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Domestic cooking skills (CS) and food skills (FS) encompass multiple components, yet there is a lack of consensus on their constituent parts, inter-relatedness, or measurement, leading to limited empirical support for their role in influencing dietary quality. This review assessed the measurement of CS and FS in adults (>16 years); critically examining study designs, psychometric properties of measures, theoretical basis, and associations of CS/FS with diet. Electronic databases (PsychInfo), published reports, and systematic reviews on cooking and home food preparation interventions provided 834 articles of which 26 met the inclusion criteria. Multiple CS/FS measures were identified across three study designs—qualitative, cross-sectional, and dietary interventions—conducted from 1998 to 2013. Most measures were not theory-based, limited psychometric data were available, with little consistency of items or scales used for CS/FS measurements. Some positive associations between CS/FS and fruit and vegetables intake were reported, though lasting dietary changes were uncommon. The role of psycho-social (e.g., gender, attitudes) and external factors (e.g., food availability) on CS/FS is discussed. A conceptual framework of CS/FS components is presented for future measurement facilitation, which highlights the role for CS/FS on food-related behavior and dietary quality. This will aid future dietary intervention design. [ABSTRACT FROM PUBLISHER]

Purpose -- The purpose of this paper is to consider the importance of structured and consistent practical cookery skills intervention in the 11-14-year age group. This paper reviews the impact and development of statutory and non-statutory cooking skills interventions in the UK and considers limitations in relation to life skills training. Currently practical cooking skills are mainly derived from two sources namely the non-statutory sector (community cooking interventions) and the statutory sector (Home Economics teaching). Design/methodology/approach -- The paper compares the two interventions in terms of effective long-term outcomes. Non-statutory cooking interventions are generally lottery funded and therefore tend to be single teaching blocks of, on average, six to eight weeks targeting mostly low-income adults and the literature emphasises a deficit of empirical measurement of the long-term impact. In contrast Home Economics classes offer a structured learning environment across genders and socio-economic groups. In addition it is taught over a substantial time frame to facilitate a process of practical skills development (with relevant theoretical teaching), reflection, group communication and consolidation, where according to current educational theory (Kolb, 1984) learning is more thoroughly embedded with the increased potential for longer term impact. Findings -- The review identifies the limitations of too many community initiatives or "project-itis" (Caraher, 2012, p. 10) and instead supports the use of the school curriculum to best maximise the learning of practical cooking skills. Originality/value -- This review will be of particular value to educationalists and health policy decision makers. [ABSTRACT FROM AUTHOR]

Although widely recognised as a designer of churches and asylums, a significant proportion of the commissions awarded to Arthur George Sydney Mitchell (18561930) came from commercial clients. This paper will attempt to provide more insight into the work Mitchell produced as principal architect to the Commercial Bank of Scotland and will also describe an important office building he designed for the United Free Church at the end of his career. [ABSTRACT FROM AUTHOR]