Journal articles on the topic 'Degree Discipline: Tourism'

In order to promote the prosperity and development of the research on “regional tourism performance” and better guide the practice of regional tourism development, this paper gives a basic and comprehensive review of the research activities on “regional tourism performance.” Data were collected from 418 English papers (2004–2020) collected from the Web of Science database. This study uses CiteSpace and Gephi to analyze the development of the thematic research from four dimensions: research overview, knowledge base, discipline structure, and research frontier. The study found that “regional tourism performance” is still a hot spot of the future. The existing literature on “regional tourism performance” mainly focuses on constructing models, exploring influencing factors, and innovating management models to improve tourist satisfaction, enhance regional tourism competitiveness, and promote regional economic growth. Panel data, entropy index, data envelopment analysis, bootstrap truncated regression models, coupling coordination degree, and spatial variation are the main research methods. Since 2016, cultural tourism, heritage tourism, rural tourism, tourism destinations competitiveness, and regional tourism governance have become hot topics in the thematic research. This paper is helpful to improve the research efficiency of the thematic research, promote the theoretical results to better guide the practice, and improve the level of regional tourism performance. However, this paper has limitations in terms of concept differentiation and data accuracy.

This article is dedicated to the problems of implementation of competence approach in the Bachelor’s Degree Program in Tourism in the course of studying an academic discipline “Human Being and Their Needs”. The response of tourism industry to the challenges of modernity became the introduction of universal standards in the area of higher education aimed at formation of competences among the future specialist in tourism sphere that would allow tourism agencies to successfully compete on the market of travel services. The article illustrated the creation of academic content of the discipline that corresponds to the modern educational standards. The following conclusions were made: 1) educational strategy is defining for the formation of student’s competence within the framework of the course “Human Being and Their Needs”; 2) a student acquires a unique set of skills related to identification of the needs of “collective subject” as an agent of culture who consumes travel product; 3) globally, the sphere of tourism currently experiences shortage of human resources possessing the knowledge and competences in the area of anthropology of tourism that allows studying the dynamics and structure of modern tourism, which became one of the leading anthropological practices of a person of postindustrial society.

The process of making career choices is complex since there are diverse factors affecting students’selection of programs when they enrol in higher and tertiary institutions. Just like in any other discipline,tourism and hospitality management graduates are affected by various factors when deciding theircareers post-graduation. Preliminary studies have shown that a significant percentage of tourism andhospitality graduates divert from tourism to some other, sometimes totally unrelated, industries foremployment. This study seeks to discover tourism and hospitality degree graduates’ perceptions andcareer attainment in Zimbabwe. The following critical questions were asked in order to achieve theobjective of the study; Why do they enrol for the tourism/hospitality program in the first place, that iswhat factors affect the students’ selection process of tertiary education programs? and why do someend up in totally different fields after graduating? Qualitative research approach was adopted in orderto understand the graduates’ perceptions, data was collected by the way of interviews. Data wasanalysed using the thematic approach. Findings revealed that while most of the graduates are employedin the tourism and hospitality industry in Zimbabwe, they are not satisfied with their jobs. Some feel thatthey studied tourism/hospitality as a last resort hence they do not have satisfaction while others areonly in the industry because they do not have an option. Poor working conditions and poor remuneration were also cited as causes of dissatisfaction. There are however a significant number who do not regrettheir career choice.

Tourism and hospitality management education is relatively new in Nepal, with only four major public universities offering a bachelor’s degree programme. The curriculum is generally focused on managerial training and has a business orientation. In addition, the curriculum development process in Nepal follows a standard content-based method whereby individual faculty members are assigned to develop courses based on their expertise. This process does not permit input and/or engagement from industry stakeholders, which, given the applied nature of the tourism and hospitality discipline, is a major limitation. Recently, there have been growing interactions, especially by private institutions, to develop linkages with industry with respect to internships and job placement; however, an active role in curriculum input and development is non-existent in the country. This article presents a case study of industry involvement in tourism and hospitality management curriculum development in Nepal. The author outlines the background of the partnership, the process and the final curriculum product. This project is the first case of industry involvement in curriculum development in Nepal and has significance for other such partnerships in the country.

Purpose – The purpose of the paper is to present a review of the human resources (HR) research that has been published over the past ten years in discipline-based and hospitality-specific journals and identify key trends and opportunities for advancing future research. Design/methodology/approach – The paper takes the form of a critical review of the extant literature in the general HR management and hospitality HR management fields. Findings – A comparison of the findings shows a substantial degree of overlap in the themes and results that have been generated to date. However, several hospitality studies have identified a number of variables that appear to be particularly relevant for labor-intensive, service-focused settings. As such, context-specific factors should be considered in efforts to advance our understanding about the ways in which hospitality HR systems may impact a wide array of individual and organizational outcomes. Originality/value – The results offer a foundation for advancing future hospitality HR research.

The service sector provides employment for more than 70% of the active population in developed countries, in areas as varied as tourism, commerce, logistics, finances, services, and personnel, amongst others. Despite the fact that society increasingly needs more professionals who are oriented towards this sector, there are hardly any specific plans that will provide them with appropriate training. The appearance of service science, management, and engineering (SSME) has led to a significant advance as regards understanding the skills required by a service professional. It is a transdisciplinary field that integrates aspects of business management, along with information and communication technologies and engineering, and social sciences, in addition to providing the foundations for the growth of sustainable business. This paper presents a curriculum for the training of professionals in service engineering, which has been designed and taught at a Spanish public university. This curriculum, which the university created in collaboration with SSME experts and service sector companies, stands out for two reasons: the transdisciplinary approach employed, which is one of the features of this emerging and integrative knowledge discipline, and the fact that it is providing a response to the need for higher education curricula for sustainable business development. The paper describes the method followed to create the curriculum for the Bachelor’s Degree in Service Engineering, a comparative study with other related degrees, and the results of the deployment of the degree in terms of employability.

Increasing student persistence rates is imperative in higher education, as less than 60% of those who initially enroll in college full-time finish with a certificate or degree. Educators must ensure students are engaged with many facets of their educational experiences. Two strategies through which educators can engage students in the classroom, approaches to learning and learning styles, were examined. Researchers then assessed the relationships between these strategies and student success in the course (quiz scores and overall course grade). Findings suggest that the self-reported learning styles of students enrolled in sport management courses have little impact on student success. Thus, support was not found for the learning styles hypothesis. However, approaches to learning warrant attention, as students who employ strategic study skills are likely to achieve significantly higher course outcomes compared with those who utilize deep or surface study skills in the sport management discipline.

This study investigates the different challenges and opportunities encountered by Filipino flight attendants, who used to work with local airlines, to create empowerment sessions for tourism students who intend to be flight attendants but will later find themselves transferred to another field. The notion behind the empowerment sessions was guided by empowerment theories, in general. The researchers interviewed via an emailed list of questions guided by the research questions Filipino flight attendants who worked in a local airline until saturation was reached at five participants. The narratives from the participants were textually and thematically analyzed to surface themes relevant to successful career shifting among flight attendants. Focal areas of development were identified from the narratives and themes and mapped in a matrix aligning them with existing courses in the Tourism Management curriculum of St. Paul University Manila, and the relevance of those courses to flight attendants before, during, and after their career in the airline industry. The study found that there are different challenges awaiting flight attendants after they leave said careers. Some encountered the challenge of looking for other kinds of jobs in a different company, how to adjust to their new, and how to deal with new responsibilities in a different field as a supervisor or entrepreneur. The study identified ten focal areas of development that could be cultivated in empowerment sessions within existing General Education and major courses of the said degree program. The study recommends that the same mapping should be done in all programs to empower students from any discipline at any point during their formation in the university and to optimize the value of academic courses in the lives of students.

Purpose The purpose of this paper is to examine the factors affecting the academic outcome of real estate students in a specialized Federal University in Nigeria. Furthermore, this paper investigates the phenomenon of publication bias in the extant literature as such evidence poses severe threats to the validity of empirical findings on factors affecting the degree outcome of undergraduate students. Design/methodology/approach The standard statistical approach adopted was to examine whether the reported coefficient estimates from ten empirical studies (105 observations) are independent of their standard errors by employing both ordinary least squares (OLS) and weighted least squares (WLS). In this paper, this approach enabled evidence of publication bias in the cited literature to be refuted. In addition, data were also collected on the academic measure and demographic information of 449 students who graduated between 2005 and 2011. For the purpose of analysis, the study utilized a stepwise logistic regression technique to examine the factors impacting on the degree outcome of real estate students. Findings The results of the OLS and WLS regression indicate that there is no significant evidence of any empirical effect of publication bias in the extant literature. The results of the logistic regression also revealed that grade point average, gender differences, prior knowledge of real estate discipline and potential difference in year of enrollment impact on students’ academic performance in terms of their ability to graduate at first attempt. In addition, factors such as age, marital status, high school grade and geopolitical/ethnic background of undergraduate real estate students do not influence their opportunities to graduate at first attempt from the university. Research limitations/implications This paper focuses only on one specialized university of technology offering a bachelor’s program in real estate in Nigeria, so as to remove any extraneous factor(s) that could be present in the other institutional settings where students have completed such program. Extending similar study to tertiary institutions in Nigeria that share similar geographical characteristics and institutional settings can produce far-reaching generalization. Originality/value This paper contributes to the scanty literature on factors affecting the academic performance of students in an undergraduate real estate program in Nigeria. A scientific element of novelty in this paper is the evidence of the absence of the underlying effect of publication bias in the extant literature on students’ academic outcome in tertiary institutions. Findings from this study serve as the basis for university officers to monitor significant transitions in real estate students’ academic progress, so as to identify those who are unlikely to graduate at first attempt early at the entrant level. Generally, the outcome of this research could provide faculty and admission officers in tertiary institutions with complementary information in arriving at an informed decision in a non-discriminatory admission process.

Purpose. The aim is to identify the main determinants of tourist activity among seniors in different countries, on the basis of literature. Method. Study of literature. Findings. Literature analysis has demonstrated that some of the most important factors affecting tourist activity of seniors comprise: age, medical condition, gender, nationality, income level, travel company, education, travel companion and a place of residence. Research limitations and conclusions. The discussion has been based on a selection of literary works available in contemporary Polish and international literature. It should be noted that most of the presented results concern the studies of both one-off and short-term character that relates to specific social and geographical contexts. Accordingly, the presented conclusions are subject to a certain degree of subjectivity resulting from the selection of sources. Practical implications. Recently, there has been a significant increase in interest regarding the issue of senior tourist activity in Poland, especially among representatives of various scientific disciplines. However, the issue of the significance of the elderly to the tourism economy as well as the availability of offers for seniors still requires awareness-raising activities among practitioners. For this reason, the presented overview of conditions concerning the tourism of seniors may contribute to increasing interest in this problem among tourist business representatives and people responsible for tourism policy. Originality. The article presents a condensed overview of selected factors influencing tourist activity among seniors in different countries. Type of paper. Review article.

Against the background of the renewal of approaches to the development of geography education, the formation of national-patriotic consciousness among students, the introduction of pedagogical technologies into the educational process in order to study the characteristics of their native land, the question arises of the need to modernize the training of future geography teachers in local lore and tourism work. The purpose - to theoretically substantiate and experimentally check pedagogical conditions of preparation of future teachers of geography for local lore and tourist work on the basis of the competence approach. 236 students majoring in "Geography and Biology" with a bachelor's degree formed a control group and 232 - an experimental group. The pedagogical conditions of training of future teachers of geography for local lore and tourist work on the basis of the competence approach are defined and realized: stimulating positive motivation to study local lore material in the disciplines of the cycle of general (fundamental) and professional (scientific-subject) training and disciplines of additional specialization "Local lore and tourism work"; acquisition of knowledge, skills (competencies) for the implementation of local lore and tourism work through the optimization of student groups; intensification of the experience of local lore and tourism work during educational and pedagogical practices. The effectiveness of pedagogical conditions is proved by the results of the formative experiment: the number of students with a high level of local lore competence in the experimental group increased, while in the control group the same indicator did not increase significantly. The results of the study indicate a dynamic positive change in the formation of local lore competence of experimental groups under the influence of the proposed innovations.

The article is devoted to theoretical issues in the field of educational tourism. It examines the origins of the concept of «educational tourism» and provides some options for definitions of key components – «education», «tourism». The article describes the interpretation of the concept of «educational tourism» domestic and foreign authors. 69 Basic principles of educational tourism. The degree of scientific and practical novelty is taken by the author who tries to highlight the principles of educational tourism through informative data about the concept and types of educational tourism in accordance with recognized classifications. The author identifies eight principles, six of which are directly to consider the directions of tourist activity. Based on the definition of «educational tourism» a systematic and pedagogical principle provides. According to the existing classifications of this type of tourism, highlights the layering, are evidence of this assertion. Educational tourism involves learning specific disciplines, so there is a possibility of extension of the principle of interdisciplinarity. Educational tourism has the gradation of destination, in accordance with what is determined by the principle of interculturality. Another fundamental principle of educational tourism is called the principle of carrying capacity. These principles of educational tourism are illustrated by diagrams. Customer orientation and temporal constraints are considered applicable for all types of tourism, including educational. The author attempts to bring the methodological principles of implementation and development of educational tourism, according to the conceptual apparatus of the recognized classifications and other legislative acts listed in the article documentary sources. This tourist activity is relevant, widely spread in the world industry and is developing in Russia. A detailed study of the theoretical aspects, highlighted by the author in this article is required to be examined in practical issues. The article can be useful as introductory material for novice scientists, undergraduates, students and teachers in the preparation of notes to English classes.

Globalization, which is one of the major lines of development in the sphere of education, requires that a common education space be created and different systems of education be made compatible. Russian HE institutions improve academic mobility through developing double degree programmes in partnership with non-Russian HE institutions, which brings to the fore such issues as a joint curriculum development, and alignment of core curricula of partner-HE-institutions though content cross-pollination. The article deals with the approaches to double degree undergraduate programme as developed by the Russian State University of Tourism and Service (Moscow) for the Bachelor in Management programme and the International Business School (Budapest) for the BA in Business Studies. In the article, the authors identify the key components of the double degree programme as jointly developed by the Russian State University of Tourism and Service and the International Business School: the specifics of the curricula and syllabi of the two institutions, the procedure of credit transfer, the content of the teaching materials of the disciplines involved, formative, summative, and final academic assessments. The authors emphasize the difference in the workload of the disciplines on the curricula, and conclude that the curriculum currently employed by the International Business School is more application-driven, while that employed by the Russian State University of Tourism and Service is more theory-driven. The authors also identify discrepancies in the number of elective courses, with the Russian State University of Tourism and Service offering 14 elective courses in 2011, which is 9 courses more than in 2010 and 4 courses more than offered by the International Business School.

<abstract> <p>The pandemic due to Covid-19 ushered Italian universities into the world of digital education, with geography being one of the disciplines that derived multiple benefits from a worldwide, technological transition. Our contribution focuses on the Turin experience of Cultural Geography teaching for the degree-courses of Languages and Cultures for Tourism (Undergraduate course) and of International Communication for Tourism (Master's degree-course). It highlights how the combined use of Moodle, WebEx, Google Earth, and Instagram stimulated an interest in a traditionally neglected subject, but also offers food for thought on the use of the same technologies in teaching Italian language, through geography, in US universities.</p> </abstract>

Paul Omerod's recent book, The Death of Economics, provides the background to this paper. As Omerod's book laments the state of mainstream economics it seems an appropriate time to subject economics for tourism degrees to similar critical scrutiny. There has been a rapid growth in institutions offering degrees in tourism, from none in 1985 to 40 and rising by 1995, and economics has generally been part of the package on offer to students. This paper starts by outlining three serious challenges to economics both as a discipline and as educational knowledge for tourism students. It then examines how the educational package of economics is framed, and from this concludes that economics courses may arise more from accident (or inertia) than design, or that the design may not be appropriate for current needs. It therefore suggests that there is considerable scope for the re-framing of introductory economics for tourism students. In the light of the criticisms of economics expressed in the first section, a model curriculum for tourism economics is proposed, and ways in which such a model might be promoted and developed are explored.

The aim of this research is to explore the degree to which women face various barriers that prevent them as a worker in the tourism sector, in the city of Aqaba located in Jordan, from obtaining upper-level positions. These include internal business structural barriers, societal barriers, governmental barriers, situational barriers, and personal barriers. A total of 200 questionnaire containing 27 items was used to collect information from women who are working in the industries of tourism and hospitality. Results of the current study revealed that all the above barriers are applied to moderate and low levels in which the range of the mean score are 2.16-3.35 out of 4. This study shall provide important feedback to decision-makers to enhance and empower the women further in the tourism and hospitality disciplines specifically in Aqaba city.

This article analyzes the current state and prospects of mainstreaming sustainable tourism in the basic educational programs of Russian universities, as well as identifying obstacles to the expansion of research topics in the field of sustainable tourism in Russia. The overview of Russian works in the field of sustainable tourism demonstrates that the most studied are natural, environmental aspects of sustainable tourism development in terms of long-term interests of society, while the social and economic dimensions of sustainable development of tourism are presented by a limited number of fragmented works. This situation in the domestic tourism science greatly contrasts with the ways of international tourism research in this area, where can be found a more balanced mix of studies, as the share of socio-economic research in the total volume of works on sustainable tourism is much higher. A significant lack of research on the socio-economic aspects of sustainable tourism development is established by content analysis of domestic and foreign publications, and by their comparative analysis. Thematic focus of international projects on sustainable tourism in Russia is also analyzed to arrive to some indicative conclusions. The only comprehensive project in the field of sustainable tourism is currently under way between the Russian State University of Tourism and Service and Telemark University College (Norway), and in many ways it is still the first and only one. The main reason for the observed bias in domestic research, according to the author, is a strong starting position of natural sciences in comparison to social onesl. Another reason may be the rigidity of domestic tourism researchers of the humanitarian and economic profile in relation to the issues of sustainability, when Russian economists and specialists in humanities are under the influence of more successful researches in natural science and they underestimate the whole palette of concepts and approaches of socio-economic nature, relevant to the issues of sustainable tourism, and that is the reason why they are mentally limited to just the recognition and enumeration of the most obvious and basic socio-economic aspects of sustainable tourism (such as local employment, infrastructure development, replenishment of local budgets, integration into the world economy), and do no not go further, do not proceed with conducting specific studies within broader and more concrete settings of sustainability issues. The issues of sustainable tourism in domestic tourist education are even less represented than in science. Over the past few years, only six Russian universities as part of their basic educational programs offered individual subjects to study sustainable tourism. To this can indirectly be added another dozen or so universities that offer disciplines in eco-tourism, and about two dozen universities offering courses on sustainable development, including some problems of tourism development. And only one university in Russia offers modules in sustainable tourism at the Master level, and that institution delivers three subjrects on sustainable tourism. It seems that the main problem in the Russian tourist education in the context of sustainable tourism is in some sense too &#34;respectful&#34; attitude to the subject of sustainable tourism, when it is believed that students should &#34;grow&#34; up to some level to get acquainted with this concept at a Master degree course of studies. In Europe, the concept of susyainable tourism is more culturaland widespread, and it is brought to bachelors just in more simple words and then at the Master level it is just taught with a higher academic rigor. This approach is in general culturally and professionally more productive. The second advantage of the European way of teaching sustainable tourism is that there is a much greater linkage between the concept and the context of small businesses, in other words sustainable developed not necessarily linked to the context of destination development and planning. Therefore, sustainable tourism is quite often studied in business schools. In his publication the author tries to draw the attention of the national scientific community to the problem of conceptual and epistemological backwardness of the Russian tourism science in comparison to the international tourism science when it comes to sustainable tourism issues. Present deficiencies in socio-economic research and educational programs can be eliminated within a few years if the national scientific and educational communities duly appreciate the whole range of issues of sustainable tourism and the promising outlook for research and educational programs in this field.

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Presents a trend of doctoral research activities undertaken in social sciences across the institutes of higher learning in India. The study is based on the secondary data compiled from the bibliography of doctoral dissertations, </span><span>published on an annual basis by the Association of Indian Universities in India, in the field of social sciences during </span><span>2010-2014. The study revealed that in all, 5788 doctoral degrees were awarded across 171 institutes of Higher Learning in India in as many as 17 different social science subject disciplines, with an average of 340.47 doctoral </span><span>degrees in each subject field. On an average, each individual, institution has awarded 33.84 doctoral degrees. </span><span>Education, commerce and economics are the three leading subject disciplines, in which maximum doctoral degrees were awarded, while as Tourism stands at the bottom. Similarly, at the state level, the maximum doctoral degrees were awarded from Gujarat, which is followed by Maharashtra and Andhra Pradesh, while as at institutional level; Dr B.R. Amedkar Marathwada University, Jawaharlal University and Maharishi Dayanand University are the three leading institutes across the country, which awarded the maximum number of doctoral degrees. </span></p></div></div></div>

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Presents a trend of doctoral research activities undertaken in social sciences across the institutes of higher learning in India. The study is based on the secondary data compiled from the bibliography of doctoral dissertations, </span><span>published on an annual basis by the Association of Indian Universities in India, in the field of social sciences during </span><span>2010-2014. The study revealed that in all, 5788 doctoral degrees were awarded across 171 institutes of Higher Learning in India in as many as 17 different social science subject disciplines, with an average of 340.47 doctoral </span><span>degrees in each subject field. On an average, each individual, institution has awarded 33.84 doctoral degrees. </span><span>Education, commerce and economics are the three leading subject disciplines, in which maximum doctoral degrees were awarded, while as Tourism stands at the bottom. Similarly, at the state level, the maximum doctoral degrees were awarded from Gujarat, which is followed by Maharashtra and Andhra Pradesh, while as at institutional level; Dr B.R. Amedkar Marathwada University, Jawaharlal University and Maharishi Dayanand University are the three leading institutes across the country, which awarded the maximum number of doctoral degrees. </span></p></div></div></div>

Purpose. The research aims at multi-faceted study of global communication competence, which is a vital soft skill for professional development of students, acquiring their degrees in sport and tourism. Materials and methods. Qualitative research methods applied in the research include theoretical analysis of relevant scientific findings, synthesis and modelling, pedagogical observation and evaluation. Quantitative analysis relates to questioning and data processing, in particular, 50-question Intercultural Quiz, conducted among 352 students of NUUPES and NUFT. Results. The conducted research of global communication competence of the first and fifth year university sport and tourism students shows clear correlation between the level of education and gained global communication expertise, presented by the communicative skills of critical thinking and cooperation. The analysis of statistic data has proved that along with improved self-awareness, disciplines more than doubled students’ global communication competence within five academic years. In addition to quantitative improvement, the quality of the intercultural communication is enhanced, as essential professional skills are gained in the sphere of students’ future occupation. Professional orientation of global communication competence outlines sportive and medical inclination of NUUPES students’ higher education, and tourism and hospitality focus of NUFT students’ training. Conclusions. The results of the study have proven that contemporary university students who get degrees in the fields of sport and tourism perceive culturally-bound information when attending their on-line and off-line academic courses and participating in various multicultural events in and outside university setting. In this way they acquire attitudes and values of self-awareness and recognition of ethnical diversity. Established values transform into production and result in implementation of culturally aware behaviour, represented by a high level of self-evaluation and persuasion abilities directed to effective, yet tolerant way of problem solving and shared responsibility.

