Search

The purpose of the manuscript is to present to academic teachers, doctors and nutritionists how practical online classes with dietetics students can be used to develop ready-made tools at work and for the education of phenylketonuria (PKU) patients and their caregivers/parents. During online classes in 2020, as part of the subject--diet therapy of metabolic blocks, 53 students prepared PKU sandwiches at home. Each PKU sandwich has a calculated nutritional value, and phenylalanine exchanger content, but does not include low-protein bread. The selection of a particular type of PKU bread depends solely on the PKU patient, hence it was deliberately not included in the calculations. The sandwiches, made by students and assessed by academic teachers, will be published with the following title "The PKU Sandwiches Album". The Album with more than 400 colorful pictures of PKU sandwiches, will be expected to inspire patients and help them add appeal to their diet, enriching it with new tastes, at the same time facilitating the memorizing process of ingredients, thanks to visualization and presented calculations, and motivating them to comply with strict dietary recommendation. The same nutritional calculations and ideas for sandwiches, with the use of different bread, e.g., gluten-free, may be useful in other diseases, such as celiac disease.

The increase in childhood obesity requires the incorporation of nutritional competence into school programs through appropriate activities, starting in the early years. In addition, it is important to promote scientific and cognitive skills during childhood education. The main objective of this study was the implementation of an instructional sequence focused on the learning of skills such as observation, measurement, or interpretation of data related to plants, their germination, and their growth, as well as its relation with the development of food competence. To do so, a set of differentiated activities, organized into several stages, was designed, starting from simple and concrete situations and progressively increasing in complexity and abstraction. The aims were to express ideas about known fruits, vegetables, and legumes in order to expand them by learning new information through student-centered activities, in which children were able to practice and talk about science. The activities were carried out in a class of 24 students aged 4-5 years and data were compared with a control group. The results revealed that the children were motivated in all the activities, which provided an excellent opportunity to initially develop an interest in science and to start to develop food competence in the early years.

This study examines farming practices across regions as "funds of knowledge" that may be integrated into K-12 curricula and instruction. "Funds of knowledge," as conceptualized by Moll, Amanti, Neff, and González (1992), include the knowledge students bring from their families and home communities to the classroom, and serve as resources to enhance curricular relevancy, concept and skill development, learner and family engagement, and a positive learning environment. Examples of funds of knowledge include. Funds of knowledge include home language use, family values and traditions, caregiving practices, family roles and responsibilities, and professional knowledge, among other factors identified by González, Moll, and Amanti (2005). This qualitative study interviews four participants with U.S. and international farming experience to invite reflection on practices across cultures and regions. Constant comparative analyses of interviews (Merriam & Tisdell, 2015) highlight ways culture and farming are connected and present farming practices as important funds of knowledge. This inquiry offers valuable implications for elementary curricula and instruction.

This article examines the experiences of a group of Japanese study abroad students in response to the purposeful replication of a Japanese environment by the New Zealand-based institution where they studied. Data were collected from 12 students via interviews spread over approximately 20 months, and revealed that management provided specifically for the Japanese students, isolating them from other groups within the college in different ways, which is contrary to frequently cited study abroad objectives. Some initial resistance by participants gave way to acceptance, demonstrated through personal activities which propagated the institution's Japaneseness and an appreciation of management's efforts to provide them with a familiar living and studying environment. The study provides insight into a specific study abroad site unusual in the overtly placed limitations on processes of integration, and subsequent participant responses to that. In doing so, it contributes to the recognition of the diversity of ways in which study abroad may occur.

