Bibliografie tematiche / Food – Textbooks

Letteratura scientifica selezionata sul tema "Food – Textbooks"

Autore: Grafiati
Pubblicato: 26 luglio 2024

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Articoli di riviste sul tema "Food – Textbooks"

1

Subba Rao, GM, T. Vijayapushapm, K. Venkaiah e V. Pavarala. "Quantitative and qualitative analysis of nutrition and food safety information in school science textbooks of India". Health Education Journal 71, n. 6 (18 ottobre 2011): 725–35. http://dx.doi.org/10.1177/0017896911422783.

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Objective: To assess quantity and quality of nutrition and food safety information in science textbooks prescribed by the Central Board of Secondary Education (CBSE), India for grades I through X. Design: Content analysis. Methods: A coding scheme was developed for quantitative and qualitative analyses. Two investigators independently coded the data and inter-coder reliability was assessed using Cohen’s Kappa. The inferences were then reviewed by an expert group. Results: There was high agreement (Kappa = 0.89) between coders. Nutrition topics got > 10% pages in textbooks of grades I to VII, while they were omitted in subsequent grades. Food safety got a mere 1% of page allocation only in grades I to III books. Over 25% of biology illustrations related to nutrition in grades I, II and IV but not in others. Nutrition topics in textbooks beyond grade IV were repetitive and inconsistent. Some illustrations depicted uncommon foods and had urban bias. Conclusions: Nutrition and food safety content in science textbooks is low. Important topics such as nutritional needs during adolescence, obesity, unhealthy foods and food labelling are not covered. These findings provide direction for strengthening textbook content to promote nutrition education in schools.
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2

Song, Younghee. "A Study on Improving the Social Integration Program Textbook through a Comparison of Korean and Vietnamese Food Cultures". Korean Association For Learner-Centered Curriculum And Instruction 24, n. 8 (30 aprile 2024): 925–43. http://dx.doi.org/10.22251/jlcci.2024.24.8.925.

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Objectives The purpose of this study is to compare the food cultures of Korea and Vietnam and to explore ways to supplement the content of food culture education in the textbooks ‘Korean Language and Culture’ Beginner 1⋅ 2 and Intermediate 1⋅2, which are used in the Korea Immigration and Integration Program. Methods This study compared the food cultures of Korea and Vietnam through a literature review and analyzed the content of food culture education in the ‘Korean Language and Culture’ textbooks Beginner 1⋅2 and Intermediate 1⋅2. Based on this analysis, it identified areas of deficiency in the textbooks and proposed educational strategies to enhance learning effectiveness. Results The comparison of food cultures between Korea and Vietnam revealed significant differences in food styles, cooking methods, and dining customs between the two countries. Additionally, it was identified that there are areas in the food culture education content of the ‘Korean Language and Culture’ textbooks that require improvement. Conclusions In this study, strategies and methods for educating Vietnamese female marriage immigrants on food culture through the ‘Korean Language and Culture’ textbook were proposed. By expanding and enhancing the content of the textbook, not only can the effectiveness of learning be increased, but also adaptability can be enhanced by introducing practical experience programs where learners can directly experience and learn about Korean dining culture. In the future, more systematic development of educational materials and expansion of practical experience programs will be necessary, and conducting comparative studies on various cultures through online education platforms will further enhance the effectiveness of food culture education.
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Dewi, Lintang Indah Ayu Respati. "A Cultural Portrait of “little c” Themes in an English Textbook Used by Indonesian Junior High School Students: A Content Analysis". AKSARA: Jurnal Bahasa dan Sastra 20, n. 2 (30 ottobre 2019): 88–100. http://dx.doi.org/10.23960/aksara/v20i2.pp88-100.

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In recent decades, cultural content analysis of EFL textbooks has received a wide attention in ELT pedagogy. This research aims at analyzing the cultural themes, especially “little c” and culture categories presented in an English textbook used by Junior High School students in Indonesia. This study was carried out using Xiao’s suggested themes for detecting “little c” that represent food, holiday, lifestyles, customs, values, hobbies, and gesture/body language. Besides, it also investigated the culture categories proposed by Cortazzi and Jin, namely source culture, target culture, and international culture. The result showed that the presentation of the source, target, and international culture are in an imbalance proportion. The textbook’s content mostly exposes target culture and source culture. Meanwhile, international culture was not exposed. Moreover, value and food dominated the cultural theme in the textbook. Meanwhile, lifestyle and customs are less exposed. Furthermore, three themes of “little c” (holiday, hobbies, and gestures) were not exposed at all. Due to the imbalance proportion of cultural content, the textbook developers should provide a more balanced proportion of cultural contents in terms of themes and categories to help learners gain more knowledge related to intercultural understanding.
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Dorji, Tshewang. "Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks". Research in Educational Policy and Management 3, n. 1 (27 maggio 2021): 42–59. http://dx.doi.org/10.46303/repam.2021.3.