Abstract This research aims to highlight the efficacy of the use of Information and Communication Technology as a didactic teaching, learning and evaluation method for improving the instructionaleducational process within the tourism high school. Our research, which took place in 12 high schools with classes in Tourism and Nutrition in the County of Constanta between 2013 and 2016, was based on two variables: the independent variable - represented by the continuous, systematic use of ICT methods in teaching and learning content at the disciplines included in the curriculum Tourism and Nutrition at different levels of study and the dependent variable - which depends and changes according to the independent variable: the specific skills, the degree of understanding and assimilation of the specialized contents. In this article we will present the experimental phase in which the actual research was carried out on two parallel groups of subjects: an experimental group (where ICT methods were used - the coordinating teachers created virtual classes on the educational platform www.easyclass.com) and a control group (in which classical didactic methods were used) and the postexperimental phase in which tests of knowledge assessment were applied to both the experimental classes and the control classes. The post-experimental step allowed the measurement of the dependent variable in the two samples of subjects, experimental and control, and the comparison of the initial data with the final ones. For this purpose, tests for assessing the knowledge acquired by the pupils in the experimental and control classes as a result of each unit of learning included in the content sample were applied. These tests were created depending on the specific and derived competences of each unit of learning, following the extent of their development at the pupils in the two samples.

The article analyzes and defines the groups of competencies in the preparation of future masters of physical culture and sports. The content of the professional competence of masters of the specialty - 017 "Physical culture and sports", studying under the educational and professional program "Training activity in the chosen kind of sport" has been clarified. The gradual entry of Ukrainian education into the European educational space requires the unification and modernization of the training system for specialists in physical culture and sports, whose field of activity consists of Olympic education, physical culture, sports, motor recreation and rehabilitation, promotion of a healthy lifestyle, tourism services, and management, institutions of extracurricular and specialized education of a sports profile, etc. Graduates of a sports institution can work in appropriate positions in institutions, organizations, enterprises in the field of physical culture and sports, as well as in higher educational institutions, the qualification requirements of which provide for a master's degree. A variety of options where a graduate of a specialized sports higher can find employment is indicated in educational and professional programs, however, it should be noted that the priority task is to train trainer-instructor in the selected sports for children and youth sports schools. When studying in a specialized institution of higher education, future trainer-instructor form professional competencies in the process of studying professional disciplines. The introduction of the standard of higher education in specialty 017 "Physical culture and sports" for the second (master's) level of higher education specified the content and list of competencies that should be formed in a future specialist of the relevant industry. The unification of the learning outcomes defined in the standard will stimulate teachers who provide the educational process to create new courses of disciplines and develop curricula in accordance with state requirements, increase the mobility of applicants in the education process, expand the opportunities for internships and internships in educational institutions of other countries, and etc.

Abstract The reflections presented in the paper are not normative (in general, it can be said, that they do not create moral values and demands). The presented reflections particularly stress the sense, essence, meaning, and identity of sport in the context of moral demands. A disquisition pointing out that sports and sport-related doping can be situated beyond the moral good and evil must be considered precisely as metaethical, and leads in a consciously controversial way to fully defining the identity of sport in general, as well as the identity of particular sports disciplines. These reflections also refer to the issue concerning the identity of sports philosophy, i.e. general deliberations and specific issues concerning, for example, the factual and cognitive status of normative ethics in sport. It is impossible to overestimate the role and meaning of metaethical reflection in the context of substantiating moral demands in sports as well as in the context of practical results of expectations. This metaethical reflection not only extends self-knowledge, but also contributes to the metaphilosophy of sports. The degree of the development of self-knowledge - both the metaethics of sports and the metaphilosophy of sports - is also a very important declaration, and a sign of general maturity of the philosophy of sports (Kosiewicz 2008/2009, pp. 5-38)

Abstract Introduction: A purpose of the work was diagnosis of chosen lifestyle elements of disabled athletes, compared to inactive disabled persons, characterized by similar kind and the degree of disability. Material and methods: The questionnaire survey was conducted on 150 disabled persons (31 women; 119 men), from among 98 were active athletes (wheelchair fencing n=32; wheelchair rugby n=31; table tennis n=14; basketball n=9 and other disciplines n=12). Totally 52 inactive disabled persons were in a control group. Juczyński’s Inventory of Healthy Behavior (IHB - where health behaviors are being judged in four categories: eating habits, preventive behaviors, the psychological attitude and health practice) and an author's questionnaire about lifestyle were used as a research tool. Results: Results show that physically active persons are paying the greater attention to healthy lifestyle than non-active. The total rate of health behaviors (HBR) was higher in the group of athletes (p=0.071). The biggest differences (p=0.000) were noted in eating habits and the smallest in preventive behaviors (p=0.408). Disabled athletes more easily cope with typical problems of the everyday life (like architectural barriers, social isolation). Also they have more often undertake paid work and take part in other fields (culture, tourism). Conclusions: During examination a positive effect of the practicing sport on health behaviors, the frame of mind, self-assessment and participation in the social and professional life was proved. So it seems reasonable to promote sport and physical activity among disables people.

Purpose. The purpose of the study is ecological-geographical analysis of nature management in Ivanichi district of Volyn region. Method. During the scientific work the following methods of socio-geographical research were used: cartographic, comparative, observation, generalization, analysis and synthesis. The statistical method calculates the indicators of transformational changes by types of natural resources. The method of geoinformation modeling of the state of the processes of nature management and their development made it possible to reveal the relationship of transformed resources with the factors of influence. Results. An ecological-geographical assessment of nature management in the Ivanichi district of Volyn region has been carried out. The basis of the economic complex of the district is agriculture and processing industry. On the other hand, mining and machine-building industry prevail in the structure of Novovolynsk city economy. The influence of both natural and technogenic processes and factors on the formation of ecological and geographical situation in the territory of the district is substantiated. The specific combination of environmental management has led to the spatial differentiation of environmental stress and the varying degree of its implementation in the form of a spectrum of hazardous processes. The scientific novelty is the ecological and geographical determination of the types of economic nature management in the Ivanichi district of Volyn region. The analysis of the impact on the formation of the ecological situation in the area and the proposed measures for its optimization are carried out. Practical importance. The results of the study can be used in the educational process of the East National University named after Lesya Ukrainka in teaching a number of geographic and tourism disciplines. The results will find their application in the legislative and executive work of local governments in the development of programs for socio-economic development of the territory. The research materials will facilitate the rational use of economically transformed natural and anthropogenic territories and objects of the Ivanichi district of Volyn, which will increase the profitability and competitiveness of the exploitation of the objects of land and industrial fund. A number of provisions can be used in similar studies in other regions of Ukraine.

<p><strong>Abstract.</strong> While public participation in scientific achievements has a long history, the last decades have seen more attention and an impressive increase in the number of involved people. Citizen science, the term used for denoting such an attitude, is a very diverse practice, encompassing various forms, depths, and aims of collaboration between scientists and citizen researchers and a broad range of scientific disciplines. Different classifications of citizen science projects exist based on the degrees of influence and contributions of citizens. Haklay, Mazumdar, and Wardlaw (2018) distinguish the citizen science projects in three different classes:</p> <ol><li>Long-running citizen science, which are the traditional ones, the projects similar to those run in the past (Koboriet al., 2016; Bonney et al., 2009)</li> <li>Citizen cyberscience, strictly connected with the use of technologies (Grey, 2009) and which can be subclassified in:<ol><li>volunteer computing, where citizens offer the unused computing resources of their computers;</li><li>volunteer thinking, where citizens offer their cognitive abilities for performing tasks difficult for machines;</li><li>passive sensing, where citizens use the sensors integrated into mobile computing devices to carry outautomatic sensing tasks.</li></ol></li> <li>Community science, involving a more significant commitment of citizens also in designing and planning theproject activities in a more egalitarian (if not bottom-up) approach between scientists and citizen scientists(Jepson &amp; Ladle, 2015; Nascimento, Guimarães Pereira, &amp; Ghezzi, 2014; Breen, Dosemagen, Warren, &amp;Lippincott, 2015), which can be divided into:<ol><li>participatory sensing, where citizens use the sensors integrated into mobile computing devices to carry outsensing tasks;</li><li>Do It Yourself (DIY) science, which implies participants create their scientific tools and methodology to carry out their researches; </li><li>civic science, “which is explicitly linked to community goals and questions the state of things” (Haklay et al., 2018).</li></ol></li></ol> <p>The work presented here is of interest of community scientists which voluntarily offer their time for the development of scientific projects. Many software tools have been developed in order to simplify the insertion of data into structured forms and the aggregation and analysis of the obtained data. In recent years, the growing availability of feature-rich and low-cost smartphones have boosted the development of innovative solutions for data collection using portable devices. In this field, ODK (OpenDataKit) is widely known. It is an open-source suite of tools focused on simplicity of use, which includes an Android application for data collection. We used ODK for the first applications we developed.</p><p>One of the applications we developed using ODK is Via Regina (http://www.viaregina.eu/app). The application aims to support slow tourism in Via Regina, which is a road that overlooks the west coast of Lake Como in Northern Italy. Over the centuries, Via Regina has been a critical trade and pilgrim route in Europe. Moreover, from this road, a compact system of slow mobility paths departs, which span the mountainous region at the border between Italy and Switzerland. This region is rich in culture, regarding history, art, architecture, cuisine and people’s lifestyle. Considering collecting data on Via Regina and the paths around it would enable to rediscover and promote its culture while enjoying the territory, an Interreg project named “The Paths of Regina” started. The application developed within this project allows collecting data in predefined types: historical and cultural, morphological, touristic, and critical. Moreover, while reporting a point of interest (POI), the application asks the name, the position (through GPS or an interactive map), a picture, and optionally a video and an audio record of it (Antonovic et al., 2015).</p><p>However, since ODK application can be used only on Android devices, we developed a cross-platform application to collect similar data for the same purpose. It is available on Android, iOS, and web (http://viaregina3.como.polimi.it/app/). The application is developed using Apache Cordova, which is a mobile application development framework that enables running the application in multiple platforms. Leaflet library is used for web mapping. The data is stored in NoSQL PouchDB and CouchDB database, which enables both online and offline data collection. While reporting a POI, the application asks for its type, the user’s rating, a comment, and a picture of it either uploaded from device’s storage or taken using the camera of the mobile device. In addition to being cross-platform, it has the advantage of displaying and enabling the query of POIs reported, compared to the ODK-based version (Brovelli, Kilsedar, &amp; Zamboni, 2016). Regarding citizen science, besides the citizens using these two applications, Iubilantes, a voluntary cultural organization, has been involved in the project as community scientists. Iubilantes created slow mobility paths to walk in and around Via Regina, using their experience gained through studying ancient paths while protecting and enhancing their assets since 1996.</p><p>Mobile data collection can also be used to compensate for the lack of reference data available for land cover validation. We developed the Land Cover Collector (https://github.com/kilsedar/land-cover-collector) application for this purpose, which collects data using the nomenclature of GlobeLand30. GlobeLand30 is the first global land cover map at 30-meter resolution, provided by National Geomatics Center of China, available for 2000 and 2010 (Chen et al., 2015). There are ten land cover classes in the GlobeLand30 dataset, which are: artificial surface, bare land, cultivated land, forest, grassland, permanent snow and ice, shrubland, tundra, water body, and wetland. The collected data will be used for validating GlobeLand30 (Kilsedar, Bratic, Molinari, Minghini, &amp; Brovelli, 2018). The data is licensed under the Open Database License (ODbL) v1.0 and can be downloaded within the application in JSON format. The application is currently available in eight languages: English, Italian, Arabic, Russian, Chinese, Portuguese, French and Spanish. The technologies used are the same as the cross-platform Via Regina application. As a result, it is available on Android, iOS, and web (https://landcover.como.polimi.it/collector/); and it supports display and query of the collected data. While reporting a POI, the application asks the land cover class of it, the user’s degree of certainty on the correctness of the stated class, photos in north, east, south and west directions, and the user’s comment. Three hands-on workshops were given to teach this application and various ways to validate GlobeLand30: the first on September 1, 2018 at the World Bank in Dar es Salaam, Tanzania (in conjunction with the FOSS4G 2018 conference); the second on September 3, 2018 at the Regional Centre for Mapping of Resources for Development (RCMRD) in Nairobi, Kenya; and the third on October 1, 2018 at the Delft University of Technology in Delft, Netherlands. The workshops, run by representatives of the project's principal investigators &amp;ndash; Politecnico di Milano (Italy) and the National Geomatics Center of China (China) &amp;ndash; were attended by a total of 100 people with a background in GIS and remote sensing. (Brovelli et al., 2018).</p><p>Nonetheless, there are no widely adopted cross-platform open-source solutions or systems for on-site surveys that address the problem of information silos: isolated databases, where the information is not adequately shared but rather remains sequestered within each system, which is an obstacle to using data mining to make productive use of data of multiple systems.</p><p> PSAB (Participatory Sensing App Builder) is a platform that provides an open-source and easy to use cross-platform solution for the creation of custom smartphone applications as well as web applications and catalog service for publishing the data and make them available to everyone. It takes advantage of established standards (like XLSForm for defining the structure of the form and DublinCore for exposing metadata) as well as less known yet effective solutions, like WQ (https://wq.io), a framework developed for building reusable software platforms for citizen science. These technologies have been merged, together with other software like Django, PyCSW, PostgreSQL, in a single solution, in order to assist the user during the entire process, from the definition of the form structure, to the creation of an ad-hoc application and the publication of the collected data, inside a flexible and open-source platform.</p><p> Users registered to PSAB are allowed to create a new application by filling a web form where they can upload their XLSForm files and submit the metadata describing the data to be collected. A new application for collecting data on the field is generated and accessible via web and Android (while iOS requires a particular setup), ready to be used online and offline. The creator of each application is also the administrator of it, which means he/she is allowed to add or ban users and modify or remove existing data. Data is automatically synchronized between all the users participating in the project.</p><p> In the presentation we will show the applications we developed, starting from the ODK-based ones and coming to the PSAB application builder, and our experience related to their usage.</p>

Citing official statistics on the share of the tourism industry in the world economy, the author connects the dynamics of its volume with the influence of positive or negative factors and pays attention to the dependence of positive or negative dynamics of such share on the level of state institutionalization of tourism in general and degree of standardization of documentation support of tourist activity as a component of institutionalization. Determining the state of regulatory and legal regulation of documentation of tourist activities as the purpose of the study caused by the subject need, manifestation of which is the professional scientific interest of the author as a teacher of the academic discipline «Documentation of the Activities of Tourism Organizations» in the preparation of bachelors in the educational-professional program in the specialty 242 Tourism, as well as the estimated probability of using the results of the study in the educational process. The author substantiates the absence among the works on documentation in general and documentation of the activities of tourist organizations in particular research exactly the normative-legal regulation of documentation of tourist activity. Based on the classification of management functions into general and special and the dependent division of documentation into general and special, the author structurally builds research in two areas: normative-legal regulation of general documentation of tourist activity and normative-legal regulation of special documentation of tourist activity. In both areas of the study, more than two dozen legislatives, by-laws and state standards of both general and special action were analysed. As a result of the research, the author determines the level of normative-legal regulation of the general documentation of tourist activity to be optimally sufficient. Along with this, according to the author, normative-legal regulation of special documentation support of tourist activity requires systematization, classification, unification, standardization if not at the level of state, then at least at the level of branch standards. In this regard, the author considers that the State Agency for Tourism Development of Ukraine should be more active in solving this problem.

Purpose The major purpose of this research article is to empirically analyze a moderated-mediated model to comprehend the interrelationships between religiosity, life hardship, attitude toward social entrepreneurship (SE) and corporate social entrepreneurial orientation (SEO). Design/methodology/approach The constructivist grounded theory method was used to analyze interviews, and partial least squares structural equation modeling was selected to analyze the developed nine hypotheses. Findings Based on the structural model outcomes, the practicing religious believers reported a significantly higher level of corporate SEO and propensity for social proactiveness, innovativeness, risk-taking, socialness and persistence (dimensions of SEO) than the nonpracticing believers. Practical implications This study provides the practical implication that social entrepreneurs with a higher degree of congruence with the prevailing religious institutionalized logic in a society have a higher inclination to create social value through corporate practices and operations. Originality/value This study presents an SEO scale that incorporates the dimensions of two SEO scales developed by Kraus et al. (2017) and Syrjä et al. (2019). To the best of the author’s knowledge, the applicability and generalizability of this scale were supported for the first time in the SE discipline, particularly tourism SE. This scale effectively captures more characteristics of SE, particularly in the face of inefficient political and institutional forms.

The purpose of this article is to draw attention to some uncoordinated issues in domestic geographic education, namely the differences in approaches to the regional tourism division of Ukraine and the world, the assignment of individual countries to macroregions, which contradicts the geographical approach, makes it diffi cult for students to perceive, affects the quality of their knowledge. The main material. The disciplines «Tourist geography of Ukraine», «Geography of tourism of Ukraine», «Geography of tourism», «Recreational geography», «Tourist local history» are basic in the cycle of professional training of specialists, bachelors of the specialty «Tourism». They often trace the use of the same conceptual apparatus, the rationale for various provisions, criteria that are the basis for regional zoning. The analysis and synthesis of the scientists’ approaches carried out by the author has found significant differences in identifying tourist and recreational regions, grouping of countries, typology, and gradations of taxonomic units. The proposed schemes of tourist regionalization of the territory of Ukraine and the world differ in their approaches to the substantiation of district-forming factors, and accordingly, the number, names and borders of the selected regions. Sometimes «liberties» are allowed in the definition and operation of the conceptual apparatus. This distinguishes informational presentation, causes confusion, time spending, not inducing the integrity of the world perception. Conclusions and further research. According to the experience of teaching these disciplines, the dependence of the quality of knowledge and skills of students on the degree of integration of the content, forms and methods of instruction has been revealed. The necessity to observe the spatial-geographical approach in regionalization is grounded. The proposed measures will be useful in the formation of future specialists’ competence based on the integration of academic disciplines. The practical signifi cance of this scientific problem is seen in the development of uniform standards for curricula and programs; methodological manuals and recommendations on integration issues in geographical education; respecting the paradigm in the preparation of textbooks and teaching aids, as well as in the process of teaching the relevant disciplines. The study does not exhaust all aspects of the problem and indicates the need for its further development, clarification of teaching methods of various integrated courses, the use of integrated technologies.

The education system in Slovenia is generally supportive of study trips or school excursions, which are organised already at primary and secondary school level to give the pupils and students an additional opportunity to learn about their homeland and neighbouring regions/countries. Study trips and fieldwork are an essential form of the study process in Slovenian higher education as well. This is especially true for the field of geography and its related disciplines. The review of higher education programmes of tourism studies (in the period before the COVID-19 pandemic) shows the importance of practical training and acquiring different competencies through study trips and fieldwork – either while learning about business tourism systems or tourist offer in the selected destinations. In paper, we focus on the experiences of conducting study trips and fieldwork at the University of Primorska, Faculty of Tourism Studies - Turistica, which stands as the only higher education institution in Slovenia with a degree in tourism at all three levels (BSc, MA and PhD). Study trips are an integral part of the curriculum, especially in the first cycle programmes, dominated by the cultural tourism study programme, where humanistic views and approaches in tourism take substantial part (e.g., anthropology, ethnology and geography). At Turistica, various study trips and fieldwork take place, ranging from one-day or two-day excursions in the local and regional environment or across Slovenia, to multi-day study tours abroad. The most complex example is a one-week study trip to Prague and Berlin, which is a study to which we pay special attention in the paper. It is a successful model of fieldwork, which will, with appropriate modifications, also be used as a model for shaping and arranging the future study trip of Turistica’s students to Bosnia and Herzegovina.

Competitiveness is a well-discussed research topic in various disciplines and fields, amongst which competitiveness in the visitor economy is a prominent research stream. With rapid transformations in the visitor economy, destinations, regions, sectors and businesses have had to adapt – with varying degrees of success – to internal and external changes, significantly affecting their competitiveness. Existing studies are dominantly based on a few pioneering models and indicators and relatively few empirically challenge the assumed causality of competitiveness factors at different scales. This article, therefore, conducts a systematic literature review of competitiveness in the visitor economy post-2005 and examines the intellectual and conceptual structures of the extant literature as a platform to identify knowledge gaps and emerging trends and perspectives for future research.

The fortunes of European Studies in Irish universities have tended to reflect the experience of Ireland as a member-state of the EU. At the outset, the need to prepare graduates for careers in EU institutions and more broadly for occupations directly affected by the EU such as law, banking, business, farming and tourism, was met a by wide range of courses in most Irish universities. These had a strong vocational flavour and were supported by EU-funded schemes such as Tempus, Erasmus and, later, Jean Monnet, all of which stimulated transnational mobility and subsequent standardisation of curricula by the adoption of credit transfers ECTS) under the Bologna process. In all these developments Ireland punched above its weight in a context where the country was basking in an economic success largely attributable to trade and inwards investment. More recently, and especially since the demise of the Celtic Tiger, public opinion has been more circumspect. This was evident in some negative referendum results and, more recently, by the management of the economy, by a 'troika' of external agencies. Today, European studies programmes have been the victims of tighter budgets, and 'cannibalised' by their constituent disciplines so that the label 'European Studies' is reduced to a fig leaf barely concealing the underlying fragmentation into traditional mono-disciplinary degrees.