There has been a growing interest in gender and language in recent decades. This study examines how women control their language facing specific, especially when angry. Minangkabau women are a subject in this research. The gap that underlies this study is that a Minangkabau woman, popular with polite language as a medium for language, is required to manage her anger in a speech in everyday life with its politeness. Conversation analysis is emphasized to explore forming a speech act in gender interactions in wedding cooking sessions and grocery shopping. These data are the words of Minangkabau women when interacting in the cooking process for weddings in several places in West Sumatra, Indonesia. A total of 17 Minangkabau women participated in the conversation. The concept of forming a speech ac related to how Minangkabau women speak the psychopragmatic approach used in analyzing the data. The results revealed four forms of Minangkabau women's angry language when interacting in the cooking area for marriage and grocery shopping. The implication is related to participants' relationships, closeness, and social status. This suggests that those three values are ingrained in Indonesian culture.

Food is useful in the transference of semantic aspects that are vital in the construction of masculinity in society. Consequently, foodsemic metaphors that aid in the conceptualization of "omosacha" (a man) are pervasive in Ekegusii. Metaphor use may, however, present difficulties in comprehension due to the various interpretations that may be assigned to each of them. The meaning of Ekegusii foodsemic metaphors may, therefore, be elusive to the native speakers of Ekegusii. The paper employs the principle of conceptual mental spaces to interpret Ekegusii foodsemic metaphor within the Cognitive Linguistics framework. The study adopts descriptive research design. First, the terms that are used to describe men in Ekegusii are identified by administering an interview schedule to 48 Ekegusii native respondents purposively sampled on the basis of gender. The data collected is then subjected to the Metaphor Identification Procedure "Vrije Universiteit" (MIPVU) in which four annotators are used to identify Ekegusii male metaphors. Through the MIPVU, 52 metaphors are identified. The paper then selects one metaphor that describes a man as food hence the Ekegusii foodsemic metaphor for this study. The research reveals that the integration of the four conceptual mental spaces that include two input spaces, the generic space and the blended space is resourceful in structuring a man as a symbol of nourishment in Ekegusii. Moreover, the MIPVU is unveiled as a useful metaphor identification method that provides a clear guide in the establishment of precise metaphors for study. The study concludes that metaphors are integral components of communication and should be explained using the Cognitive Linguistics paradigm. The findings of the study will contribute to Linguistics especially the field of Cognitive Linguistics which is relatively new and has not been subjected to extensive research. In addition, the findings will be useful to metaphor scholars in comprehending Ekegusii male metaphors and culture.

Obtaining a Veterinary Surgeon degree relies on the acquisition of "Day One Competences" (DOCs), among which professional skills related to meat inspection are acquired during visits to abattoirs. In 2020, lockdown measures due to COVID-19 pandemic limited on-site practical training. The present study describes the creation of an e-learning course on bovine and swine slaughtering as an alternative tool for compulsory DOCs achievement within the course "Inspection and control of food of animal origin" during the fourth year of the Veterinary Medicine degree program (Department of Veterinary Sciences of the University of Pisa). Academics and external professionals took part on the planning and development of the learning material. Video pills, consisting of shooting of the slaughtering coupled with trainers' descriptive explanations, were produced. The perceived effectiveness of course contents, trainers' communication skills and technical quality were assessed with a questionnaire. The developed e-learning platform consisted of four main sections (Introduction, Swine slaughtering, Bovine slaughtering and Additional topics), integrated by multiple-choice questions for the student's self-assessment. According to students' assessment, the platform, of high technical quality, effectively condensed contents on meat inspection. Despite the unique and irreplaceable role of practical training in the achievement of the professional skills included in the veterinary curriculum, the e-learning course may concur in providing DOCs and is in line with the adoption of a modern teaching model where e-learning resources engage students in deeper learning approaches.

