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Academic literature on the topic 'International Association of Cooking Schools'

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Journal articles on the topic "International Association of Cooking Schools"

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Galappaththi, Himan. "Sri Lanka: report on its children’s environmental health." Reviews on Environmental Health 35, no. 1 (March 26, 2020): 65–70. http://dx.doi.org/10.1515/reveh-2019-0091.

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AbstractSri Lanka is an island country located in the Indian Ocean, characterized by tropical weather, with an estimated population of 21.4 million in 2017, one third of them being children. Advancing and rapidly changing technology, novel industries, consumer goods and equipment have introduced new health hazards of a chemical, biological and physical nature to future generations. The infant mortality rate has declined to around 8–9 per 100,000 since 2015. Congenital malformations were the most significant cause of neonatal death. Thus, there might be unproven environmental factors which affect infant mortality rates despite robust field and hospital services. Air pollution is a major environmental health hazard to children, largely due to hazardous industries, vehicular emissions and traditional cooking stoves. The health of children living in urban households and attending schools in cities is adversely affected by air pollution. Usage of polythene and plastic for toys, utensils, bags, lunch sheets and other daily essentials leads to overusage and improper waste management and open burning. This emits dioxins, which are carcinogens, hormone disruptors, and which can be transferred to the fetus via the placenta. In rural areas, the burning of agricultural waste and certain agro-forestry activities have also led to air pollution. Indoor air pollution (IAP) remains a large threat as 66% of the population use biomass for cooking. Use of inefficient stoves and biomass, poor ventilation and absence of chimneys, contribute to IAP. Other indoor air pollutants such as tobacco smoke, volatile organic compounds, asbestos, pesticides, kerosene, mercury, mosquito coils and biological pollutants also prevail. Biological pollutants, such as dust mites, droppings and urine from pets, insects and rodents, pollen from indoor plants and outdoor air, and fungi, including moulds in poorly maintained buildings, can trigger asthma or cause allergic reactions and infections among children inhabiting these environments. In rural areas, chemicals were accountable for 30.2% of acute poisonings, with kerosene oil being the most common cause, followed by paracetamol. More than 80% of agricultural workers in the country work in the informal sector with limited personal protective equipment use, while pesticide usage is increasing. Children who engage in agriculture-related work and hazardous industries are at risk of developing health consequences at early stages. Dengue remains a major environmental health problem as the reduction of mosquito breeding sites has been a challenging task for many years. It is essential to gain more evidence of existing environmental risk factors and their associations with the health of children. Information dissemination among local and international experts on Children’s Environmental Health (CEH) issues needs to be enhanced and properly established. Training programs should be conducted for healthcare workers to update their knowledge. Pediatricians are needed for remote hospitals and primary healthcare centers. Environmental parameters and biological parameters are not routinely monitored in most of the hazardous environments.
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Mills, Mary Beth. "Authentic Dishes, Staged Identities: Thailand's Cooking Schools for Tourists." Gastronomica 19, no. 2 (2019): 43–55. http://dx.doi.org/10.1525/gfc.2019.19.2.43.

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In Thailand today local cooking-school classes are a popular attraction on many tourist itineraries. Moreover, these experiences almost always prompt rave reviews from international visitors: “It was so much fun!” But why are cooking school classes fun? And what does this pleasure tell us about the cultural logics of authenticity in Thai culinary tourism and, more generally, about the commodification of food and identity in the contemporary global economy? Drawing on ethnographic observation in two of Thailand's primary tourist destinations, Bangkok and Chiang Mai, this article explores how cooking schools' claims to cultural authenticity intertwine with participants' experiences of playful entertainment. The ways in which cooking schools mobilize these dynamics illuminate the complex production and consumption of hierarchies of value within the global experience economy. On the one hand, Thailand's insertion within transnational circuits of touristic mobility and cosmopolitan desire has made the creative strategies of recreational cooking schools possible as well as potentially lucrative. On the other hand, the encounters schools stage between Thai and tourist participants remain framed by appetites for exotic cultural difference that ultimately reflect and reproduce global hierarchies of power and privilege.
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Jarvis, D., S. Chinn, J. Sterne, C. Luczynska, and P. Burney. "The association of respiratory symptoms and lung function with the use of gas for cooking. European Community Respiratory Health Survey." European Respiratory Journal 11, no. 3 (March 1, 1998): 651–58. http://dx.doi.org/10.1183/09031936.98.11030651.