IntroductionCulinary education in Ireland has long been influenced by culinary education being delivered in catering colleges in the United Kingdom (UK). Institutionalised culinary education started in Britain through the sponsorship of guild conglomerates (Lawson and Silver). The City & Guilds of London Institute for the Advancement of Technical Education opened its central institution in 1884. Culinary education in Ireland began in Kevin Street Technical School in the late 1880s. This consisted of evening courses in plain cookery. Dublin’s leading chefs and waiters of the time participated in developing courses in French culinary classics and these courses ran in Parnell Square Vocational School from 1926 (Mac Con Iomaire “The Changing”). St Mary’s College of Domestic Science was purpose built and opened in 1941 in Cathal Brugha Street. This was renamed the Dublin College of Catering in the 1950s. The Council for Education, Recruitment and Training for the Hotel Industry (CERT) was set up in 1963 and ran cookery courses using the City & Guilds of London examinations as its benchmark. In 1982, when the National Craft Curriculum Certification Board (NCCCB) was established, CERT began carrying out their own examinations. This allowed Irish catering education to set its own standards, establish its own criteria and award its own certificates, roles which were previously carried out by City & Guilds of London (Corr). CERT awarded its first certificates in professional cookery in 1989. The training role of CERT was taken over by Fáilte Ireland, the State tourism board, in 2003. Changing Trends in Cookery and Culinary Textbooks at DIT The Dublin College of Catering which became part of the Dublin Institute of Technology (DIT) is the flagship of catering education in Ireland (Mac Con Iomaire “The Changing”). The first DIT culinary award, was introduced in 1984 Certificate in Diet Cookery, later renamed Higher Certificate in Health and Nutrition for the Culinary Arts. On the 19th of July 1992 the Dublin Institute of Technology Act was enacted into law. This Act enabled DIT to provide vocational and technical education and training for the economic, technological, scientific, commercial, industrial, social and cultural development of the State (Ireland 1992). In 1998, DIT was granted degree awarding powers by the Irish state, enabling it to make major awards at Higher Certificate, Ordinary Bachelor Degree, Honors Bachelor Degree, Masters and PhD levels (Levels six to ten in the National Framework of Qualifications), as well as a range of minor, special purpose and supplemental awards (National NQAI). It was not until 1999, when a primary degree in Culinary Arts was sanctioned by the Department of Education in Ireland (Duff, The Story), that a more diverse range of textbooks was recommended based on a new liberal/vocational educational philosophy. DITs School of Culinary Arts currently offers: Higher Certificates Health and Nutrition for the Culinary Arts; Higher Certificate in Culinary Arts (Professional Culinary Practice); BSc (Ord) in Baking and Pastry Arts Management; BA (Hons) in Culinary Arts; BSc (Hons) Bar Management and Entrepreneurship; BSc (Hons) in Culinary Entrepreneurship; and, MSc in Culinary Innovation and Food Product Development. From 1942 to 1970, haute cuisine, or classical French cuisine was the most influential cooking trend in Irish cuisine and this is reflected in the culinary textbooks of that era. Haute cuisine has been influenced by many influential writers/chefs such as Francois La Varenne, Antoine Carême, Auguste Escoffier, Ferand Point, Paul Bocuse, Anton Mosiman, Albert and Michel Roux to name but a few. The period from 1947 to 1974 can be viewed as a “golden age” of haute cuisine in Ireland, as more award-winning world-class restaurants traded in Dublin during this period than at any other time in history (Mac Con Iomaire “The Changing”). Hotels and restaurants were run in the Escoffier partie system style which is a system of hierarchy among kitchen staff and areas of the kitchens specialising in cooking particular parts of the menu i.e sauces (saucier), fish (poissonnier), larder (garde manger), vegetable (legumier) and pastry (patissier). In the late 1960s, Escoffier-styled restaurants were considered overstaffed and were no longer financially viable. Restaurants began to be run by chef-proprietors, using plate rather than silver service. Nouvelle cuisine began in the 1970s and this became a modern form of haute cuisine (Gillespie). The rise in chef-proprietor run restaurants in Ireland reflected the same characteristics of the nouvelle cuisine movement. Culinary textbooks such as Practical Professional Cookery, La Technique, The Complete Guide to Modern Cooking, The Art of the Garde Mange and Patisserie interpreted nouvelle cuisine techniques and plated dishes. In 1977, the DIT began delivering courses in City & Guilds Advanced Kitchen & Larder 706/3 and Pastry 706/3, the only college in Ireland to do so at the time. Many graduates from these courses became the future Irish culinary lecturers, chef-proprietors, and culinary leaders. The next two decades saw a rise in fusion cooking, nouvelle cuisine, and a return to French classical cooking. Numerous Irish chefs were returning to Ireland having worked with Michelin starred chefs and opening new restaurants in the vein of classical French cooking, such as Kevin Thornton (Wine Epergne & Thorntons). These chefs were, in turn, influencing culinary training in DIT with a return to classical French cooking. New Classical French culinary textbooks such as New Classical Cuisine, The Modern Patisserie, The French Professional Pastry Series and Advanced Practical Cookery were being used in DIT In the last 15 years, science in cooking has become the current trend in culinary education in DIT. This is acknowledged by the increased number of culinary science textbooks and modules in molecular gastronomy offered in DIT. This also coincided with the launch of the BA (Hons) in Culinary Arts in DIT moving culinary education from a technical to a liberal education. Books such as The Science of Cooking, On Food and Cooking, The Fat Duck Cookbook and Modern Gastronomy now appear on recommended textbooks for culinary students.For the purpose of this article, practical classes held at DIT will be broken down as follows: hot kitchen class, larder classes, and pastry classes. These classes had recommended textbooks for each area. These can be broken down into three sections: hot kitche, larder, and pastry. This table identifies that the textbooks used in culinary education at DIT reflected the trends in cookery at the time they were being used. Hot Kitchen Larder Pastry Le Guide Culinaire. 1921. Le Guide Culinaire. 1921. The International Confectioner. 1968. Le Repertoire De La Cuisine. 1914. The Larder Chef, Classical Food Preparation and Presentation. 1969. Patisserie. 1971. All in the Cooking, Books 1&2. 1943 The Art of the Garde Manger. 1973. The Modern Patissier. 1986 Larousse Gastronomique. 1961. New Classic Cuisine. 1989. Professional French Pastry Series. 1987. Practical Cookery. 1962. The Curious Cook. 1990. Complete Pastrywork Techniques. 1991. Practical Professional Cookery. 1972. On Food and Cooking. The Science and Lore of the Kitchen. 1991. On Food and Cooking: The Science and Lore of the Kitchen. 1991 La Technique. 1976. Advanced Practical Cookery. 1995. Desserts: A Lifelong Passion. 1994. Escoffier: The Complete Guide to the Art of Modern Cookery. 1979. The Science of Cooking. 2000. Culinary Artistry. Dornenburg, 1996. Professional Cookery: The Process Approach. 1985. Garde Manger, The Art and Craft of the Cold Kitchen. 2004. Grande Finales: The Art of the Plated Dessert. 1997. On Food and Cooking: The Science and Lore of the Kitchen. 1991. The Science of Cooking. 2000. Fat Duck Cookbook. 2009. Modern Gastronomy. 2010. Tab.1. DIT Culinary Textbooks.1942–1960 During the first half of the 20th century, senior staff working in Dublin hotels, restaurants and clubs were predominately foreign born and trained. The two decades following World War II could be viewed as the “golden age” of haute cuisine in Dublin as many award-wining restaurants traded in the city at this time (Mac Con Iomaire “The Emergence”). Culinary education in DIT in 1942 saw the use of Escoffier’s Le Guide Culinaire as the defining textbook (Bowe). This was first published in 1903 and translated into English in 1907. In 1979 Cracknell and Kaufmann published a more comprehensive and update edited version under the title The Complete Guide to the Art of Modern Cookery by Escoffier for use in culinary colleges. This demonstrated that Escoffier’s work had withstood the test of the decades and was still relevant. Le Repertoire de La Cuisine by Louis Saulnier, a student of Escoffier, presented the fundamentals of French classical cookery. Le Repertoire was inspired by the work of Escoffier and contains thousands of classical recipes presented in a brief format that can be clearly understood by chefs and cooks. Le Repertoire remains an important part of any DIT culinary student’s textbook list. All in the Cooking by Josephine Marnell, Nora Breathnach, Ann Mairtin and Mor Murnaghan (1946) was one of the first cookbooks to be published in Ireland (Cashmann). This book was a domestic science cooking book written by lecturers in the Cathal Brugha Street College. There is a combination of classical French recipes and Irish recipes throughout the book. 1960s It was not until the 1960s that reference book Larousse Gastronomique and new textbooks such as Practical Cookery, The Larder Chef and International Confectionary made their way into DIT culinary education. These books still focused on classical French cooking but used lighter sauces and reflected more modern cooking equipment and techniques. Also, this period was the first time that specific books for larder and pastry work were introduced into the DIT culinary education system (Bowe). Larousse Gastronomique, which used Le Guide Culinaire as a basis (James), was first published in 1938 and translated into English in 1961. Practical Cookery, which is still used in DIT culinary education, is now in its 12th edition. Each edition has built on the previous, however, there is now criticism that some of the content is dated (Richards). Practical Cookery has established itself as a key textbook in culinary education both in Ireland and England. Practical Cookery recipes were laid out in easy to follow steps and food commodities were discussed briefly. The Larder Chef was first published in 1969 and is currently in its 4th edition. This book focuses on classical French larder techniques, butchery and fishmongery but recognises current trends and fashions in food presentation. The International Confectioner is no longer in print but is still used as a reference for basic recipes in pastry classes (Campbell). The Modern Patissier demonstrated more updated techniques and methods than were used in The International Confectioner. The Modern Patissier is still used as a reference book in DIT. 1970s The 1970s saw the decline in haute cuisine in Ireland, as it was in the process of being replaced by nouvelle cuisine. Irish chefs were being influenced by the works of chefs such as Paul Boucuse, Roger Verge, Michel Guerard, Raymond Olivier, Jean & Pierre Troisgros, Alain Senderens, Jacques Maniere, Jean Delaveine and Michel Guerard who advanced the uncomplicated natural presentation in food. Henri Gault claims that it was his manifesto published in October 1973 in Gault-Millau magazine which unleashed the movement called La Nouvelle Cuisine Française (Gault). In nouvelle cuisine, dishes in Carème and Escoffier’s style were rejected as over-rich and complicated. The principles underpinning this new movement focused on the freshness of ingredients, and lightness and harmony in all components and accompaniments, as well as basic and simple cooking methods and types of presentation. This was not, however, a complete overthrowing of the past, but a moving forward in the long-term process of cuisine development, utilising the very best from each evolution (Cousins). Books such as Practical Professional Cookery, The Art of the Garde Manger and Patisserie reflected this new lighter approach to cookery. Patisserie was first published in 1971, is now in its second edition, and continues to be used in DIT culinary education. This book became an essential textbook in pastrywork, and covers the entire syllabus of City & Guilds and CERT (now Fáilte Ireland). Patisserie covered all basic pastry recipes and techniques, while the second edition (in 1993) included new modern recipes, modern pastry equipment, commodities, and food hygiene regulations reflecting the changing catering environment. The Art of the Garde Manger is an American book highlighting the artistry, creativity, and cooking sensitivity need to be a successful Garde Manger (the larder chef who prepares cold preparation in a partie system kitchen). It reflected the dynamic changes occurring in the culinary world but recognised the importance of understanding basic French culinary principles. It is no longer used in DIT culinary education. La Technique is a guide to classical French preparation (Escoffier’s methods and techniques) using detailed pictures and notes. This book remains a very useful guide and reference for culinary students. Practical Professional Cookery also became an important textbook as it was written with the student and chef/lecturer in mind, as it provides a wider range of recipes and detailed information to assist in understanding the tasks at hand. It is based on classical French cooking and compliments Practical Cookery as a textbook, however, its recipes are for ten portions as opposed to four portions in Practical Cookery. Again this book was written with the City & Guilds examinations in mind. 1980s During the mid-1980s, many young Irish chefs and waiters emigrated. They returned in the late-1980s and early-1990s having gained vast experience of nouvelle and fusion cuisine in London, Paris, New York, California and elsewhere (Mac Con Iomaire, “The Changing”). These energetic, well-trained professionals began opening chef-proprietor restaurants around Dublin, providing invaluable training and positions for up-and-coming young chefs, waiters and culinary college graduates. The 1980s saw a return to French classical cookery textbook such as Professional Cookery: The Process Approach, New Classic Cuisine and the Professional French Pastry series, because educators saw the need for students to learn the basics of French cookery. Professional Cookery: The Process Approach was written by Daniel Stevenson who was, at the time, a senior lecturer in Food and Beverage Operations at Oxford Polytechnic in England. Again, this book was written for students with an emphasis on the cookery techniques and the practices of professional cookery. The Complete Guide to Modern Cooking by Escoffier continued to be used. This book is used by cooks and chefs as a reference for ingredients in dishes rather than a recipe book, as it does not go into detail in the methods as it is assumed the cook/chef would have the required experience to know the method of production. Le Guide Culinaire was only used on advanced City & Guilds courses in DIT during this decade (Bowe). New Classic Cuisine by the classically French trained chefs, Albert and Michel Roux (Gayot), is a classical French cuisine cookbook used as a reference by DIT culinary educators at the time because of the influence the Roux brothers were having over the English fine dining scene. The Professional French Pastry Series is a range of four volumes of pastry books: Vol. 1 Doughs, Batters and Meringues; Vol. 2 Creams, Confections and Finished Desserts; Vol. 3 Petit Four, Chocolate, Frozen Desserts and Sugar Work; and Vol. 4 Decorations, Borders and Letters, Marzipan, Modern Desserts. These books about classical French pastry making were used on the advanced pastry courses at DIT as learners needed a basic knowledge of pastry making to use them. 1990s Ireland in the late 1990s became a very prosperous and thriving European nation; the phenomena that became known as the “celtic tiger” was in full swing (Mac Con Iomaire “The Changing”). The Irish dining public were being treated to a resurgence of traditional Irish cuisine using fresh wholesome food (Hughes). The Irish population was considered more well-educated and well travelled than previous generations and culinary students were now becoming interested in the science of cooking. In 1996, the BA (Hons) in Culinary Arts program at DIT was first mooted (Hegarty). Finally, in 1999, a primary degree in Culinary Arts was sanctioned by the Department of Education underpinned by a new liberal/vocational philosophy in education (Duff). Teaching culinary arts in the past had been through a vocational education focus whereby students were taught skills for industry which were narrow, restrictive, and constraining, without the necessary knowledge to articulate the acquired skill. The reading list for culinary students reflected this new liberal education in culinary arts as Harold McGee’s books The Curious Cook and On Food and Cooking: The Science and Lore of the Kitchen explored and explained the science of cooking. On Food and Cooking: The Science and Lore of the Kitchen proposed that “science can make cooking more interesting by connecting it with the basic workings of the natural world” (Vega 373). Advanced Practical Cookery was written for City & Guilds students. In DIT this book was used by advanced culinary students sitting Fáilte Ireland examinations, and the second year of the new BA (Hons) in Culinary Arts. Culinary Artistry encouraged chefs to explore the creative process of culinary composition as it explored the intersection of food, imagination, and taste (Dornenburg). This book encouraged chefs to develop their own style of cuisine using fresh seasonal ingredients, and was used for advanced students but is no longer a set text. Chefs were being encouraged to show their artistic traits, and none more so than pastry chefs. Grande Finale: The Art of Plated Desserts encouraged advanced students to identify different “schools” of pastry in relation to the world of art and design. The concept of the recipes used in this book were built on the original spectacular pieces montées created by Antoine Carême. 2000–2013 After nouvelle cuisine, recent developments have included interest in various fusion cuisines, such as Asia-Pacific, and in molecular gastronomy. Molecular gastronomists strive to find perfect recipes using scientific methods of investigation (Blanck). Hervè This experimentation with recipes and his introduction to Nicholos Kurti led them to create a food discipline they called “molecular gastronomy”. In 1998, a number of creative chefs began experimenting with the incorporation of ingredients and techniques normally used in mass food production in order to arrive at previously unattainable culinary creations. This “new cooking” (Vega 373) required a knowledge of chemical reactions and physico-chemical phenomena in relation to food, as well as specialist tools, which were created by these early explorers. It has been suggested that molecular gastronomy is “science-based cooking” (Vega 375) and that this concept refers to conscious application of the principles and tools from food science and other disciplines for the development of new dishes particularly in the context of classical cuisine (Vega). The Science of Cooking assists students in understanding the chemistry and physics of cooking. This book takes traditional French techniques and recipes and refutes some of the claims and methods used in traditional recipes. Garde Manger: The Art and Craft of the Cold Kitchen is used for the advanced larder modules at DIT. This book builds on basic skills in the Larder Chef book. Molecular gastronomy as a subject area was developed in 2009 in DIT, the first of its kind in Ireland. The Fat Duck Cookbook and Modern Gastronomy underpin the theoretical aspects of the module. This module is taught to 4th year BA (Hons) in Culinary Arts students who already have three years experience in culinary education and the culinary industry, and also to MSc Culinary Innovation and Food Product Development students. Conclusion Escoffier, the master of French classical cuisine, still influences culinary textbooks to this day. His basic approach to cooking is considered essential to teaching culinary students, allowing them to embrace the core skills and competencies required to work in the professional environment. Teaching of culinary arts at DIT has moved vocational education to a more liberal basis, and it is imperative that the chosen textbooks reflect this development. This liberal education gives the students a broader understanding of cooking, hospitality management, food science, gastronomy, health and safety, oenology, and food product development. To date there is no practical culinary textbook written specifically for Irish culinary education, particularly within this new liberal/vocational paradigm. There is clearly a need for a new textbook which combines the best of Escoffier’s classical French techniques with the more modern molecular gastronomy techniques popularised by Ferran Adria. References Adria, Ferran. Modern Gastronomy A to Z: A Scientific and Gastronomic Lexicon. London: CRC P, 2010. Barker, William. The Modern Patissier. London: Hutchinson, 1974. Barham, Peter. The Science of Cooking. Berlin: Springer-Verlag, 2000. Bilheux, Roland, Alain Escoffier, Daniel Herve, and Jean-Maire Pouradier. Special and Decorative Breads. New York: Van Nostrand Reinhold, 1987. Blanck, J. "Molecular Gastronomy: Overview of a Controversial Food Science Discipline." Journal of Agricultural and Food Information 8.3 (2007): 77-85. Blumenthal, Heston. The Fat Duck Cookbook. London: Bloomsbury, 2001. Bode, Willi, and M.J. Leto. The Larder Chef. Oxford: Butter-Heinemann, 1969. Bowe, James. Personal Communication with Author. Dublin. 7 Apr. 2013. Boyle, Tish, and Timothy Moriarty. Grand Finales, The Art of the Plated Dessert. New York: John Wiley, 1997. Campbell, Anthony. Personal Communication with Author. Dublin, 10 Apr. 2013. Cashman, Dorothy. "An Exploratory Study of Irish Cookbooks." Unpublished M.Sc Thesis. Dublin: Dublin Institute of Technology, 2009. Ceserani, Victor, Ronald Kinton, and David Foskett. Practical Cookery. London: Hodder & Stoughton Educational, 1962. Ceserani, Victor, and David Foskett. Advanced Practical Cookery. London: Hodder & Stoughton Educational, 1995. Corr, Frank. Hotels in Ireland. Dublin: Jemma, 1987. Cousins, John, Kevin Gorman, and Marc Stierand. "Molecular Gastronomy: Cuisine Innovation or Modern Day Alchemy?" International Journal of Hospitality Management 22.3 (2009): 399–415. Cracknell, Harry Louis, and Ronald Kaufmann. Practical Professional Cookery. London: MacMillan, 1972. Cracknell, Harry Louis, and Ronald Kaufmann. Escoffier: The Complete Guide to the Art of Modern Cookery. New York: John Wiley, 1979. Dornenburg, Andrew, and Karen Page. Culinary Artistry. New York: John Wiley, 1996. Duff, Tom, Joseph Hegarty, and Matt Hussey. The Story of the Dublin Institute of Technology. Dublin: Blackhall, 2000. Escoffier, Auguste. Le Guide Culinaire. France: Flammarion, 1921. Escoffier, Auguste. The Complete Guide to the Art of Modern Cookery. Ed. Crachnell, Harry, and Ronald Kaufmann. New York: John Wiley, 1986. Gault, Henri. Nouvelle Cuisine, Cooks and Other People: Proceedings of the Oxford Symposium on Food and Cookery 1995. Devon: Prospect, 1996. 123-7. Gayot, Andre, and Mary, Evans. "The Best of London." Gault Millau (1996): 379. Gillespie, Cailein. "Gastrosophy and Nouvelle Cuisine: Entrepreneurial Fashion and Fiction." British Food Journal 96.10 (1994): 19-23. Gisslen, Wayne. Professional Cooking. Hoboken: John Wiley, 2011. Hanneman, Leonard. Patisserie. Oxford: Butterworth-Heinemann, 1971. Hegarty, Joseph. Standing the Heat. New York: Haworth P, 2004. Hsu, Kathy. "Global Tourism Higher Education Past, Present and Future." Journal of Teaching in Travel and Tourism 5.1/2/3 (2006): 251-267 Hughes, Mairtin. Ireland. Victoria: Lonely Planet, 2000. Ireland. Irish Statute Book: Dublin Institute of Technology Act 1992. Dublin: Stationery Office, 1992. James, Ken. Escoffier: The King of Chefs. Hambledon: Cambridge UP, 2002. Lawson, John, and Harold, Silver. Social History of Education in England. London: Methuen, 1973. Lehmann, Gilly. "English Cookery Books in the 18th Century." The Oxford Companion to Food. Oxford: Oxford UP, 1999. 227-9. Marnell, Josephine, Nora Breathnach, Ann Martin, and Mor Murnaghan. All in the Cooking Book 1 & 2. Dublin: Educational Company of Ireland, 1946. Mac Con Iomaire, Máirtín. "The Changing Geography and Fortunes of Dublin's Haute Cuisine Restaurants, 1958-2008." Food, Culture and Society: An International Journal of Multidisiplinary Research 14.4 (2011): 525-45. ---. "Chef Liam Kavanagh (1926-2011)." Gastronomica: The Journal of Food and Culture 12.2 (2012): 4-6. ---. "The Emergence, Development and Influence of French Haute Cuisine on Public Dining in Dublin Restaurants 1900-2000: An Oral History". PhD. Thesis. Dublin: Dublin Institute of Technology, 2009. McGee, Harold. The Curious Cook: More Kitchen Science and Lore. New York: Hungry Minds, 1990. ---. On Food and Cooking the Science and Lore of the Kitchen. London: Harper Collins, 1991. Montague, Prosper. Larousse Gastronomique. New York: Crown, 1961. National Qualification Authority of Ireland. "Review by the National Qualifications Authority of Ireland (NQAI) of the Effectiveness of the Quality Assurance Procedures of the Dublin Institute of Technology." 2010. 18 Feb. 2012 ‹http://www.dit.ie/media/documents/services/qualityassurance/terms_of_ref.doc› Nicolello, Ildo. Complete Pastrywork Techniques. London: Hodder & Stoughton, 1991. Pepin, Jacques. La Technique. New York: Black Dog & Leventhal, 1976. Richards, Peter. "Practical Cookery." 9th Ed. Caterer and Hotelkeeper (2001). 18 Feb. 2012 ‹http://www.catererandhotelkeeper.co.uk/Articles/30/7/2001/31923/practical-cookery-ninth-edition-victor-ceserani-ronald-kinton-and-david-foskett.htm›. Roux, Albert, and Michel Roux. New Classic Cuisine. New York: Little, Brown, 1989. Roux, Michel. Desserts: A Lifelong Passion. London: Conran Octopus, 1994. Saulnier, Louis. Le Repertoire De La Cuisine. London: Leon Jaeggi, 1914. Sonnenschmidt, Fredric, and John Nicholas. The Art of the Garde Manger. New York: Van Nostrand Reinhold, 1973. Spang, Rebecca. The Invention of the Restaurant: Paris and Modern Gastronomic Culture. Cambridge: Harvard UP, 2000. Stevenson, Daniel. Professional Cookery the Process Approach. London: Hutchinson, 1985. The Culinary Institute of America. Garde Manger: The Art and Craft of the Cold Kitchen. Hoboken: New Jersey, 2004. Vega, Cesar, and Job, Ubbink. "Molecular Gastronomy: A Food Fad or Science Supporting Innovation Cuisine?". Trends in Food Science & Technology 19 (2008): 372-82. Wilfred, Fance, and Michael Small. The New International Confectioner: Confectionary, Cakes, Pastries, Desserts, Ices and Savouries. 1968.

