Thesis (MEd)--University of Stellenbosch, 2007. / Bibliography. Also available via the Internet.

Thesis (M.S.)--Rochester Institute of Technology, 2009. / Typescript. Title is as given on title page. Includes bibliographical references (leaves 47-48).

No description available.

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Whole muscle cuts and restructured chops were conventionally cooked, microwave cooked, and precooked/ microwave reheated. Whole muscle samples had an additional treatment of blade tenderization. All samples were stored for three storage periods of 2, 15, and 21 days. Precooked samples were evaluated for appearance traits. Blade tenderization did not affect (P>0.05) the traits evaluated with the exception of texture. Precooked products had higher (P<0.05) TBA values than conventionally cooked samples of both whole and restructured chops. Conventionally cooked chops had the lowest (P<0.05) TBA value in both whole muscle and restructured cuts, the lowest (P<0.05) peak force value and the highest (P<0.05) sensory scores in whole muscle samples. TBA values increased (P<0.05) with storage time for up to 21 days. Over 21 days of storage of whole muscle samples, Warner-Bratzler peak force values and overall flavor scores decreased (P<0.05) and juiciness and texture scores improved (P<0.05). Storage did not affect (P>0.05) peak force values and sensory scores of restructured samples. / Master of Science

Call number: LD2668 .T4 1945 W5 / Master of Science

Call number: LD2668 .T4 1956 C66 / Master of Science

Call number: LD2668 .T4 1959 G37

No description available.

This dissertation examines the link between cooking and learning. It first examines John Dewey’s pedagogical philosophy in which he asserts that the kitchen laboratory was an ideal learning environment to teach and learn about a broad range of subjects, an illustration of Dewey’s philosophical notions about true experiential education. Second, there is an examination of a Home Economic Department and its historical role in teaching cooking which introduces the issues of cooking and learning in the post secondary, higher education context. Finally to determine whether Dewey’s kitchen-based pedagogical approach applied in higher education, a pedagogical experiment was undertaken in which cooking was integrated into a college-level humanities course on food and culture. Reported as a case study, the ‘experiment’ was to recreate Dewey’s University of Chicago Laboratory School’s curriculum with 28 college-aged students in a kitchen laboratory at the University of Vermont. This qualitative research yielded results that suggest that Dewey’s methodology is a highly effective pedagogy at the college level and enhances students’ learning about the role of food in their own and in other cultures. Finally, these findings make the case for including more interdisciplinary, experientially based learning opportunities in higher education, generally, and for using food laboratories as a site for such learning opportunities.