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The association of respiratory symptoms and lung function with the use of gas for cooking was examined using data collected as part of the European Community Respiratory Health Survey, an international multicentre study. Associations between gas cooking and respiratory symptoms and respiratory function were assessed by logistic and multiple regression models. Tests for interaction were used to examine whether the effect of gas cooking varied between centres and, as there was evidence for this, the average effects were estimated using standard methods for random effects meta-analysis. Data from 5,561 males and 6,029 females living in 23 centres in 11 countries were analysed. There was no significant association found between respiratory symptoms and gas cooking in males. In females the association between some respiratory symptoms and gas cooking varied between centres with an overall positive association with "wheeze in the last 12 months" (odds ratio (OR) 1.24: 95% confidence interval (95% CI) 1.00-1.54) and "wheeze with breathlessness in the last 12 months" (OR 1.33: 95% CI 1.06-1.69). There was no evidence that atopy modified this association. Cooking with gas was associated with airways obstruction in both males and females although the differences failed to reach statistical significance. In some countries the use of gas for cooking is associated with respiratory symptoms suggestive of airways obstruction in females.
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Monk, Carl. "HISTORICAL INTRODUCTION TO THE INTERNATIONAL ASSOCIATION OF LAW SCHOOLS." European Journal of Legal Education 2, no. 2 (January 2005): 131–32. http://dx.doi.org/10.1080/16841360600844762.

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Santoso, Mifta Rahman, Noraida Noraida, and Abdul Khair. "Kejadian Skabies di Beberapa Pondok Pesantren Kota Banjarbaru." Jurnal Kesehatan Indonesia 11, no. 2 (March 30, 2021): 107. http://dx.doi.org/10.33657/jurkessia.v11i2.358.

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Scabies is known in Indonesia as scurvy. Scabies is an infectious disease that can be transmitted directly or indirectly. It can be found in densely populated places. Therefore, students who live in Islamic boarding schools are important subjects in this problem. This study aimed to determine the relationship between sanitation and the incidence of scabies in several Islamic boarding schools in Banjarbaru City. This study used an analytical study design that linked sanitation with the incidence of scabies in several Islamic boarding schools in Banjarbaru city. The data was analyzed using the correlation test (Pearson Product Moment). The results showed that food and beverage management had a significant association with the incidence of scabies in several Islamic boarding schools in Banjarbaru city. Other variables had no association with the incidence of scabies. The correlation test results showed that no significant relationship between sanitation and the incidence of scabies in several Islamic boarding schools in Banjarbaru city in 2020 with a p-value of 0,073. Efforts that can be made to reduce the incidence of scabies are maintaining and paying attention to sanitation, especially in the management of food and beverages, maintenance of equipment used for cooking, and sanitation facilities.
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Headley, Scot. "Professional Development Policies and Practices in Schools Affiliated with the Association of Christian Schools International." Journal of Research on Christian Education 12, no. 2 (September 2003): 195–215. http://dx.doi.org/10.1080/10656210309484952.

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Zhao, Jun, and Carlos Ferran. "Business school accreditation in the changing global marketplace." Journal of International Education in Business 9, no. 1 (May 3, 2016): 52–69. http://dx.doi.org/10.1108/jieb-02-2016-0001.

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Purpose This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International Assembly for Collegiate Business Education), and analyze their recent market expansion strategies (development and penetration using Ansoff model) as they compete for the schools seeking initial or continuing accreditation. Design/methodology/approach This is a comparative study of the business accreditation agencies and their competitive strategies, using publically available data such as lists of accredited schools published by the agencies as main data collection method. Findings Business accreditation agencies have utilized the market penetration and market development strategies to expand their market share in recent years. The key growth areas are international schools, regional teaching-oriented institutions, two-year institutions and for-profit institutions. Research limitations/implications This study is based on publically available data published by accreditation agencies. More in-depth analysis with survey method could be utilized in future study to identify more specific strategies and their impact on business schools seeking accreditation. Practical implications Accreditation is no longer a luxury but a requirement for business schools, but they have to make an informed decision on which agency to pursue to assure an appropriate fit. Social implications The public needs to understand the value and the requirements of accreditation. Multiple agencies provide different options to fit the missions of the different types of schools. Originality/value This study is valuable to business school stakeholders for understanding accreditation, the need for accreditation and the options they have available.
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Rosário, Rafaela, Ana Araújo, Patrícia Padrão, Oscar Lopes, André Moreira, Beatriz Pereira, and Pedro Moreira. "Health Promotion Intervention to Improve Diet Quality in Children." Health Promotion Practice 18, no. 2 (July 9, 2016): 253–62. http://dx.doi.org/10.1177/1524839916634096.

