scholarly journals Integration of Science, Technology, Engineering, and Math into a Food and Nutrition Curriculum in Utah

2019 ◽  
Vol 48 (1) ◽  
pp. 37-51 ◽  
Author(s):  
Cathy A. Merrill ◽  
Rebecca G. Lawver
Keyword(s):  
Nutrition Curriculum ◽  
Science Technology ◽  
Food And Nutrition

Food and Nutrition

2018 ◽  
Author(s):  
P.K. Newby
Keyword(s):  
Chronic Disease ◽  
Chronic Diseases ◽  
Food Environment ◽  
Food Choices ◽  
Lifestyle Changes ◽  
Gluten Free ◽  
Science Technology ◽  
Sustainable Future ◽  
Food And Nutrition

From gluten-free to all-Paleo, GMOs to grass-fed beef, our newsfeeds abound with nutrition advice. Whether sensational headlines from the latest study or anecdotes from celebrities and food bloggers, we’re bombarded with "superfoods" and "best ever" diets promising to help us lose weight, fight disease, and live longer. At the same time, we live in an over-crowded food environment that makes it easy to eat, all the time. The result is an epidemic of chronic disease amidst a culture of nutrition confusion-and copious food choices that challenge everyday eaters just trying to get a healthy meal on the table. But the exhilarating truth is that scientists know an astounding amount about the power of food. A staggering 80% of chronic diseases are preventable through modifiable lifestyle changes, and diet is the single largest contributing factor. And we also know the secrets to eating sustainably to protect our planet. In Food & Nutrition, Harvard- and Columbia-trained nutrition scientist Dr. P.K. Newby examines 134 stand-alone questions addressing "need to know" topics, including how what we eat affects our health and environment, from farm to fork, and why, when it comes to diet, the whole is greater than the sum of its parts-and one size doesn’t fit all. At the same time, Newby debunks popular myths and food folklore, encouraging readers to "learn, unlearn, and relearn" the fundamentals of nutrition at the heart of a health-giving diet. Her passion for all things food shines through it all, as does her love of the power of science, technology, and engineering to help create healthier diets for ourselves, and a more sustainable future for the planet we share.

Secondary school students’ views of food and nutrition education in Kolkata, India

2017 ◽  
Vol 117 (3) ◽  
pp. 310-322 ◽  
Author(s):  
Neha Rathi ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Nutrition Education ◽  
Secondary School Students ◽  
Barriers To Learning ◽  
School Students ◽  
Cross Sectional ◽  
Content Type ◽  
Nutrition Curriculum ◽  
Dietary Behaviours ◽  
Food And Nutrition

Purpose School-based nutrition education programmes have the potential to reinforce healthy dietary behaviours in adolescents. The purpose of this paper is to understand the views of secondary school students in Kolkata, India, regarding the food and nutrition curriculum, food skill acquisition at school and home and barriers to learning food skills. Design/methodology/approach The sample of 1,026 year nine students was drawn from nine private, English-speaking secondary schools in Kolkata, India to participate in a cross-sectional, self-reported paper-based survey. Data analyses including descriptive statistics and χ2 analyses were performed. Findings The majority of the respondents (65.3 per cent) were female. Biology, Home Science and Life skills classes were the main places in which students acquired food and nutrition knowledge. Almost two-thirds of the respondents acknowledged the importance of acquiring food-related knowledge and skills. Approximately half (48.3 per cent) reported that the food and nutrition curriculum involved excessive memorisation while around the same proportion described the curriculum as interesting (47 per cent) and easy to comprehend (50.3 per cent). However, relatively few students said they enjoyed attending food and nutrition classes (38.7 per cent). Only a minority reported receiving food skills training, i.e. cooking skills (23 per cent), meal planning skills and food purchasing skills (12.3 per cent) at school. Despite some parental support received at home, time constraints (50.5 per cent) and lack of interest (26.3 per cent) were cited as prominent barriers to learning food skills. Practical implications These data underscore the need for a skills-focussed food and nutrition curriculum to improve Indian adolescents’ food-related skills, nutritional knowledge and dietary behaviours. Originality/value This is the first cross-sectional survey to investigate the delivery of nutrition education and food skills in the Indian school context.

