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Certified dietary managers (CDMs) lead their food services team by ensuring food quality, safety, and palatability while applying nutrition principles to food purchasing, storage, preparation, and service. Despite labor shortages and forecasted growth in both healthcare and food services management jobs, approximately 30% of credentialing exam candidates forego their exam within the first year after completing a didactic career technical education program approved by the Association of Nutrition and Foodservice Professionals. Moreover, very few return to pursue their exam after the first year. This study explored, through the lens of the theory of planned behavior, the perceived obstacles contributing to CDM program graduates' reluctance to sit for the national board certification. Semi-structured interviews were conducted with a purposive and convenience sample of eight participants from various regions of the United States to gain insight into internal and external factors contributing to their exam hesitancy. Thematic analysis yielded several themes, including a lack of control over internal and external barriers to taking the exam. Participants reported facing family and work constraints exacerbated by the pandemic and the lack of financial resources to meet exam preparation and registration costs. They expressed feelings of exam-related anxiety, being ill-prepared, unsupported by their programs and employers and discouraged by the observed stressful working conditions of current CDMs. This study helps establish a foundation for remedial action by stakeholders, educational program leaders, and CDM employers in support of certification candidates. Findings raise questions about the prevalence of credentialing exam barriers in other disciplines and pave the way for future investigations about exam hesitancy.

Microorganisms are ubiquitous in nature and are central to human, animal, environmental, and planetary health. They play a particularly important role in the food chain and the production of high-quality, safe, and health-promoting foods, especially fermented foods. This important role is not always apparent to members of the public. Here, we describe Kefir4All, a citizen science project designed to provide the general public with an opportunity to expand their awareness, knowledge, and practical skills relating to microbiology, introduced through the medium of producing fermented food, i.e., milk kefir or water kefir. During the course of Kefir4All, 123 citizen scientists, from second-level school and non-school settings, participated in a study to track changes in the microbial composition of kefirs, by performing and recording details of milk kefir or water kefir fermentations they performed in their homes or schools over the21-week project. At the start of the study, the citizen scientists were provided with milk or water kefir grains to initiate the fermentations. Both types of kefir grain are semi-solid, gelatinous-like substances, composed of exopolysaccharides and proteins, containing a symbiotic community of bacteria and yeast. The experimental component of the project was complemented by a number of education and outreach events, including career talks and a site visit to our research center (Kefir Day). At the end of the study, a report was provided to each citizen scientist, in which individualized results of their fermenting activities were detailed. A number of approaches were taken to obtain feedback and other insights from the citizen scientists. Evaluations took place before and after theKefir4All project to gauge the citizen scientist's self-reported awareness, knowledge, and interest in microbiology and fermented foods. Further insights into the level of citizen science participation were gained through assessing the number of samples returned for analysis and the level of participation of the citizen scientists throughout the project. Notably, the survey results revealed a self-reported, increased interest in, and general knowledge of, science among the Kefir4All citizen scientists after undertaking the project and a willingness to take part in further citizen science projects. Ultimately, Kefir4Allrepresents an example of the successful integration of citizen science into existing education and research systems.

A school-based nutrition education intervention was implemented with second and third graders who used their functional health literacy skills of reading, writing, and speaking to learn about the MyPlate food model from the United States Department of Agriculture. The pretest-posttest intervention determined if children had ever seen the MyPlate food picture and if children participated in grocery shopping and meal making events with their family at home. Interactive health literacy accounted for the conversations that children had with their teachers about food and nutrition when learning about the MyPlate food model and when preparing three recipes over three days in the school classroom. Interactive health literacy strategies also included children's ability to interact and learn about the MyPlate food model as a valid and reliable print and electronic material associated with meal planning. Implications and guidelines for teachers and parents are discussed for advancing the need for and understanding of functional and interactive health literacy for elementary children in the United States.

There is a strong need to increase the opportunities for and success of the next generation of beef cattle producers. South Dakota State University Extension provides a 2-year educational program called "beefSD;" the purpose is to provide producers with a holistic view of the beef industry, an appreciation for utilizing adaptive management to respond to challenges and opportunities, and skills to assess and manage factors that influence overall operation sustainability. The curriculum has four major components: (1) in person workshops, case studies, interactive webinars, and homework (2) out-of-state learning experiences, (3) ranch to rail program, and (4) networking and mentoring.