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Objective. This study aims to evaluate the impact of an intervention program, taught by trained teachers, on foods and nutrients components of the Diet Quality Index–International among children in Grades 1 to 4. Method. A total of 464 children (239 female, 6-12 years) from seven elementary Portuguese schools participated in this randomized trial. Three schools were allocated to the intervention, and four to the control group. The intervention program was based on the health promotion model and social cognitive theory. Teachers previously trained by researchers in nutrition, healthy eating, and healthy cooking implemented the intervention in the classroom from November 2008 to March 2009. Sociodemographic, anthropometric, physical activity, and dietary assessments were performed before (2007/2008) and at the end of the intervention (2009). Dietary intake was gathered by a 24-hour dietary recall and the components of Diet Quality Index–International were defined. Results. Children from the intervention schools reported a significantly higher adequacy in vegetable consumption (p = .018) and a significantly higher moderation in sodium consumption (p = .032) compared with the controllers. Conclusion. Our study provides further support for the success of intervention programs that aim to enhance children’s dietary intake. Implementing similar interventions can be promising to support vegetable consumption and moderate sodium intake.
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Rabayah, Khalid Said. "INFORMATION TECHNOLOGY USE AND ACADEMIC ACHIEVEMENTS OF STUDENTS IN PRIMARY SCHOOLS." Information Technologies and Learning Tools 43, no. 5 (October 24, 2014): 40–55. http://dx.doi.org/10.33407/itlt.v43i5.1124.

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The association between ICT diffusion and education is a subject of hot debate in both ICT and educational circles. Stances range from positive enthusiast, to skeptics, to disbelievers vis-a-vis the impact of ICT on students’ achievements. The purpose of this paper is to investigate the presence of any correlation between students’ academic achievements as recorded by Trends in International Mathematics and Science (TIMMS 2011) and the penetration of ICT in their schools and households, with focus primarily on computers and the Internet. The paper relies on the analysis of the data published by the Trends in International Mathematics and Science Study (TIMMS 2011), international study center and the international association for the evaluation of educational achievements. Statistical data analysis will be employed to figure out whether there is any correlation between the penetration level of ICT and the students’ score in math and science tests as recorded by the TIMMS 2011 international scale. The analysis conducted within the scope of this research indicates the lack of any association between ICT use and students achievements in math and science subjects. Though the linkage between students’ achievements is not a straightforward issue that can be uncovered via simple regression analysis, however, the results definitely indicate that employment of ICT in both schools and homes is an insignificant factor that can be easily offset by other major factors, like socio-economic conditions, instruction resources, teachers’ capabilities, or cultural factors.
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Campanini, Annamaria, and Antoinette Lombard. "International Association of Schools of Social Work (IASSW): Promoting environmental and community sustainability." International Social Work 61, no. 4 (June 27, 2018): 486–89. http://dx.doi.org/10.1177/0020872818770563.

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Dissertations / Theses on the topic "International Association of Cooking Schools"

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Davis, Marie E. "The association between change styles and job satisfaction among teachers working in international schools." University of Southern Queensland, Faculty of Education, 2009. http://eprints.usq.edu.au/archive/00006188/.

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[Abstract]This research was conducted among the population of teachers working in international schools around the world, focusing on change, job satisfaction and thetransition process. Change style is believed to be an innate aspect of personality, which influences the preferences, attitudes and emotions surrounding change (Musselwhite,2004). Although these change style preferences are manageable and fluid within our lives, knowledge of them can assist in greater self-awareness and professional satisfaction.The purpose of the study was twofold. First, it aimed to determine if an association exists between an individual’s change style and job satisfaction. Secondly, itaimed to provide a more comprehensive understanding of cultural, technical and political factors connected with professional satisfaction and the relocation process.The research was guided by an interpretivist lens. An exploratory case study was conducted, incorporating both qualitative and quantitative data collection and analysis.Quantitative data collection included a psychometric assessment tool on change styles and a survey questionnaire, completed by 204 respondents. The qualitative element consisted of semi-structured interviews with seven volunteers, identified from thequantitative data set. Communication with participants was conducted through the Internet so as to reach a globally diverse sample of teachers. Qualitative responses wereseparated by themes, which in turn were refined into broader categories, leading to systematic interpretations of change styles among this specific group of internationalteachers. Quantitative data provided descriptive statistics with which to compare qualitative interpretations. Quantitative and qualitative data were compared and contrasted throughout, leading to greater credibility and applicability of the study.The research contributed to existing knowledge in three ways. Methodologically, it demonstrated the value of using mixed data sets in interpretive inquiry. Theoretically, itadded to the existing research into and application of change styles. Empirically, it offered understanding and interpretations of international school employees as theyexperience the relocation process and job satisfaction. Generally, the research contributes to a broader understanding of international school teachers which could enhance professional development opportunities and self-awareness and thereby promote increased levels of job satisfaction.
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Simmons, Brian S. "An analysis of procedures used to evaluate administrators in larger member schools of the Association of Christian Schools International." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1027088.