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Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.
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Kim, Yu Jeong. "Analysis of Korean Sustainable Development Goals(K-SDGs) in Food & Nutrition Units in Practical Arts Textbooks". Korean Association of Practical Arts Education 35, n. 4 (31 dicembre 2022): 71–99. http://dx.doi.org/10.24062/kpae.2022.35.4.71.

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With the aim of seeking relevant educational measures, this study analyzed contents on sustainable development found in the food and nutrition units of practical arts textbooks. For this purpose, nine goals and 25 detailed targets associated with the food and nutrition units were drawn from the Korean-Sustainable Development Goals (K-SDGs), then set as analysis criteria. Accordingly, the education contents were analyzed by both the academic year and food and nutrition unit. The results were as follows. First, in all textbooks, the fifth-grade unit “Balanced Dietary Life” was highly related to “3. Ensuring a healthy and happy life” in “People” and “12. Sustainable Production and Consumption” in “prosperity.” However, only some textbooks offered contents related to water pollution in “Environment” and how air pollution could be reduced by using local agricultural products when choosing and cooking snacks. Second, in all textbooks, the fifth-grade unit “Characteristics of Food Ingredients and Taste of Food” was highly related to “3. Ensuring a healthy and happy life” in “People,” “11. Development of Sustainable Cities and Residential Areas” in “People,” and “7. Eco-friendly Production and Consumption of Energy” in “Environment.” However, insufficient contents discussed how seasonal foods and local agricultural products were helpful for preserving the land ecosystem by reducing environmental pollution during production and transportation. Third, in all textbooks, the sixth-grade unit “Selection and Cooking of Safe Foods” was highly related to “3. Ensuring a healthy and happy life” in “People,” “11. Development of Sustainable Cities and Residential Areas” in “People,” and “12. Sustainable Production and Consumption” in “prosperity.” However, only some textbooks offered contents on jobs and advanced technologies related to dietary life in “Prosperity” and water pollution/land ecosystem preservation in “Environment.”
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Lee, KyoungAe. "Analysis of Maker Competencies in Dietary Life Units of Practical Arts Textbook under the 2015 Revised Practical Arts Curriculum". Korean Association of Practical Arts Education 36, n. 4 (31 dicembre 2023): 71–95. http://dx.doi.org/10.24062/kpae.2023.36.4.71.

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This study investigated the degree to which maker competencies can be cultivated by learning the dietary life units of fifth and sixth practical arts textbooks, including areas for improvement in cultivating maker competencies in dietary education. The study analyzed six maker competency groups (integrated thinking, collaboration, making mind, human-centered, problem discovery, and making practice) and their sub-competencies as they appear in these units. The analysis yielded the following results. First, in the dietary life units of the practical arts textbook based on the 2015 revised practical arts curriculum, both the integrated thinking competency group and the making practice competency were found in 100% and 54.8% of the 5th-grade textbooks and 54.2% and 61.9% of the 6th-grade textbooks, respectively. The making mind competency group was present in 50% of 5th-grade textbooks and 37.5% of 6th-grade textbooks, while the collaboration competency group appeared in 33.3% of 5th-grade textbooks and 50.0% of 6th-grade textbooks. The problem discovery competency group featured in 50% of the 5th-grade textbooks but was entirely absent in the 6th-grade textbooks. Furthermore, the human-centered competency group was not reflected in either the 5th or 6th grade textbooks. Second, the integrated thinking competency group featured prominently in the achievement criteria units focused on theoretical learning, such as [6Practiacl Arts 02-01], [6Practiacl Arts 02-04], and [6Practiacl Arts 02-09]. Furthermore, the making practice and making mind competency groups were predominantly reflected in the achievement criteria units involving food making, such as [6Practiacl Arts 02-02] and [6Practiacl Arts 02-10]. In addition, the sharing and communication capabilities of the collaboration competency group were also reflected across most units. In conclusion, the study found that by learning the dietary life units of the practical arts textbook according to the 2015 revised practical arts curriculum, students successfully cultivated five of the six maker competency groups, excluding the human-centered competency group.
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Abdulridha Obaid, Ali, Lilliati Ismail, Abu Bakar Mohamed Razali, Nor Shahila Mansor, Moomala Othman e Dalia Aralas. "A Descriptive Analysis of Cultural Content of “English for Iraq” Textbooks Used in the Intermediate Schools in Iraq". International Journal of Applied Linguistics and English Literature 8, n. 4 (31 luglio 2019): 88. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.4p.88.