IntroductionBushfires have taken numerous lives and destroyed communities throughout Australia over many years. Catastrophic fire weather alerts have occurred during the Australian summer of 2012–13, and long-term forecasts predict increased bushfire events throughout several areas of Australia. This article highlights how organisational and individual responses to bushfire in Australia often entail creative responses—either improvised responses at the time of bushfire emergencies or innovative (organisational, strategic, or technological) changes which help protect the community from, or mitigate against, future bushfire catastrophes. These improvised or innovative responses include emergency communications systems, practices, and devices. This article reports on findings from a research project funded by the Australian Research Council titled Using Community Engagement and Enhanced Visual Information to Promote FireWatch Satellite Communications as a Support for Collaborative Decision-making. FireWatch is a Web-based public information product based on near real time satellite data produced by the West Australian (WA) Government entity, Landgate. The project researches ways in which remote and regional publics can be engaged and mobilised through the development of a more user-friendly FireWatch site to make fire information accessible and usable, allowing a community-focused response to risk.The significance of the research project is evident both in how it addresses the important and life-threatening challenge of bushfires; and also in how Australia’s increasingly hot, dry, long summers are adding to historically-established risks. This innovative project uses an iterative, participatory design process incorporating action-research practices. This will ensure that the new Firewatch interface is redesigned, tested, observed, and reflected upon multiple times—and will incorporate the collective creativity of users, designers, and researchers.The qualitative findings reported on in this article are based on 19 interviews with community members in the town of Kununurra in the remote Kimberley region of WA. The findings are positioned within a reconceptualised framework in which creativity is viewed as an essential component of successful emergency responses. This includes, we argue, two critical aspects of creativity: improvisation during a catastrophic event; and ongoing innovation to improve future responses to catastrophes—including communication practices and technologies. This shifts the discourse within the literature in relation to the effective management and community responses to the changing phenomenon of fire catastrophes. Findings from the first round of interviews, and results of enquiries into previous bushfires in Australia, are used to highlight how these elements of creativity often entail a collective creativity on the part of emergency responders or the community in general. An additional focus is on the importance of the critical use of communication during a bushfire event.ImprovisationThe notion of "improvisation" is often associated with artistic performance. Nonetheless, improvisation is also integral to making effectual responses during natural catastrophes. “Extreme events present unforeseen conditions and problems, requiring a need for adaptation, creativity, and improvisation while demanding efficient and rapid delivery of services under extreme conditions” (Harrald 257).Catastrophes present us with unexpected scenarios and require rapid, on the spot problem solving and “even if you plan for a bushfire it is not going to go to plan. When the wind changes direction there has to be a new plan” (Jeff. Personal Interview. 2012). Jazz musicians or improvisational actors “work to build their knowledge across a range of fields, and this knowledge provides the elements for each improvisational outcome” (Kendra and Wachendorf 2). Similarly, emergency responders’ knowledge and preparation can be drawn “upon in the ambiguous and dynamic conditions of a disaster where not every need has been anticipated or accounted for” (Kendra and Wachtendorf 2). Individuals and community organisations not associated with emergency services also improvise in a creative and intuitive manner in the way they respond to catastrophes (Webb and Chevreau). For example, during the 9/11 terrorism catastrophe in the USA an assorted group of boat owners rapidly self-organised to evacuate Lower Manhattan. On their return trips, they carried emergency personnel and supplies to the area (Kendra and Wachendorf 5). An interviewee in our study also recalls bush fire incidents where creative problem solving and intuitive decision-making are called for. “It’s like in a fire, you have to be thinking fast. You need to be semi self-sufficient until help arrives. But without doing anything stupid and creating a worse situation” (Kelly. Personal Interview. 2012). Kelly then describes the rapid community response she witnessed during a recent fire on the outskirts of Kununurra, WA.Everyone had to be accounted for, moving cars, getting the tractors out, protecting the bores because you need the water. It happens really fast and it is a matter of rustling everyone up with the machinery. (2012)In this sense, the strength of communities in responding to catastrophes or disasters “results largely from the abilities of [both] individuals and organisations to adapt and improvise under conditions of uncertainty” (Webb and Chevreau 67). These improvised responses frequently involve a collective creativity—where groups of neighbours or emergency workers act in response to the unforseen, often in a unified and self-organising manner. InnovationCatastrophes also stimulate change and innovation for the future. Disasters create a new environment that must be explored, assessed, and comprehended. Disasters change the physical and social landscape, and thereby require a period of exploration, learning, and the development of new approaches. (Kendra and Wachtendorf 6)These new approaches can include organisational change, new response strategies, and technologies and communication improvements. Celebrated inventor Benjamin Franklin, for instance, facilitated the formation of the first Volunteer Fire department in the 1850s as a response to previous urban fire catastrophes in the USA (Mumford 258). This organisational innovation continues to play an instrumental part in modern fire fighting practices. Indeed, people living in rural and remote areas of Australia are heavily reliant on volunteer groups, due to the sparse population and vast distances that need to be covered.As with most inventions and innovations, new endeavours aimed at improving responses to catastrophes do not occur in a vacuum. They “are not just accidents, nor the inscrutable products of sporadic genius, but have abundant and clear causes in prior scientific and technological development” (Gifillian 61). Likewise, the development of our user-friendly and publically available FireWatch site relies on the accumulation of preceding inventions and innovations. This includes the many years spent developing the existing FireWatch site, a site dense in information of significant value to scientists, foresters, land managers, and fire experts.CommunicationsOften overlooked in discussions regarding emergency communications is the microgeographical exchanges that occur in response to the threat of natural disasters. This is where neighbours fill the critical period before emergency service responders can appear on site. In this situation, it is often local knowledge that underpins improvised grassroots communication networks that inform and organise the neighbourhood. During a recent bushfire on peri-rural blocks on the outskirts of Kununurra, neighbours went into action before emergency services volunteers could respond.We phoned around and someone would phone and call in. Instead of 000 being rung ten times, make sure that one person rang it in. 40 channel [CB Radio] was handy – two-way communication, four wheelers – knocking on doors making sure everyone is out of the house, just in case. (Jane. Personal Interview. 2012) Similarly, individuals and community groups have been able to inform and assist each other on a larger scale via social network technologies (SNTs). This creative application of SNTs began after the 9/11 terror attacks in 2001 when individuals created wikis in order to find missing persons (Palen and Lui). Twitter has experienced considerable growth and was used freely during the 2009 Black Saturday fires in Australia. Studies of tweeting activity during these fires indicate that “tweets made during Black Saturday are laden with actionable factual information which contrasts with earlier claims that tweets are of no value made of mere random personal notes” (Sinnappan et al. n.p.).Traditionally, official alerts and warnings have been provided to the public via television and radio. However, several inquiries into the recent bushfires within Australia show concern “with the way in which fire agencies deliver information to community members during a bushfire...[and in order to] improve community safety from bushfire, systems need to be implemented that enable community members to communicate information to fire agencies, making use of local knowledge” (Elsworth et al. 8).Technological and social developments over the last decade mean the public no longer relies on a single source of official information (Sorensen and Sorensen). Therefore, SNTs such as Twitter and Facebook are being used by the media and emergency authorities to make information available to the public. These SNTs are dynamic, in that there can be a two-way flow of information between the public and emergency organisations. Nonetheless, there has been limited use of SNTs by emergency agencies to source information posted by in situ residents, in order to help in decision-making (Freeman). Organisational use of multiple communication channels and platforms to inform citizens about bushfire emergencies ensures a greater degree of coverage—in case of communication systems breakdowns or difficulties—as in the telephone alert system breakdown in Kelmscott-Roleystone, WA or a recent fire in Warrnambool, Victoria which took out the regional telephone exchange making telephone calls, mobiles, landlines, and the Internet non-operational (Johnson). The new FireWatch site will provide an additional information option for rural and remote Australians who, often rely on visual sightings and on word-of-mouth to be informed about fires in their region. “The neighbour came over and said - there is a fire, we’d better get our act together because it is going to hit us. No sooner than I turned around, I thought shit, here it comes” (Richard. Personal Interview. 2012). The FireWatch ProjectThe FireWatch project involves the redevelopment of an existing FireWatch website to extend the usability of the product from experts to ordinary users in order to facilitate community-based decision-making and action both before and during bushfire emergencies. To this purpose, the project has been broken down to two distinct, yet interdependent, strands. The community strand involves collaboration within a community (in this case the Kununurra community) in order to carry out a community-centred approach to further development of the site. The design strand involves the development of an intuitive and accessible Web presentation of complex information in clear, unambiguous ways to inform action in stressful circumstances. At this stage, a first round of 19 semi-structured interviews with stakeholders has been conducted in Kununurra to determine fire-related information-seeking behaviours, attitudes to mediated information services in the region, as well as user feedback on a prototype website developed in the design strand of the project. Stakeholders included emergency services personnel (payed and volunteer), shire representatives, tourism operators, small business operators (including tourism operators), a forest manager, a mango farmer, an Indigenous ranger team manager as well as general community members. Interviewees reported dissatisfaction with current information systems. They gave positive feedback about the website prototype. “It’s very much, very easy to follow” (David. Personal Interview. 2012). “It looks so much better than [the old site]. You couldn’t get in that close on [the other site]. It is fantastic” (Lance. Personal Interview. 2012). They also added thought-provoking contributions to the design of the website (to be discussed later).Residents of Kununurra who were interviewed for this research project found bushfire warning communications unsatisfactory, especially during a recent fire on the outskirts of town. People who called 000 had difficulties passing the information on, having to explain exactly where Kununurra was and the location of fires to operators not familiar with the area. When asked how the Kununurra community gets their fire information a Shire representative explained: That is not very good at the moment. The only other way we can think about it is perhaps more updates on things like Facebook, perhaps on a website, but with this current fire there really wasn’t a lot of information and a lot of people didn’t know what was going on. We [the shire] knew because we were talking to the [fire] brigades and to FESA [Fire and Emergency Services Authority] but most residents didn’t have any idea and it looks pretty bad. (Ginny. Personal Interview. 2012) All being well, the new user-friendly FireWatch site will add another platform through which fire information messages are transmitted. Community members will be offered continuously streamed bushfire location information, which is independent of any emergency services communication systems. In particular, rural and remote areas of Australia will have fire information at the ready.The participatory methodology used in the design of the new FireWatch website makes use of collaborative creativity, whereby users’ vision of the website and context are incorporated. This iterative process “creates an equal evolving participatory process between user and designer towards sharing values and knowledge and creating new domains of collective creativity” (Park 2012). The rich and sometimes contradictory suggestions made by interviewees in this project often reflected individual visions of the tasks and information required, and individual preferences regarding the delivery of this information. “I have been thinking about how could this really work for me? I can give you feedback on what has happened in the past but how could it work for me in the future?” (Keith. Personal Interview. 2012). Keith and other community members interviewed in Kununurra indicated a variety of extra functions on the site not expected by the product designers. Some of these unexpected functions were common to most interviewees such as the great importance placed on the inclusion of a satellite view option on the site map (example shown in Figure 1). Jeremy, a member of an Indigenous ranger unit in the Kununurra area, was very keen to incorporate the satellite view options on the site. He explained that some of the older rangers:can’t use GPSs and don’t know time zones or what zones to put in, so they’ll use a satellite-style view. We’ll have Google Earth up on one [screen], and also our [own] imagery up on another [screen] and go that way. Be scrolling in and see – we’ve got a huge fire scar for 2011 around here; another guy will be on another computer zoning in and say, I think it is here. It’s quite simplistic but it works. (Personal Interview. 2012) In the case above, where rangers are already switching between computer screens to incorporate a satellite view into their planning, the importance of a satellite view layer on the FireWatch website makes user context an essential part of the design process. Incorporating many layers on one screen, as recommended by participants also ensures a more elegant solution to an existing problem.Figure 1: Satellite view in the Kununurra area showing features such as gorges, rivers, escarpments and dry riverbedsThis research project will involve further consultation with participants (both online and offline) regarding bushfire safety communications in their region, as well as the further design of the site. The website will be available over multiple devices (for example desktops, smart phones, and hand held tablet devices) and will be launched late this year. Further work will also be carried out to determine if social media is appropriate for this community of users in order to build awareness and share information regarding the site.Conclusion Community members improvise and self-organise when communicating fire information and organising help for each other. This can happen at a microgeographical (neighbourhood) level or on a wider level via social networking sites. Organisations also develop innovative communication systems or devices as a response to the threat of bushfires. Communication innovations, such as the use of Twitter and Facebook by fire emergency services, have been appropriated and fine-tuned by these organisations. Other innovations such as the user-friendly Firewatch site rely on previous technological developments in satellite-delivered imagery—as well as community input regarding the design and use of the site.Our early research into community members’ fire-related information-seeking behaviours and attitudes to mediated information services in the region of Kununurra has found unexpectedly creative responses, which range from collective creativity on the part of emergency responders or the community in general during events to creative use of existing information and communication networks. We intend to utilise this creativity in re-purposing FireWatch alongside the creative work of the designers in the project.Although it is commonplace to think of graphic design and new technology as incorporating creativity, it is rarely acknowledged how frequently these innovations harness everyday perspectives from non-professionals. In the case of the FireWatch developments, the creativity of designers and technologists has been informed by the creative responses of members of the public who are best placed to understand the challenges posed by restricted information flows on the ground in times of crisis. In these situations, people respond not only with new ideas for the future but with innovative responses in the present as they communicate with each other to deal with the challenge of a fast-moving and unpredictable situation. Such improvisation, honed through close awareness of the contours and parameters of both community and communication, are one of the ways through which people help keep themselves and each other safe in the face of dramatic developments.ReferencesElsworth, G., and K. Stevens, J. Gilbert, H. Goodman, A Rhodes. "Evaluating the Community Safety Approach to Bushfires in Australia: Towards an Assessment of What Works and How." Biennial Conference of the Eupopean Evaluation Society, Lisbon, Oct. 2008. Freeman, Mark. "Fire, Wind and Water: Social Networks in Natural Disasters." Journal of Cases on Information Technology (JCIT) 13.2 (2011): 69–79.Gilfillan, S. Colum. The Sociology of Invention. Chicago: Follett Publishing, 1935.Harrald, John R. "Agility and Discipline: Critical Success Factors for Disaster Response." The Annals of the American Academy of Political and Social Science 604.1 (2006): 256–72.Johnson, Peter. "Australia Unprepared for Bushfire”. Australian Broadcasting Corporation 17 Dec. 2012. 3 Jan. 2013 ‹http://www.abc.net.au/environment/articles/2012/12/17/3654075.htm›.Keelty, Mick J. "A Shared Responsibility: the Report of the Perth Hills Bushfires February 2011". Department of Premier and Cabinet, Government of Western Australia, Perth.Kendra, James, and Tricia Wachtendorf. "Improvisation, Creativity, and the Art of Emergency Management." NATO Advanced Research Workshop on Understanding and Responding to Terrorism: A Multi-Dimensional Approach. Washington, DC, 8-9 Sep. 2006.———. "Creativity in Emergency Response after the World Trade Centre Attack". Amud Conference of the International Emergency Management Society. University of Delaware. 14-17 May 2002. Mumford, Michael D. "Social Innovation: Ten Cases from Benjamin Franklin." Creativity Research Journal 14.2 (2002): 253–66.Palen, Leysia, and Sophia.B. Liu. "Citizen Communications in Crisis: Anticipating a Future of ICT-Supported Public Participation." Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. San Jose, 28 Apr. - 3 May 2007.Park, Ji Yong. "Design Process Excludes Users: The Co-Creation Activities between User and Designer." Digital Creativity 23.1 (2012): 79–92. Sinnappan, Suku, Cathy Farrell, and Elizabeth Stewart. "Priceless Tweets! A Study on Twitter Messages Posted During Crisis: Black Saturday." Proceedings of 21st Australasian Conference on Information Systems (ACIS 2010). Brisbane, Australia, 1-3 Dec 2010.Sorensen, John H., and Barbara Vogt Sorensen. "Community Processes: Warning and Evacuation." Handbook of Disaster Research. Eds. Havidán Rodríguez, Enrico Louis Quarantelli, and Russell Rowe Dynes. New York: Springer, 2007. 183–99.Webb, Gary R., and Francois-Regis Chevreau. "Planning to Improvise: The Importance of Creativity and Flexibility in Crisis Response." International Journal of Emergency Management 3.1 (2006): 66–72.