While strategies may differ across geographical regions, FACS Extension professionals work to enhance nutrition education and increase food security in their communities. The four dimensions of food security developed by The Food and Agricultural Organization were reconceptualized to understand food security on an individual or at a community level. Using experiences from a summer internship with two urban counties, the EEUESA Model described here was designed to aid FACS Extension professionals in their efforts for nutrition education and to better understand how programming targets food security in their communities.

The 2020 Dietary Guidelines for Americans now include recommendations for infants and toddlers. Extension educators can use these expanded guidelines to provide feeding recommendations for caregivers of infants/toddlers. The purpose of this study was to explore 1) the infant and toddler feeding topics that Extension educators discuss with caregivers through formal curricula and informal conversations, 2) educators' perceived barriers to teaching and discussing topics with caregivers, and 3) the optimal format of resources for educators and the communities they serve. Findings from this study confirmed a need among educators for infant/toddler feeding programs and resources offered through Extension.

One of the points of science learning is to extend students' competence, counting problem-solving and analytical thinking. Conditions within the field appear that most students encounter trouble in fathoming relevant issues including the application of science concepts in real-world circumstances. This condition appears the require for compelling learning models and approaches to overcome the holes. This condition is additionally the premise for creating a problem-based learning (PBL) show based on Science Education for Sustainable Development (SESD). Research questions were investigated using a quasi-experimental pre-test/post-test design. This design is used to compare the learning outcomes achieved in the treatment class with those of the control class. The subjects of this study consisted of the students of class VIII of SMP Negeri X Ponorogo. Meanwhile, students of VIII class F, which is the experimental class, and students of class VIII D, which is the control class, were used as the research sample. From the t-test using independent sample test it is known that he use of PBL model and SESD approach has no significant impact on students' problem-solving skills but there is a significant impact on students' analytical thinking skills. From the MANOVA test we know that the overall significance values of Pillai's Trasce, Wilks' Lambda, Hotelling's Trace and Roy's Maximum Root are 0,000 < 0,05, so the use of PBL model and SESD approach has a significant impact on the 8th grade student's ability both to solve contextual problems and analytical thinking on the subject of food and digestive system.

As roughly 7.3 million students in rural school districts head back to school this fall, they remain largely unaware that the Agriculture Improvement Act of 2018 (2018 Farm Bill) is due to expire on September 30, 2024 (Hartman et al., 2023). Enacted on December 20, 2018, and temporarily renewed in September 2023, this critical piece of legislation consistently has offered robust support to rural communities through various safety net measures, farm loans, conservation initiatives, and disaster assistance programs. As the September 30, 2024, deadline nears, people in rural communities should take action to push for the renewal of the Farm Bill and stay informed about possible changes. Although the Farm Bill is already a year overdue, this situation is a chance for involvement and advocacy, highlighting the urgent need for swift action from the U.S. Senate.

The scientific advancement and globalization have influenced the way fields like anthropolinguistics, cognitive linguistics, and ethnolinguistics should be studied to research intercultural communication. This study examined the national dishes that make up the Kazakh gluttonous discourse, its components, customs, and rituals, and how serving a dish to a guest can cause both positive and negative cultural consciousness in cultures. The data collected in the form of lexical and semiotic units, forming a gluttonous discourse at individual and institutional levels, was subjected to a conceptual analysis. It was felt that gluttonyms as lexical units played an important role in preventing negative cultural consciousness and forming empathy for national dishes. National dishes such as 'bas tartu', 'tabak tartu' in the Kazakh gluttonous discourse and cognitive conceptual basis of some customs in the preparation process and serving a dish to the guest were studied. It was found that the Kazakh gluttonous discourse was one of the sources of the national conceptual image of the world. This allowed us to determine that some of the institutional functions of the Kazakh gluttonous discourse were based on the national conceptual image of the world.

Body neutrality is a concept wherein individuals embody a neutral attitude toward the body that is realistic and flexible, appreciate and care for the function of the body, and acknowledge that self-worth is not defined by one's outward appearance. Family behavior regarding body image has been related to higher levels of body dissatisfaction and unhealthy eating behavior among children and adolescents. Caregivers need knowledge and support on how to cultivate healthy body image for their children and adolescents. Limited studies explore how to parent in a way that promotes healthy relationships with one's body, food, and exercise. I conducted a grounded theory study to explore the experiences of caregivers who integrate tenets of body neutrality. Semi-structured interviews were conducted with 10 caregivers of children and adolescents who self-identified as approaching parenting from a place of body neutrality. Through constructivist grounded theory, I discerned insights regarding how caregivers can support their children and adolescents in developing healthy relationships with their bodies and how this corresponds with self-esteem. Considerations for counselors using body neutrality to support children, adolescents, and caregivers are provided.