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Despite the abundance of the literature addressing culture incorporation in English language teaching and learning, the study of the implicit, as well as the explicit, cultural representations in EFL textbooks’ linguistic content formulates an essential part with a consensus on its significant importance. Since 2012, a new EFL textbooks series written by foreign authors has been adopted in Iraq; this series does not seem to have gained a lot of quality research about the hidden curriculum, particularly related to its cultural content. This study investigates culture integration in the content of “English for Iraq” textbook series currently used in the intermediate schools in Iraq, aiming at detecting both any potential acculturation, and the kind of culture, (surface or deep) emphasized in the written texts and the visuals of the textbooks’ content. A qualitative research method is employed based on a descriptive content analysis. Findings show that the textbooks encompass sharp difference in the frequency occurrences of the cultural representations, resulting to the dominance of both the source (Iraqi local cultural) culture, and the two cultural dimensions, products and persons. This imbalanced representation drives the textbooks to be source-culture-based textbooks with least probability of acculturation, and be prevailed with surface culture materials focusing on items like Folks, Fairs, Festivals, and Food, which turn the textbooks to look like tourist’s guide books. The textbooks then follow a traditional approach for integrating culture in their content. A pedagogical implication of the study can be the necessity of re-considering culture corporation in these textb
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Sik, Ruoh Yih. "INCORPORATING CHINESE TRADITIONAL CULTURE IN PRIMARY SCHOOL CHINESE TEXTBOOKS". International Journal of Humanities, Philosophy and Language 4, n. 16 (5 dicembre 2021): 16–46. http://dx.doi.org/10.35631/ijhpl.416002.

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"Where there are Chinese people, there is Chinese education". The Malaysian Chinese ancestors practised Chinese education in Malaysia since their arrival and with their efforts, Malaysia has the most comprehensive and systematic Chinese education in Southeast Asia. It is also considered the country that has preserved Chinese culture the best (Qian, 2017). Since 2011, the Chinese language has been offered as an elective subject in the standards-based curriculum for primary school (KSSR) syllabus. Since introducing Chinese into classrooms, there have been two versions of Chinese textbooks for the national primary schools: (KSSR) National Primary School Chinese Textbook from grade 1 until grade 6. Its subsequent revision in 2017 KSSR (Semakan 2017) National Primary School Chinese Textbook has been applied up to grade 5. By studying these two versions of the textbooks, this paper will discuss how Chinese culture is depicted in Malaysian national primary school Chinese textbooks. It will also analyse the elements of Chinese culture and subsequently investigate whether cultural content is necessary to be reinforced in national primary school Chinese textbooks for its text to be enriched. The research objective is determined using integrated studies done within and beyond Malaysia and includes relevant materials, research reports, literature, and dissertation papers. Through literature review, this paper summarises, categories, and analyses content about traditional Chinese cultural elements that can be found in both versions of the Chinese textbooks in national primary school. The traditional Chinese cultures found in both versions of textbooks are listed under seven elements which are: Traditional Chinese Festivities, Traditional Chinese Folk Games, Traditional Chinese Family Appellations, Traditional Chinese Food Culture, Traditional Chinese Arts, Traditional Chinese Customs, Chinese Literature. The collected content is then categorised, arranged, and analysed. A deduction can then be made to provide conclusive recommendations. It can be deduced that the textbooks are pretty packed with relevant and related Chinese cultural elements, but primarily, it is apparent that the Chinese culture is mainly influenced by local cultural elements, which are very close to our daily life. National primary school Chinese language education plays a role in cultural dissemination. It enables pupils of different ethnic backgrounds to learn Chinese and gain a deeper understanding of Chinese culture. As well as can help prevent misunderstandings caused by cultural differences.
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Susanto, Heri, Sri Fatmawati e Fathurrahman Fathurrahman. "Analisis Pola Narasi Sejarah dalam Buku Teks Lintas Kurikulum di Indonesia". Fajar Historia: Jurnal Ilmu Sejarah dan Pendidikan 6, n. 2 (29 dicembre 2022): 228–43. http://dx.doi.org/10.29408/fhs.v6i2.6632.