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The purpose of this study was to investigate administrators' perceptions of their evaluations by school boards in larger Association of Christian Schools International (ACSI) schools. Critical questions about the evaluation practices of ACSI schools were addressed. Through the use of survey methodology, 282 administrators in ACSI schools of over 400 students were asked to respond to 19 questions. The first question asked whether or not the administrator had been evaluated. The next two questions pertained to written policies and practices that define the administrator's evaluation. The remaining questions explored the nature and extent of evaluations that had been conducted. Answers to these questions provide information crucial to developing more effective practices for ACSI school board members to follow in the evaluation of chief administrators.This study produced seven major findings:1) Most larger ACSI schools (91.4%) had written job descriptions for the chief administrator.2) Most larger ACSI schools (60.2%) did not have a formal policy for evaluating the chief administrator.3) Most existing policies (67%) did not specify a procedure to be followed for evaluating a chief administrator.4) Most chief administrators in larger ACSI schools (61.3%) had been evaluated by their school boards.5) Most administrators (56.9%) reported that their evaluations were informal.6) Geographic location did not appear to have an effect on practices used for evaluating chief administrators.7) The chief administrator's length of time in the current position did not appear to have an effect on practices used for evaluating chief administrators.In general, results suggested a dissatisfaction with the present state of evaluation. ACSI schools were less likely than public schools to have formal policies in place to govern board evaluation of a chief administrator. Finally, ACSI school boards were less likely than public school boards to evaluate their chief administrators.Three recommendations evolved from this study:1) Further research needs to be conducted concerning administrator and board evaluation in larger ACSI schools.2) ACSI could play a key role in helping member schools improve in the area of board evaluation of the chief school administrator.3) Larger ACSI schools need to improve policy and practice in the area of administrator evaluation.
Department of Educational Leadership
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Williams, Clifton C. Jr. "A National Study of the Association of Christian School International Schools Head of School Leadership Characteristics." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97971.

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The purpose of this study was to identify the desired leadership characteristics of heads of schools as identified by school board chairs and heads of schools who are members of the Association of Christian Schools International (ACSI). This study is modeled after a Virginia Tech dissertation study of Virginia public school systems by Dr. Michael Thornton in 2009. Data were gathered from the heads of school and the board chairpersons to determine the similarities and differences between the two groups. Quantitative methodology was used in this study. A national sample of school board chairmen and heads of school from K-12 schools with 500 students or more and who are members of the Association of Christian Schools International (ACSI) were identified. Heads of school and school board chairpersons perceived visionary leader, team builder, effective school board relations and Christian school experience as essential leadership characteristics. Heads of school and school board chairpersons perceived that personal and professional integrity, honesty, and fairness and effective communication with board members, staff, parents, students, and the community is essential in head of school leadership. Heads of school and school board chairpersons believe that head of school-school board relations can have an impact on achieving and sustaining school-wide success.
Doctor of Education
The purpose of this study was to identify the desired leadership characteristics of heads of schools as identified by school board chairs and heads of schools who are members of the Association of Christian Schools International (ACSI). This study is modeled after a Virginia Tech dissertation study of Virginia public school systems by Dr. Michael Thornton in 2009. Data was gathered from the heads of school and the board chairpersons to determine the similarities and differences between the two groups. The head of school position in a Christian school equates to the superintendent position in a public school division. Board chairpersons are in the position as the leader of the school board. Heads of school and school board chairpersons perceived visionary leader, team builder, effective school board relations and Christian school experience as essential leadership characteristics. Heads of school and school board chairpersons perceived that personal and professional integrity, honesty, and fairness and effective communication with board members, staff, parents, students, and the community is essential in head of school leadership. Heads of school and school board chairpersons believe that head of school-school board relations can have an impact on achieving and sustaining school-wide success. This research will be important to those who desire to become a head of school and for school boards to recognize the characteristics needed for the position of head of school. It may be useful for graduate school programs in the training of persons seeking to become a head of school.
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Baedorf, Karla. "A comparative study of Association of Christian Schools International and Mennonite educational philosophy using the Frankena model as an analyzing framework." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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Kivioja, Larry A. (Larry Albert). "Teacher Education Programs in Member Institutions of the Association of Christian Schools International (ACSI): a Comparison With NCATE Standards." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc330734/.

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The problem of this study concerns the structure and content of teacher education programs in colleges and universities which are members of the Association of Christian Schools International (ACSI). A questionnaire was developed and consisted of four sections: (1) general background information of the respondent; (2) questions relating to the live NCATE standards using a Likert scale of 1 to 3, regarding respondent's teacher education program; (3) general information concerning Bible credit hours required, critical problems and factors considered in job placement of graduates; and (4) an opinionnaire concerning current issues in teacher education, significant changes in respondents' programs and cooperative and unusual program arrangements. One hundred questionnaires were mailed to the 100 collegiate members of ACSI in 1987. Of the 75 returned, 57 were usable. This represents a 57 percent response rate. Based on the information provided by the chairpersons participating in the study, the following conclusions are drawn relative to ACSI teacher education programs: 1. The influence of an outside agency, such as the National Council for the Accreditation of Teacher Education (NCATE), seems to benefit teacher education programs. 2. State accreditation of teacher education programs appears to be important to both NCATE and non-NCATE accredited programs. 3. Of the five NCATE standards, knowledge base for professional education was the standard that seemed to be the strongest to ACSI collegiate members. 4. ACSI schools emphasize biblical and theological education concurrent with teacher education. 5. Institutions with NCATE accredited programs seem to be satisfied with NCATE accreditation, although institutions with non-NCATE accredited programs seem to favor additional accreditation from an organization other than NCATE. 6. The small number of ACSI programs accredited by NCATE may be due to (1) theological conflicts, (2) fiscal requirements, (3) the amount of work involved in the accreditation process, or any combination of the three.
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Dernlan, Timothy James. "Spiritual Formation: A Comparative Study of Modern and Classical Christian Schools." Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1365819437.

