vegetable consumption.

The FNS Research Corner provides a continuing series to summarize recently completed and current research conducted by the U.S. Department of Agriculture's Food and Nutrition Service (FNS) in the area of child nutrition. Summaries of recently completed research projects, research conducted through grant activities, and in-progress research are provided in this article.

The purpose of this study was to evaluate the Good Food for Oxford Schools (GFOS) program by assessing perceptions of Child Nutrition Program (CNP) staff. This evaluation was completed to provide insights to support continued quality improvement of the program, and to explore the potential impact of the program on the students and teachers in the district. GFOS is a non-profit organization in Mississippi dedicated to improving the nutritional content and culinary appeal of school meals by increasing the frequency and amount of foods procured from local sources and providing nutrition education for students, staff, and families. Staff noted clear benefits of, as well as challenges to GFOS, and provided useful feedback for improvements that may also be applicable to other Farm to School programs.

Purpose/Objectives: This study aimed to describe efforts by Minnesota public School Food Authorities (SFAs) to implement the Smart Snack regulations in secondary schools and challenges associated with implementing these regulations five years after they went into effect. Methods: Public SFAs (n=452) in Minnesota were invited to complete an online survey that included up to 32 questions related to implementation of Smart Snack regulations in their competitive food sales--a la carte, vending machines, fundraisers, school stores/snack carts. Question formats included open-ended, multiple choice, select all that apply, and rating scale response from the following options: "strongly disagree," "disagree," "agree," "strongly agree," "unsure/not applicable." Frequency of responses was calculated for each question with qualitative data analysis methods used to analyze responses to open-ended questions. Results: A total of 247 responses was received (55% response rate). Most participants (95%) indicated they "agree" or "strongly agree" that they felt knowledgeable about the Smart Snack regulations, but over half (53.2%) indicated they "agree" or "strongly agree" that Smart Snacks are difficult to implement in secondary school sites. For all types of competitive food sales, the most frequent action taken in response to the Smart Snack regulations was to replace non-compliant foods with compliant foods. Failure to take action in response to Smart Snack regulations was reported as highest for fundraisers (18.9%) and school stores/snack carts (7.1%). Conclusions: The strategies and challenges identified in this study could be used to create targeted training and education materials to support school districts' efforts to comply with Smart Snack regulations.

This study examined the effectiveness of a Green Food and Beverage (GFB) blended learning approach. A quasi-experimental research design was employed to verify the learning outcomes of implementing the GFB blended learning. Junior hospitality students were the research subjects. The experimental group participated in an 18-week GFB blended learning course, while the control group experienced traditional teaching. A total of 99 valid subjects were recruited. Statistical analyses were used to examine whether the participants of two groups had different green food literacy, transformative abilities, unit learning achievements, and learning experiences. The results confirmed that the blended learning course was more suitable for capturing students' attention and satisfying them through the course learning and could promote students' green food knowledge, green food responsibility, commitment to green food, and civic green food behavior. It could also enhance the psychological empowerment of students related to green food practices and problem solving to ensure food sustainability.

The roots of modern hospitality teachings are evident in the beginnings of family and consumer sciences (FCS). Land-grant universities of the Midwest (such as Iowa State University and Kansas State University) did not simply teach cooking and sewing, but they also taught "budgeting, table service ... and the production and marketing of food" (Collins, 2002). Service and management topics are encompassed in many hospitality management programs today. Likewise, research in the area of hospitality and tourism intersects with FCS. A 10-year review of FCS journals was completed to understand the focus of research studies in this area. This review includes a general introduction to hospitality and tourism management followed by a review of hospitality research literature categorized by area (i.e., education, foodservice, and lodging and tourism) and recommendations for future research.

Objective: To describe norovirus outbreaks at colleges and universities. Participants: None. Conducted September 2016 to March 2018. Methods: College and university norovirus outbreaks reported to the US National Outbreak Reporting System (NORS, 2009-2016) or published and indexed by EMBASE, PubMed, and Web of Science (1985-2017) were analyzed. Results: Seventy-seven norovirus outbreaks were reported to NORS and 23 were identified in the systematic literature review. Outbreaks occurred more frequently during the beginning of the school year (September-February). NORS outbreaks were more often spread by person-to-person transmission (61%) and, in published outbreaks, by food (57%). The reported exposures of published outbreaks were campus dining (n = 8) and ill food service workers (n = 7). Higher attack rates were associated with smaller on-campus population size, social networks or residences, and specific food exposures. Common control measures were communal area disinfection and health/hygiene education. Conclusions: Recommendations summarized to prevent and control norovirus outbreaks at colleges or universities.