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The national history textbook is one of the most controversial textbooks. In books, historical events are presented in the form of narratives that can be used as lessons for the present and future challenges. Narratives can be studied from the point of view of critical discourse analysis that provides awareness. A literature study method with a close reading technique is used to understand the narrative pattern in the textbook. The textbooks in this analysis are textbooks published between 1975-2003. These books represent textbooks from the 1975 curriculum to the 1994 curriculum, supplement to GBPP 1999. The results of the analysis show that this textbook shows a role narrative pattern using a concentric chronological approach, using the principles of accommodative history writing, highlighting aspects of heroism, and using an event approach in the flow of food. The weakness of this textbook is that there are attempts to build an unbalanced role narrative. The narrative of the role of the regime in power at that time was presented with an exaggerated cult tendency.Buku teks sejarah nasional adalah salah satu buku teks yang paling sering mengundang kontroversi. Pada buku teks, setiap kejadian sejarah disajikan sebagai narasi sejarah yang menjadi materi pembelajaran untuk kehidupan masa sekarang dan menghadapi tantangan di masa depan. Sajian narasi dalam analisis buku dapat ditelaah menggunakan pespektif model analisis wacana kritis dengan mengedepankan aspek kesadaran sejarah. Untuk memahami pola narasi dalam buku teks digunakan metode studi literatur dengan teknik close reading. Buku teks dalam analisis ini merupakan buku teks yang diterbitkan antara tahun 1975-2003. Buku-buku tersebut mewakili buku teks dari kurikulum 1975 sampai dengan kurikulum 1994, suplemen GBPP 1999. Hasil analisis menunjukkan bahwa buku teks ini menunjukkan pola narasi peran dengan menggunakan pendekatan kronologis konsentris, menggunakan prinsip penulisan sejarah akomodatif, menonjolkan aspek heroism, dan menggunakan pendekatan peristiwa dalam alur sajiannya. Kelemahan buku teks ini adalah terdapat upaya membangun narasi peran yang tidak seimbang. Narasi peran bagi rezim yang sedang berkuasa pada saat itu ditampilkan dengan tendensi pengkultusan yang berlebihan.
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Nurbaya, Nurbaya, e Najdah Najdah. "Evaluation of Nutrition Education at Senior High Schools in Mamuju Regency West Sulawesi". Journal of Public Health for Tropical and Coastal Region 7, n. 1 (29 aprile 2024): 40–47. http://dx.doi.org/10.14710/jphtcr.v7i1.22054.

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Abstract Introduction: The 2018 Basic Health Research showed a high prevalence of anemia (32%), Chronic Energy Deficiency (36.3%), and overweight and obesity (16.0%) among adolescents. Nutrition education is crucial to be taught to adolescents from an early age. However, there is a lack of research on content related to nutrition education in textbooks of school policies on nutrition and health. This study aimed to evaluate the nutrition education on senior high schools in Mamuju Regency.Methods: This qualitative study examined word by word of high school students textbooks’ content of nutrition and health education. The main study material was textbooks used by high school students in Mamuju Regency. The research informants were students and teachers. The analysis was done through content analysis by examining words and pictures in the textbooks. Data was classified into the same categories to answer the research objectives.Results: Only a small proportion of textbooks (0.17%) contain nutrition and health messages. The nutrition and health messages included the nutritional content of food, food labels, and physical activity such as how to do long jump. Informants did not get information on adolescent health and nutrition at school. In addition, there is currently no school policy regarding breakfast or healthy snacks in the school environment.Conclusion: Balanced nutrition messages had not been published in textbooks and delivered regularly in schools. Policy makers should review the school curriculum to include nutrition and health messages for adolescents in the textbooks used.
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Più fonti

Tesi sul tema "Food – Textbooks"

1

Baron, Vita. "Nutrition messages in elementary school textbooks : a study of language arts and math texts used in English schools in Montreal". Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=59565.

