1,720,973 research outputs found
The states of taste: primary and secondary school students’ and teachers’ ideas on food ateliers from a Reggio Emilia perspective
No full textEducational food ateliers can offer a model for promoting food and taste education in both formal and non-formal environments. This study focuses on the food atelier as a setting to investigate stu- dents’ and teachers’ ideas about multisensory food and taste ate- liers and how sense-based inquiries of food impacted their thinking. The study was carried out within the educational context of the Reggio Emilia approach. Data analysis of interviews with 12 partici- pants before and after participating in five different non-formal food ateliers drew on the guidelines for reflective thematic analysis. The results suggest that the sense-based inquiry of food can shift the thinking of participants toward greater self-reflection and self- awareness, which point toward the importance and impact of experiential aspects that the role of food can have in education
Cibo, gusto ed educazione. Esperienze negli e dagli food ateliers in una prospettiva di Reggio Emilia
No full textFood education, soprattutto in ambito scolastico, si è tradizionalmente concentrata su questioni di salute, come il miglioramento o lo sviluppo di abitudini alimentari sane o la prevenzione dell'obesità e dei disturbi alimentari. Gli aspetti sensoriali del cibo e del gusto spesso non sono stati considerati tra gli obiettivi principali dell'insegnamento/apprendimento, sebbene negli ultimi anni è stata riconosciuta l'importanza degli aspetti esperienziali e corporei del ruolo del cibo nell'educazione. Uno degli obiettivi di questo progetto è di entrare nel dialogo sugli obiettivi del food and taste education (FTE), studiando come i food atelier (FA) possano ampliare e approfondire un approccio al food education multisensoriale. I materiali empirici sono stati raccolti durante i FA, progettati e condotti da Pause Atelier dei Sapori in linea con il Reggio Emilia approach (REA), in contesti formali e non formali e in una prospettiva di lifelong learning (LLL).
Tre casi di studio evidenziano la caratteristica fondamentalmente multisensoriale dei FA, offrendo una visione delle esperienze degli studenti con il cibo. La mia ricerca amplia, concretizza e sviluppa sia le ricerche precedenti sia la filosofia del REA nel FTE. Finora il tema specifico dei FA non è stato discusso nella letteratura e il mio lavoro colma quindi una lacuna.
Il progetto è composto da tre studi correlati sui FA. Paper 1 descrive la progettazione di un contesto per FTE in una scuola dell'infanzia, studiando i temi e i processi di apprendimento dei bambini grazie alle esperienze sensoriali dirette con il cibo e le loro meta-riflessioni più ampie sui loro atteggiamenti verso gli alimenti. Paper 2 studia un FA online incentrato sulle scelte dei cibi e sulle percezioni dei partecipanti in una prospettiva di LLL. Il gusto è stato esplorato attraverso e in relazione agli altri sensi, in quanto ogni partecipante ha reso la propria esperienza del gusto attraverso i segni grafici. Questi disegni sono stati successivamente analizzati in modo induttivo e deduttivo utilizzando uno strumento sviluppato appositamente per studiare il ruolo dei linguaggi espressivi nella rappresentazione delle loro percezioni ed esperienze gustative. Paper 3 indaga le prefigurazioni di studenti e insegnanti della scuola primaria e secondaria prima di partecipare a una serie di FA non formali e le loro riflessioni dopo l'esperienza. L'analisi dei dati ha rivelato che il pensiero dei partecipanti si è spostato grazie alle loro esplorazioni multisensoriali.