“Oh, look at the size of that abalone!”“The beef looks really tasty!”“I really want to eat some!” I am standing in front of a glass case framing the entrance of a food court at Incheon International Airport, South Korea (henceforth Korea). I overhear these exclamations as I watch three teenage girls swarm around me to press their faces against the glass. The case is filled with Korean dishes served in the adjacent food court with brief descriptions and prices. My mouth waters as I lay my eyes on dishes such as bibimbap (rice mixed with meat, vegetables, and a spicy pepper paste called gochujang) and bulgogi (thinly sliced marinated beef) over the teenagers’ shoulders. But alas, we are all deceived. The dishes we have been salivating over are not edible. They are in fact fake, made from plastic. Why have inedible replicas become normalized to stand in for real food? What are the consequences of the proliferation of fake food models in the culinary landscape? And more importantly, why do plastic foods that fall outside the food cycle of production, preparation, consumption, and waste have authority over the way we produce, prepare, and consume food? This paper examines Korean plastic food models as tastemakers that standardize food production and consumption practices. Plastic food both literally and figuratively orders gustatory and aesthetic taste and serves as a tool for social distinction within Korean culinary culture. Firstly, I will explore theoretical approaches to conceptualizing plastic food models as tastemakers. Then, I will examine plastic food models within the political economy of taste in Korea since the 1980s. Finally, I will take a close look into three manufacturers’ techniques and approaches to understand how plastic foods are made. This analysis of the Korean plastic food model industry is based on a total of eight months of fieldwork research and semi-structured interviews conducted from December 2011 to January 2012 with three of the twelve manufacturers in Seoul, South Korea. To protect the identity of my informants, I refer to them as the Pioneer (37 years of experience), Exporter (20 years of experience), and Franchisor (10 years of experience). The Pioneer, a leading food model specialist, was one of the first Korean manufactures who produced Korean models for domestic consumption. His models can be found in major museums and airports across the country. The Exporter is famous for inventing techniques and also producing for a global market. Many of her Korean models are displayed in restaurants in North America and Europe. The Franchisor is one of the largest producers for mid-range chain restaurants and cafes around the nation. His models are up-to-date with current food trends and are showcased at popular franchises. These three professionals not only have gained public recognition as plastic food experts through public competitions, mass media coverage, and government commissioned work but also are known to produce high-quality replicas by hand. Therefore, these three were not randomly selected but chosen to consider various production approaches, capture generational difference, and trace the development of the industry since the late 1970s. Plastic Food Models as Objects of Inquiry Plastic foods are created explicitly for the purpose of not being eaten, however, they impart “taste” in two major ways. Firstly, food models regulate the perception of gustatory and aesthetic taste by communicating flavors, mouth-feel, and visual properties of food through precise replicas. Secondly, models influence social behavior by defining what is culturally and politically appropriate. Food models are made with a variety of materials found in nature (wood, metal, precious stones, and cloth), edible matter (sugar, marzipan, chocolate, and butter), and inedible substances (plastic and wax). Among these materials, plastic is ideal because it creates the most durable and vivid three-dimensional models. Plastic can be manipulated freely with the application of heat and requires very little maintenance over time. Plastic allows for more precise molding and coloring, producing replicas that look more real than the original. Some may argue that fake models are mere hyper-real objects since the real and the simulation are seamlessly melded together and reproductions hold more power over the way reality is experienced (Baudrillard). Post-modern scholars such as Jean Baudrillard and Umberto Eco argue that the production of an absolute fake to satisfy the need for the real results in the rise of simulacra, which are representations that never existed or no longer have an original. I, however, argue that plastic foods within the Korean context rely heavily on originals and reinforce the authority of the original. The analysis of plastic food models can be conceptualized within the broader theoretical framework of uneaten food. This category encompasses food that is elaborately prepared for ritual but discarded, and foods that are considered inedible in different cultural contexts due to religion, customs, politics, and social norms (Douglas; Gewertz and Errington; Harris et al.; Messer; Rath). Analyzing plastic food models as a part of the uneaten food economy opens up analysis of the interrelationship between the physical and conceptual realms of food production and consumption. Although plastic models fall outside the bounds of the conventional food cycle, they influence each stage of this cycle. Food models can act as tools to inform the appropriate aesthetic characteristics of food that guide production. The color and shape can indicate ripeness to inform farming and harvesting methods. Models also act as reference points that ultimately standardize recipes and cooking techniques during food preparation. In restaurants displaying plastic food, kitchen staff use the models to ensure consistency and uniform presentation of dishes. Models often facilitate food choice by offering information on portion size and ingredients. Finally, as food models become the gold standard in the production, preparation, and consumption of food, they also dictate when to discard the “incorrect” looking food. The primary power of plastic food models as tastemakers lies in their ability to seamlessly stand in for the original. Only fake models that are spitting images of the real have the ability to completely deceive the viewer. In “The Work of Art in the Age of Mechanical Reproduction,” Walter Benjamin asserts that for reproduction to invoke the authentic, the presence of the original is necessary. However, an exact replication is impossible since the original is transformed in the process of reproduction. Benjamin argues, “The technique of reproduction detaches the reproduced object from the domain of tradition. By making many reproductions it substitutes a plurality of copies for a unique existence and, in permitting the reproduction to meet the beholder or listener in his own particular situation, it reactivates the object reproduced” (221). Similarly, plastic models of Korean food are removed from the realm of culinary tradition because they deviate from the conventional food cycle but reinforce culinary culture by regulating aesthetic values and food related practices. The notion of authenticity becomes central in determining the strength of plastic food models to order culinary culture by setting visual and social standards. Plastic food models step in to meet the beholder on various occasions, which in turn solidifies and even expands the power of the original. Despite their inability to impart taste and smell, plastic models remain persuasive in their ability to reinforce the materiality of the original food or dish. Plastic Food Models and the Political Economy of Taste in South Korea While plastic models are prevalent all around the world, the degree to which they hold authority in influencing production and consumption practices varies. For example, in many parts of the world, toys are made to resemble food for children to play with or even as joke objects to trick others. In America and Europe, plastic food models are mainly used as decorative elements in historical sites, to recreate ambiance in dining rooms, or as props at deli counters to convey freshness. Plastic food models in Korea go beyond these informative, decorative, and playful functions by visually ordering culinary properties and standardizing food choice. Food models were first made out of wax in Japan in the early 20th century. In 1932, Takizo Iwasaki founded Iwasaki Bei-I, arguably the first plastic food model company in the world. As the plastic food model industry flourished in Japan, some of the production was outsourced to Korea to decrease costs. In the late 1970s, a handful of Japanese-trained Korean manufacturers opened companies in Korea and began producing for the domestic market (Pioneer). Their businesses did not flourish until their products became identified as a tool to promote Korean cuisine to a global audience. Two major international sporting events triggered the growth of the plastic food model industry in Korea. The first was the 1988 Seoul Olympics and the second was the 2002 World Cup. Leading up to these two high-profile international events, the Korean government made major efforts to spruce up the country’s image for tourists and familiarize them with all aspects of Korean culture (Walraven). For example, the designation of kimchi (fermented pickled vegetable) as the national dish for the 1988 Olympics explicitly opened up an opportunity for plastic food models to represent the aesthetic values of Korean cuisine. In 1983, in preparation for showcasing approximately 200 varieties of kimchi to the international community, the government commissioned food experts and plastic model manufacturers to produce plastic replicas of each type. After these models were showcased in public they were used as displays for the Kimchi Field Museum and remain as part of the exhibit today. The government also designated approximately 100 tourist-friendly restaurants across the country, requiring them to display food models during the games. This marked the first large-scale production of Korean plastic food. The second wave of food models occurred in the early 2000s in response to the government’s renewed interest to facilitate international tourists’ navigation of Korean culinary culture during the 2002 World Cup. According to plastic food manufacturers, the government was less involved in regulating the use of plastic models this time, but offered subsidies to businesses to encourage their display for tourists (Exporter; Franchisor). After the World Cup, the plastic food industry continued to grow with demand from businesses, as models become staple objects in public places. Plastic models are now fully incorporated into, and even expected at, mid-range restaurants, fast food chains, and major transportation terminals. Businesses actively display plastic models to increase competition and communicate what they are selling at one glance for tourists and non-tourists alike (Exporter). These increased efforts to reassert Korean culinary culture in public spaces have normalized plastic models in everyday life. The persuasive and authoritative qualities of plastic foods regulate consumption practices in Korea. There are four major ways that plastic food models influence food choice and consumption behavior. First, plastic food models mediate between consumer expectation and reality by facilitating decision-making processes of what and how much to eat. Just by looking at the model, the consumer can experience the sensory qualities of eating the dish, allowing decisions to be made within 30 seconds (Franchisor). Second, plastic models guide what types of foods are suitable for social and cultural occasions. These include during Chuseok (the harvest festival) and Seollal (New Year), when high-end department stores display holiday gift sets containing plastic models of beef, abalone, and pine mushrooms. These sets align consumer expectation and experience by showing consumers the exact dimension and content of the gift. They also define the propriety of holiday gifts. These types of models therefore direct how food is bought, exchanged, and consumed during holidays and reassert a social code. Third, food models become educational tools to communicate health recommendations by solidifying types of dishes and portions appropriate for individuals based on health status, age, and gender. This helps disseminate a definition of a healthful diet and adequate nutrition to guide food choice and consumption. Fourth, plastic food models act as a boundary marker of what constitutes Korean food. Applying Mary Douglas’s notion of food as a boundary marker of ethnicity and identity, plastic food models effectively mark Koreanness to reinforce a certain set of ingredients and presentation as authentic. Plastic models create the ideal visual representation of Korean cuisine that becomes the golden standard, by which dishes are compared, judged, and reproduced as Korean. Plastic models are essentially objects that socially construct the perception of gustatory, aesthetic, and social taste. Plastic foods discipline and define taste by directing the gaze of the beholder, conjuring up social protocol or associations. Sociologist John Urry’s notion of the tourist gaze lends insight to considering the implication of the intentional placement and use of plastic models in the Korean urban landscape. Urry argues that people do not gaze by chance but are taught when, where, and how to gaze by clear markers, objects, events, and experiences. Therefore, plastic models construct the gaze on Korean food to teach consumers when, where, and how to experience and practice Korean culinary culture. The Production Process of Plastic Food Models Analysis of plastic models must also consider who gets to define and reproduce the aesthetic and social taste of food. This approach follows the call to examine the knowledge and power of technical and aesthetic experts responsible for producing and authorizing certain discourses as legitimate and representative of the nation (Boyer and Lomnitz; Krishenblatt-Gimblett; Smith). Since plastic model manufacturers are the main technical and aesthetic experts responsible for disseminating standards of taste through the production of fake food, it is necessary to examine their approaches and methods. High-quality food models begin with original food to be reproduced. For single food items such as an apple or a shrimp, liquid plastic is poured into pre-formed molds. In the case of food with multiple components such as a noodle soup, the actual food is first covered with liquid plastic to replicate its exact shape and then elements are added on top. Next, the mold goes through various heat and chemical treatments before the application of color. The factors that determine the preciseness of the model are the quality of the paint, the skill of the painter, and the producer’s interpretation of the original. In the case of duplicating a dish with multiple ingredients, individual elements are made separately according to the process described above and assembled and presented in the same dishware as that of the original. The producers’ studios look more like test kitchens than industrial factories. Making food models require techniques resembling conventional cooking procedures. The Pioneer, for instance, enrolled in Korean cooking classes when he realized that to produce convincing replicas he needed to understand how certain dishes are made. The main mission for plastic food producers is to visually whet the appetite by creating replicas that look tastier than the original. Since the notion of taste is highly subjective, the objective for plastic food producers is to translate the essence of the food using imagination and artistic expression to appeal to universal taste. A fake model is more than just the sum of its parts because some ingredients are highlighted to increase its approximation of the real. For example, the Pioneer highlights certain characteristics of the food that he believes to be central to the dish while minimizing or even neglecting other aspects. When making models of cabbage kimchi, he focuses on prominently depicting the outer layers of neatly stacked kimchi without emphasizing the radish, peppers, fermented shrimp paste, ginger, and garlic that are tucked between each layer of the cabbage. Although the models are three-dimensional, they only show the top or exterior of the dishes from the viewer’s perspective. Translating dishes that have complex flavor profile and ingredients are challenging and require painstaking editing. The Exporter notes that assembling a dish and putting the final touches on a plate are similar to what a food stylist does because her aim, too, is to make the viewer’s mouth water. To communicate crispy breaded shrimp, she dunks pre-molded plastic shrimp into a thin plastic paste and uses an air gun to make the “batter” swirl into crunchy flakes before coloring it to a perfect golden brown. Manufacturers need to realistically capture the natural properties of food to help consumers imagine the taste of a dish. For instance, the Franchisor confesses that one of the hardest dishes to make is honey bread (a popular dessert at Korean cafes), a thick cut of buttered white toast served piping hot with a scoop of ice cream on top. Convincingly portraying a scoop of ice cream slowly melting over the steaming bread is challenging because it requires the ice cream pooling on the top and running down the sides to look natural. Making artificial material look natural is impossible without meticulous skill and artistic expression. These manufacturers bring plastic models to life by injecting them with their interpretations of the food’s essence, which facilitates food practices by allowing the viewer to imagine and indulge in the taste of the real. Conclusion Deception runs deep in the Korean urban landscape, as plastic models are omnipresent but their fakeness is difficult to discern without conscious effort. While the government’s desire to introduce Korean cuisine to an international audience fueled the increase in displays of plastic food, the enthusiastic adoption of fake food as a tool to regulate and communicate food practices has enabled integration of fake models into everyday life. The plastic models’ authority over daily food practices is rooted in its ability to seamlessly stand in for the real to influence the production and consumption of food. Rather than taking plastic food models at face value, I argued that deeper analysis of the power and agency of manufacturers is necessary. It is through the manufacturers’ expertise and artistic vision that plastic models become tools to articulate notions of taste. As models produced by these manufacturers proliferate both locally and globally, their authority solidifies in defining and reinforcing social norms and taste of Korean culture. Therefore, the Pioneer, Exporter, and Franchisor, are the true tastemakers who translate the essence of food to guide food preference and practices. References Baudrillard, Jean. Simulacra and Simulation. Anne Arbor, MI: University of Michigan Press, 1995. Benjamin, Walter. The Work of Art in the Age of Mechanical Reproduction. New York: Penguin, 1968. Boyer, Dominic, and Claudio Lomnitz. “Intellectuals and Nationalism: Anthropological Engagements.” Annual Review of Anthropology 34 (2005): 105–20. Douglas, Mary. Purity and Danger. London: Routledge, 1966. Eco, Umberto. Travels in Hyperreality. Orlando, FL: Harcourt Bruce & Company, 1983. Exporter, The. Personal Communication. Seoul, South Korea, 11 Jan. 2012. Franchisor, The. Personal Communication. Seoul, South Korea, 9 Jan. 2012. Gewertz, Deborah, and Frederick Errington. Cheap Meat: Flap Food Nations in the Pacific Islands. Berkeley: University of California Press, 2010. Han, Kyung-Koo. “Some Foods Are Good to Think: Kimchi and the Epitomization of National Character.” Korean Social Science Journal 27.1 (2000): 221–35. Harris, Marvin, Nirmal K. Bose, Morton Klass, Joan P. Mencher, Kalervo Oberg, Marvin K. Opler, Wayne Suttles, and Andrew P. Vayda. “The Cultural Ecology of India’s Sacred Cattle [and Comments and Replies].” Current Anthropology (1966): 51–66. Kirshenblatt-Gimblett, Barbara. “Theorizing Heritage.” Ethnomusicology 39.3 (1995): 367–80. Messer, Ellen. “Food Definitions and Boundaries.” Consuming the Inedible: Neglected Dimensions of Food Choice. Eds. Jeremy MacClancy, C. Jeya Henry and Helen Macbeth. New York: Berghahn Books, 2007. 53–65. Pioneer, The. Personal Communication. Incheon, South Korea. 19 Dec. 2011. Rath, Eric. Food and Fantasy in Early Modern Japan. Berkeley: University of California Press, 2010. Smith, Laura Jane. Uses of Heritage. London: Routledge, 2006. Urry, John. The Tourist Gaze: Leisure and Travel in Contemporary Societies. London: Sage Publications, 2002.Walraven, Boudewijn. “Bardot Soup and Confucians’ Meat: Food and Korean Identity in Global Context”. Asian Food: The Global and Local. Eds. Katarzyna Cwiertka, and Boudewijn Walraven. Honolulu: University of Hawai’i Press, 2001. 95–115.

If Continental social theory emerges from a climate of intensely cold winters and short mild summers, how does Australia (or any nation defined by its large masses of aridity) function as an environment in which to produce critical theory and new knowledge? Climate and weather are intrinsic to ambience, but what impact might they have on the conditions of producing academic work? How is ambience relevant to thinking and writing and research? Is there an ambient epistemology? This paper argues that the ambient is an unacknowledged factor in the production of critical thinking, and draws on examples of academics locating their writing conditions as part of their thinking. This means paying attention to the embodied work of thinking, and so I locate myself in order to explore what it might mean to acknowledge the conditions of intellectual work. Consequently I dwell on the impact of heat and light as qualities specific to where I work, but (following Bolt) I also argue that they are terms that are historically associated with new knowledge. Language, then, is already a factor in shaping the way we can think through such conditions, and the narratives available to write about them. Working these conditions into critical narratives may involve mobilising fictional tropes, and may not always be ambient, but they are potent in the academic imaginary and impact the ways in which we can think through location. Present Tense As I sit in Perth right now in a balmy 27 degrees Celsius with the local afternoon sea-breeze (fondly known as the Fremantle Doctor) clearing the stuffiness and humidity of the day, environmental conditions are near perfect for the end of summer. I barely notice them. Not long ago though, it was over 40 degrees for three days in a row. These were the three days I had set aside to complete an academic paper, the last days available before the university opened and normal work would resume. I’d arranged to have the place to myself, but I hadn’t arranged for cooling technologies. As I immersed myself in photocopies and textbooks the intellectual challenges and excitement were my preoccupation. It was hot, but I was almost unreceptive to recognising the discomforts of the weather until sweat began to drip onto pages and keyboards. A break in the afternoon for a swim at the local beach was an opportunity to clarify and see the bigger picture, and as the temperature began to slide into the evening cool it was easier to stay up late working and then sleep in late. I began to work around the weather. What impact does this have on thinking and writing? I remember it as a haze. The paper though, still seems clear and reasoned. My regimen might be read as working despite the weather, but I wonder if the intensity of the heat extends thinking in different directions—to go places where I wouldn’t have imagined in an ambiently cooled office (if I had one). The conditions of the production of knowledge are often assumed to be static, stable and uninteresting. Even if your work is located in exciting Other places, the ‘writing up’ is expected to happen ‘back home’, after the extra-ordinary places of fieldwork. It can be written in the present tense, for a more immediate reading experience, but the writing cannot always happen at the same time as the events being described, so readers accept the use of present tense as a figment of grammar that cannot accommodate the act of writing. When a writer becomes aware of their surroundings and articulates those conditions into their narrative, the reader is lifted out of the narrative into a metaframe; out of the body of writing and into the extra-diegetic. In her essay “Me and My Shadow” (1987), Jane Tompkins writes as if ‘we’ the reader are in the present with her as she makes connections between books, experiences, memories, feelings, and she also provides us with a writing scene in which to imagine her in the continuous present: It is a beautiful day here in North Carolina. The first day that is both cool and sunny all summer. After a terrible summer, first drought, then heat-wave, then torrential rain, trees down, flooding. Now, finally, beautiful weather. A tree outside my window just brushed by red, with one fully red leaf. (This is what I want you to see. A person sitting in stockinged feet looking out of her window – a floor to ceiling rectangle filled with green, with one red leaf. The season poised, sunny and chill, ready to rush down the incline into autumn. But perfect, and still. Not going yet.) (128)This is a strategy, part of the aesthetics and politics of Tompkins’s paper which argues for the way the personal functions in intellectual thinking and writing even when we don’t recognise or acknowledge it. A little earlier she characterises herself as vulnerable because of the personal/professional nexus: I don’t know how to enter the debate [over epistemology] without leaving everything else behind – the birds outside my window, my grief over Janice, just myself as a person sitting here in stockinged feet, a little bit chilly because the windows are open, and thinking about going to the bathroom. But not going yet. (126)The deferral of autumn and going to the bathroom is linked through the final phrase, “not going yet”. This is a kind of refrain that draws attention to the aesthetic architecture of locating the self, and yet the reference to an impending toilet trip raised many eyebrows. Nancy Millar comments that “these passages invoke that moment in writing when everything comes together in a fraction of poise; that fragile moment the writing in turn attempts to capture; and that going to the bathroom precisely, will end” (6). It spoils the moment. The aesthetic green scene with one red leaf is ruptured by the impending toilet scene. Or perhaps it is the intimacy of bodily function that disrupts the ambient. And yet the moment is fictional anyway. There must surely always be some fiction involved when writing about the scene of writing, as writing usually takes more than one take. Gina Mercer takes advantage of this fictional function in a review of a collection of women’s poetry. Noting the striking discursive differences between the editor’s introduction and the poetry collected in the volume, she suggestively accounts for this by imagining the conditions under which the editor might have been working: I suddenly begin to imagine that she wrote the introduction sitting at her desk in twin-set and pearls, her feet constricted by court shoes – but that the selection took place at home with her lying on a large beautifully-linened bed bestrewn by a cat and the poems… (4)These imaginary conditions, Mercer implies, impact on the ways we do our intellectual work, or perhaps different kinds of work require different conditions. Mercer not only imagines the editor at work, but also suggests her own preferred workspace when she mentions that “the other issue I’ve been pondering as I lay on my bed in a sarong (yes it’s hot here already) reading this anthology, has been the question of who reads love poetry these days?” (4). Placing herself as reader (of an anthology of love poetry) on the bed in a sarong in a hot climate partially accounts for the production of the thinking around this review, but probably doesn’t include the writing process. Mercer’s review is written in epistolary form, signaling an engagement with ‘the personal’, and yet that awareness of form and setting performs a doubling function in which scenes are set and imagination is engaged and yet their veracity doesn’t seem important, and may even be part of the fiction of form. It’s the idea of working leisurely that gains traction in this review. Despite the capacity for fiction, I want to believe that Jane Tompkins was writing in her study in North Carolina next to a full-length window looking out onto a tree. I’m willing to suspend my disbelief and imagine her writing in this place and time. Scenes of Writing Physical conditions are often part of mythologising a writer. Sylvia Plath wrote the extraordinary collection of poems that became Ariel during the 1962/63 London winter, reputed to have been the coldest for over a hundred years (Gifford 15). The cold weather is given a significant narrative role in the intensity of her writing and her emotional desperation during that period. Sigmund Freud’s writing desk was populated with figurines from his collection of antiquities looking down on his writing, a scene carefully replicated in the Freud Museum in London and reproduced in postcards as a potent staging of association between mythology, writing and psychoanalysis (see Burke 2006). Writer’s retreats at the former residences of writers (like Varuna at the former home of Eleanor Dark in the Blue Mountains, and the Katherine Susannah Pritchard Centre in the hills outside of Perth) memorialise the material conditions in which writers wrote. So too do pilgrimages to the homes of famous writers and the tourism they produce in which we may gaze in wonder at the ordinary places of such extraordinary writing. The ambience of location is one facet of the conditions of writing. When I was a doctoral student reading Continental feminist philosophy, I used anything at hand to transport myself into their world. I wrote my dissertation mostly in Townsville in tropical Queensland (and partly in Cairns, even more tropical), where winter is blue skies and mid-twenties in temperature but summers are subject to frequent build-ups in pressure systems, high humidity, no breeze and some cyclones. There was no doubt that studying habits were affected by the weather for a student, if not for all the academics who live there. Workplaces were icily air-conditioned (is this ambient?) but outside was redolent with steamy tropical evenings, hot humid days, torrential downpours. When the weather breaks there is release in blood pressure accompanying barometer pressure. I was reading contemporary Australian literature alongside French feminist theories of subjectivity and their relation through écriture féminine. The European philosophical and psychoanalytic tradition and its exquisitely radical anti-logical writing of Irigaray, Cixous and Kristeva seemed alien to my tropical environs but perversely seductive. In order to get ‘inside’ the theoretical arguments, my strategy was to interpolate myself into their imagined world of writing, to emulate their imagined conditions. Whenever my friend went on a trip, I caretook her 1940s unit that sat on a bluff and looked out over the Coral Sea, all whitewashed and thick stone, and transformed it into a French salon for my intellectual productivity. I played Edith Piaf and Grace Jones, went to the grocer at the bottom of the hill every day for fresh food and the French patisserie for baguettes and croissants. I’d have coffee brewing frequently, and ate copious amounts of camembert and chocolate. The Townsville flat was a Parisian salon with French philosophers conversing in my head and between the piles of book lying on the table. These binges of writing were extraordinarily productive. It may have been because of the imagined Francophile habitus (as Bourdieu understands it); or it may have been because I prepared for the anticipated period of time writing in a privileged space. There was something about adopting the fictional romance of Parisian culture though that appealed to the juxtaposition of doing French theory in Townsville. It intensified the difference but interpolated me into an intellectual imaginary. Derrida’s essay, “Freud and the Scene of Writing”, promises to shed light on Freud’s conditions of writing, and yet it is concerned moreover with the metaphoric or rather intellectual ‘scene’ of Freudian ideas that form the groundwork of Derrida’s own corpus. Scenic, or staged, like Tompkins’s framed window of leaves, it looks upon the past as a ‘moment’ of intellectual ferment in language. Peggy Kamuf suggests that the translation of this piece of Derrida’s writing works to cover over the corporeal banishment from the scene of writing, in a move that privileges the written trace. In commenting, Kamuf translates Derrida herself: ‘to put outside and below [metre dehors et en bas] the body of the written trace [le corps de la trace écrite].’ Notice also the latter phrase, which says not the trace of the body but the body of the trace. The trace, what Derrida but before him also Freud has called trace or Spur, is or has a body. (23)This body, however, is excised, removed from the philosophical and psychoanalytic imaginary Kamuf argues. Australian philosopher Elizabeth Grosz contends that the body is “understood in terms that attempt to minimize or ignore altogether its formative role in the production of philosophical values – truth, knowledge, justice” (Volatile 4): Philosophy has always considered itself a discipline concerned primarily or exclusively with ideas, concepts, reason, judgment – that is, with terms clearly framed by the concept of mind, terms which marginalize or exclude considerations of the body. As soon as knowledge is seen as purely conceptual, its relation to bodies, the corporeality of both knowers and texts, and the ways these materialities interact, must become obscure. (Volatile 4)In the production of knowledge then, the corporeal knowing writing body can be expected to interact with place, with the ambience or otherwise in which we work. “Writing is a physical effort,” notes Cixous, and “this is not said often enough” (40). The Tense Present Conditions have changed here in Perth since the last draft. A late summer high pressure system is sitting in the Great Australian Bite pushing hot air across the desert and an equally insistent ridge of low pressure sits off the Indian Ocean, so the two systems are working against each other, keeping the weather hot, still, tense, taut against the competing forces. It has been nudging forty degrees for a week. The air conditioning at work has overloaded and has been set to priority cooling; offices are the lowest priority. A fan blasts its way across to me, thrumming as it waves its head from one side to the other as if tut-tutting. I’m not consumed with intellectual curiosity the way I was in the previous heatwave; I’m feeling tired, and wondering if I should just give up on this paper. It will wait for another time and journal. There’s a tension with chronology here, with what’s happening in the present, but then Rachel Blau DuPlessis argues that the act of placing ideas into language inevitably produces that tension: Chronology is time depicted as travelling (more or less) in a (more or less) forward direction. Yet one can hardly write a single sentence straight; it all rebounds. Even its most innocent first words – A, The, I, She, It – teem with heteroglossias. (16)“Sentences structure” DuPlessis points out, and grammar necessitates development, chronological linearity, which affects the possibilities for narrative. “Cause and effect affect” DuPlessis notes (16), as do Cixous and Irigaray before her. Nevertheless we must press on. And so I leave work and go for a swim, bring my core body temperature down, and order a pot of tea from the beach café while I read Barbara Bolt in the bright afternoon light. Bolt is a landscape painter who has spent some time in Kalgoorlie, a mining town 800km east of Perth, and notes the ways light is used as a metaphor for visual illumination, for enlightening, and yet in Kalgoorlie light is a glare which, far from illuminating, blinds. In Kalgoorlie the light is dangerous to the body, causing cancers and cataracts but also making it difficult to see because of its sheer intensity. Bolt makes an argument for the Australian light rupturing European thinking about light: Visual practice may be inconceivable without a consideration of light, but, I will argue, it is equally ‘inconceivable’ to practice under European notions of light in the ‘glare’ of the Australian sun. Too much light on matter sheds no light on the matter. (204)Bolt frequently equates the European notions of visual art practice that, she claims, Australians still operate under, with concomitant concepts of European philosophy, aesthetics and, I want to add, epistemology. She is particularly adept at noting the material impact of Australian conditions on the body, arguing that, the ‘glare’ takes apart the Enlightenment triangulation of light, knowledge, and form. In fact, light becomes implicated bodily, in the facts of the matter. My pterygiums and sun-beaten skin, my mother and father’s melanomas, and the incidence of glaucoma implicate the sun in a very different set of processes. From my optic, light can no longer be postulated as the catalyst that joins objects while itself remaining unbent and unimplicated … (206).If new understandings of light are generated in Australian conditions of working, surely heat is capable of refiguring dominant European notions as well. Heat is commonly associated with emotions and erotics, even through ideas: heated debate, hot topics and burning issues imply the very latest and most provocative discussions, sizzling and mercurial. Heat has a material affect on corporeality also: dehydrating, disorienting, dizzying and burning. Fuzzy logic and bent horizons may emerge. Studies show that students learn best in ambient temperatures (Pilman; Graetz), but I want to argue that thought and writing can bend in other dimensions with heat. Tensions build in blood pressure alongside isometric bars. Emotional and intellectual intensities merge. Embodiment meets epistemology. This is not a new idea; feminist philosophers like Donna Haraway have been emphasizing the importance of situated knowledge and partial perspective for decades as a methodology that challenges universalism and creates a more ethical form of objectivity. In 1987 Haraway was arguing for politics and epistemologies of location, positioning, and situating, where partiality and not universality is the condition of being heard to make rational knowledge claims. These are claims on people’s lives. I am arguing for the view from a body, always a complex contradictory structuring and structured body versus the view from above, from nowhere, from simplicity. (Haraway 588)Working in intellectual conditions when the specificities of ambience is ignored, is also, I suggest, to work in a privileged space, in which there are no distractions like the weather. It is also to work ‘from nowhere, from simplicity’ in Haraway’s words. It is to write from within the pure imaginary space of the intellect. But to write in, and from, weather conditions no matter what they might be is to acknowledge the affect of being-in-the-world, to recognise an ontological debt that is embodied and through which we think. I want to make a claim for the radical conditions under which writing can occur outside of the ambient, as I sit here sweating over theory again. Drawing attention to the corporeal conditions of the scene of writing is a way of situating knowledge and partial perspective: if I were in Hobart where snow still lies on Mount Wellington I may well have a different perspective, but the metaphors of ice and cold also need transforming into productive and generative conditions of particularised knowledge. To acknowledge the location of knowledge production suggests more of the forces at work in particular thinking, as a bibliography indicates the shelf of books that have inflected the written product. This becomes a relation of immanence rather than transcendence between the subject and thought, whereby thinking can be understood as an act, an activity, or even activism of an agent. This is proposed by Elizabeth Grosz in her later work where she yokes together the “jagged edges” (Time 165) of Deleuze and Irigaray’s work in order to reconsider the “future of thought”. She calls for a revision of meaning, as Bolt does, but this time in regard to thought itself—and the task of philosophy—asking whether it is possible to develop an understanding of thought that refuses to see thought as passivity, reflection, contemplation, or representation, and instead stresses its activity, how and what it performs […] can we deromanticize the construction of knowledges and discourses to see them as labor, production, doing? (Time 158)If writing is to be understood as a form of activism it seems fitting to conclude here with one final image: of Gloria Anzaldua’s computer, at which she invites us to imagine her writing her book Borderlands/La Frontera: The New Mestiza (1987), a radical Chicana vision for postcolonial theory. Like Grosz, Anzaldua is intent on undoing the mind/body split and the language through which the labour of thinking can be articulated. This is where she writes her manifesto: I sit here before my computer, Amiguita, my altar on top of the monitor with the Virgen de Coatalopeuh candle and copal incense burning. My companion, a wooden serpent staff with feathers, is to my right while I ponder the ways metaphor and symbol concretize the spirit and etherealize the body. (75) References Anzaldua, Gloria. Borderlands/La Frontera: The New Mestiza. San Francisco: Aunt Lute Books, 1987. Bolt, Barbara. “Shedding Light for the Matter.” Hypatia 15.2 (2000): 202-216. Bourdieu, Pierre. The Logic of Practice. Cambridge: Polity, 1990. [1980 Les Edition de Minuit] Burke, Janine. The Gods of Freud: Sigmund Freud’s Art Collection. Milsons Point: Knopf, 2006. Cixous, Hélène, and Mireille Calle-Gruber. Rootprints: Memory and Life Writing. London: Routledge, 1997. [1994 Photos de Racine]. Derrida, Jacques, and Jeffrey Mehlman. "Freud and the Scene of Writing." Yale French Studies 48 (1972): 74-117. DuPlessis, Rachel Blau. Blue Studios: Poetry and Its Cultural Work. Tuscaloosa: Alabama UP, 2006. Gifford, Terry. Ted Hughes. Abingdon: Routledge, 2009. Graetz, Ken A. “The Psychology of Learning Environments.” Educause Review 41.6 (2006): 60-75. Grosz, Elizabeth. Volatile Bodies: Towards a Corporeal Feminism. St Leonards: Allen & Unwin, 1994. Grosz, Elizabeth. Time Travels: Feminism, Nature, Power. St Leonards: Allen & Unwin, 2005. Haraway, Donna. “Situated Knowledges: The Science Question in Feminism and the Privilege of Partial Perspective.” Feminist Studies 14.3 (1988): 575-99. Kamuf, Peggy. “Outside in Analysis.” Mosaic 42.4 (2009): 19-34. Mercer, Gina. “The Days of Love Are Lettered.” Review of The Oxford Book of Australian Love Poems, ed. Jennifer Strauss. LiNQ 22.1 (1995): 135-40. Miller, Nancy K. Getting Personal: Feminist Occasions and Other Autobiographical Acts. New York: Routledge, 1991. Pilman, Mary S. “The Effects of Air Temperature Variance on Memory Ability.” Loyola University Clearinghouse, 2001. ‹http://clearinghouse.missouriwestern.edu/manuscripts/306.php›. Tompkins, Jane. “Me and My Shadow.” New Literary History 19.1 (1987): 169-78.