The integration of course-based undergraduate research experiences (CUREs) into science, technology, engineering, and mathematics (STEM) laboratory curricula has provided new avenues to engage students at all levels in discovery-based learning. Empirical research demonstrates that CUREs have the potential to foster students' development of scientific process and reasoning skills, attitudes, motivations, and persistence in STEM. Yet, these outcomes are largely reported for studies conducted in the United States, Canada, Europe, and Australia. It therefore remains unclear to what extent CUREs are impactful for students enrolled in alternate international university contexts. To address this concern, we conducted a quasi-experimental mixed methods study to investigate the impact of a one-semester food microbiology and public health (FMPH) CURE on nonmajors students' development of science identity, science communication and process skills, science community values, and science-society perceptions at a private institution in Côte d'Ivoire, West Africa. Content analysis of students' end-of-semester research poster products and thematic analysis of student responses to post-semester open-ended survey items revealed positive gains with respect to student learning and student perceptions of the relevancy of their research to diverse audiences. Paired t-test analyses of pre-/post-semester closed-ended survey responses likewise indicated significant gains in students' science identity and science community values development as well as their confidence in handling and treating foods to reduce the bacterial load on those foods. Collectively, these findings suggest that the FMPH CURE was a meaningful and relevant learning experience capable of promoting students' growth as scientists and scientifically-minded citizens.

The objectives of this study are to investigate verbal and visual semiotic resources employed as well as the cultural aspects embedded in the online soft drink advertisements. The data of this study was selected from the U.S. official soft drink brand Coca-Cola Instagram account (@cocacola), and a total of 58 advertisements were analyzed. Three analytical frameworks were employed to analyze the data. First, Nilsen (1979)'s phonetic devices framework was used for verbal resources analysis. Second, Kress & van Leeuwen (2006)'s and Harrison (2008)'s social semiotics frameworks were adapted for analyzing visual resources. Third, Hofstede et al. (2010)'s cultural dimensional model was employed to discuss the cultural aspects in the advertisements. The analysis of the verbal resources in the advertisements reveal two types of phonetic devices: alliteration and assonance. For the visual analysis, the advertisements tend to use the brand's color, red, instead of a logo to make the brand memorable. The representative participants (RP)' positions and gazes also give the sense of equality between the viewers and the brand. Most of the advertisements use visual resources that complement the verbal resources in order for the advertisements to be coherent as well as being able to convey the embedded cultural aspects. Two cultural aspects out of six were found: masculinity and indulgence. In addition, the study also found religious aspects embedded in the data.

This paper outlines the result of an innovative program to develop a competency-based curriculum and a work process to engage students in energy assessment of small commercial buildings in their community. Throughout the resulting course, "Leadership in Building Energy Efficiency (LBEE)," students were trained to gather buildings' energy-related data and make recommendations for potential courses of action. The program facilitated energy assessment for 45 commercial buildings and supported the development of a retrofit plan with financing in place for nearly 30 of these projects. The purpose of this collaborative program was to advance building energy efficiency through the introduction of new methods and processes leading to financially viable energy retrofits of small commercial buildings. The program focused on assisting small restaurants, grocery stores and other food sales/services that are low-profit- margin and usually lack the ability to manage and finance energy efficiency improvements. As a result of this program, students got engaged in making long-term improvements in their communities. Additionally, they gained the real-world skills necessary to develop and execute energy retrofit projects for other customer segments as part of their careers. The program is broadening and scaling up to include other building use types and aims to be part of the development pipeline for energy retrofit projects in a way that develops students' capabilities, increases the knowledge of building owners and operators, and reduces the development costs of energy service firms and third-party financers.

Many of today's engineering students are seeking international, intercultural, and interdisciplinary educational opportunities that involve acquiring real-world project experiences while working toward making a difference in communities. Even as university teaching and learning is tied to terms and learning modules and therefore has certain constraints, educational programming should be balanced with lasting contributions to long-term goals of the partners and communities with which they interact. To achieve these goals, Oregon State University's humanitarian engineering program offered a two-part faculty-led study abroad course focusing on technologies and policies to meet household energy needs in rural Guatemala. During a 1-credit background course, a triad of stakeholders worked together to identify and formulate research questions for student-led team projects. These projects supported current and long-term objectives of the partnering researchers, U.S.- and Guatemala-based NGOs, local entrepreneurs, and communities in Guatemala. The research questions were then investigated during a 3-credit summer field course that followed. For the NGO and OSU researchers, these goals included gathering systematic data regarding user perceptions and adoption of the technologies for donor reporting requirements, measuring performance, facilitating co-development of user-driven designs, evaluating new usability protocols, and developing new sensor-based monitoring tools to quantify impact of cooking technologies. For the local manufacturing partner EcoComal, the primary goals involved improving workflow processes, optimizing stove performance, and contributing to manufacturing cookstoves. Communities were also supported through income-generating opportunities and subsidized cookstove distribution. Results showed that through this model both praxis and knowledge were advanced, partner projects and missions were supported, new technologies were commercialized, and data collected contributed to support donor financing and publications. Lessons learned point to the value of long-term partnerships outside of the course itself, the need for attention to fair trade learning and communication, and preparing for flexibility in the field when executing the projects.