Communication skills require students to be able to manage, understand, develop, and create orally and in writing. Teaching methods that generally use conventional models of learning activities that are not formed in groups cause students' science communication skills to be lacking, so learning activities are more teacher-centered. This learning causes students' science communication skills to be challenging to develop, especially toward understanding or science literacy. The development of this science interactive teaching case study aims to develop communication skills towards science literacy of grade VIII junior high school students. The type of research used is the mixed method. This research involved the subjects of Science 1 and Science 2 teachers in class VIII and students from 2 classes with 32 students taught by the two teachers. Data analysis was conducted through transcript coding using N-Vivo assistance and statistical analysis from SPSS statistics and Minitab. The study's results show that from the three indicators described, there are significant differences in interactive teaching carried out by Science Teacher 1 and Science Teacher 2. This is due to the different perspectives held by the two teachers in the communication skills approach used. Science Teacher 1 emphasizes exploration activities more, while science teacher 2 focuses more on discussion activities.

The people of North Kayong Regency-West Kalimantan still uphold the culture of utilizing plants as food, known as North Kayong local vegetables. Preserving knowledge about existing local potential and its utilization can be done through education based on local wisdom or local potential. It can be employed as a tool to enhance the efficacy and significance of education while preserving the unique possibilities of every area. The K13 curriculum is a curriculum of change from conceptual learning to contextual learning. The education process according to regional potential can be done through encyclopaedia media that attracts readers because the encyclopedia contains explicit information and is accompanied by pictures with bright colours. analysis and development, the creation of a local vegetable-based encyclopedia of North Kayong Regency as a biology learning media using a development model (D&D) consisting of six stages, namely: problem identification, description of objectives, design and development, product trials, evaluation of trial results, and communication of trial outcomes. The outcomes of validation and students response trials to the encyclopedia media developed obtained perfect scores. Where the validation test received a value from media experts of 97.08% (very valid), material experts of 90.22% (very valid), and language experts of 88.14% (very valid). Students responded very well to the small-scale (78.83%) and large-scale (84.47%) trials.

Building 21st-century life science skills requires educating participants according to STEM abilities. Therefore, this research aimed to examine the effectiveness and feasibility of the STEM ability assessment framework in the practical learning environment. The study uses STEM coffee preparation experiential activity with a Royal Belgian siphon pot to construct a learning environment in the classroom. The study also develops two assessment instruments, a knowledge concept questionnaire, and an entrepreneurial scientific thinking scale, to examine their effectiveness and feasibility in the STEM learning environment. The results of the content validity index reveal the value of good-grade literature for two questionnaires. Kendall's coefficient of concordance ([omega]) of the four reviewers' responses shows that the inter-rater reliability of the two questionnaires reaches a better level. The Chi-square test found that this STEM learning environment is feasible and effective and will help the participants assess their STEM abilities. The entrepreneurial scientific thinking for preparing beverages of life science is rich in viability and efficacy for instrument creation and assessment. Future research lengthened the extraction process while also improving consistency. Last but not least, more teaching practices and research designs are available. However, the goal is for learners' STEM aptitude to increase practice depth.

A First-Year Seminar course was designed using high-impact practices supporting food justice at a university serving mainly urban, minority, Hispanic, and first-generation students. The course was initially taught using participatory experiential learning but without service-learning. After an urban farm was added to campus to support the institutionalization of a garden-based service-learning program, the course was redesigned to add a service-learning component. Students were required to work at the farm composting, cultivating, and harvesting food for distribution to fellow food-insecure students for a minimum of ten hours throughout the semester. Service-learning students, as opposed to participatory experiential learning students, reported overall greater satisfaction with the course and its activities, had a 3% higher grade point average and a 9% lower drop, fail, and withdrawal rate. Service-learning students expressed a connection to campus community, a sense of feeling cared for, greater awareness of food justice issues and the ability to work toward community-based solutions and grow their critical consciousness. The added service-learning component significantly improved course outcomes and provided much needed assistance in the development of a new garden-based program.