Introduction The academic area known as food studies—incorporating elements from disciplines including anthropology, folklore, history, sociology, gastronomy, and cultural studies as well as a range of multi-disciplinary approaches—asserts that cooking and eating practices are less a matter of nutrition (maintaining life by absorbing nutrients from food) and more a personal or group expression of various social and/or cultural actions, values or positions. The French philosopher, Michel de Certeau agrees, arguing, moreover, that there is an urgency to name and unpick (what he identifies as) the “minor” practices, the “multifarious and silent reserve of procedures” of everyday life. Such practices are of crucial importance to all of us, as although seemingly ordinary, and even banal, they have the ability to “organise” our lives (48). Within such a context, the following aims to consider the influence and significance of an important (although largely unstudied) professional figure in rural and regional economic life: the country food preparer variously known as the local chef or cook. Such an approach is obviously framed by the concept of “cultural economy”. This term recognises the convergence, and interdependence, of the spheres of the cultural and the economic (see Scott 335, for an influential discussion on how “the cultural geography of space and the economic geography of production are intertwined”). Utilising this concept in relation to chefs and cooks seeks to highlight how the ways these figures organise (to use de Certeau’s term) the social and cultural lives of those in their communities are embedded in economic practices and also how, in turn, their economic contributions are dependent upon social and cultural practices. This initial mapping of the influence and significance of the rural and regional chef in one rural and regional area, therefore, although necessarily different in approach and content, continues the application of such converged conceptualisations of the cultural and economic as Teema Tairu’s discussion of the social, recreational and spiritual importance of food preparation and consumption by the unemployed in Finland, Guy Redden’s exploration of how supermarket products reflect shared values, and a series of analyses of the cultural significance of individual food products, such as Richard White’s study of vegemite. While Australians, both urban and rural, currently enjoy access to an internationally renowned food culture, it is remarkable to consider that it has only been during the years following the Second World War that these sophisticated and now much emulated ways of eating and cooking have developed. It is, indeed, only during the last half century that Australian eating habits have shifted from largely Anglo-Saxon influenced foods and meals that were prepared and eaten in the home, to the consumption of a wider range of more international and sophisticated foods and meals that are, increasingly, prepared by others and eaten outside the consumer’s residence. While a range of commonly cited influences has prompted this relatively recent revolution in culinary practice—including post-war migration, increasing levels of prosperity, widespread international travel, and the forces of globalisation—some of this change owes a debt to a series of influential individual figures. These tastemakers have included food writers and celebrity chefs; with early exponents including Margaret Fulton, Graham Kerr and Charmaine Solomon (see Brien). The findings of this study suggests that many restaurant chefs, and other cooks, have similarly played, and continue to take, a key role in the lives of not only the, necessarily, limited numbers of individuals who dine in a particular eatery or the other chefs and/or cooks trained in that establishment (Ruhlman, Reach), but also the communities in which they work on a much broader scale. Considering Chefs In his groundbreaking study, A History of Cooks and Cooking, Australian food historian Michael Symons proposes that those who prepare food are worthy of serious consideration because “if ‘we are what we eat’, cooks have not just made our meals, but have also made us. They have shaped our social networks, our technologies, arts and religions” (xi). Writing that cooks “deserve to have their stories told often and well,” and that, moreover, there is a “need to invent ways to think about them, and to revise our views about ourselves in their light” (xi), Symons’s is a clarion call to investigate the role and influence of cooks. Charles-Allen Baker-Clark has explicitly begun to address this lacunae in his Profiles from the Kitchen: What Great Cooks Have Taught Us About Ourselves and Our Food (2006), positing not only how these figures have shaped our relationships with food and eating, but also how these relationships impact on identities, culture and a range of social issues including those of social justice, spirituality and environmental sustainability. With the growing public interest in celebrities, it is perhaps not surprising that, while such research on chefs and/or cooks is still in its infancy, most of the existing detailed studies on individuals focus on famed international figures such as Marie-Antoine Carême (Bernier; Kelly), Escoffier (James; Rachleff; Sanger), and Alexis Soyer (Brandon; Morris; Ray). Despite an increasing number of tabloid “tell-all” surveys of contemporary celebrity chefs, which are largely based on mass media sources and which display little concern for historical or biographical accuracy (Bowyer; Hildred and Ewbank; Simpson; Smith), there have been to date only a handful of “serious” researched biographies of contemporary international chefs such as Julia Child, Alice Waters (Reardon; Riley), and Bernard Loiseux (Chelminski)—the last perhaps precipitated by an increased interest in this chef following his suicide after his restaurant lost one of its Michelin stars. Despite a handful of collective biographical studies of Australian chefs from the later-1980s on (Jenkins; O’Donnell and Knox; Brien), there are even fewer sustained biographical studies of Australian chefs or cooks (Clifford-Smith’s 2004 study of “the supermarket chef,” Bernard King, is a notable exception). Throughout such investigations, as well as in other popular food writing in magazines and cookbooks, there is some recognition that influential chefs and cooks have worked, and continue to work, outside such renowned urban culinary centres as Paris, London, New York, and Sydney. The Michelin starred restaurants of rural France, the so-called “gastropubs” of rural Britain and the advent of the “star-chef”-led country bed and breakfast establishment in Australia and New Zealand, together with the proliferation of farmer’s markets and a public desire to consume locally sourced, and ecologically sustainable, produce (Nabhan), has focused fresh attention on what could be called “the rural/regional chef”. However, despite the above, little attention has focused on the Australian non-urban chef/cook outside of the pages of a small number of key food writing magazines such as Australian Gourmet Traveller and Vogue Entertaining + Travel. Setting the Scene with an Australian Country Example: Armidale and Guyra In 2004, the Armidale-Dumaresq Council (of the New England region, New South Wales, Australia) adopted the slogan “Foodies thrive in Armidale” to market its main city for the next three years. With a population of some 20,000, Armidale’s main industry (in economic terms) is actually education and related services, but the latest Tourist Information Centre’s Dining Out in Armidale (c. 2006) brochure lists some 25 restaurants, 9 bistros and brasseries, 19 cafés and 5 fast food outlets featuring Australian, French, Italian, Mediterranean, Chinese, Thai, Indian and “international” cuisines. The local Yellow Pages telephone listings swell the estimation of the total number of food-providing businesses in the city to 60. Alongside the range of cuisines cited above, a large number of these eateries foreground the use of fresh, local foods with such phrases as “local and regional produce,” “fresh locally grown produce,” “the finest New England ingredients” and locally sourced “New England steaks, lamb and fresh seafood” repeatedly utilised in advertising and other promotional material. Some thirty kilometres to the north along the New England highway, the country town of Guyra, proclaimed a town in 1885, is the administrative and retail centre for a shire of some 2,200 people. Situated at 1,325 metres above sea level, the town is one of the highest in Australia with its main industries those of fine wool and lamb, beef cattle, potatoes and tomatoes. Until 1996, Guyra had been home to a large regional abattoir that employed some 400 staff at the height of its productivity, but rationalisation of the meat processing industry closed the facility, together with its associated pet food processor, causing a downturn in employment, local retail business, and real estate values. Since 2004, Guyra’s economy has, however, begun to recover after the town was identified by the Costa Group as the perfect site for glasshouse grown tomatoes. Perfect, due to its rare combination of cool summers (with an average of less than two days per year with temperatures over 30 degrees celsius), high winter light levels and proximity to transport routes. The result: 3.3 million kilograms of truss, vine harvested, hydroponic “Top of the Range” tomatoes currently produced per annum, all year round, in Guyra’s 5-hectare glasshouse: Australia’s largest, opened in December 2005. What residents (of whom I am one) call the “tomato-led recovery” has generated some 60 new local jobs directly related to the business, and significant flow on effects in terms of the demand for local services and retail business. This has led to substantial rates of renovation and building of new residential and retail properties, and a noticeably higher level of trade flowing into the town. Guyra’s main street retail sector is currently burgeoning and stories of its renewal have appeared in the national press. Unlike many similar sized inland towns, there are only a handful of empty shops (and most of these are in the process of being renovated), and new commercial premises have recently been constructed and opened for business. Although a small town, even in Australian country town terms, Guyra now has 10 restaurants, hotel bistros and cafés. A number of these feature local foods, with one pub’s bistro regularly featuring the trout that is farmed just kilometres away. Assessing the Contribution of Local Chefs and Cooks In mid-2007, a pilot survey to begin to explore the contribution of the regional chef in these two close, but quite distinct, rural and regional areas was sent to the chefs/cooks of the 70 food-serving businesses in Armidale and Guyra that I could identify. Taking into account the 6 returns that revealed a business had closed, moved or changed its name, the 42 replies received represented a response rate of 65.5per cent (or two thirds), representatively spread across the two towns. Answers indicated that the businesses comprised 18 restaurants, 13 cafés, 6 bistro/brasseries, 1 roadhouse, 1 takeaway/fast food and 3 bed and breakfast establishments. These businesses employed 394 staff, of whom 102 were chefs and/cooks, or 25.9 per cent of the total number of staff then employed by these establishments. In answer to a series of questions designed to ascertain the roles played by these chefs/cooks in their local communities, as well as more widely, I found a wide range of inputs. These chefs had, for instance, made a considerable contribution to their local economies in the area of fostering local jobs and a work culture: 40 (95 per cent) had worked with/for another local business including but not exclusively food businesses; 30 (71.4 per cent) had provided work experience opportunities for those aspiring to work in the culinary field; and 22 (more than half) had provided at least one apprenticeship position. A large number had brought outside expertise and knowledge with them to these local areas, with 29 (69 per cent) having worked in another food business outside Armidale or Guyra. In terms of community building and sustainability, 10 (or almost a quarter) had assisted or advised the local Council; 20 (or almost half) had worked with local school children in a food-related way; 28 (two thirds) had helped at least one charity or other local fundraising group. An extra 7 (bringing the cumulative total to 83.3 per cent) specifically mentioned that they had worked with/for the local gallery, museum and/or local history group. 23 (more than half) had been involved with and/or contributed to a local festival. The question of whether they had “contributed anything else important, helpful or interesting to the community” elicited the following responses: writing a food or wine column for the local paper (3 respondents), delivering TAFE teacher workshops (2 respondents), holding food demonstrations for Rotary and Lions Clubs and school fetes (5 respondents), informing the public about healthy food (3 respondents), educating the public about environmental issues (2 respondents) and working regularly with Meals on Wheels or a similar organisation (6 respondents, or 14.3 per cent). One respondent added his/her work as a volunteer driver for the local ambulance transport service, the only non-food related response to this question. Interestingly, in line with the activity of well-known celebrity chefs, in addition to the 3 chefs/cooks who had written a food or wine column for the local newspaper, 11 respondents (more than a quarter of the sample) had written or contributed to a cookbook or recipe collection. One of these chefs/cooks, moreover, reported that he/she produced a weblog that was “widely read”, and also contributed to international food-related weblogs and websites. In turn, the responses indicated that the (local) communities—including their governing bodies—also offer some support of these chefs and cooks. Many respondents reported they had been featured in, or interviewed and/or photographed for, a range of media. This media comprised the following: the local newspapers (22 respondents, 52.4 per cent), local radio stations (19 respondents, 45.2 per cent), regional television stations (11 respondents, 26.2 per cent) and local websites (8 respondents, 19 per cent). A number had also attracted other media exposure. This was in the local, regional area, especially through local Council publications (31 respondents, 75 per cent), as well as state-wide (2 respondents, 4.8 per cent) and nationally (6 respondents, 14.3 per cent). Two of these local chefs/cooks (or 4.8 per cent) had attracted international media coverage of their activities. It is clear from the above that, in the small area surveyed, rural and regional chefs/cooks make a considerable contribution to their local communities, with all the chefs/cooks who replied making some, and a number a major, contribution to those communities, well beyond the requirements of their paid positions in the field of food preparation and service. The responses tendered indicate that these chefs and cooks contributed regularly to local public events, institutions and charities (with a high rate of contribution to local festivals, school programs and local charitable activities), and were also making an input into public education programs, local cultural institutions, political and social debates of local importance, as well as the profitability of other local businesses. They were also actively supporting not only the future of the food industry as a whole, but also the viability of their local communities, by providing work experience opportunities and taking on local apprentices for training and mentorship. Much more than merely food providers, as a group, these chefs and cooks were, it appears, also operating as food historians, public intellectuals, teachers, activists and environmentalists. They were, moreover, operating as content producers for local media while, at the same time, acting as media producers and publishers. Conclusion The terms “chef” and “cook” can be diversely defined. All definitions, however, commonly involve a sense of professionalism in food preparation reflecting some specialist knowledge and skill in the culinary arts, as well as various levels of creativity, experience and responsibility. In terms of the specific duties that chefs and professional cooks undertake every day, almost all publications on the subject deal specifically with workplace related activities such as food and other supply ordering, staff management, menu planning and food preparation and serving. This is constant across culinary textbooks (see, for instance, Culinary Institute of America 2002) and more discursive narratives about the professional chef such as the bestselling autobiographical musings of Anthony Bourdain, and Michael Ruhlman’s journalistic/biographical investigations of US chefs (Soul; Reach). An alternative preliminary examination, and categorisation, of the roles these professionals play outside their kitchens reveals, however, a much wider range of community based activities and inputs than such texts suggest. It is without doubt that the chefs and cooks who responded to the survey discussed above have made, and are making, a considerable contribution to their local New England communities. It is also without doubt that these contributions are of considerable value, and valued by, those country communities. Further research will have to consider to what extent these contributions, and the significance and influence of these chefs and cooks in those communities are mirrored, or not, by other country (as well as urban) chefs and cooks, and their communities. Acknowledgements An earlier version of this paper was presented at the Engaging Histories: Australian Historical Association Regional Conference, at the University of New England, September 2007. I would like to thank the session’s participants for their insightful comments on that presentation. A sincere thank you, too, to the reviewers of this article, whose suggestions assisted my thinking on this piece. Research to complete this article was carried out whilst a Visiting Fellow with the Research School of Humanities, the Australian National University. References Armidale Tourist Information Centre. Dining Out in Armidale [brochure]. Armidale: Armidale-Dumaresq Council, c. 2006. Baker-Clark, C. A. Profiles from the Kitchen: What Great Cooks have Taught us about Ourselves and our Food. Lexington: UP of Kentucky, 2006. Bernier, G. Antoine Carême 1783-1833: La Sensualité Gourmande en Europe. Paris: Grasset, 1989. Bourdain, A. Kitchen Confidential: Adventures in the Culinary Underbelly. New York: Harper Perennial, 2001. Bowyer, A. Delia Smith: The Biography. London: André Deutsch, 1999. Brandon, R. The People’s Chef: Alexis Soyer, A Life in Seven Courses. Chichester: Wiley, 2005. Brien, D. L. “Australian Celebrity Chefs 1950-1980: A Preliminary Study.” Australian Folklore 21 (2006): 201–18. Chelminski, R. The Perfectionist: Life and Death In Haute Cuisine. New York: Gotham Books, 2005. Clifford-Smith, S. A Marvellous Party: The Life of Bernard King. Milson’s Point: Random House Australia, 2004. Culinary Institute of America. The Professional Chef. 7th ed. New York: Wiley, 2002. de Certeau, M. The Practice of Everyday Life. Berkeley: U of California P, 1988. Hildred, S., and T. Ewbank. Jamie Oliver: The Biography. London: Blake, 2001. Jenkins, S. 21 Great Chefs of Australia: The Coming of Age of Australian Cuisine. East Roseville: Simon and Schuster, 1991. Kelly, I. Cooking for Kings: The Life of Antoine Carême, The First Celebrity Chef. New York: Walker and Company, 2003. James, K. Escoffier: The King of Chefs. London and New York: Hambledon and London, 2002. Morris, H. Portrait of a Chef: The Life of Alexis Soyer, Sometime Chef to the Reform Club. Cambridge: Cambridge UP, 1938. Nabhan, G. P. Coming Home to Eat: The Pleasures and Politics of Local Foods. New York: W.W. Norton, 2002. O’Donnell, M., and T. Knox. Great Australian Chefs. Melbourne: Bookman Press, 1999. Rachleff, O. S. Escoffier: King of Chefs. New York: Broadway Play Pub., 1983. Ray, E. Alexis Soyer: Cook Extraordinary. Lewes: Southover, 1991. Reardon, J. M. F. K. Fisher, Julia Child, and Alice Waters: Celebrating the Pleasures of the Table. New York: Harmony Books, 1994. Redden, G. “Packaging the Gifts of Nation.” M/C: A Journal of Media and Culture 2.7 (1999) accessed 10 September 2008 http://www.uq.edu.au/mc/9910/gifts.php. Riley, N. Appetite For Life: The Biography of Julia Child. New York: Doubleday, 1977. Ruhlman, M. The Soul of a Chef. New York: Viking, 2001. Ruhlman, M. The Reach of a Chef. New York: Viking, 2006. Sanger, M. B. Escoffier: Master Chef. New York: Farrar Straus Giroux, 1976. Scott, A. J. “The Cultural Economy of Cities.” International Journal of Urban and Regional Research 212 (1997) 323–39. Simpson, N. Gordon Ramsay: The Biography. London: John Blake, 2006. Smith, G. Nigella Lawson: A Biography. London: Andre Deutsch, 2005. Symons, M. A History of Cooks and Cooking. Urbana and Chicago: U of Illinois P, 2004. Tairu, T. “Material Food, Spiritual Quest: When Pleasure Does Not Follow Purchase.” M/C: A Journal of Media and Culture 2.7 (1999) accessed 10 September 2008 http://www.uq.edu.au/mc/9910/pleasure.php. White, R. S. “Popular Culture as the Everyday: A Brief Cultural History of Vegemite.” Australian Popular Culture. Ed. I. Craven. Cambridge UP, 1994. 15–21.