This study aims to discuss the development of secondary 7th-grade students' opinions on food literacy within the scope of a series of teaching activities. Through a case study, the study sample comprised 14 grade seven students in a state secondary school in the province of Rize in Türkiye. The data was collected through semi-structured interviews before and after the implementation and the reflective diaries written by the students during the implementation. The collected data were analyzed using content analysis and descriptive analysis techniques. As a result, it was found out that the students' knowledge structures and understandings of food literacy changed positively in many aspects during the implementation. Besides, it was seen that the implementation helped the students improve their knowledge and behaviors of food literacy. In the study, it was suggested to organize similar intervention studies for different age groups and to conduct studies in which parents are participants.

In recent years, the demand for more culturally competent candidates has risen as employers seek workers highly adaptable to the global marketplace. Study abroad internship programs offer a rich training ground for college students to gain valuable international and intercultural career experience. This study examined the effects of experiential program design on the cultural intelligence of participants in an international internship program. College students from a large Midwestern university were enrolled in an international internship program in Amsterdam, Netherlands; Lima, Peru; or Seoul, South Korea. The program design incorporated principles of Kolb's Experiential Learning Theory (ELT) to increase student reflection on their experience and engage them in the ELT cycle. Participants were scored on the Cultural Intelligence Scale (CQS) before and after the internship, and pre-test and post-test scores were compared and analyzed. Findings indicated significant growth in participants' cultural intelligence. The intentional incorporation of experiential learning principles in the design and implementation of internship abroad programs has clear potential to increase participant' intercultural competence and develop their skills for the 21st century workplace.

Though most youth in the foster care system aspire to attend college, few have the opportunity to do so. For myriad reasons, including lack of historical representation on college campuses, subpar Pk-12 education, and postsecondary barriers to admissions, enrollment, and financial aid, most college students who experienced foster care depart college without earning a degree. As the barriers to college for this population of students emerges, postsecondary institutions are preparing their campuses for students with unique needs. This qualitative study explores how student affairs professionals in one university system support college students previously in foster care. Professionals and teams of professionals working at six different institutions across the university system participated in interviews that emphasized the ways campuses used resources to meet students' hierarchy of needs. Based on the results of this research, student affairs professionals support students' foundational physiological and safety needs in myriad ways. In doing so, student affair professionals add to the motivation necessary for students to move towards belonging, esteem, and actualization.

Ethnomathematics can empirically improve the cognitive abilities of students in elementary and secondary schools. However, in undergraduate study, there are still limited studies on integrating ethnomathematics in learning resources. This study aims to apply interpolation in modelling polynomial functions and integral volume on the shape of Buginese and Makassarese traditional foods. Furthermore, it can be used by students as relevant learning resources regarding interpolation and the concept of volume of solid of revolution (VOSR). This is a qualitative study using an ethnographic approach. The data were collected through observations to obtain general information, interviews with informants to find out food-making techniques, and documentation to obtain physical models of each type of food. Data Analysis Techniques consist of the domain analysis to obtain an overview of Buginese and Makassarese traditional foods and the taxonomic analysis to categorize mathematical concepts obtained from the modeling and simulation. The result of this research reveals that "lammang" is suitable with the slabs. It can be represented as constant functions that revolved around the x-axis or the y-axis. While "paso," "bolu cukke," and "cantik manis" as well as "barongko batara," "Putu," and "cucuru" can be outlined in linear functions rotating about the x-axis, y-axis, or others fixed-line. They meet the criteria of the disks method. However, they are described in the function of polynomials of n-degree. The use of washers can be described in the model of "blundered" and "sarang semut" with a hole in the middle caused by the intersection of two curves rotated about the x-axis or the y-axis. For shells, the model can be applied to determine the cover volume of the cover of "pisang ijo" flour and "onde-onde." Thus, all types of traditional foods in this study can be appropriate objects for a learning resource in modelling the VOSR.