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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.

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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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Peterson, Daniel Carl. "A Comparative Analysis of the Integration of Faith and Learning Between ACSI and ACCS Accredited Schools." Diss., 2012. http://hdl.handle.net/10392/3965.

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The purpose of this descriptive quantitative study was to analyze and compare the integration of faith and learning occurring in Christian schools accredited by the Association of Christian Schools International (ACSI) and classical Christian schools accredited by the Association of Classical and Christian Schools (ACCS). ACSI represents the larger Christian school movement while ACCS represents the larger classical Christian school movement. The biblical metanarrative of the Christian faith - creation, fall, redemption, and consummation - set the biblical and theological framework for the integration of faith and learning in this study. A precedent literature review pointed to a gap in the literature base regarding the integration of faith and learning occurring between ACSI and ACCS schools. Essentially, the study sought to describe the degree to which accredited K-12 ACSI and ACCS schools integrate faith and learning and then compare the level of integration of faith and learning between ACSI and ACCS accredited schools. The research design for the study was a one-phase quantitative study utilizing both descriptive and inferential statistics. The research instrument was originally developed and used by Raquel Bouvert de Korniejczuk and later modified by Mark Eckel to determine the level of integration of faith and learning teachers are practicing in ACSI and ACCS schools. Overall, the data indicated teachers were practicing a high level of integration of faith and learning in their pedagogy in both ACSI and ACCS accredited schools. The data indicated that as the years taught at Christian schools and classical Christian schools increased the level of integration of faith and learning increased. Gender was not a factor in the level of integration of faith and learning. Teachers that did not attend a Christian school growing up self-reported a higher level of integration of faith and learning than teachers who did attend a Christian school growing up. Teachers, both in Christian schools and classical Christian schools, receiving training in the area of the integration of faith and learning indicated a higher overall level of integration of faith and learning. KEYWORDS: Association of Christian Schools International (ACSI), Association of Classical and Christian Schools (ACCS), biblical worldview, Christian education, Christian school, classical Christian school, integration of faith and learning, Trivium
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Knox, Nancy Sue Phillips. "Comparison analysis of grade level implementation of published keyboarding skills based on International Society for Technology in Education (ISTE) standards and states in the Southern Association of Colleges and Schools (SACS)." 2003. http://etd.utk.edu/2003/KnoxNancy.pdf.

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Thesis (Ph. D.)--University of Tennessee, Knoxville, 2003.
Title from title page screen (viewed Sept. 24, 2003). Thesis advisor: Dr. Edward L. Counts, Jr. Document formatted into pages (xii, 206 p. : ill.(some col.)). Vita. Includes bibliographical references (p. 71-76).
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"An examination of professional development activities for teachers in the Mid-America Region of the Association of Christian Schools International and their relationship to professional learning communities." NORTHERN ILLINOIS UNIVERSITY, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3339367.

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Books on the topic "International Association of Cooking Schools"

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International Association of Cooking Schools. Directory: 1984-1985. Washington, D.C: International Association of Cooking Schools, 1985.

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Ets-Hokin, Judith. HomeChef Cooking Schools great cooking in minutes. Berkeley, Calif: Celestial Arts, 1995.

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Symposium, International Association of Hotel Management Schools Autumn. Papers: International Association of Hotel Management Schools autumn symposium 1988. Leeds: Leeds Polytechnic Department of Hospitality Management, 1988.

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United Methodist Board of Higher Education and Ministry (U.S.) and International Association of Methodist-Related Schools, Colleges and Universities, eds. Directory: The International Association of Methodist-Related Schools, Colleges, and Universities. Nashville, Tenn: General Board of Higher Education and Ministry, The United Methodist Church, 2001.

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United Methodist Board of Higher Education and Ministry (U.S.). Directory, the International Association of Methodist-Related Schools, Colleges, and Universities. Nashville: Division of Higher Education, General Board of Higher Education and Ministry, the United Methodist Church, 1996.

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ISA Conference (35th 1985 Wellesly, Mass.). An international curriculum: Its development and content, with special emphasis on the middle years of schooling : report from the ISA Conference, 1985, Wellesley, Massachusetts, USA. Geneva: International Schools Association, 1985.

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International Association of Methodist-Related Schools, Colleges, and Universities. 2001 Directory: The International Association of Methodist-related Schools, Colleges, and Universities. Nashville, Tenn.]: [General Board of Higher Education and Ministry, the United Methodist Church], 2001.

