The purpose of this paper is to demonstrate the benefits of cooking one-to-one, alongside commensality (eating together) for improving offenders’/ex-offenders’ health and…
Abstract
Purpose
The purpose of this paper is to demonstrate the benefits of cooking one-to-one, alongside commensality (eating together) for improving offenders’/ex-offenders’ health and well-being, measured in terms of improved social skills, cultural competencies and successful resettlement.
Design/methodology/approach
Fieldwork conducted over nine months included; participant observation of lunch times (n=56) and cooking one-to-one with trainees (n=27), semi-structured interviews (n=23) and a “photo-dialogue” focus group with trainees (n=5) and staff (n=2).
Findings
Commensality is beneficial for offenders’ health and well-being. Further, preparing, cooking, serving and sharing food is a powerful means of improving self-esteem and developing a pro-social identity.
Research limitations/implications
The original focus of the research was commensality; it was during the study that the potential for cooking as an additional tool for health and well-being emerged. A future longitudinal intervention would be beneficial to examine whether the men continued to cook for others once released from prison and/or finished at the resettlement scheme.
Practical implications
Everyday cooking to share with others is an invaluable tool for improving self-worth. It has the potential to build pro-social self-concepts and improve human, social and cultural capital.
Social implications
Cooking lunch for others is a part of strengths-based approach to resettlement that values community involvement.
Originality/value
Cooking and eating with offenders/ex-offenders is highly unusual. Further hands-on cooking/eating activities are beneficial in terms of aiding self-confidence and self-respect, which are vital for improving offenders’/ex-offenders’ health and well-being.
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Thaís Peiter de Borba, Manoella Vieira da Silva, Manuela Mika Jomori, Greyce Luci Bernardo, Ana Carolina Fernandes, Rossana Pacheco da Costa Proença, Gabriele Rockenbach and Paula Lazzarin Uggioni
Self-efficacy in cooking and consuming fruits and vegetables is one of the dimensions that compose cooking skills. This cross-sectional study aimed to assess the self-efficacy of…
Abstract
Purpose
Self-efficacy in cooking and consuming fruits and vegetables is one of the dimensions that compose cooking skills. This cross-sectional study aimed to assess the self-efficacy of Brazilian university students in cooking and consuming fruits and vegetables and examine the relationship of self-efficacy with sociodemographic and lifestyle characteristics.
Design/methodology/approach
Data were collected through an online questionnaire, which was culturally adapted and validated for the studied population. Questions about self-efficacy for using basic cooking techniques (SECT), self-efficacy for using fruits, vegetables, and seasonings (SEFVS) and produce consumption self-efficacy (SEPC) were rated on a five-point Likert scale. Differences in median self-efficacy score between groups were compared using the Mann–Whitney U test or the Kruskal–Wallis test followed by the Mann–Whitney U test.
Findings
766 subjects participated in the study. The mean age was 21 ± 5.6 years, most respondents were female (60%), reported to know how to cook (72%), and lived with parents and/or grandparents (45%). The median SECT and SEFVS scores were 3.55, and the median SEPC score was 3.33. Female students, individuals aged more than 25 years, and students who did not live with their parents or grandparents had higher (p < 0.005) self-efficacy scores. Low SECT, SEFVS and SEPC scores were associated with having less than one hour a day to cook (p = 0.023, 0.01, and 0.002, respectively) and not knowing how to cook (p < 0.001). There was no relationship of median self-efficacy scores with source of knowledge about cooking skills or parental education.
Originality/value
The results of this study can guide interventions and public policies aimed at health promotion in the university setting.
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High school students are at an age where food handling may occur for themselves and as entry level workers in food service. An estimated 21 percent of food and beverage service…
Abstract
Purpose
High school students are at an age where food handling may occur for themselves and as entry level workers in food service. An estimated 21 percent of food and beverage service workers are aged 16-19 years. The purpose of this paper is to determine baseline food safety knowledge and associated factors among high school students.
Design/methodology/approach
A convenience sample of 231 Chicago high school students was approached to participate in a 34-question survey to obtain information about their food safety knowledge, behaviors, and personal hygiene. Frequencies of correct answers to each knowledge question were examined to determine knowledge gaps. Bivariate analyses were performed to identify student variables associated with knowledge score and regression models were used to examine the associations between eligible factors and knowledge score.
Findings
Among the 195 participating students, 70 percent described themselves as Hispanic/Latino and 15 percent as non-Hispanic Black. In all, 12 percent of the students had restaurant employment experience. The overall student mean knowledge score was 37 percent. Students demonstrated substantial knowledge gaps regarding the temperatures for cooking, mechanisms for thawing food, cross-contamination, and vulnerable populations for foodborne disease. In the final linear regression model, Hispanic ethnicity and experience cooking seafood were significantly associated with lower knowledge score and experience cooking meat and cooking alone were significantly associated with higher knowledge score (p < 0.05).
Research limitations/implications
Students demonstrated substantial knowledge gaps regarding the temperatures for cooking, mechanisms for thawing food, cross-contamination, and vulnerable populations for foodborne disease. In the final linear regression model, Hispanic ethnicity and experience cooking seafood were significantly associated with lower knowledge score and experience cooking meat and cooking alone were significantly associated with higher knowledge score (p < 0.05).
Originality/value
These data demonstrate substantial knowledge gaps in a predominantly minority high school student population. Given that high school students are a substantial proportion of the food service workforce, they are especially important to target for food safety education.