This short take explains how we developed a photographic guide for assessing biodiversity in food consumption studies with taxonomy accuracy. To build the guide, we followed the "Guidelines on Assessing Biodiverse Foods in Dietary Intake Surveys" of the Food and Agriculture Organization (FAO) of the United Nations. As far as we know, this is the first tool developed in Brazil to support dietary surveys that consider food biodiversity. As researchers, this guide may help us make local biodiverse food more visible in food studies, improving our capacity to evaluate their contribution to nutritional and cultural outcomes.

Background: The COVID-19 pandemic disrupted access to school meal programs, putting children and adolescents at greater risk for food and nutrition insecurity. In response, the US Department of Agriculture (USDA) waived restrictions on where free meal sites (FMS) operating through its summer meal programs could locate. This study assesses whether and how the distribution of FMS across communities and access to them changed after the waiver. Methods: This study used administrative and survey data on all FMS and census tracts in Texas for July 2019, before the waiver, and July 2020, after the waiver. Changes in the characteristics of tracts hosting an FMS and the share within accessible range of a site were evaluated using "t"-tests. These were supplemented with multilevel conditional logit models linking tract characteristics to the likelihood of hosting an FMS and estimates for the number of children and adolescents with access to an FMS. Findings: More FMS were operating after the waiver, and these were spread across a wider range of census tracts. An estimated 213,158 additional children and adolescents gained access to an FMS, including those at highest risk for food and nutrition insecurity. Implications for School Health Policy: Relaxing restrictions on the location of FMS can expand children and adolescent's access to meals during expected and unexpected disruptions to school meal programs.

Insistence on Sameness has been pathologized as a subtype of restricted, repetitive patterns of behavior, interests, or activities, in autism. We examined the meanings of Insistence on Sameness for autistic adults through the lens of critical autism studies and environmental psychology, exploring their foodways and experiences of food environments, in relation to eating out and grocery shopping, and their experiences of autism (self-)diagnosis. Data were collected from earlier individual email interviews with Brazilian adults on the autism spectrum (N = 16), either formally diagnosed in adulthood (n = 10) or self-diagnosed (n = 6). Our thematic analysis generated the following three themes: (1) Insistence on Sameness behaviors in food space as participants' "efforts for human-environment optimization"--reducing uncertainty, uncontrollability, and exposure to unwanted sensory stimuli and social interaction; (2) suppressed Insistence on Sameness behaviors for being considered "weird habits"; and (3) realization of Insistence on Sameness as "an authentically autistic way of coping" when self-knowledge deepens through autism (self-)diagnosis. Our findings suggest autistic adults' insistence on sameness is an authentically autistic way to appropriate space and exercise their right to comfortably co-exist and live as human beings and as themselves.

Feeding problems are common among autistic children and are linked to negative health consequences. Therefore, understanding feeding problems and factors that influence these behaviors is important for developing supports for children and families. While certain sensory processing patterns are commonly associated with feeding problems, less is known about the link between sensory processing and feeding behaviors in autism, as well as how parent behaviors and feelings during mealtime differ based on child sensory preferences. This research examined two groups of young autistic children who were reported to be picky eaters by their parents: those with and those without oral hypersensitivity. Children with oral hypersensitivity had more difficulty with food acceptance, and their parents reported more negative feelings around feeding their child. However, the two groups of children (oral hypersensitive and not) did not differ in their medical/oral motor symptoms, mealtime behavior, or parent use of strategies at mealtimes. This research supports the need for personalized treatment strategies based on the child's sensory preferences to support both the child and parent in managing mealtimes.