The field of advertising has a structure that shapes consumer preferences and behaviors. The field of advertising undertakes the tasks of reflecting cultural values and norms, reinforcing or changing gender roles, and supporting social responsibility and campaigns. In addition, advertising, whose main purpose is sales, has a structure that shapes and informs society when considered in social dimensions. Artificial intelligence, which is today's developing and rising technology, is a technological tool that brings the physical and digital world together and affects many other fields such as economy, industry, social field, education. It is thought that the widespread integration of these technologies, which we use in almost every aspect of our daily lives, in the education sector has a significant potential for progress. In this context, in this study, the attitudes of students studying at universities in the TRNC towards artificial intelligence applications were analyzed in order to make sense of the impact of artificial intelligence technology used in the field of advertising, which reaches social dimensions, affects social situations and changes with the effects of developing and changing technologies, on students studying. In addition, the impact of advertisements developed with artificial intelligence on education was also analyzed.

Nutrition facts are the details on food packaging that describe its nutritional value, including serving size, calories, macronutrients like carbohydrates, protein, and fat, and micronutrients such as vitamins and minerals. These facts have mathematical concepts that can be utilized as a context for prospective teachers to create mathematical problems. By leveraging this real-world data, educators can contribute to multiple Sustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being), by promoting nutritional awareness, and SDG 4 (Quality Education) by enhancing student engagement and understanding through relatable examples. This study examines the profile of mathematical tasks created by prospective mathematics teachers using nutrition facts as a context that meets numeracy task criteria. Data were collected from 62 mathematical tasks created by 31 prospective teachers attending a realistic mathematics education course on numeracy based on a problem-posing task at a public university in Surabaya, Indonesia. The posed tasks were categorized into solvable or unsolvable tasks and the domains of the level of context use and the level of cognitive processes. Results revealed that the level of context use in the posed tasks varied from zero to second order. Surprisingly, most of the tasks were in the first-order level context. Most posed tasks reached the application level, with only a few identified as reasoning tasks. Interestingly, some tasks coded as second-order context were classified as reasoning tasks. The study provides implications for designing numeracy tasks using nutrition facts and interventions in teacher education related to numeracy task design.

This study investigated the digital existence of the food bank users in a university town in Texas, and subsequently, aligned with the research's pragmatic focus, the researchers designed a training model for these food bank users. Two research questions guided the study: What are the digital existence levels of the food bank users, and what training model would best serve these food bank users? Data were collected by means of a survey from 230 individual food bank users representing households. Additional data included observations and conversations with food bank staff, and documents and materials from the site which provided deeper insights. The study found that the food bank users (1) had little to no broadband connectivity; (2) possessed limited digital devices which revealed significant barriers to their digital existence; and (3) had feelings of desperation, vulnerability and isolation. Regarding training offered at no cost, the food bank users did not show much interest, which was attributed to the food bank users' insufficient digital knowledge. The three-level training model was designed with the following objectives: (1) Prepare participants for training; (2) introduce the concept of "digital;" and (3) teach basic computing and cybersecurity skills. To implement this training, an interactive learner-centric model was created demonstrating collaboration among university instructors, volunteer students and the food bank staff. The study concluded that to exist in digital societies affordable broadband connectivity, needs-based devices, and continual support and training were needed for such underserved groups.

While computer animations have the potential to assist learners in understanding difficult concepts and eliminating misconceptions, studies supporting this claim are scarce. This study investigated how the 7E instructional model integrated with computer animations affected students' conceptual understanding and misconceptions about food making and plant growth. Experimental groups were taught the 7E learning cycle model [7E LCM], and 7E LCM with computer animation [CA] while the control group was taught the conventional instruction method. A two-tiered conceptual understanding multiple-choice test and semi-structured interviews were used to collect the data. ANOVA analysis revealed no significant differences between groups or genders in pre-food making and growth in plant conceptual understanding [pre-FMGPCU] and pre-misconceptions test scores [pre-MC]. There were, however, significant differences in post-FMGPCU and post-MC mean scores, with the 7E LCM with CA showing better results in improving conceptual understanding and minimizing misconceptions. MANOVA revealed no statistically significant difference between male and female students' post-FMGPCU and post-MC results. It was concluded that the 7E LCM with CA enhances students' conceptual understanding and minimizes misconceptions more effectively than other instructional approaches. It is recommended that similar designs be used in biology teaching.