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We have repeatedly dealt with the question of the differences which are from time to time exhibited in the certificates issued by Public Analysts, when compared with those…
Abstract
We have repeatedly dealt with the question of the differences which are from time to time exhibited in the certificates issued by Public Analysts, when compared with those emanating from the Somerset House Laboratory in regard to the analyses of samples which purport to be representative portions of one and the same article, and we have shown that if due regard be given to the principles of evidence, it is not only wholly unjustifiable, but utterly absurd to conclude that such difference, as a matter of course, indicate error or carelessness on the part of the Public Analyst. In season and out of season we shall continue to expose the fallacies which underlie the abominably unjust assumption referred to, and to urge that in each case of the kind every possible step should be taken by those concerned on behalf of prosecuting authorities, to make all the conditions affecting the case as clear as they can be made to the lay mind.
Marie Lange, Helen Göranzon, Lena Fleig and Ingela Marklinder
The purpose of this paper is to investigate where students in a Swedish compulsory school acquire their knowledge of food safety and how trustworthy they deem them to be.
Abstract
Purpose
The purpose of this paper is to investigate where students in a Swedish compulsory school acquire their knowledge of food safety and how trustworthy they deem them to be.
Design/methodology/approach
A survey of students’ self-reported sources of and trust in food safety knowledge was performed. A student response system was used for data collection, and the students were asked to answer questions presented on a PowerPoint presentation using a small wireless handheld device: a clicker. A questionnaire with 24 questions was used, and the responses were collected at 18 different schools with a total of 529 participants attending school Year 9.
Findings
Mothers were reported as being the most important source of food safety knowledge (38 per cent), especially among girls, and were also given high credibility (36 per cent). Boys reported trusting home and consumer studies (HCS), fathers and media to a higher extent. Girls reported cooking at home more often but, for all students, it was more common to rarely or never cook at home, which is why HCS teaching can be seen as valuable for many students. HCS teaching needs to be improved in order to raise its credibility. About half of the students (51 per cent) reported to have the highest trust for their source of knowledge.
Research limitations/implications
The students could only choose one source of knowledge and trust, although it is usual to learn from many different sources.
Practical implications
HCS teaching needs to get higher credibility among students as a counterweight against other sources.
Social implications
Educated consumers could influence their health.
Originality/value
Limited research has been performed on food safety knowledge among adolescents.
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M.G. Cottrell, J. Yu, Z.J. Wei and D.R.J. Owen
In recent years, developments in the field of lightweight armour have been of primary importance to the defence industry. This necessity has led to many organisations adopting…
Abstract
In recent years, developments in the field of lightweight armour have been of primary importance to the defence industry. This necessity has led to many organisations adopting composite armours comprising both the traditional heavy armours and new lighter weight ceramic armours. The numerical modelling of metal based armour systems has been well documented over the years using purely continuum based methods; and also the modelling of brittle systems using discrete element methods, therefore it is the objective of this paper to demonstrate how a coupled finite and discrete element approach, can be used in the further understanding of the quantitative response of ceramic systems when subjected to dynamic loadings using a combination of adaptive continuum techniques and discrete element methods. For the class of problems encountered within the defence industry, numerical modelling has suffered from one principal weakness; for many applications the associated deformed finite element mesh can no longer provide an accurate description of the deformed material, whether this is due to large ductile deformation, or for the case of brittle materials, degradation into multiple bodies. Subsequently, two very different approaches have been developed to combat such deficiencies, namely the use of adaptive remeshing for the ductile type materials and a discrete fracture insertion scheme for the modelling of material degradation. Therefore, one of the primary objectives of this paper is to present examples demonstrating the potential benefits of explicitly coupling adaptive remeshing methods to the technique of discrete fracture insertion in order to provide an adaptive discontinuous solution strategy, which is computationally robust and efficient.
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Kathleen L. Lane, E. Jemma Robertson and Marona Amandla Leaura Graham-Bailey
The issue of school violence and antisocial behavior in public schools is, in fact, one of the most pressing concerns in education today. Schools have responded by designing…
Abstract
The issue of school violence and antisocial behavior in public schools is, in fact, one of the most pressing concerns in education today. Schools have responded by designing, implementing, and evaluating multi-level models with progressively more intensive levels of support. The foundation of these models is the primary, or universal, prevention program. To date, most investigations have occurred in elementary schools thereby providing limited insight into intervening in secondary schools. This chapter reviews the literature base of school-wide interventions with primary level efforts conducted in secondary schools with an emphasis on methodological considerations. Content includes the findings of a systematic literature review, a discussion of quality indicators in relationship to primary prevention efforts, and recommendations for future inquiry.
Lindsay Bennett and Sharyn Burns
Obesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and…
Abstract
Purpose
Obesity in children and adolescents is a significant public health concern. The World Health Organization Health Promoting Schools (HPS) framework promotes good nutrition and physical activity in school settings. While HPS is embraced globally, effective implementation and sustainable programmes are a continued challenge. This paper aims to report on the characteristics of current school interventions based on HPS and implementation barriers and enablers.
Design/methodology/approach
A literature search identified peer-reviewed studies of school health interventions reflective of the HPS framework focusing on obesity prevention. Studies from all countries were included, if conducted in primary and/or secondary schools; included a sufficient amount of qualitative implementation or process evaluation data to draw conclusions regarding key barriers and enablers to implementation; and were published in English.
Findings
Nine interventions (n = 9) from seven countries were included. Most were implemented in primary schools and focused on specific grade levels. Engaging parents, the home environment, teacher time constraints, fun interventions, student participation, teacher training, integration with the curriculum and stakeholder engagement all emerged as strong implementation themes. Teachers as role models, establishing community partnerships and policy support also emerged as common themes.
Originality/value
Future interventions may benefit from enhancing teacher and parent health promotion. Partnerships with initiatives focusing on environmental sustainability may simultaneously benefit human and planetary health while strengthening stakeholder engagement opportunities and consistent messaging throughout the community. More comprehensive evaluation data are needed, in particular, for long-term HPS initiatives.