This study examines the quantity and quality of child-directed speech across household activities in a socioeconomically diverse sample of Argentinian Spanish-speaking children, an understudied population. Thirty children (mean: 14.3 months) and their families were audio-recorded for four hours. The middle two hours were transcribed and analysed using computerised language analysis (CLAN) to: (a) calculate lexical quantity (tokens) lexical diversity (VOCD) and syntactic complexity (MLU); (b) identify nouns and verbs. The procedures also involve the coding of regulative versus referential utterances and ongoing activities with defined spatial and temporal boundaries --feeding, play, booksharing, grooming and household chores -- as well as calculating the proportion of 21 types of concrete nouns and action verbs. Regression analysis showed effects of SES and type of activity on: (a) the quantity, lexical diversity and syntactic complexity of child-directed speech; (b) the proportion of referential and regulative utterances addressed to the child; (c) certain degree of semantic regularity in word-activity associations; and (d) an effect of SES on a variety of nouns and verbs (e.g. toys; utensils). These results highlight qualitative differences in input across daily activities and the contribution of SES to variance in lexical diversity and word semantics. Results provide evidence needed to inform public policies responsible for the promotion of early childhood language development and education.

Given growing awareness of the high prevalence of food insecurity among college students, higher education leaders are implementing various food interventions on their campuses. However, there is little research on the efficacy and impact of these initiatives. Using data from a field randomized control trial, we find that a relatively modest financial investment in campus meal cards coupled with proactive outreach by an existing campus office improved community college students' academic attainment outcomes. Students who were invited to participate in the meal voucher program attempted and completed more credits during their first year of college and were more likely to graduate in 2 years than otherwise similar peers, indicating that a campus meal program can promote college success.

This article aims to expand our knowledge on interdisciplinary design education by focusing on team development, which has remained a less explored aspect of interdisciplinary collaboration so far. An interdisciplinary design studio course, Collaborative Design, for food engineering and industrial design students in higher education provides the research context. The empirical basis of the paper comes from interviews with students on their experiences of interdisciplinary collaboration in the course, and the educator's observation notes. Drawing on these data, this article critically reflects on how and to what extent the teaching materials, methods and strategies incorporated into the course design guided and supported students' transition through the four stages of becoming a performing interdisciplinary team. The article concludes with four suggestions for design educators. First, encountering new ways of thinking, talking and doing that make sense for both disciplines engages students in interdisciplinary collaboration. Second, humour and positive social relations play an important role in team success in all stages of team development. Third, using the first weeks of the course to reveal the disciplinary differences and potential issues that would lead to conflicts through class discussions and warm-up activities facilitates a smooth transition from forming to norming. Fourth, adequate representation of each discipline should be ensured both in the design problem and solution, and among the tutors.

Background: In the USA, lower income minority ethnic children and teenagers report high consumption of sugar sweetened beverages, which cause dental erosion and dental carries, and play a significant role in overweight, obesity and diabetes. Objective: This study aimed to examine urban adolescents' beliefs about sports and energy drinks to identify factors for health messaging to discourage youth consumption. Design: Focus group study involves 34 adolescents in urban areas (12 women, 12 men and 10 unreported sex; 19 Hispanic, 11 non-Hispanic Black, 2 Asian and 2 unknown race or ethnicity). Setting: Four focus groups were conducted with adolescents in urban areas. Method: Each on-time moderated group discussion was structured to generate an inventory of attitudinal, normative and efficacy beliefs associated with sports and energy drink consumption and reduction. Thematic analysis was used to analyse the data. Results: Attitudinal and normative beliefs were more positive towards sports drink consumption and energy drink reduction. Misperceptions about the need for sports drinks to avoid dehydration during physical activity were evident. Product accessibility and advertising pervasiveness were facilitators influencing consumption and barriers to reduction for both products. Conclusion: Results highlight important differences in perceptions about sports and energy drinks that indicate the need for different approaches and messages for interventions designed to curb consumption of these products. Recommendations for message design are provided.