The National Cultural Policy Discussion Paper—drafted to assist the Australian Government in developing the first national Cultural Policy since Creative Nation nearly two decades ago—envisages a future in which arts, cultural and creative activities directly support the development of an inclusive, innovative and productive Australia. "The policy," it says, "will be based on an understanding that a creative nation produces a more inclusive society and a more expressive and confident citizenry by encouraging our ability to express, describe and share our diverse experiences—with each other and with the world" (Australian Government 3). Even a cursory reading of this Discussion Paper makes it clear that the question of impact—in aesthetic, cultural and economic terms—is central to the Government's agenda in developing a new Cultural Policy. Hand-in-hand with the notion of impact comes the process of measurement of progress. The Discussion Paper notes that progress "must be measurable, and the Government will invest in ways to assess the impact that the National Cultural Policy has on society and the economy" (11). If progress must be measurable, this raises questions about what arts, cultural and creative workers do, whether it is worth it, and whether they could be doing it better. In effect, the Discussion Paper pushes artsworkers ever closer to a climate in which they have to be skilled not just at making work, but at making the impact of this work clear to stakeholders. The Government in its plans for Australia's cultural future, is clearly most supportive of artsworkers who can do this, and the scholars, educators and employers who can best train the artsworkers of the future to do this. Teaching Artsworkers to Measure the Impact of Their Work: The Challenges How do we train artsworkers to assess, measure and articulate the impact of what they do? How do we prepare them to be ready to work in a climate that will—as the National Cultural Policy Discussion Paper makes clear—emphasise measuring impact, communicating impact, and communicating impact across aesthetic, cultural and economic categories? As educators delivering training in this area, the Discussion Paper has made this already compelling question even more pressing as we work to develop the career-ready graduates the Government seeks. Our program, the Master of Creative Industries (Creative Production & Arts Management) offered in the Creative Industries Faculty at Queensland University of Technology in Brisbane, Australia, is, like most programs in arts and cultural management in the US, UK, Europe and Australia, offering a three-Semester postgraduate program that allows students to develop the career-ready skills required to work as managers of arts, cultural or creative organisations. That we need to train our graduates to work not just as producers of plays, paintings or recordings, but as entrepreneurial arts advocates who can measure and articulate the value of their programs to others, is not news (Hadley "Creating" 647-48; cf. Brkic; Ebewo and Sirayi; Beckerman; Sikes). Our program—which offers training in arts policy, management, marketing and budgeting followed by training in entrepreneurship and a practical project—is already structured around this necessity. The question of how to teach students this diverse skill set is, however, still a subject of debate; and the question of how to teach students to measure the impact of this work is even more difficult. There is, of course, a body of literature on the impact of arts, cultural and creative activities, value and evaluation that has been developed over the past decade, particularly through landmark reports like Matarasso's Use or Ornament? The Social Impact of Participation in the Arts (1997) and the RAND Corporation's Gifts of the Muse: Reframing the Debate about the Benefits of the Arts (2004). There are also emergent studies in an Australian context: Madden's "Cautionary Note" on using economic impact studies in the arts (2001); case studies on arts and wellbeing by consultancy firm Effective Change (2003); case studies by DCITA (2003); the Asia Pacific Journal of Arts and Cultural Management (2009) issue on "value"; and Australia Council publications on arts, culture and economy. As Richards has explained, "evaluation is basically a straightforward concept. E-value-ation = a process of enquiry that allows a judgment of amount, value or worth to be made" (99). What makes arts evaluation difficult is not the concept, but the measurement of intangible values—aesthetic quality, expression, engagement or experience. In the literature, discussion has been plagued by debate about what is measured, what method is used, and whether subjective values can in fact be measured. Commentators note that in current practice, questions of value are still deferred because they are too difficult to measure (Bilton and Leary 52), discussed only in terms of economic measures such as market share or satisfaction which are statistically quantifiable (Belfiore and Bennett "Rethinking" 137), or done through un-rigorous surveys that draw only ambiguous, subjective, or selective responses (Merli 110). According to Belfiore and Bennett, Public debate about the value of the arts thus comes to be dominated by what might best be termed the cult of the measurable; and, of course, it is those disciplines primarily concerned with measurement, namely, economics and statistics, which are looked upon to find the evidence that will finally prove why the arts are so important to individuals and societies. A corollary of this is that the humanities are of little use in this investigation. ("Rethinking" 137) Accordingly, Ragsdale states, Arts organizations [still] need to find a way to assess their progress in …making great art that matters to people—as evidenced, perhaps, by increased enthusiasm, frequency of attendance, the capacity and desire to talk or write about one's experience, or in some other way respond to the experience, the curiosity to learn about the art form and the ideas encountered, the depth of emotional response, the quality of the social connections made, and the expansion of one's aesthetics over time. Commentators are still looking for a balanced approach (cf. Geursen and Rentschler; Falk and Dierkling), which evaluates aesthetic practices, business practices, audience response, and results for all parties, in tandem. An approach which evaluates intrinsic impacts, instrumental impacts, and the way each enables the other, in tandem—with an emphasis not on the numbers but on whether we are getting better at what we are doing. And, of course, allows evaluators of arts, cultural and creative activities to use creative arts methods—sketches, stories, bodily movements and relationships and so forth—to provide data to inform the assessment, so they can draw not just on statistical research methods but on arts, culture and humanities research methods. Teaching Artsworkers to Measure the Impact of Their Work: Our Approach As a result of this contested terrain, our method for training artsworkers to measure the impact of their programs has emerged not just from these debates—which tend to conclude by declaring the needs for better methods without providing them—but from a research-teaching nexus in which our own trial-and-error work as consultants to arts, cultural and educational organisations looking to measure the impact of or improve their programs has taught us what is effective. Each of us has worked as managers of professional associations such as Drama Australia and Australasian Association for Theatre, Drama and Performance Studies (ADSA), members of boards or committees for arts organisations such as Youth Arts Queensland and Young People and the Arts Australia (YPAA), as well as consultants to major cultural organisations like the Queensland Performing Arts Centre and the Brisbane Festival. The methods for measuring impact we have developed via this work are based not just on surveys and statistics, but on our own practice as scholars and producers of culture—and are therefore based in arts, culture and humanities approaches. As scholars, we investigate the way marginalised groups tell stories—particularly groups marked by age, gender, race or ability, using community, contemporary and public space performance practices (cf. Hadley, "Bree"; Gattenhof). What we have learned by bringing this sort of scholarly analysis into dialogue with a more systematised approach to articulating impact to government, stakeholders and sponsors is that there is no one-size-fits-all approach. What is needed, instead, is a toolkit, which incorporates central principles and stages, together with qualitative, quantitative and performative tools to track aesthetics, accessibility, inclusivity, capacity-building, creativity etc., as appropriate on a case-by-case basis. Whatever the approach, it is critical that the data track the relationship between the experience the artists, audience or stakeholders anticipated the activity should have, the aspects of the activity that enabled that experience to emerge (or not), and the effect of that (or not) for the arts organisation, their artists, their partners, or their audiences. The combination of methods needs to be selected in consultation with the arts organisation, and the negotiations typically need to include detailed discussion of what should be evaluated (aesthetics, access, inclusivity, or capacity), when it should be evaluated (before, during or after), and how the results should be communicated (including the difference between evaluation for reporting purposes and evaluation for program improvement purposes, and the difference between evaluation and related processes like reflection, documentary-making, or market research). Translating what we have learned through our cultural research and consultancy into a study package for students relies on an understanding of what they want from their study. This, typically, is practical career-ready skills. Students want to produce their own arts, or produce other people's arts, and most have not imagined themselves participating in meta-level processes in which they argue the value of arts, cultural and creative activities (Hadley, "Creating" 652). Accordingly, most have not thought of themselves as researchers, using cultural research methods to create reports that inform how the Australian government values, supports, and services the arts. The first step in teaching students to operate effectively as evaluators of arts, cultural and creative activities is, then, to re-orient their expectations to include this in their understanding of what artsworkers do, what skills artsworkers need, and where they deploy these skills. Simply handing over our own methods, as "the" methods, would not enable graduates to work effectively in a climate were one size will not fit all, and methods for evaluating impact need to be negotiated again for each new context. 1. Understanding the Need for Evaluation: Cause and Effect The first step in encouraging students to become effective evaluators is asking them to map their sector, the major stakeholders, the agendas, alignments and misalignments in what the various players are trying to achieve, and the programs, projects and products through which the players are trying to achieve it. This starting point is drawn from Program Theory—which, as Joon-Yee Kwok argues in her evaluation of the SPARK National Mentoring Program for Young and Emerging Artists (2010) is useful in evaluating cultural activities. The Program Theory approach starts with a flow chart that represents relationships between activities in a program, allowing evaluators to unpack some of the assumptions the program's producers have about what activities have what sort of effect, then test whether they are in fact having that sort of effect (cf. Hall and Hall). It could, for example, start with a flow chart representing the relationship between a community arts policy, a community arts organisation, a community-devised show it is producing, and a blog it has created because it assumes it will allow the public to become more interested in the show the participants are creating, to unpack the assumptions about the sort of effect this is supposed to have, and test whether this is in fact having this sort of effect. Masterclasses, conversations and debate with peers and industry professionals about the agendas, activities and assumptions underpinning programs in their sector allows students to look for elements that may be critical in their programs' ability to achieve (or not) an anticipated impact. In effect to start asking about, "the way things are done now, […] what things are done well, and […] what could be done better" (Australian Government 12).2. Understanding the Nature of Evaluation: PurposeOnce students have been alerted to the need to look for cause-effect assumptions that can determine whether or not their program, project or product is effective, they are asked to consider what data they should be developing about this, why, and for whom. Are they evaluating a program to account to government, stakeholders and sponsors for the money they have spent? To improve the way it works? To use that information to develop innovative new programs in future? In other words, who is the audience? Being aware of the many possible purposes and audiences for evaluation information can allow students to be clear not just about what needs to be evaluated, but the nature of the evaluation they will do—a largely statistical report, versus a narrative summary of experiences, emotions and effects—which may differ depending on the audience.3. Making Decisions about What to Evaluate: Priorities When setting out to measure the impact of arts, cultural or creative activities, many people try to measure everything, measure for the purposes of reporting, improvement and development using the same methods, or gather a range of different sorts of data in the hope that something in it will answer questions about whether an activity is having the anticipated effect, and, if so, how. We ask students to be more selective, making strategic decisions about which anticipated effects of a program, project or product need to be evaluated, whether the evaluation is for reporting, improvement or innovation purposes, and what information stakeholders most require. In addition to the concept of collecting data about critical points where programs succeed or fail in achieving a desired effect, and different approaches for reporting, improvement or development, we ask students to think about the different categories of effect that may be more or less interesting to different stakeholders. This is not an exhaustive list, or a list of things every evaluation should measure. It is a tool to demonstrate to would-be evaluators points of focus that could be developed, depending on the stakeholders' priorities, the purpose of the evaluation, and the critical points at which desired effects need to occur to ensure success. Without such framing, evaluators are likely to end up with unusable data, which become a difficulty to deal with rather than a benefit for the artsworkers, arts organisations or stakeholders. 4. Methods for Evaluation: Process To be effective, methods for collecting data about how arts, cultural or creative activities have (or fail to have) anticipated impact need to include conventional survey, interview and focus group style tools, and creative or performative tools such as discussion, documentation or observation. We encourage students to use creative practice to draw out people's experience of arts events—for example, observation, documentation still images, video or audio documentation, or facilitated development of sketches, stories or scenes about an experience, can be used to register and record people's feelings. These sorts of methods can capture what Mihaly Csikszentmihalyi calls "flow" of experience (cf. Belfiore and Bennett, "Determinants" 232)—for example, photos of a festival space at hourly intervals or the colours a child uses to convey memory of a performance can capture to flow of movement, engagement, and experience for spectators more clearly than statistics. These, together with conventional surveys or interviews that comment on the feelings expressed, allow for a combination of quantitative, qualitative and performative data to demonstrate impact. The approach becomes arts- and humanities- based, using arts methods to encourage people to talk, write or otherwise respond to their experience in terms of emotion, connection, community, or expansion of aesthetics. The evaluator still needs to draw out the meaning of the responses through content, text or discourse analysis, and teaching students how to do a content analysis of quantitative, qualitative and performative data is critical at this stage. When teaching students how to evaluate their data, our method encourages students not just to focus on the experience, or the effect of the experience, but the relationship between the two—the things that act as "enablers" "determinants" (White and Hede; Belfiore and Bennett, "Determinants" passim) of effect. This approach allows the evaluator to use a combination of conventional and creative methods to describe not just what effect an activity had, but, more critically, what enabled it to have that effect, providing a firmer platform for discussing the impact, and how it could be replicated, developed or deepened next time, than a list of effects and numbers of people who felt those effects alone. 5. Communicating Results: Politics Often arts, cultural or creative organisations can be concerned about the image of their work an evaluation will create. The final step in our approach is to alert students to the professional, political and ethical implications of evaluation. Students learn to share their knowledge with organisations, encouraging them to see the value of reporting both correct and incorrect assumptions about the impact of their activities, as part of a continuous improvement process. Then we assist them in drawing the results of this sort of cultural research into planning, development and training documents which may assist the organisation in improving in the future. In effect, it is about encouraging organisations to take the Australian government at its word when, in the National Cultural Policy Discussion Paper, it says it that measuring impact is about measuring progress—what we do well, what we could do better, and how, not just success statistics about who is most successful—as it is this that will ultimately be most useful in creating an inclusive, innovative, productive Australia. Teaching Artsworkers to Measure the Impact of Their Work: The Impact of Our Approach What, then, is the impact of our training on graduates' ability to measure the impact of work? Have we made measurable progress in our efforts to teach artsworkers to assess and articulate the impact of their work? The MCI (CP&AM) has been offered for three years. Our approach is still emergent and experimental. We have, though, identified a number of impacts of our work. First, our students are less fearful of becoming involved in measuring the value or impact of arts, cultural and creative programs. This is evidenced by the number who chooses to do some sort of evaluation for their Major Project, a 15,000 word individual project or internship which concludes their degree. Of the 50 or so students who have reached the Major Project in three years—35 completed and 15 in planning for 2012—about a third have incorporated evaluation into their Major Project. This includes evaluation of sector, business or producing models (5), youth arts and youth arts mentorship programs (4), audience development programs (2), touring programs (4), and even other arts management training programs (1). Indeed, after internships in programming or producing roles, this work—aligned with the Government's interest in improving training of young artists, touring, audience development, and economic development—has become a most popular Major Project option. This has enabled students to work with a range of arts, cultural and creative organisations, share their training—their methods, their understanding of what their methods can measure, when, and how—with Industry. Second, this Industry-engaged training has helped graduates in securing employment. This is evidenced by the fact that graduates have gone on to be employed with organisations they have interned with as part of their Major Project, or other organisations, including some of Brisbane's biggest cultural organisations—local and state government departments, Queensland Performing Arts Centre, Brisbane Festival, Metro Arts, Backbone Youth Arts, and Youth Arts Queensland, amongst others. Thirdly, graduates' contribution to local organisations and industry has increased the profile of a relatively new program. This is evidenced by the fact that it enrols 40 to 50 new students a year across Graduate Certificate / MCI (CP&AM) programs, typically two thirds domestic students and one third international students from Canada, Germany, France, Denmark, Norway and, of course, China. Indeed, some students are now disseminating this work globally, undertaking their Major Project as an internship or industry project with an organisation overseas. In effect, our training's impact emerges not just from our research, or our training, but from the fact that our graduates disseminate our approach to a range of arts, cultural and creative organisations in a practical way. We have, as a result, expanded the audience for this approach, and the number of people and contexts via which it is being adapted and made useful. Whilst few of students come into our program with a desire to do this sort of work, or even a working knowledge of the policy that informs it, on completion many consider it a viable part of their practice and career pathway. When they realise what they can achieve, and what it can mean to the organisations they work with, they do incorporate research, research consultant and government roles as part of their career portfolio, and thus make a contribution to the strong cultural sector the Government envisages in the National Cultural Policy Discussion Paper. Our work as scholars, practitioners and educators has thus enabled us to take a long-term, processual and grassroots approach to reshaping agendas for approaches to this form of cultural research, as our practices are adopted and adapted by students and industry stakeholders. Given the challenges commentators have identified in creating and disseminating effective evaluation methods in arts over the past decade, this, for us—though by no means work that is complete—does count as measurable progress. References Beckerman, Gary. "Adventuring Arts Entrepreneurship Curricula in Higher Education: An Examination of Present Efforts, Obstacles, and Best pPractices." The Journal of Arts Management, Law, and Society 37.2 (2007): 87-112. Belfiore, Eleaonora, and Oliver Bennett. "Determinants of Impact: Towards a Better Understanding of Encounters with the Arts." Cultural Trends 16.3 (2007): 225-75. ———. "Rethinking the Social Impacts of the Arts." International Journal of Cultural Policy 13.2 (2007): 135-51. Bilton, Chris, and Ruth Leary. "What Can Managers Do for Creativity? Brokering Creativity in the Creative Industries." International Journal of Cultural Policy 8.1 (2002): 49-64. Brkic, Aleksandar. "Teaching Arts Management: Where Did We Lose the Core Ideas?" Journal of Arts Management, Law and Society 38.4 (2009): 270-80. Czikszentmihalyi, Mihaly. "A Systems Perspective on Creativity." Creative Management. Ed. Jane Henry. Sage: London, 2001. 11-26. Australian Government. "National Cultural Policy Discussion Paper." Department of Prime Minster and Cabinet – Office for the Arts 2011. 1 Oct. 2011 ‹http://culture.arts.gov.au/discussion-paper›. Ebewo, Patrick, and Mzo Sirayi. "The Concept of Arts/Cultural Management: A Critical Reflection." Journal of Arts Management, Law and Society 38.4 (2009): 281-95. Effective Change and VicHealth. Creative Connections: Promoting Mental Health and Wellbeing through Community Arts Participation 2003. 1 Oct. 2011 ‹http://www.vichealth.vic.gov.au/en/Publications/Social-connection/Creative-Connections.aspx›. Effective Change. Evaluating Community Arts and Community Well Being 2003. 1 Oct. 2011 ‹http://www.arts.vic.gov.au/Research_and_Resources/Resources/Evaluating_Community_Arts_and_Wellbeing›. Falk, John H., and Lynn. D Dierking. "Re-Envisioning Success in the Cultural Sector." Cultural Trends 17.4 (2008): 233-46. Gattenhof, Sandra. "Sandra Gattenhof." QUT ePrints Article Repository. Queensland University of Technology, 2011. 1 Oct. 2011 ‹http://eprints.qut.edu.au/view/person/Gattenhof,_Sandra.html›. Geursen, Gus and Ruth Rentschler. "Unravelling Cultural Value." The Journal of Arts Management, Law and Society 33.3 (2003): 196-210. Hall, Irene and David Hall. Evaluation and Social Research: Introducing Small Scale Practice. London: Palgrave McMillan, 2004. Hadley, Bree. "Bree Hadley." QUT ePrints Article Repository. Queensland University of Technology, 2011. 1 Oct. 2011 ‹http://eprints.qut.edu.au/view/person/Hadley,_Bree.html›. ———. "Creating Successful Cultural Brokers: The Pros and Cons of a Community of Practice Approach in Arts Management Education." Asia Pacific Journal of Arts and Cultural Management 8.1 (2011): 645-59. Kwok, Joon. When Sparks Fly: Developing Formal Mentoring Programs for the Career Development of Young and Emerging Artists. Masters Thesis. Brisbane: Queensland University of Technology, 2010. Madden, Christopher. "Using 'Economic' Impact Studies in Arts and Cultural Advocacy: A Cautionary Note." Media International Australia, Incorporating Culture & Policy 98 (2001): 161-78. Matarasso, Francis. Use or Ornament? The Social Impact of Participation in the Arts. Bournes Greens, Stroud: Comedia, 1997. McCarthy, Kevin. F., Elizabeth H. Ondaatje, Laura Zakaras, and Arthur Brooks. Gifts of the Muse: Reframing the Debate about the Benefits of the Arts. Santa Monica: RAND Corporation, 2004. Merli, Paola. "Evaluating the Social Impact of Participation in Arts Activities." International Journal of Cultural Policy 8.1 (2002): 107-18. Muir, Jan. The Regional Impact of Cultural Programs: Some Case Study Findings. Communications Research Unit - DCITA, 2003. Ragsdale, Diana. "Keynote - Surviving the Culture Change." Australia Council Arts Marketing Summit. Australia Council for the Arts: 2008. Richards, Alison. "Evaluation Approaches." Creative Collaboration: Artists and Communities. Melbourne: Victorian College of the Arts, University of Melbourne, 2006. Sikes, Michael. "Higher Education Training in Arts Administration: A Millennial and Metaphoric Reappraisal. Journal of Arts Management, Law and Society 30.2 (2000): 91-101.White, Tabitha, and Anne-Marie Hede. "Using Narrative Inquiry to Explore the Impact of Art on Individuals." Journal of Arts Management, Law, and Society 38.1 (2008): 19-35.