Questo progetto aveva quindi un duplice scopo: 1) creare nuove conoscenze sulle percezioni sensoriali dei partecipanti e sulle loro esperienze con il cibo e 2) presentare nuovi artefatti/strategie riguardante il FTE. I casi di studio si concentrano sugli alimenti che vediamo e mangiamo tutti i giorni, prendendo il tempo necessario per affinare la consapevolezza sensoriale, focalizzando l'attenzione sull'unicità della percezione multisensoriale del cibo di ogni persona, qualcosa che abbiamo tutti in comune e che tuttavia è intensamente personale. Ogni paper ha esemplificato come una maggiore consapevolezza sensoriale sia il risultato dei percorsi dei FA a cui gli studenti hanno partecipato. Le esperienze multisensoriali di e con il cibo hanno anche approfondito il coinvolgimento evidenziando le associazioni crossmodali e le percezioni sensoriali dei partecipanti, promuovendo un apprendimento che collega mente e corpo. Sebbene i FA non siano stati concepiti per offrire “ricette” per come realizzare percorsi di FTE, essi offrono comunque esempi concreti di come può essere food education basata sui sensi e possono indagare il pensiero alla base dell'approccio REA/Pause al FTE.Food education, particularly in school settings, has traditionally focussed on health issues like improving or developing healthy eating habits or preventing obesity and eating disorders. Aspects regarding the sensory aspects of food and taste have often not been considered among the main aims of the teaching/learning, although in recent years there has been recognition of the importance of experiential and bodily aspects of the role of food in education. One aim of this project is to enter the dialogue regarding the aims of food and taste education, by studying how food ateliers can broaden and deepen an approach to multisensory food education. The empirical materials were collected during food ateliers, designed and conducted by Pause Atelier dei Sapori in line with Reggio Emilia approach (REA) thinking, in formal and non-formal settings and in a lifelong perspective.
Three case studies highlight the fundamentally multisensory characteristic of educational food ateliers, offering insight into learners’ experiences of and with food. My research expands, concretizes and develops both previous research and offers insight into REA philosophy regarding taste and food education. Up until now the specific topic of food ateliers has not been discussed in the research literature and my work thus fills a gap in the literature.
The project is comprised of three related studies of food ateliers. Paper 1 describes the design of a setting for taste and food education at a preschool, studying themes in the children’s learning processes evidenced by direct sensory experiences with foods as well as their broader meta-reflections about their attitudes towards foods. Paper 2 studies an online food atelier centered on learner’s food choices and perceptions in a lifelong learning perspective. Taste was explored through and in relation to the other senses as each participant rendered their taste experience through graphic mark-making. These drawings were subsequently analyzed both inductively and deductively using a tool developed specifically to study the role of expressive languages in representing their taste perceptions and experiences. Paper 3 investigates the prefigurations of primary and secondary school students and teachers before participating in a series of non-formal food ateliers, and then what their reflections were after their experiences. Data analysis revealed that the participant’s thinking shifted thanks to their multisensory explorations.
This project thus had a dual purpose: 1) to create new knowledge about learner’s sensory perceptions and experiences of and with food and 2) to present new artifacts/strategies regarding food and taste education. The case studies focus on the foods we see and eat every day- taking the time to hone sensory awareness, focusing attention on the uniqueness of each person’s multisensory perception of food, something we all have in common and yet is nonetheless intensely personal. Each case study exemplified how greater sensory awareness was a result of the food atelier pathways the learners participated in. The multisensory experiences of and with food also deepened engagement by highlighting the crossmodal associations and sensory perceptions of the participants, creating the opportunity for embodied learning to take place, connecting mind and body. While the food ateliers were not designed to offer “recipes” for engaging in taste and food education, they nonetheless offer concrete examples of what learner-centered, sense-based food and taste education can look like and may offer insight into the thinking underlying the REA/Pause approach to food and taste education
Multisensory experiences with and of food: representing taste visually and verbally during food ateliers in a Reggio Emilia perspective
Full text linkThis paper offers an example of what a sensuous approach to food and taste education can look like by investigating the role of learners’ senses when taste experiences are translated into words and drawings. The context of the Reggio Emilia approach – and specifically the food atelier setting – creates a space to explore food and taste based on the pedagogy of listening and reflective taste pedagogy, where each participant’s individual taste experience is central. The authors describe a non-formal, online food atelier gathering data from 92 participants (78 children/adolescents and 14 adults) from 15 countries, focusing on learners’ articulated taste experiences of freely chosen foods through their descriptions and depictions of their taste experience. The findings offer insight into learners’ multimodal articulations of their experiences of tasting foods, starting from each individual’s visual/verbal interpretation, thus building bridges between (abstract) concepts and language on the one side, and sensuous bodily experiences on the other
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
koamabayili/VECTRON-author-checklist: VECTRON author checklist
No full textWe have done our best to complete the author checklist relating to the use of animals in the hut study. Note that the objective for the hut study was to evaluate the IRS treatment applications for residual efficacy against Anopheles mosquitoes, including the local An. coluzzii mosquito population. Cows were only used to attract mosquitoes into the huts and no tests were carried out directly on the cows. The author checklist is intended for use with studies where experiments are carried out on animals, which is why we have had such difficulty in completing this for the hut study, as many of the questions do not relate to how the cows were used
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