The latest round of fiscal austerity in Ghana has meant that the feeding rate paid to the service providers of Ghana's school feeding programme is both frozen and unrealistically low. Accordingly, service providers adopt discretionary coping strategies. This qualitative case study, therefore, explores the impacts of austerity on children's school engagement. Relying on semi-structured interviews with school children in two public primary schools, as well as two focus group discussions with the teachers in both schools, the study shows how the discretionary coping strategies adopted by the service providers impact school children's food security, which might lead to disinterest in classroom activities and increases in absenteeism and truancy.

In the last decades, agroecological and permacultural initiatives and organizations have grown. These initiatives attend to notions of food sovereignty and alternative models of agricultural production. The confluence of different actors and social initiatives through which experiences and knowledge of cultivating food are shared, and new ones are created, reveals a high educational potential. In light of impending global catastrophes such as climate change and pressing inequalities, new alternatives and diverse forms of sociability are necessary to open up possible futures for life on a damaged planet. Freirean approaches to science education must align with transdisciplinary social and political movements, and generate reflective practices and methods. This article addresses the case of an art and permaculture cooperative (APC) to analyze how communities work together to disrupt and dismantle inequities in science and education and make a more livable world. We offer a critical and contra-hegemonic pedagogical perspective on science education, one that forges new epistemic territories grounded in cooperation, art, permaculture, relationship, and diverse ecologies. The APC is the only one of its kind in Argentina. It has carried out its socio-ecological activities and interventions in ways that respect the characteristics of the natural ecosystem, agriculture and permaculture. We use narratives and case study methods to reveal how people's subjective narratives give meaning to their experiences and learnings. The APC as a learning context has the potential to transform reality, promoting the development and strengthening of popular science education for liberation, one that honors diverse ecologies, and meaningfully addresses new socio-environmental challenges and concerns.

Food insecurity is a rising concern in many parts of the world. In the United States, certain populations are more vulnerable than others. One such group is college students. A 2020 report suggests roughly 39% of the 330,000 students surveyed from different colleges and universities experienced food insecurity in the last 30 days (Baker-Smith et al., 2020). Negative outcomes, such as behavioral and mental health issues, decreased academic performance in the form of lower grade point average, and general self-reporting of poor health, have been described by students suffering from food insecurity (Bruening et al., 2017; Hagedorn et al., 2019; McArthur et al., 2018; Phillips et al., 2018). From the family and consumer sciences (FCS) perspective, it is of paramount importance to support healthier communities by enhancing individual and family well-being, leading to optimal quality of life (Anderson & Nickols, 2001). Given the negative consequences of food insecurity among college students, it is important to raise awareness about its prevalence and connect students to available resources in their regional areas, particularly in their own university settings.

Objective: This study sought to analyse the effectiveness of a nurse-led health development programme for school-aged children in North Cyprus. Design: This study utilised a randomised-controlled experimental research design. Setting: The study was conducted on fourth-grade students in two primary schools. Method: Participants in the intervention group received a 12-week online health education course. Students in both the control (n = 38) and intervention (n = 38) groups completed the Food Behaviour Scale, the Children Health Perceptions and Behaviours Scale, and the Physical Activity Self-Efficacy Scale pre-intervention, at the end of intervention and 3 months post-intervention. Results: Post-test scores for the intervention group on the Food Behaviour Scale, Children Health Perceptions and Behaviours Scale, and Physical Activity Self-Efficacy Scale were significantly higher than their pre-test scores. In contrast, the control group exhibited no statistically significant difference between the pre- and post-test scores on the three scales. Conclusion: The findings suggest that a nurse-led health education programme had a positive effect on food behaviour, physical activity self-efficacy, and health perception and behaviours among school-age children.