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Sue, Lousley, ed. Diabetic cooking with international flair: Including food exchange values approved by the American Diabetes Association. Tucson, AZ: Body Press, 1987.

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Tsukuda, Yuto. Shi ji zhi ling: Huan ying lai dao jue zhan zhi di. Taibei Shi: Dong li chu ban she you xian gong si, 2017.

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Tsukuda, Yuto. Shi ji zhi ling: Mu biao ding dian zhi ren. Taibei Shi: Dong li chu ban she you xian gong si, 2016.

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Book chapters on the topic "International Association of Cooking Schools"

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Swezey, James A. "The Association of Christian Schools International." In International Handbooks of Religion and Education, 575–97. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2387-0_32.

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Wong, Kapo, Alfred Tsz Shing Lai, Xiangcheng Meng, Fion Choi Hung Lee, and Alan Hoi Shou Chan. "Work–Life Balance of Secondary Schools Teachers in Hong Kong." In Proceedings of the 21st Congress of the International Ergonomics Association (IEA 2021), 819–26. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74602-5_112.

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Reimers, Fernando M., and Francisco Marmolejo. "Leading Learning During a Time of Crisis. Higher Education Responses to the Global Pandemic of 2020." In Knowledge Studies in Higher Education, 1–41. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82159-3_1.

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AbstractThe rapid disruptions caused by the Covid-19 pandemic in multiple sectors and areas of daily life provide a unique opportunity to study the university’s capacity to respond to changes in the external environment, to be a learning organization, in service of addressing significant social challenges. In this book we study universities’ responses to one such challenge: the disruption to educational opportunities caused by the interruption of schooling brought about by the pandemic.In response to the Covid-19 pandemic, universities innovated on several fronts. Unsurprisingly, some of those innovations focused on internal actions implemented to mitigate the impact of the pandemic by transitioning to online teaching delivery or extension of semester break, etc. (Crawford J et al. J Appl Learning Teaching 3.1:1–20, 2020; Leon-Garcia F, Cherbowski-Lask A, Leadership responses to COVID 19: a global survey of college and university leadership. International Association of Universities – Santander Universities. IAUP. https://www.iaup.org/wp-content/uploads/2020/11/IAUP-Santander_Survey_to_COVID-19_Report2020.pdf, 2020). Beyond the solutions to mitigate the pandemic’s impact on their communities of students, faculty, or staff, universities also innovated to mitigate such impact on the larger community. While the contributions of universities to alleviate the pandemic’s impact have been most visible in public health (Daniels, R. J. 2020. Universities’ Vital Role in the Pandemic Response. Hopkins Bloomberg Public Health Magazine. https://magazine.jhsph.edu/2020/universities-vital-role-pandemic-response), they have extended to other areas of relief and support as well. Almost half of universities participating in a global survey conducted by the International Association of Universities indicated that due to the pandemic, their community engagement had increased (Marinoni G et al. The impact of Covid-19 on higher education around the world. IAU global survey report. International Association of Universities, Paris. https://www.iau-aiu.net/IMG/pdf/iau_covid19_and_he_survey_report_final_may_2020.pdf, 2020).This book is a study of one such response of universities to the pandemic which has not yet received sufficient attention: their support of schools at the pre-collegiate level through a variety of innovative approaches to mitigate the impact of the pandemic on opportunity to learn.In this chapter, we argue that studying such innovations provides insight into the responsiveness of universities to complex societal needs and into their capacity to operate as learning organizations open to their external environment. We introduce the study, explain its value in understanding the role and nature of higher education’s outreach, social impact, and capacity to deal with complex challenges, and summarize the chapters of the book and the results of a survey which was administered to over one-hundred universities to study the nature of their collaborations with schools during the first 9 months of the pandemic, between March and December of 2020.
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Paschinger, Elena. "Creative travellers in Austria." In Creative tourism: activating cultural resources and engaging creative travellers, 26–29. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789243536.0003.

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Abstract Creative tourism has emerged as a global trend in cultural tourism, replacing the previous notion of cultural tourism as being a mostly passive, attraction- and museum-based activity. Creative travellers are actively seeking out opportunities to become engaged in the local cultural fabric of the place they visit, be it during a cultural festival, an opportunity to meet the locals through hands-on workshops, or by participating in an activity offered at formal institutions, such as cookery schools. This chapter presents insights about types of creative travellers in Austria. Given the author's background as project manager in the association Kreativ Reisen Österreich (Creative Tourism Austria), the remarks made here are observations based on 10 years of experience in managing, networking, and promoting creative tourism to both national and international travellers. This has been done in co-operation with such high-profile partners as the Austrian National Tourism Board as well as several regional destination management organizations across Austria.
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Nadkarni, Vimla V., and Tetyana Semigina. "International Association of Schools of Social Work." In International Encyclopedia of the Social & Behavioral Sciences, 474–79. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-08-097086-8.28108-7.