About 20% of the U.S. population identifies as Latine. To engage these audiences, many Extension nutrition education programs have translated curricula and other resources into Spanish. Culturally responsive programs need to move beyond translation and address critical issues and needs specific to Latine audiences. We conducted focus groups with 118 foreign-born Latine adults across one state. Participants were interested in nutrition education programs involving the entire family including children offered by bilingual educators. They also wanted programs that focused on healthy meals that included foods from their culture of origin with common US foods.

Agriculture, food, and natural resource (AFNR) systems need leaders to catalyze positive change. Thus, Extension professionals have consistently developed innovative and impactful leadership programming. In the current study, the alumni of one such program in Michigan were surveyed to evaluate the sustained impact of the program. Program alumni rated themselves highest in Empowerment and Perspective Development and perceived the strongest programmatic impact in Empowerment and Emotional Resilience. These data were further analyzed to create a "Leadership Impact Factor," which illuminates the impact of a program using a single number. Recommendations are made for Extension professionals facilitating similar leadership education programming.

This study investigates college students' current food safety knowledge and food-handling perceptions and utilized an online survey which designed based on previous studies as method. The questionnaire measured respondents' food safety knowledge and perception, and were divided into knowledge, attitudes and perception categories. The results show that college students significantly lacked in basic food safety knowledge as well as food handling skills and implies a high need to develop enhanced food safety resources for college students, especially on topics related to cross-contamination prevention, correct food preparation procedures, time and temperature control, and awareness of pathogens that cause foodborne illness.

The objective of this research is twofold: firstly, to examine the level of local food security and the community members' understanding of environmental education; and secondly, to develop a model that enhances local food security by implementing the environmental education practices of the community residents. Utilized mixed-methods research. Data were gathered via a questionnaire, a group discussion, and a workshop. A total of 378 respondents were chosen for the questionnaire using multi-stage selection, while 45 respondents were chosen using purposive sampling. Furthermore, a total of 32 community volunteers were extended an invitation to participate in the workshop. This study included descriptive statistics and content analysis. The findings indicate that the target communities have an average perception level of 3.19 regarding local food security, while their knowledge about the environment is at a high level of 4.01. The study identifies five key components for establishing local food security, namely: (1) learning local food identity; (2) inheriting local wisdom; (3) transmitting local food knowledge; (4) managing sources of local food; and (5) building local networks.

This article examines two teachers' efforts to re-organize their science teaching around issues of environmental and food justice in the urban community where they teach through the pedagogical approach of community-oriented framing. We introduce this approach to teachers' framing of phenomena in community as supporting students' framing of phenomena as personally and locally relevant. Drawing on classroom observations of remote learning during the COVID-19 pandemic, we took an analytic approach that characterized features of classroom discourse to rate community-oriented framing at the lesson level. Results show that teachers framed phenomena as both social and scientific, and as rooted in students' lived experiences, with classroom activities designed to gather localized and personalized evidence needed to explain or model phenomena. We also share examples of how Black and Latinx students took up this framing of phenomena in their classroom work. By providing a detailed description of the launch and implementation of activities, findings illustrate how community-oriented framing supported teachers in posing local questions of equity and justice as simultaneously social and scientific, and helping students perceive science learning as meaningful to their everyday lives. Community-oriented framing offers a practical means of designing locally and socially relevant instruction. We contribute to justice-centered science pedagogies by conceptualizing transformative science learning environments as those in which students understand their goal in science class as understanding, and later addressing, inequities in how socioscientific issues manifest in their community.

The Australian Early Years' Learning Framework aspires to put democratic participation at the centre of policy and practice by positioning children and families as able, and children as contributing citizens from birth. Examination of current pedagogical efforts to achieve this aspiration are needed to expand knowledge of the supports and challenges experienced in positioning early childhood education settings as democratic learning spaces. This paper contributes to this endeavour by exploring the participatory pedagogies exercised by adults and children to re-imagine mealtimes in an Australian birth-five setting. The research employed relevant aspects of Dewey's experiential education theory, case study and multiple perspectives to provide a holistic view of participants' various lived experiences. The paper critically examines elements within early childhood educators' professional identities and discourses that enabled and constrained one setting's reimagining and transformation of their micro-everyday practice of mealtime. Findings demonstrated how bringing multiple perspectives into dialogue was significant to participants' journey in prioritising democracy in mealtime experiences. This research also highlights the importance of recognising the pedagogical role of the physical environment, and the leveraging of positional leadership.