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This study examines references to foods mentioned in elementary school texts used in Montreal English schools. A study of 58 language arts and math texts used in grades 1-6 revealed a total of 4,391 references to foods in words and/or pictures. A large proportion of these references were to sugar-rich foods. A higher percentage of adult females prepared foods, followed closely by adult males. Boys were shown as eating food more frequently than any other group. Eating with one's peers was far more frequent than eating with the family, while a surprising number of children depicted in texts used in grades 1-3 consumed their food alone. The results of this study suggest that, because unintended information may influence childrens' nutritional habits, more attention should be paid to concomitant messages in elementary school textbooks.
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2

Lemos, Carolina Brigida. "Análise de conteúdos de nutrição em livros didáticos do ensino fundamental". Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-23092009-132010/.

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As Diretrizes Curriculares Nacionais para o Ensino Fundamental estabelecem a saúde como um dos focos principais do desenvolvimento da vida cidadã. De fato, os Parâmetros Curriculares Nacionais enfatizam a necessidade de as propostas pedagógicas levarem os alunos a conhecer e cuidar do próprio corpo, valorizando e adotando hábitos saudáveis como um dos aspectos básicos da qualidade de vida. A alimentação, ao lado de hábitos de vida, é fator reconhecidamente importante para a promoção da saúde, além da prevenção e controle de diversas doenças. A educação nutricional tem um papel importante na capacidade do aluno em promover hábitos alimentares saudáveis. Este trabalho analisou conceitos de nutrição e alimentação nos livros didáticos de Ciências do ensino fundamental, ao considerar este uma fonte de informação de extrema importância no quadro educacional brasileiro. Inicialmente, foi realizada uma investigação bibliográfica relativa à nutrição e alimentação em livros didáticos, com o intuito de obter uma perspectiva sobre as pesquisas realizadas no Brasil. Nesta pesquisa priorizou-se trabalhos acadêmicos no formato de dissertações e teses, onde se encontrou exclusivamente, trabalhos de dissertações de mestrado. Outra etapa desta pesquisa consistiu na análise de livros didáticos dos anos finais do ensino fundamental, para verificar se os conteúdos referentes à alimentação e nutrição são suficientes para que os alunos sejam capazes de ler e entender tabelas nutricionais, além de possuir um posicionamento crítico após assistir ou ler anúncios relacionados a alimentos. Isto foi feito através da aplicação de um instrumento, que constituiu uma ferramenta de análise para determinar em que grau os livros analisados fornecem uma base de conhecimentos que permita ao aluno ler e entender tabelas nutricionais presentes em rótulos de alimentos embalados. Essa base colabora para que o estudante se torne um cidadão capaz de possuir um posicionamento crítico ao assistir ou ler anúncios relacionados a alimentos. Por fim, foi utilizada uma outra ferramenta para comparar os conhecimentos presentes nos livros didáticos relacionados aos temas estudados com os conhecimentos de referência, representado neste caso pela bibliografia básica adotada no curso de Licenciatura em Ciências Biológicas da Universidade de São Paulo. Observou-se que os conhecimentos presentes nos livros didáticos apresentam diferentes graus de distanciamento do conhecimento de referência Notou-se que estes distanciamentos apresentam naturezas distintas, sendo possível diferenciá-los, reconhecendo componentes didáticos e pedagógicos. Discute-se a amplitude desses distanciamentos e seus limites admissíveis para que os conteúdos dos livros didáticos sejam coerentes com as referências teóricas, sobretudo dos cursos de formação inicial.
The Brazilian National Curriculum Guidelines for Fundamental Education establish health as one of the main focuses in the development of citizenship. Indeed, the National Curriculum Parameters (PCNs) emphasize that the pedagogical proposals should help the students understand and take care of their own bodies, valuing and adopting healthy habits as the basis for quality of life. Food intake, together with life style, is not only a well-known health promoting factor, but is also responsible for preventing and controlling several diseases. Accordingly, nutritional education has an important influence in the students capacity of acquiring healthy eating habits. This dissertation analyzes the concepts of nutrition and food displayed in Science textbook for Fundamental Education, since these are significant sources of information in the Brazilian educational scenario. Textbook were initially investigated with the purpose of obtaining a perspective on the researches which are carried out in Brazil. This investigation, which primarily focused on academic papers, found exclusively masters dissertations. Another stage of the same research analyzed the Science textbook intended for the final years of fundamental education, in order to verify whether the contents relating to food and nutrition were sufficient for the students to read and understand nutritional charts and to acquire a critical position in relation to food advertisings. This was accomplished through the use of a tool applied to assess the level on which the textbook under analysis were able to provide the students with information enough to read and understand the nutritional information presented in food packages. Another tool was used to compare the knowledge presented in the related Science textbook to the knowledge of reference, found in the basic bibliography adopted by the Biological Sciences Bachelors Course of University of São Paulo. It was noted that the information presented in the textbook show different levels of detachment from the knowledge of reference. These levels, of distinct nature, may be identified through the recognition of different didactic and pedagogical components. The discussion focuses on the degree of such disconnection and the extent to which it is acceptable for the contents of textbooks to be consistent with the theoretical references, mainly during the initial education courses.
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Chou, Ya Yun, e 周雅雲. "Content Analysis of Food Education in the Health and Physical Textbooks of Elementary Schools". Thesis, 2014. http://ndltd.ncl.edu.tw/handle/65439747338149910255.