Campus surveys consistently demonstrate that roughly 40 percent of students surveyed report some food insecurity. As with the general population, poor students struggle to purchase sufficient and nutritious food. Data also show how family support, while protective against food insecurity, is no guarantee that students will eat well or eat enough. The site of the study is a public university of 13,238 student offering undergraduate, masters, and PhD programs. Forty-seven percent of the students identify with a minority racial or ethnic the majority of which are black or African American. Sixty-seven percent of the students are women. The university has several meal plans students from which to choose. The goal of the study was to gain additional information on how students experience food insecurity by engaging students through a field research service learning course. Seven undergraduate students were the primary researchers for this study. Student researchers recruited participants and conducted targeted outreach at the commuter lounge and in the student counseling center. As part of the study, potential participants were informed that a meal would be provided for them and they would receive 10 dollars loaded onto their student card. Forty students participated in the study. Researchers conducted eight focus groups. Three broad themes emerged: barriers to food access, the impact of food insecurity, and suggestions for improvement. Among the findings were: (1) deciding when to eat each day is particularly challenging for students as they juggle the time of their classes with the timing of meal service at the dining halls; (2) many students on meal plans don't have the cash to buy groceries so don't eat the requisite three meals per day; (3) students are often unable to create class schedules that conform to dining hall hours and frequently show up at the dining hall between designated meal times when there is less variety and quality; (4) many students don't have the additional money needed to purchase food to cook or, if they do, it is a "one-off" event rather than a regular part of their routine. These students are struggling to eat well and stay fit, and the dorm/campus infrastructure exacerbates this struggle.

This article focuses on teaching and mentoring course-based undergraduate research in a vocationally focused higher education setting. At the Culinary Institute of America (CIA), students are immersed in hands-on experiential classes. Their education begins with basic culinary techniques, and they gradually progress toward more specialized cooking skills such as the techniques of specific world regions or the production of specialty products such as chocolates and wedding cakes. The author discusses pedagogical techniques used to teach these learners, who are not the usual participants in independent research projects during a senior capstone. This article examines how to blend and utilize hands-on, experiential activities as part of teaching data gathering and the research process.

In this paper the authors use the collaboration framework to explore the implementation of the School Feeding Scheme (SFS) in two primary schools within South Africa. The authors use a qualitative approach to gather data through individual and focus group interviews with two principals and eight teachers respectively. The feeding process was also observed. The authors found that despite recorded achievements, smooth implementation of the scheme was stifled by varied challenges. However, the current situation can be improved if principals initiate strategies that promote collaboration, while caterers and teachers are trained on collaboration and professional ethics. Monitoring and evaluation is encouraged to identify and resolve impending challenges.

A recent series of emails and phone calls from parents concerned about the sugar content of Houston Independent School District's school breakfasts revealed that a new issue had risen to the surface. This prompted us to look closely at the sugar content of our breakfast items. School districts participating in the National School Breakfast Program follow a strict set of nutritional regulations set forth by the USDA under the Healthy Hunger Free Kids Act (HHFKA) of 2010 in response to the childhood obesity epidemic. HHFKA made significant changes to the breakfast meal pattern, but did not set standards for the sugar content. Whether this is an oversight or the authors of the law intentionally did not limit sugar, the result is the same: lower fat, higher carbohydrate school breakfast meals. Herein, we would like to provide the perspective of a school food service organization concerning sugar in breakfast, and present the challenges and efforts made to provide students with healthy, well-balanced school breakfasts.

The article deals about the results of a study of school-based Assessment of Prior Learning of adults who have enrolled as students in a VET college in order to qualify for occupations as skilled workers. Based on examples of VET teachers' methods for assessing the students' prior learning in the programs for gastronomes, respectively child care assistants the article discusses two issues in relation to Assessment of Prior Learning: the encounter of practical experience and school-based knowledge and the validity and reliability of the assessment procedures. Through focusing on the students' knowing that and knowing why the assessment is based on a scholastic perception of the students' needs for training, reflecting one of the most important challenges in Assessment of Prior Learning: how can practical experience be transformed into credits for the knowledge parts of the programs? The study shows that by combining several Assessment of Prior Learning methods and comparing the teachers' assessments the teachers respond to the issues of validity and reliability. However, validity and reliability might be even further strengthened, if the competencies are well defined, if the education system is aware of securing a reasonable balance between knowing how, knowing that, and knowing why, and if the teachers are adequately trained for the assessment procedures.