This qualitative critical narrative inquiry study explored the experiences of 19 students within four universities in a single Southern state that used campus food aid resources such as a food pantry. Using Hurtado et al.'s Multicontextual Model for Diverse Learning Environments (MMDLE), this paper sheds light on how participants discussed the campus climate for students experiencing food insecurity within their respective campuses. Findings unpack students' reflections on a lack of awareness and discussion about food insecurity and food aid resources within the campus community, the role that stigmas played in participants' perceptions and use of campus food aid resources, and doubts they had in accessing these resources. Implications for practice and future research are discussed.

Background: The most effective approach to food allergy management is to avoid consuming the specific allergens that trigger an allergic reaction. It is crucial to make school environments prepared for the potential of food allergic reactions, including anaphylaxis, which is a rare but documented outcome. The high prevalence of anaphylactic reactions in children makes food allergy and anaphylaxis management important topics in schools. Aim: This study aimed to determine the effects of food allergy and anaphylaxis management education on teachers' food allergy and anaphylaxis management self-efficacy and level of knowledge in Türkiye. Methods: This study used a random experimental design with a pre-test and post-test group. The study was conducted with 84 teachers who worked in kindergartens (school year prior to starting Grade 1) and primary schools in a city centre in eastern Turkey between September 2022 and January 2023. Data were collected through a socio-demographic form and the Food Allergy and Anaphylaxis Management Self-Efficacy Scale for School Personnel. Data analysis was performed using t-tests for independent groups, Chi-square tests and McNamara analyses. Results: The average age of the teachers was 31.08 ± 6.70 years, and the average years of experience in the profession was 6.68 ± 6.99 years. All the teachers wanted to learn about food allergy and anaphylaxis management, 59.5% did not know whether their schools had an emergency action plan for food allergy and anaphylaxis, 63.1% reported not having the necessary emergency treatment medicine for anaphylaxis in their school and 57.1% reported having no educated school personnel to administer the first intervention in case of a serious allergic reaction at school. While the mean scale score of the experimental group was 25.88 ± 7.26 before the training, it was 30.78 ± 6.98 after the training. While no differences were detected between the experimental and control groups' pre-test scale mean scores, the experimental group's post-test scale mean score was found to be statistically significantly higher (d = 0.79, p < 0.05). The results also indicate that the rates of providing correct responses to questions regarding what the most common symptom in a student with a food allergy is, and what the first intervention should be when a serious reaction develops in a student, increased significantly level. Conclusions: This study found that the health education given to teachers led to an increase in teachers' food allergy and anaphylaxis management self-efficacy.

A large body of research literature has explored socio-scientific issues (SSIs) in science teaching and learning, documenting the impact of epistemic beliefs on epistemic emotion, which influences student's reactions to complex scientific topics. Often, students' reactions reflect scientific misconceptions, the correction of which may result in emotional and attitudinal changes. However, research has not fully explored the impact of students' epistemic beliefs on emotions and attitudes toward genetically modified foods (GMFs). The purpose of this study was to examine the effects of students' epistemic beliefs on epistemic emotions and attitudes toward GMFs. A quantitative correlational research design was utilized with 78 students at a large private university in the Mid-Atlantic United States. Participants' epistemic beliefs were assessed prior to reading a refutation text and a persuasive text about GMFs. Afterward, they completed questionnaires about epistemic emotions and attitudes toward GMFs. Results indicated that no statistically significant predictive relationship exists between the participants' epistemic beliefs and emotions or between epistemic beliefs and attitudes toward GMFs. However, a statistically significant predictive relationship was demonstrated between negative epistemic emotions and negative attitudes toward GMFs. The scholarly contributions and practical implications of these findings are discussed along with recommendations for future research.

This study addresses the issue of preference for natural versus synthetic products in different contexts, specifically food, medicines, and cosmetics. Participants were 52 students aged 14-15 years from two schools. We analysed the choices and justifications offered by 28 students from one of the schools before and after receiving an instructional module (nine 60-minute lessons over three weeks) focused on decision-making about natural and processed foods. The goal of instruction was not to guide them towards a particular preference (natural or processed foods) but rather to enable them to make well-reasoned and more scientifically-informed decisions. Transfer of learning to the contexts of medicines and cosmetics was also examined. The responses of students in this experimental group were compared with those of 24 comparison students from the other school who did not receive the instruction. Results suggested that the teaching received by the comparison group (based solely on the standard science curriculum in Spain) does not encourage students to abandon assumptions regarding the inherent superiority of natural products, or to justify their preferences in ways that may be considered "on-target" with respect to the secondary-level science curriculum. By contrast, a shift towards more scientifically informed choices and reasoning was observed following participation in the instructional module. However, there was limited evidence of transfer of learning from the food context to the other two contexts considered. Only in the medicines context did the experimental group show minor improvements at post-test, suggesting that students perceive greater similarity between food and medicines than between food and cosmetics.