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碩士
南華大學
文化創意事業管理學系
102
The purpose of this study is to analyze the distributions and frequencies of food education issues in health and physical textbooks for the first to sixth graders in elementary schools. Based on the Curriculum Outline of the 1st-9th Grade Curriculum Policy in Taiwan and other relative food education research, this study focuses on the Competence Indicators of the Health and Physical area and Home Economics Education area to develop several content categories for food education issues. In this thesis, I conduct a content analysis and review 36 volumes of textbooks to find the differences on the content, distributions, and frequencies for food education issues across three visions: Kanghsuan, Hanlin, and Nanyi. 　　There are several findings in this thesis. First, the frequency of food education issues is 686 for three versions. Among three versions, Hanlin covers the most frequency and (251) and next Kanghsuan (228) and finally Nanyi (207). Second, all the food education issues, Balanced Diet has the most frequency, Food culture the next, and then Food Safety. Low-Carbon Diet has the least frequency in all versions of textbooks. 　　Third, some food education topics have the higher frequencies and are covered by all three versions of textbooks, such as healthy diet principle, diet behavior and the importance of food. However, some important dietary ideas, such as more vegetables and less meat, less food produces or additives, and hands-on nutrition education, are seldom covered in the textbooks of the three versions. 　　The findings of this study can provide suggestions for the government about the revision on the nutrition education development and are helpful for the teachers when choosing textbooks.
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Třeštíková, Tereza. "Chemie potravin a výživa ve středoškolské výuce chemie". Doctoral thesis, 2017. http://www.nusl.cz/ntk/nusl-369439.

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This PhD thesis deals with a topic of food chemistry and nutrition in secondary school education in chemistry lessons. The theoretical part summarizes significance and evaluation of textbooks and furthermore it focuses on modern approaches in chemistry lessons with the main focus on interactive boards. The methodological part deals with the analysis of framework educational programs, textbook analysis, questionaire surveys and creation of teaching materials. The practical part of this thesis summarizes the results of analysis of framework educational programs and textbooks in relation to food chemistry and diseases related to nutrition. It shows results of a questionnaire survey which has examined knowledge of students in the area of proper nutrition, diet and diseases related to nutrition and also relationship of students to this issue and to the subject of chemistry in general. It also summarizes the results of verification of studying materials which have arisen in this thesis. The practical part also includes an educational text for teachers on the topic of lipids, which was developed based on the results of extensive analysis of secondary school chemistry and biology textbooks, framework analysis of educational programs and research at secondary schools in the Czech Republic. The topic of...
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Libri sul tema "Food – Textbooks"

1

McWilliams, Margaret. Food fundamentals. 7a ed. Redondo Beach, Calif: Plycon Press, 1998.

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McWilliams, Margaret. Food fundamentals. 6a ed. Redondo Beach, Calif: Plycon Press, 1995.

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3

Kowtaluk, Helen. Discovering food and nutrition. 7a ed. New York, N.Y: Glencoe/McGraw-Hill, 2005.

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4

Newberry, Lynn. The food book. South Holland, Ill: Goodheart-Willcox Co., 1986.

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5

Sharon, Rodgers, a cura di. Food science: The biochemistry of food and nutrition. 5a ed. New York, N.Y: Glencoe/McGraw-Hill, 2006.