Food and nutrition education in private Indian secondary schools

2017 ◽  
Vol 117 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Neha Rathi ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary School ◽  
Nutrition Education ◽  
Healthy Eating ◽  
Eating Behaviours ◽  
Structured Interviews ◽  
School Food ◽  
Content Type ◽  
Nutrition Curriculum ◽  
Food And Nutrition ◽  
Food And Nutrition Education

Purpose The current Indian secondary school curriculum has been criticised for its failure to deliver relevant skills-based food and nutrition education for adolescents. The purpose of this paper is to understand the views of adolescents, their parents, teachers and school principals on the present food and nutrition curriculum and the role of the schools in developing food skills. Design/methodology/approach Semi-structured interviews were held with 15 students aged 14-15 years, 15 parents, 12 teachers and ten principals in ten private schools in Kolkata, India. The interview questions were primarily based on the content, merits and demerits of the curriculum. The digitally recorded data were transcribed verbatim and analysed thematically. Findings All the 52 interviewees observed that the food and nutrition curriculum created awareness in students about the importance of healthy eating. However, they also described certain weaknesses of the curriculum. These included lack of practical assignments, an out-dated and a limited curriculum, which failed to initiate critical thinking and was contradicted by sales practices in the school food environment. The interviewees prioritised the inclusion of food skills in the curriculum. Practical implications The emerging evidence suggests the need for the development of a skills-focussed food and nutrition curriculum to encourage healthy eating behaviours among adolescents. Originality/value Most of the work on food and nutrition education has come from developed nations – this is the first study in the Indian context of the secondary school food and nutrition curriculum.

Parents’ and teachers’ critique of nutrition education in Indian secondary schools

2019 ◽  
Vol 119 (2) ◽  
pp. 150-164 ◽  
Author(s):  
Neha Rathi ◽  
Lynn Riddell ◽  
Anthony Worsley
Keyword(s):  
Secondary Schools ◽  
Nutrition Education ◽  
Strong Support ◽  
Cross Sectional Survey ◽  
School Food ◽  
Cross Sectional ◽  
Content Type ◽  
Nutrition Curriculum ◽  
Food And Nutrition ◽  
The Status

PurposeNutrition education plays a significant role in inculcating lifelong healthy dietary behaviours among adolescents. The purpose of this paper is to understand the opinions of parents and teachers regarding nutrition education in private Indian secondary schools.Design/methodology/approachA cross-sectional, self-administered, paper-based survey comprising both closed- and open-ended questions was completed by 32 teachers and 280 parents who were recruited from five private English-speaking secondary schools in Kolkata, India. Descriptive and cross-tabulation analyses were conducted to compare the responses of teachers and parents. Thematic data analysis informed by template analysis technique was performed to evaluate the qualitative data.FindingsWhile the curriculum was considered interesting and easy to understand, the gendered nature of the curriculum, excessive rote learning and lack of synchrony between the curriculum and school food services were highlighted as shortcomings of the existing curriculum. The need for the dissemination of food skills either through a compulsory food and nutrition curriculum or through extra-mural activities was expressed by most respondents. Both these ideas were indicative of strong support and motivation for modification in the current curriculum.Practical implicationsThese findings emphasise the support for a skills-focussed food and nutrition curriculum to inculcate experiential culinary skills and comprehensive nutrition knowledge in Indian adolescents, thus improving their nutritional and health profiles.Originality/valueThis is the first cross-sectional survey to investigate the views of parents and teachers about the status of food and nutrition education in private Indian secondary schools.

scholarly journals Nanosized Particles of Silica and Its Derivatives for Applications in Various Branches of Food and Nutrition Sectors

2015 ◽  
Vol 2015 ◽  
pp. 1-6 ◽  
Author(s):  
Mohammad Reza Kasaai
Keyword(s):  
Short Review ◽  
Nanosized Particles ◽  
Literature Information ◽  
Engineering Applications ◽  
Science Technology ◽  
Food And Nutrition ◽  
Bulk Silica

Nanosized particles of silica and its derivatives have been identified as versatile for a broad range of science, technology, and engineering applications. In this paper, an effort has been made to provide a short review from the available literature information on their applications in various branches of food and nutrition sectors. The information provided in this paper describes various parameters affecting their performances and efficiencies. The properties and applications of nanosilica and its derivatives have been compared with microsilica and bulk-silica for their performances. The use of nanosized particles of silica and its derivatives provides a number of advantages. Their efficiencies and performances are significantly higher than those of the traditional ones.

Science, Technology and Society

1998 ◽  
Author(s):  
Martin Bridgstock ◽  
David Burch ◽  
John Forge ◽  
John Laurent ◽  
Ian Lowe
Keyword(s):  
Technology And Society ◽  
Science Technology

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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