Purpose: The purpose of this systematic literature review is to examine policy and practice recommendations, along with calls for future research, aimed at addressing food insecurity for community colleges across the U.S. Argument/Proposed Model: This article will provide a detailed methodology for the systematic literature review, as well as the findings gathered from a range of peer-reviewed articles on this topic. The authors analyzed six significant themes that surfaced from the current literature related to policy and practice at the federal, state, local, and institutional levels. Conclusions/Contributions: Six chief themes are discussed in-depth, including but not limited to: important tools and approaches for marketing and communications, data-driven decision-making, and the augmentation of food support with other public benefits and institutional resources. These thematic findings address the issue of food insecurity on community college campuses, and also offer a range of techniques and areas for consideration. This systematic literature review offers a compilation of policy and practice recommendations steeped in actionable strategies for researchers, policymakers, campus leaders, and practitioners alike. The strategies can be implemented and/or tailored to meet the needs and nuances of any community college population.

Aggressive and violent behaviour is a challenging psychiatric emergency to manage, especially among vulnerable categories such as patients with Intellectual Developmental Disorder. Although there is some evidence that clozapine may be useful as an anti-violence compound, its use is limited by common metabolic complications. An adult patient presented with obesity, type II diabetes mellitus, compulsive food intake, severe Intellectual Developmental Disorder, and a treatment-resistant aggressive behaviour. Clozapine was administered resulting in reduced aggressive behaviour. Unexpectedly, a reduction in the food craving as well as a sustained improvement in both anthropometric parameters and glycemic control were observed during the clozapine treatment. Our case report, describes these findings for the first time, highlighting the need for more clinical research to investigate both the efficacy of clozapine in the Intellectual Developmental Disorder populations and its long-term effects with special regard to the metabolic outcomes in this type of patients.

Feeding challenges are a significant concern for autistic children. Literature has yet to comprehensively characterize feeding challenges for autistic children. Further research is needed to understand predictors of feeding severity and identify opportunities for screening and intervention. The purpose of this study was to characterize the presentation of feeding challenges in autistic children and identify predictors of feeding challenge classification and severity. Data from a national cross-sectional survey of caregivers (n = 427) of autistic children with feeding challenges was used. Feeding challenges were characterized using descriptive statistics. Autism diagnosis age and age of onset of feeding challenges was compared using non-parametric testing. Bi-directional stepwise multivariate linear regression was used to identify significant predictors of feeding challenge scores. Sensory-based feeding challenges were the most common. Age of onset of feeding challenges was significantly lower than the age of autism diagnosis. Early feeding challenges differentially predicted feeding challenge severity and classification scores. The results of this study identify the relationships among early feeding challenges and the severity and classification of feeding challenges in later childhood. Results demonstrate the importance of early monitoring of feeding challenges. These findings can be used to inform the identification of critical timepoints for intervention.

We conducted a systematic review of the literature to evaluate the quality of the dietary data and the methods used to obtain them in studies with children and adolescents with ASD. The search of PsycINFO, PubMed, SciELO, and Web of Science using SPIDER strategy retrieved 1975 studies. Data on dietary intake assessment methodologies were extracted. Eighty-nine studies were included. Food records and food frequency questionnaires were the most frequent dietary assessment methods. Overall, studies presented a low quality score. Most of them did not report dietary assessment of bias, description of dietary method application, validity, sensitivity analyses, and statistical adjustments. Future studies must improve the application of dietary assessment methods to advance scientific evidence related to nutrition in ASD.