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6

Mehas, Kay Yockey. Food science: The biochemistry of food and nutrition. 5a ed. New York, N.Y: Glencoe/McGraw-Hill, 2006.

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7

Mehas, Kay Yockey. Food science: The biochemistry of food and nutrition. 5a ed. New York, N.Y: Glencoe/McGraw-Hill, 2006.

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8

Witte, Jane. Food for today. Toronto: McGraw-Hill Ryerson, 2004.

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9

Witte, Jane. Food for today. Toronto: McGraw-Hill Ryerson, 2004.

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Conklin, Alfred Russel. World food: Production and use. Hoboken, N.J: John Wiley, 2007.

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Capitoli di libri sul tema "Food – Textbooks"

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Skripak, Justin, e Hugh A. Sampson. "Food Allergy". In Textbook of Clinical Pediatrics, 1397–403. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-02202-9_134.

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Mahesh, PA, Hugo Van Bever e Pudupakkam K. Vedanthan. "Food Allergy". In Textbook of Allergy for the Clinician, 321–31. 2a ed. Second edition. | Boca Raton : CRC Press, 2021.: CRC Press, 2021. http://dx.doi.org/10.1201/9780367854706-27.

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Agnihotri, Neha T., Jialing Jiang, Christopher M. Warren e Ruchi S. Gupta. "Food Allergy". In Textbook of Allergy for the Clinician, 332–46. 2a ed. Second edition. | Boca Raton : CRC Press, 2021.: CRC Press, 2021. http://dx.doi.org/10.1201/9780367854706-28.

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Rassbach, Whitney M., e Scott H. Sicherer. "Food Allergy". In Textbook of Pediatric Gastroenterology, Hepatology and Nutrition, 295–306. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17169-2_26.

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Chakrabarty, Kaveri, e A. S. Chakrabarty. "Food Hypersensitivity". In Textbook of Nutrition in Health and Disease, 131–39. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0962-9_6.

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Suresh, Ragha, So Lim Kim, Scott H. Sicherer e Christina E. Ciaccio. "Food Allergy". In Textbook of Pediatric Gastroenterology, Hepatology and Nutrition, 345–59. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80068-0_26.

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Yi, Soh Jian, e Hugo Van Bever. "Food Challenges". In Textbook of Diagnostic and Therapeutic Procedures in Allergy, 87–97. Boca Raton: CRC Press, 2024. http://dx.doi.org/10.1201/9781003269427-8.

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Harkless, Lawrence B., Jarrod Shapiro e Lisa D. Breshars. "Foot Complications". In The Diabetes Textbook, 899–918. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11815-0_58.

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Harkless, Lawrence B., Jarrod Shapiro e Joel Rodriguez-Saldana. "Foot Complications". In The Diabetes Textbook, 1021–39. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-25519-9_62.

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Chakrabarty, Kaveri, e A. S. Chakrabarty. "Food Groups, Balanced Diet, and Food Composition". In Textbook of Nutrition in Health and Disease, 141–50. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-0962-9_7.

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Atti di convegni sul tema "Food – Textbooks"

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Harun, Siti, Hasruddin Hasruddin e Herbert Sipahutar. "Development of Case Based Food Microbiology Textbooks to Improve Critical Thinking Skills". In Proceedings of the 8th Annual International Seminar on Transformative Education and Educational Leadership, AISTEEL 2023, 19 September 2023, Medan, North Sumatera Province, Indonesia. EAI, 2023. http://dx.doi.org/10.4108/eai.19-9-2023.2340503.

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Šalinović, Ivana, e Iva Sundji. "Importance of gastronomy topics in English for tourism books". In 1st International Scientific Conference on Economy, Management and Information Technologies – ICEMIT 2023. Toplica Academy of Applied Studies, Department of Business Studies Blace, 2023. http://dx.doi.org/10.46793/icemit23.335s.