When characters in the Fox Television sitcom The Mindy Project call Mindy Lahiri fat, Mindy sees it as a case of misidentification. She reminds the character that she is a “petite Asian woman,” that she has large, beautiful breasts, that she has nothing in common with fat people, and the terms “chubbster” and “BBW – Big Beautiful Woman” are offensive and do not apply to her. Mindy spends some of each episode on her love for food and more food, and her hatred of fitness regimes, while repeatedly falling for meticulously fit men. She dates, has a string of failed relationships, adventurous sexual techniques, a Bridget Jones-scale search for perfect love, and yet admits to shame in showing her naked body to lovers. Her contradictory feelings about food and body image mirror our own confusions, and reveal the fear and fascination we feel for fat in our fat-obsessed culture. I argue that by creating herself as sexy, successful, popular, sporadically confident and insecure, Mindy works against stigmas that attach both to big women – women who are considered big in comparison to the societal size-zero ideal – and women who have historically been seen as belonging to “primitive” or colonized cultures, and therefore she disrupts the conflation of thinness to civilization. In this article, I look at the performance of fat and ethnic identity on American television, and examine the bodily mechanisms through which Mindy disrupts these. I argue that Mindy uses issues of fat and body image to disrupt stereotypical iterations of race. In the first part of the paper, I look at the construction of South Asian femininity in American pop culture, to set up the discussion of fat, gender and race as interrelated performative categories. Race, Gender, Performativity As Judith Butler says of gender, “performativity must be understood not as a singular or deliberate ‘act,’ but, rather as the reiterative and citational practice by which discourse produces the effects that it names” (Bodies, 2). Bodies produce and perform their gender through repeating and imitating norms of clothing, body movement, choices in gesture, action, mannerism, as well as gender roles. They do so in such a way that the discourses and histories that are embedded in them start to seem natural; they are seen to be the truth, instead of as actions that have a history. These choices do not just reflect or reveal gender, but rather produce and create it. Nadine Ehlers takes performativity into the realm of race. Ehlers says that “racial performativity always works within and through the modalities of gender and sexuality, and vice versa, and these categories are constituted through one another” (65). In this sense, neither race nor gender are produced or iterated without also producing their interrelationship. They are in fact produced through this interrelationship. So, for example, when studying the performativity of black bodies, you would need to specify whether you are looking at black femininity or masculinity. And on the other hand, when studying gender, it is important to specify gender where? And when? You couldn’t simply pry open the link between race and gender and expect to successfully theorize either on its own. Mindy’s performance of femininity, including her questions about body image and weight, her attractive though odd clothing choices, her search for love, these are all bound to her iteration of race. She often explains her body through defining herself as Asian. Yet, I suggest in a seeming contradiction that her othering of herself as a big woman (relative to normative body size for women in American film and television) who breaks chairs when she sits on them and is insecure about her body, keeps the audience from othering her because of race. Her weight, clumsiness, failures in love, her heartbreaks all make her a “normal” woman. They make her easy to identify with. They suggest that she is just a woman, an American woman, instead of othering her as a South Asian woman, or a woman from a “primitive”, colonized or minority culture.Being South Asian on American Television Mindy Lahiri (played by writer, producer and actor Mindy Kaling) is a successful American obstetrician/gynaecologist, who works in a successful practice in New York. She breaks stereotypes of South Asian women that are repeated in American television and film. Opposite to the stereotype of the traditional, dutiful South Asian who agrees to an arranged marriage, and has little to say for him or herself beyond academic achievement that is generally seen in American and British media, Mindy sleeps with as many men as she can possibly fit into a calendar year, is funny, self-deprecating, and has little interest in religion, tradition or family, and is obsessed with popular culture. The stereotypical characteristics of South Asians in the popular British media, listed by Anne Ciecko (69), include passive, law-abiding, following traditional gender roles and traditions, living in the “pathologized” Asian family, struggling to find self-definitions that incorporate their placement as both belonging to and separate from British culture. Similarly, South Asian actors on American television often play vaguely-comic doctors and lawyers, seemingly with no personal life or sexual desire. They are simply South Asians, with no further defining personality traits or quirks. It is as if being South Asian overrides any other character trait. They are rarely in lead roles, and Mindy is certainly the first South Asian-American woman to have her own sitcom, in which she plays the lead. What do South Asians on American television look and sound like? In her study on performativity of race and gender, Ehlers looks at various constructions of black femininity, and suggests that black femininity is often constructed in the media in terms of promiscuity and aggression (83), and, I would add, the image of the mama with the big heart and even bigger bosom. Contrary to black femininity, South Asian femininity in American media is often repressed, serious, concerned with work and achievement or alternatively with menial roles, with little in terms of a personal or sexual life. As Shilpa S. Dave says in her book on South Asians in American television, most South Asians that appear in American television are shown as immigrants with accents (8). That is what makes them recognizably different and other, more so even than any visual identification. It is much more common to see immigrants of Chinese or Korean descent in American television as people with American accents, as people who are not first generation immigrants. South Asians, on the other hand, almost always have South Asian accents. There are exceptions to this rule, however, the exceptions are othered and/or made more mainstream using various mechanisms. Neela in ER (played by Parminder Nagra) and Cece in New Girl (played by Hannah Simone) are examples of this. In both instances the characters are part of either an ensemble cast, or in a supporting role. Neela is a step removed from American and South Asian femininity, in that she is British, with a British accent – she is othered, but this othering makes her more mainstream than the marking that takes place with a South Asian accent. The British accent and a tragic marriage, I would say, allow her to have a personal and sexual life, beyond work. Cece goes through an arranged marriage scenario, full with saris and a South Asian wedding that is the more recognized and acceptable narrative for South Asian women in American media. The characters are made more acceptable and recognizable through these mechanisms. Bhoomi K. Thakore, in an article on the representation of South Asians in American television, briefly explains that after the 1965 Immigration and Nationality act, highly-educated South Asians could immigrate to the United States, either to get further education, or as highly skilled workers (149) – a phenomenon often called “brain-drain.” In addition, says Thakore, family members of these educated South Asians immigrated to the States as well, and these were people that were less educated and worked often in convenience stores and motels. Thakore suggests that immigrants to the United States experience a segmented assimilation, meaning that not all immigrants (first and second generation) will assimilate to the same extent or in the same way. I would say from my own experience that the degree to which immigrants can assimilate into American society often depends on not only financial prospects or education, but also attractiveness, skin tone, accent, English-speaking ability, interests and knowledge of American popular culture, interest in an American way of life and American social customs, and so on. Until recently, I would say that South Asian characters in American television shows have tended to represent either first-generation immigrants with South Asian accents and an inability or lack of desire to assimilate fully into American society, or second-generation immigrants whose personal and sexual lives are never part of the narrative. Examples of the former include South Asians who play nameless doctors and cops in American television. Kal Penn’s character Lawrence Kutner in the television series House is an example of the latter. Kutner, one of the doctors on Dr. House’s team, did not have a South Asian accent. However, he also had no personal narrative. All doctors on House came with their relationship troubles and baggage, their emotional turmoil, their sexual and romantic ups and downs – all but Kutner, whose suicide in the show (when he left it to join the Obama administration) is framed around the question – do we ever really know the people we see every day? Yet, we do know the other doctors on House. But we never know anything about Kutner’s private life. His character is all about academic knowledge and career achievement. This is the stereotype of the South Asian character in American television. Yet, Mindy, with her American accent, sees herself as American, doesn’t obsess about race or skin colour, and has no signs of a poor-me narrative in the way she presents herself. She does not seem to have any diasporic longings or group belongings. Mindy doesn’t ignore race on the show. In fact, she deploys it strategically. She describes herself as Asian on more than one occasion, often to explain her size, her breasts and femininity, and in one episode she goes to a party because she expects to see black sportsmen there, and she explains, “It’s a scientific fact that black men love South Asian girls.” Her production of her femininity is inextricably bound up with race. However, Mindy avoids marking herself as a racial minority by making her quest for love and her confusions about body image something all women can identify with. But she goes further in that she does not place herself in a diaspora community, she does not speak in a South Asian accent, she doesn’t hide her personal life or the contours of her body, and she doesn’t harp on parents who want her to get married. By not using the usual stereotypes of South Asians and Asians on American television, while at the same time acknowledging race, I suggest that she makes herself a citizen of the alleged “melting pot” as the melting pot should be, a hybrid space for hybrid identities. Mindy constructs herself as an American woman, and suggests that being a racial minority is simply part of the experience of being American. I am not suggesting that this reflects the reality of experience for many women in the USA who belong to ethnic minorities. I am suggesting that Mindy is creating a possible or potential reality, in which neither size nor being a racial minority are causes for shame. In a scene in the second season, a police officer chastises Mindy for prescribing birth control to his young daughter. He charges out of her office, and she follows him in to the street. She is wearing a version of her usual gear – a check-pinafore, belted over a printed shirt – her shoulders curved forward, arms folded, in the characteristic posture of the big-breasted, curvy woman. She screams at the officer for his outdated views on birth-control. He questions if she even has kids, suggesting that she knows nothing about raising them. She says, “How dare you? Do I look like a woman who’s had kids? I have the hips of an eleven-year-old boy.” She then informs him that she wolfed down a steak sandwich at lunch, has misgivings about the outfit she is wearing, and says that she is not a sex-crazed lunatic. He charges her for public female hysteria. She screams after him as he drives off, “Everyone see this!” She holds up the citation. “It’s for walking, while being a person of colour.” She manages in the space of a two-minute clip to deploy race, size and femininity, without shame or apology, and with humour. It is interesting to note that, contrary to her persona on the show, in interviews in the media, Kaling suggests that she is not that concerned with the question of weight. She says that though she would like to lose fifteen pounds, she is not hung up on this quest. On the other hand, she suggests that she considers herself a role model for minority women. In fact, in real life she makes the question of race as something more important to her than weight – which is opposite to the way she treats the two issues in her television show. I suggest that in real life, Kaling projects herself as a feminist, as someone not so concerned about size and weight, an intelligent woman who is concerned about race. On the show, however, she plays an everywoman, for whom weight is a much bigger deal than race. Neither persona is necessarily real or assumed – rather, they both reveal the complexities by which race, gender and body size constitute each other, and become cruxes for identification and misidentification. Is It Civilized to Be Fat? When Mindy and her colleague Danny Castellano get together in the second season of the show, you find yourself wondering how on earth they are going to sustain this sitcom, without an on-again/off-again romance, or one that takes about five years to start. When Danny does not want to go public with the relationship, Mindy asks him if he is ashamed of her. Imagine one of the Friends or Sex in the City women asking this question to see just how astonishing it is for a successful, attractive woman to ask a man if he is ashamed to be seen with her. She doesn’t say is it because of my weight, yet the question hangs in the air. When Danny does break up with her, again Mindy feels all the self-disgust of a woman rejected for no clear reason. As Amy Erdman Farrell suggests in her book on fat in American culture and television, fat people are not expected to find love or success. They are expected to be self-deprecating. They are supposed to expect rejection and failure. She says that not only do fat people bear a physical but also a character stigma, in that not only are they considered visually unappealing, but this comes with the idea that they have uncontrolled desires and urges (7-10). Kaling suggests through her cleverly-woven writing that it is because of her body image that Mindy feels self-loathing when Danny breaks up with her. She manages again to make her character an everywoman. Not a fat South Asian woman, but simply an American woman who feels all the shame that seems to go with weight and body image in American culture. However, this assumed connection of fat with immorality and laziness goes a step further. Farrell goes on to say that fat denigration and ethnic discrimination are linked, that popularity and the right to belong and be a citizen are based both on body size and ethnicity. Says Farrell, “our culture assigns many meanings to fatness beyond the actual physical trait – that a person is gluttonous, or filling a deeply disturbed psychological need, or is irresponsible and unable to control primitive urges” (6) – psychological traits that have historically been used to describe people in colonized cultures. Farrell provides an intriguing analysis of Oprah Winfrey and her public ups and downs with weight. She suggests that Winfrey’s public obsession with her own weight, and her struggles with it, are an attempt to be an “everywoman”, to be someone all and not only black women can identify with. Says Farrell, “in order to deracinate herself, to prove that ‘anyone’ can make it, Winfrey must lose weight. Otherwise, the weight of all that fat will always, de facto, mark her as a ‘black woman’, with all the accompanying connotations of inferior, primitive, bodily and out of control” (126). She goes on to say that, “Since the end of the 19th century, fatness has … served as a potent signifier of the line between the primitive and the civilized, feminine and masculine, ethnicity and whiteness, poverty and wealth, homosexuality and heterosexuality, past and future” (126). This suggests that Winfrey’s public confrontations with the question of weight help the women in the audience identify with her as a woman, rather than as a black woman. In a volume on fat studies, Farrell explains that health professionals have further demarcated lines between “civilization and primitive cultures, whiteness and blackness, sexual restraint and sexual promiscuity, beauty and ugliness, progress and the past” (260). She suggests that fat is not just part of discourses on health and beauty, but also intelligence, enterprise, work ethics, as well as race, ethnicity, sexuality and class. These connections are of course repeated in media representations, across media genres and platforms. In women’s magazines, an imperative towards weightloss comes hand-in-hand with the search for love, a woman’s ability to satisfy a man’s as well as her own desires, and with success in glamorous jobs. Sitcom couples on American television often feature men who are ineffectual but funny slobs, married to determined, fit women who are mainly homemakers, and in fact, responsible for the proper functioning of the family, and consequentially, society. In general, bigger women in American and British media are on a quest both for love and weight loss, and the implication is that deep-seated insecurities are connected to both weight gain, as well as failures in love, and that only a resolution of these insecurities will lead to weight loss, which will further lead to success in love. Films such as My Big Fat Greek Wedding and Bridget Jones’s Diary are examples of this prevailing narrative. Thakore investigates the changing image of South Asians on American television, suggesting that South Asians are represented more and more frequently, and in increasingly more central roles. However, Thakore suggests that, “all women of colour deal with hegemonic skin tone ideologies in their racial/ethnic communities, with lighter skin tone and Caucasian facial features considered more appealing and attractive … . As media producers favour casting women who are attractive, so too do the same media producers favour casting women of colour who are attractive in terms of their proximity to White physical characteristics” (153). Similarly, Lee and Vaught suggest that in American popular culture, “both White women and women of colour are represented as reflecting a White ideal or aesthetic. These women conform to a body ideal that reflects White middle class ideals: exceedingly thin, long, flowing hair, and voluptuous” (458). She goes on to say that Asian American women would need to take on a White middle class standing and a simultaneous White notion of the exotic in order to assimilate. For Mindy, then, fat allows her to be an everywoman, but also allows her to adopt her own otherness as a South Asian, and make it her own. This trend shows some signs of changing, however, and I expect that women like Lena Dunham in the HBO comedy Girls and Mindy Kaling are leading the march towards productions of diverse femininities that are at the same time iterated as attractive and desirable. On The Hollywood Reporter, when asked about the more ludicrous questions or comments she faces on social media, Kaling puts on a male voice and says, “You’re ugly and fat, it’s so refreshing to watch!” and “We’re used to skinny people, and you’re so ugly, we love it!” On David Letterman, she mentions having dark skin, and says that lazy beach holidays don’t work for her because she doesn’t understand the trend for tanning, and she can’t really relax. Mindy’s confusions about her weight and body image make her a woman for everyone – not just for South Asian women. Whereas Kaling’s concern over the question of race – and her relative lack of concern over weight – make her a feminist, a professional writer, a woman with a conscience. These personas interweave. They question both normative performances of gender and race, and question the historical conflation of size and minority identity with shame and immorality. Butler suggests that gender is “the repeated stylisation of the body” (Gender, 33). She argues that gender roles can be challenged through a “subversive reiteration” of gender (Gender, 32). In this way, women like Dunham and Kaling, through their deployment of diverse female bodies and femininities, can disrupt the normative iteration of gender and race. Their production of femininity in bodies that are attractive (just not normatively so) has more than just an impact on how we look at fat. They bring to us women that are flawed, assertive, insecure, confident, contradictory, talented, creative, that make difficult choices in love and work, and that don’t make an obsession with weight or even race their markers of self worth.References Bridget Jones’s Diary. Dir. Sharon Maguire. Miramax and Universal Pictures, 2001. Butler, Judith. Gender Trouble. London: Routledge, 1990. Butler, Judith. Bodies That Matter: On the Discursive Limits of Sex. London: Routledge, 1993. Ciecko, Anne. “Representing the Spaces of Diaspora in Contemporary British Films by Women Directors.” Cinema Journal 38.3 (Spring 1999): 67-90. Dave, Shilpa S. Indian Accents: Brown Voice and Racial Performance in American Television. U of Illinois, 2013. Ehlers, Nadine. Racial Imperatives: Discipline, Performativity, and Struggles against Subjection. Bloomington: Indiana University Press, 2012. ER. Warner Bros. Television. NBC, 1994-2009. Farrell, Amy. “‘The White Man’s Burden’”: Female Sexuality, Tourist Postcards, and the Place of the Fat Woman in Early 20th-Century U.S. Culture.” In Esther Rothblum and Sondra Solovay (eds.), The Fat Studies Reader. New York: New York University Press, 2009. Farrell, Amy Erdman. Fat Shame: Stigma and the Fat Body in American Culture. New York: New York University Press, 2011. Friends. Warner Bros. Television. NBC, 1994-2004. Girls. HBO Entertainment and Apatow Productions. HBO, 2012-present. House. Universal Television. Fox, 2004-2012. Lee, Stacey J., and Sabina Vaught. “‘You Can Never Be Too Rich or Too Thin’: Popular and Consumer Culture and the Americanization of Asian American Girls and Young Women.” The Journal of Negro Education 72.4 (2003): 457-466. My Big Fat Greek Wedding. Dir. Joel Zwick. Playtone, 2002. New Girl. 20th Century Fox. Fox, 2011-present. Nicholson, Rebecca. “Mindy Kaling: ‘I Wasn’t Considered Attractive or Funny Enough to Play Myself.’” The Observer 1 June 2014. ‹http://www.theguardian.com/tv-and-radio/2014/jun/01/mindy-kaling-project›. Sex in the City. Warner Bros. Television and HBO Original Programming. HBO, 1998-2004. Strauss, Elissa. “Why Mindy Kaling – Not Lena Dunham – Is the Body Positive Icon of the Moment.” The Week 22 April 2014. ‹http://theweek.com/article/index/260126/why-mindy-kaling-mdash-not-lena-dunham-mdash-is-the-body-positive-icon-of-the-moment›. Thakore, Bhoomi K. “Must-See TV: South Asian Characterizations in American Popular Media.” Sociology Compass 8.2 (2014): 149-156. The Mindy Project. Universal Television, 3 Arts Entertainment, Kaling International. Fox, 2012-present. Ugly Betty. ABC Studios. ABC, 2006-2010. YouTube. “Mindy Kaling on David Letterman.” 29 April 2013. 21 Oct. 2014 ‹http://www.youtube.com/watch?v=z8K1ye2gnJw›. YouTube. “Mindy on Being Called Fat and Ugly on Social Media.” The Hollywood Reporter 14 June 2014. 21 Oct. 2014 ‹http://www.youtube.com/watch?v=Ockt-BeMOWk›. YouTube. “Chris Messina: ‘I Think Mindy Kaling’s Beautiful.’” HuffPost Live 24 April 2014. 21 Oct. 2014 ‹http://www.youtube.com/watch?v=3HtCjGNERKQ›.