The authentic teaching and learning approach introduces real-world scenarios into the classroom to better engage Generation Z students. Considering this, we introduced an authentic learning practical exercise (breakfast meal and glycemic variation) to undergraduate biology students at the University of La Reunion (France). Here, students were initially briefed regarding the practical and subsequently determined their baseline glucose values (glucometer). They then consumed 200 mL of fruit juice together with a pain au chocolat (chocolate pastry) and subsequently recorded their glucose values at regular intervals. The last reading was done after 150 min, and they thereafter plotted such data to reveal temporal glycemic variations. During this time, the students also worked on a report to document information collected and began to supply responses to several listed questions. Three weeks after completion of the practical, we evaluated whether this intervention would lead to changes in their views regarding the nature and regularity of breakfast meal intake (employing survey questions). Our findings show that a reasonable proportion of the students indicated that the intervention did change their dietary habits, with 50% sometimes opting for an improved breakfast, whereas 10% also changed their habits albeit for only a small while. Of note, >60% of students indicated that they changed their breakfast intake habits by the end of the endocrinology module. These findings show that the beneficial effects of authentic teaching approaches may elicit relatively long-lasting changes in terms of breakfast behavioral patterns in young people and that such effects may also impact the broader society. New & Noteworthy: This study introduced an authentic learning exercise (endocrinology practical exercise) to undergraduate biology students and ascertained whether it changed their views regarding the nature and regularity of breakfast meals. Here, many altered their breakfast dietary habits, which persisted even after the completion of their module. Authentic teaching approaches can therefore trigger relatively long-lasting changes in terms of breakfast behavioral patterns in young people and may also impact the broader society.

Pediatric Feeding Disorder, a common problem in children, is commoner in children with various developmental disorders. Children with pediatric feeding disorder can have food selectivity and lack dietary diversity (DD). In this paper, an understanding of DD in these children is provided along with a dietary diversity index that can be helpful in measuring and understanding the risks posed by this lack of DD. An overview of a management strategy to address decreased DD is proposed. In these children, improving DD can improve growth, micronutrient status, long-term metabolic health, and potentially quality of life.

Traditional ecological knowledge (TEK) is knowledge of indigenous people's best practices in contact with nature gained through centuries of experience. One way to transmit the experiences is folktales about corn and vegetable planting in Tawangmangu Sub-district, Central Java, Indonesia. Today, young generations do not recognize the folktales and thus do not understand the important values implied in the stories about non-rice food security. This condition triggers the importance of literacy of folktales among local students. This study aims at investigating the effects of folktale-based comics on the level of students' mastery of TEK through quasi-experimental research. The population in this study includes fifth-grade elementary students in Tawangmangu. The experimental group was given treatment with folktale-based comics, while the control group received treatment with texts. The instrument used to measure the students' literacy level of TEK was a multiple-choice test with 38 items. The results have proven the significant contribution of folktale-based comics to the students' mastery of TEK, indicated by the large category of the Cohen test. Therefore, teachers are recommended to take advantage of educational comics to improve students' literacy in the local cultural wealth that is becoming extinct.

Addictions can be classified as any substance, habit or behavior that one has come to depend upon. These can include a variety of habits or behaviors outside of the traditional illicit drug realm. We studied substances, behaviors and habitual addictions to determine if relapse rates are negatively correlated with positive or negative support. We used a mixed-methods design that examined undergraduate psychology students who were asked to give up an addictive substance, behavior or habit of their choice for 30 days. In addition to investigating data using qualitative measures, two independent samples t-tests found that there were significant differences between relapse rates and support levels, p=0.002, and relapse rates and gender p=0.011.

I present my perspective on the design process in this article, arguing for a focus on student learning and "slow design" that stems from knowledge of mathematics and their support system in the learning process. I have a question about the design process academization and task design research direction. Numerous examples from my work at the Freudenthal Institute are used to illustrate this paper.