Background: Culinary nutrition education can support improved diet-related health and wellbeing. This pre-post pilot study aimed to assess feasibility and acceptability of an eight-session culinary nutrition programme, the Food and Lifestyle Information Programme (FLIP), for adults with mild-to-moderate intellectual disability. A secondary aim was to evaluate preliminary programme effectiveness. Method: Participants were recruited through a disability service provider. Feasibility measures were: recruitment and retention; implementation; engagement and participation; adverse outcomes; and feasibility of outcome measures. Acceptability was assessed using an interactive process evaluation. Effectiveness measures included cooking frequency, cooking and food skill confidence and diet quality. Results: Six of eight participants completed the intervention with high attendance and programme engagement. FLIP was well received by participants and support workers. No adverse outcomes occurred. Diet quality was feasible to assess. Conclusions: Findings can inform content, delivery and evaluation of future culinary nutrition programmes for adults with mild-to-moderate intellectual disability.

Background: The origin of inequalities in health outcomes has been explained by health selection and social causation models. Health selection processes operate particularly at school age. We study, if student allocation to teaching groups with aptitude tests (selective vs general class) differentiates adolescents by health behaviors and mental health. Methods: Finnish schoolchildren 12-13 years from 12 selective classes, n = 248; 41 general classes, n = 703 answered a questionnaire on addictive products (tobacco, snus, alcohol, and energy drinks), digital media use, and mental health (health complaints, anxiety, and depression). Structural equation modeling was conducted to identify structures between outcomes, SEP (socioeconomic position), class type, and academic performance. Results: Students in the selective classes reported less addictive digital media and addictive products use than students in the general classes. Differences in academic performance or SEP between the class types did not solely explain these differences. Mental health was not related to the class type. SEP was indirectly associated with health behaviors via the class type and academic performance. Conclusions: Selecting students to permanent teaching groups with aptitude tests differentiates students according to risky health behaviors. The impact of education policies using student grouping should also be evaluated in terms of students' health.

Background: This paper presents the process taken by a nonprofit educational organization to create authentic evaluation tools for Food Education in K-12 schools. Development was a collaborative effort between organization staff and teachers during an Evaluation Summit. The program background, development of the Summit, and plans for post-Summit work continuation are described. The Summit included 14 teacher participants (3-4 per grade band in preK-1, 2-5, 6-8, 9-12). Methods: The process of tool development was captured via direct observations and analysis of artifacts (eg, participants' brainstorming chart paper, online development documents) to identify themes in successful approaches and challenges. Additional post-Summit activities were also captured via surveys and artifacts. Outcomes of this work are outlined, including the challenges in carrying out the creation of authentic assessments that accurately reflect the classroom teaching experience, and the value of in-person community building in the Food Education space. Results: Key findings relate to the importance of in-person collaboration amongst teachers, centering students in evaluation, and equity and accessibility in tool development. Conclusions: Although outlining challenges and outcomes was not an a priori goal of this work, it provides important information for others working in the education nonprofit space--especially as it pertains to new approaches to classroom evaluation.

This study explores a "design fiction" approach in an educational context by applying it to a third-year industrial design studio class. The "Food Futures" project is conducted with thirty students in the design studio. We approached the future of food using a design fiction approach since the combination of food and design is a highly complex and social issue that requires a systems-level change. The project started with a design fiction workshop to adapt the approach to the class. After the students had written their briefs in the context of the future storyworlds, the project continued with weekly critique sessions. The data is collected through the project outcomes, recordings, and questionnaires. A methodological discussion about using this approach in the educational context is presented based on the collected reflections. We argue that design fiction can be used in studio projects for research and idea-generation phases to support divergence processes through building storyworlds. Furthermore, we examined how this approach can be integrated into design education based on how students defined their limitations considering their visualisation techniques and design intervention levels (product, product-service-system, spatio-social) within future storyworlds. Imbued with the ability to envision socio-technical environments, we see design fiction as a useful tool for adapting industrial design education to emerging approaches such as systemic design and transition design.

This article describes a laboratory course designed for nonmajors with a focus on food chemistry. The course can be delivered in a traditional format or in a fully remote, asynchronous format. The course is designed for students to develop an understanding of how chemists view the world and how chemists generate knowledge. Food chemistry was selected as the topic because it taps into the popularity of food and cooking in the larger culture, the topic directly connects to the lives of students, and reagents and materials can be safely used and disposed of at home. Although food and cooking are themes throughout the course, it is not a cooking course; students use food as a medium for scientific exploration. This course has been taught three times during summer terms in 2019, 2020, and 2021 and has been well-received by students. The course's focus on learning the process of doing science rather than content knowledge allows for course assessments to focus on whether students are learning the scientific method (i.e., posing and testing a hypothesis, identifying sources of error, determining uncertainty, analyzing results, etc.).