Carol Byrd‐Bredbenner, Jaclyn Maurer, Virginia Wheatley, Ellen Cottone and Michele Clancy
The purpose of this paper is to observe young adults preparing two recipes in a controlled laboratory setting to identify food‐handling errors. Few studies have investigated…
Abstract
Purpose
The purpose of this paper is to observe young adults preparing two recipes in a controlled laboratory setting to identify food‐handling errors. Few studies have investigated actual consumer food safety and food‐handling practices.
Design/methodology/approach
The paper shows that one of four trained observers used a check‐list to directly observe and record food‐handling practices; observation data were later analyzed to assess how closely participants followed recommended practices. The observation check‐list had four criterion‐referenced scales based on Fight Bac! food safety recommendations (e.g. clean, cook, separate, chill). Each recommended behaviour performed earned one point. Scale scores were calculated by summing points earned and could range from zero to the maximum observed behaviours on the scale. Means, standard deviations, and comparison of mean scores using analysis of variance were calculated.
Findings
Participants (n=154, mean age 20.73+1.30SD) were from a major US university. Overall, participants were observed performing only 50 percent of the recommended behaviours. Scores ranged from a low of 29 percent on the cook scale to a high of 67 percent on the separate scale. Females scored significantly higher on the clean scale (e.g. hands, produce, work surfaces) than males. No other significant gender differences were noted in the scales, despite a trend for higher scores for females in all scales. Young adults, particularly males, engage in unsafe food‐handling practices, putting them at increased risk for food‐borne disease.
Originality/value
The paper shows that innovative education and training opportunities for young adults are needed to assist them in developing and practising safe food‐handling practices.
Details
Keywords
Bethany Butzer, Denise Bury, Shirley Telles and Sat Bir S. Khalsa
The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to…
Abstract
Purpose
The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to promote social-emotional learning (SEL) and positive student outcomes.
Design/methodology/approach
This paper is a literature review focusing on: the current state of research on school-based yoga interventions; a preliminary theoretical model outlining the potential mechanisms and effects of school-based yoga; similarities, differences and possibilities for integrating school-based SEL, yoga and meditation; practical implications for researching and implementing yoga in schools.
Findings
Research suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation, mind-body awareness and physical fitness, which may, in turn, foster additional SEL competencies and positive student outcomes such as improved behaviours, mental state, health and performance.
Research limitations/implications
Given that research on school-based yoga is in its infancy, most existing studies are preliminary and are of low to moderate methodological quality. It will be important for future research to employ more rigorous study designs.
Practical implications
It is possible, pending additional high-quality research, that yoga could become a well-accepted component of school curricula. It will be particularly important for future research to examine possibilities around integrating school-based yoga and meditation with SEL programs at the individual, group and school-wide levels.
Originality/value
This paper is the first to describe a theoretical model specifically focused on school-based yoga interventions, as well as a discussion of the similarities and differences between school-based yoga, SEL and meditation.