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Healy, Lynne M. "International Association of Schools of Social Work (IASSW)." In Handbook of International Social WorkHuman Rights, Development, and the Global Profession, 281–85. Oxford University Press, 2011. http://dx.doi.org/10.1093/acprof:oso/9780195333619.003.0043.

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Seibel, Friedrich W. "International Association of Schools of Social Work (IASSW)." In Fachlexikon der Sozialen Arbeit, 448. Nomos Verlagsgesellschaft mbH & Co. KG, 2022. http://dx.doi.org/10.5771/9783748911784-448.

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"The International Schools Association (lSA): historical and philosophical background: Gerard Renaud." In World Yearbook of Education 1991, 16–24. Routledge, 2012. http://dx.doi.org/10.4324/9780203080344-8.

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Askeland, Gurid Aga, and Malcolm Payne. "The changing contexts for international social work education." In Internationalizing Social Work Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447328704.003.0001.

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This chapter identifies three phases of internationalization in social work education. It documents foundation dates of social work courses in a representative range of countries. The foundation phase from the 1920s to 1945 brought together early social work schools in a committee under the leadership of Alice Salomon, the German feminist and social worker. From 1945 to 2000, the establishment phase achieved the adoption of social work education virtually universally, with Katherine Kendall playing an important executive role promoting coordination through the International Association of Schools of Social Work. The end of the Cold War in the 1990s led to the consolidation of the policy and social development work in these earlier phases into an issues-based phase when the Association sought to develop influence on global policy issues of social justice, social conflict and social development. Debates about the nature of international or global social work are explored.
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Askeland, Gurid Aga, and Malcolm Payne. "Issues for the future of international social work education." In Internationalizing Social Work Education. Policy Press, 2017. http://dx.doi.org/10.1332/policypress/9781447328704.003.0003.

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The chapter presents a content analysis and discussion of interviews with most of the awardees and of biographies of others who received the Katherine Kendall Award, focused on their views on the future of international social work and its education. Debate on the future role of the International Association of Schools of Social Work is also reviewed. Weaknesses in the representation of the full range of international social work education by the Association and the Award are considered. Ways of strengthening representation through greater involvement from the Global South and better funding of representation are explored.
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Conference papers on the topic "International Association of Cooking Schools"

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Piscopo, Suzanne, and Karen Mugliett. "PROMOTING FOOD LITERACY: A PRELIMINARY STUDY OF FOOD AND COOKING EDUCATION IN MALTESE PRIMARY SCHOOLS." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.1951.

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Siswanto, Boby, and Putri Thariqa. "Association Rules Mining for Identifying Popular Ingredients on YouTube Cooking Recipes Videos." In 2018 Indonesian Association for Pattern Recognition International Conference (INAPR). IEEE, 2018. http://dx.doi.org/10.1109/inapr.2018.8627002.

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Hasanah, Hasanah, and Muh Malik. "Teaching Factory-Based for Entrepreneurship Learning Model in Vocational High Schools." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.46.

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Schachner, Maja, Fons Van de Vijver, Alaina Brenick, and Peter Noack. "Who is Friends with Whom? Patterns of Inter- and Intraethnic Friendships of Mainstream and Immigrant Early Adolescents in Germany." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/lsva7918.

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Multiethnic schools provide opportunities for interethnic contact and the development of positive interethnic relations. Yet, some children develop such relations more easily than others. In the present study, we were interested in patterns of inter- and intraethnic friendships and the relative likeability of certain ethnic groups in ethnically heterogeneous schools. The sample comprised 842 early adolescents (M<sub>age</sub> = 11.50 years, SD<sub>age</sub> = .71; 53% male) from 64 countries of origin who attend multiethnic schools in Southwest Germany. In line with our expectations, interethnic friendships are to a large extent formed on the basis of cultural distance, with more friendships occurring between groups that are culturally more similar. Further, the likeability of children from different ethnic groups follows the so-called ethnic hierarchy, a rank order of different ethnic groups, which is based on perceived similarity with the mainstream group. Interventions to improve early adolescents’ interethnic friendships should aim to reduce perceptions of cultural distance and ethnic hierarchies in intergroup settings.
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Tuwoso, Tuwoso, Widiyanti Widiyanti, and Andika Putra. "Constructivist Approach: Studentsr Attitude towards the Physics Learning in Vocational High Schools." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.49.

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Simatupang, Nanda Agustian, and Laras Ayu Wulandari. "The Association between Indoor Household Polution and Acute Respiratory Infection in Children Under Five in Selat Community Health Center, Batanghari District, Jambi, Indonesia." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.01.54.