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Abstract (sommario):
A rapidly growing field within the tourism industry, gastronomy has been emerging as one of the most popular forms of special interest tourism. Reflecting its country’s legacy and values, learning about gastronomy has become a part of each tourist worker’s education and thus has found its way into English textbooks for tourism. By becoming more acquainted with the vocabulary and phrases related to food, ingredients and so on, the students should be linguistically equipped to effectively communicate in any gastronomy-related roles. Unfortunately, the newest English for Tourism textbooks are only giving a limited number of lessons to Gastronomy. So, a more thorough examination of all available the English for Tourism textbooks on the market revealed that they fall woefully short of adequately addressing gastronomy-related topics. As a result, the future employment prospects of a great number of tourism workers are put in jeopardy.
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Sandamali, J. A. N., T. D. H. R. Madushani e H. A. R. P. Perera. "Importance of Selected Tuber Crops for Cultivation in Sri Lanka – A Systematic Review". In 4th International Conference on Agriculture, Food Security and Safety. iConferences (Pvt) Ltd, 2024. http://dx.doi.org/10.32789/agrofood.2023.1002.

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Abstract: Food security is a major concern in today’s context which encompasses availability, affordability, and nutritional quality of food for the population. In Sri Lanka, around 55 traditional and indigenous yams and tuber crop species were identified, and they grow in almost everywhere in the country. Tubers are in a wider range of cultivars, and it is characterized by increased adoptability to different agroecological zones. Convenience propagation methods, wider adoptability, rich in carbohydrates, and less vulnerability to pests and diseases are vital features in promoting tuber crops to supplement main courses in human diet. This research attempt to review of nutritional and agricultural value of five selected tuber crop species as follows: Elephant foot yam (Amorphophallus paenoiifolius), three Rajala species (Dioscorea alata, Dioscorea bulbifera, Dioscorea sativa), and Arrowroot (Maranta arundinacea). Data was gathered from relevant textbooks and electronic databases include PubMed, Scopus, Google Scholar, and Journals following the PRISMA model. Traditional root and tuber crops are identified as a rich source of carbohydrates, energy, minerals, vitamins, pharmacological properties, bioactive compounds, and with relatively convenient in cultivation in a wider spectrum of agroecological zones. It is easy to cultivate, and they can grow even in unfavorable harsh climate conditions. It is required relatively less agricultural input and can gain more income and output. Inclusiveness of the selected crops into main meals would increase the diversity of the food intake and helps food security. Make aware of those yams among public is also beneficial as they have good amount of carbohydrate, fibers and many pharmacological properties which relieves diseases as well. Keywords: Food, Tuber, Sri Lanka, Nutritional, Agricultural
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Fedorenko, Boris, Irina Kirsch, Aleksandr Yablokov e Vladimir Zhitkov. "THE ROLE OF THE DIDACTIC FEATURES OF THE TEXTBOOK ON FOOD ENGINEERING IN THE EFFICIENCY OF BACHELOR TRAINING". In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2625.

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Lloyd, George M. "A Kalman Filter Framework for High-Dimensional Sensor Fusion Using Stochastic Non-Linear Networks". In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-37834.

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Abstract (sommario):
The textbook Kalman Filter (LKF) seeks to estimate the state of a linear system based on having two things in hand: a.) a reasonable state-space model of the underlying process and its noise components; b.) imperfect (noisy) measurements obtained from the process via one or more sensors. The LKF approach results in a predictor-corrector algorithm which can be applied recursively to correct predictions from the state model so as to yield posterior estimates of the current process state, as new sensor data are made available. The LKF can be shown to be optimal in a Gaussian setting and is eminently useful in practical settings when the models and measurements are stochastic and non-stationary. Numerous extensions of the KF filter have been proposed for the non-linear problem, such as extended Kalman Filters (EKF) and ‘ensemble’ filters (EnKF). Proofs of optimality are difficult to obtain but for many problems where the ‘physics’ is of modest complexity EKF’s yield algorithms which function well in a practical sense; the EnKF also shows promise but is limited by the requirement for sampling the random processes. In multi-physics systems, for example, several complications arise, even beyond non-Gaussianity. On the one hand, multi-physics effects may include multi-scale responses and path dependency, which may be poorly sampled by a sensor suite (tending to favor low gains). One the other hand, as more multi-physics effects are incorporated into a model, the model itself becomes a less and less perfect model of reality (tending to favor high gains). For reasons such as these suitable estimates of the joint system response are difficult to obtain, as are corresponding joint estimates of the sensor ensemble. This paper will address these issues in a two-fold way — first by a generalized process model representation based on regularized stochastic non-linear networks (Snn), and second by transformation of the process itself by an adaptive low-dimensional subspace in which the update step on the residual can be performed in a space commensurate with the available information content of the process and measured response.
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