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ABSTRACT Background: Acute respiratory tract infections constitute the major causes of mortality and morbidity of the developing world. The risk factors of acute respiratory tract infections have been identified such as passive smoking, the practice of burning mosquito coils indoors, and firewood for cooking. The purpose of this study was examine Subjects and Method: A case control study was carried out at Selat community health center, Batanghari district, Jambi, Indonesia, from May to July 2020. A sample of 132 children under five aged 12-59 months was selected by purposive sampling. The dependent variable was acute respiratory infection. The independent variables were smoking behavior of family member, repellant coil use, and firewood use. The data were collected by questionnaire, medial record, and observation sheet. The data were analyzed by Chi square. Results: Acute respiratory infection in children under five increased with family member smoking behavior (OR= 4.73; 95% CI= 2.20 to 10.17; p<0.001), mosquito coils (OR= 1.26; 95% CI= 0.48 to 3.29; p= 0.627), and firewood use for cooking (OR= 1.28; 95% CI= 0.57 to 2.89; p= 0.538). Conclusion: Acute respiratory infection in children under five increased with family member smoking behavior, mosquito coils, and firewood use for cooking. Keywords: acute respiratory infection, smoking, children under five Correspondence: Nanda Agustian Simatupang. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java. Email: nandaagustians9@gmail.com. Mobile: +6282247604322. DOI: https://doi.org/10.26911/the7thicph.01.54
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Franca, Antonello, Marta G. Ferre-Rivera, Feliu Lopez-i-Gelats, Giovanni M. Altana, Dimitrios Skordos, Marisol Dar Ali, and Athanasios Ragkos. "Pastoral Schools: Diffusing the Italian and Spanish Experience for Sustainable Mediterranean Pastoralism through Co-Creation." In International Conference of the Hellenic Association of Agricultural Economists. Basel Switzerland: MDPI, 2024. http://dx.doi.org/10.3390/proceedings2024094066.

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Yoto, Yoto. "Production-Based Curriculum Development in Vocational High Schools for Preparing Skilled Labor in Industry." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.38.

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Pardjono, Pardjono, Wardan Suyanto, Herminato Sofyan, and Wagiran Wagiran. "What do Vocational Teachers, Industries, and Experts View about the Future Learning of Vocational Schools?" In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.55.

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Ibitian, Manoug, and Ahmad Oweini. "THE ASSOCIATION BETWEEN BULLYING, MALTREATMENT, AND PERSONALITY TRAITS AMONG ADOLESCENTS FROM ARMENIAN SCHOOLS IN LEBANON." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v1end027.

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Reports on the topic "International Association of Cooking Schools"

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D’Agostino, Martin, Nigel Cook, Liam O’Connor, Annette Sansom, Dima Semaan, Anne Wood, Sue Keenan, and Linda Scobie. Optimising extraction and RT-qPCR-based detection of hepatitis E virus (HEV) from pork meat and products. Food Standards Agency, July 2023. http://dx.doi.org/10.46756/sci.fsa.ylv958.

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Hepatitis E is an infection of the liver caused by the hepatitis E virus (HEV). HEV infection usually produces a mild disease, hepatitis E. However, disease symptoms can vary from no apparent symptoms to liver failure. There are 4 main types (genotypes) of the virus that cause concern in humans. Genotypes 1 and 2 infections are mainly restricted to humans but 3 and 4 can be identified in numerous other animal species including pigs. Transmission routes of HEV genotypes 3 and 4 have been identified to include the consumption of food products derived from infected animals and shellfish, and via transfusion of infected blood products. Hepatitis E infection is still an emerging issue in the UK and there is evidence to suggest an association of this virus with undercooked pork and pork products. Currently, there is no standardized method for evaluating the stability of HEV that may be present in food during cooking processes. There is also lack of a suitable method that can detect only infectious HEV. The proposed project aimed to address a key gap in resources for methodology related to the detection of HEV in pork and pork products. Currently the lack of a standardised method for the detection of HEV has resulted in individual laboratories either utilising their own methods or adapting methods from previously published work. This leads to a high degree of variability between the interpretation of results and does nothing to progress or provide benefit to the food industry. By interrogating the existing published methods, the project sought to refine and optimise elements of existing protocols in order to enhance the performance characteristics of the method and to simplify the methodology wherever possible. The aim was to produce a validated method which is both robust and repeatable which can be easily integrated into food laboratories capable of performing virus related work. Overall, the final method chosen was devoid of hazardous reagents and utilised easily accessible equipment. To verify the robustness of the method, an international collaborative trial was performed, with 4 UK and 3 European participant laboratories. The participating laboratories conducted analyses of pork liver samples artificially contaminated with various levels of HEV (including uncontaminated samples). The trial showed that the HEV DETECT method was just as reproducible between laboratories as it was repeatable within a laboratory. It is envisaged that the developed system will be put forward as a suitable candidate for ISO certification as a standard method. The establishment of these methods in UK laboratories could result in the availability of independent testing services for both domestic and imported pork /pork-based products. The availability of this method is in essence innovation. This work is essential to industry to help support further research to ensure that public health safety and confidence in pork and other “HEV risk” food products is maintained and improved.
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