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Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2007. / Culinary studies is a relatively young and unfamiliar field of study which engages the application of life and natural sciences, business and technology in a food-specific environment. The growth in the demand for training, re-training and continuing professional development in the culinary arts can be attributed to factors such as enhanced culinary programmes at high school level, an increased level of education and expectation about food in general, growth in culinary tourism and highly polished food magazines or other publications. The celebrity status of high-profile chefs and a stronger economy that enables more people to explore fine dining and gourmet food can be added to the list of factors that influence the interest in culinary arts as a profession. The number of qualified culinary professionals has increased over the last 10 years in South Africa, providing a large corps of people with a good understanding of this field of study and a need for continuing professional development opportunities. This study was a response to the challenges of the demand for continuing professional development opportunities from this growing body of culinary professionals. The demand for continuing professional development opportunities in culinary studies is becoming more complex and challenging for both learner and teacher. Although institutions that provide training in hospitality are also in the business of culinary education, their perspectives and focus are quite diverse. Culinary education can therefore be improved through a deeper understanding of the curriculum development process combined with the expectations of both the industry and the individual. A fundamental shortcoming in the field of culinary education is often that persons with limited expertise in the field of curriculum studies bear the primary responsibility for addressing curriculum challenges. The development of curricula for professional development in culinary studies subsequently happens at the expense of understanding the curriculum. The primary aim therefore of this study was to identify and propose a curriculum framework for continuing professional development in culinary arts. This framework might contribute to providing a curriculum foundation, credibility to the broad hospitality industry and specifically to culinary studies, as well as to the securing of some uniformity of standards over the spectrum of culinary qualifications. A scientifically validated situational analysis was executed by means of focus group discussions, personal interviews, curriculum comparisons and an electronic mail questionnaire survey, which mainly generated qualitative data. These techniques were used in triangulation as research instruments to investigate the needs for continuing professional development in culinary arts and the availability of curricula to address these needs. The greatest challenges in culinary studies were reflected in the complexity and multidisciplinary nature of this relatively undefined industry and field of study. The intricate relation, interaction, collaboration and contexts between secondary schools, various culinary training institutions, industry and culinary professionals were investigated. The data generated confirmed the need for training and development opportunities to improve the professional status of culinary professionals in South Africa The promotion of a change in direction for culinary studies development in South Africa could ensure future growth as a discipline cognitively and professionally, in line with international standards, procedures and practices. The range of challenges and changes facing the industry varies from social issues to the educational issues of qualifications and credible accreditations, which are addressed in the proposed curriculum framework. The lack of more empirical research in this field of study is an indication that both students and professionals should be encouraged to do the relevant research and that higher education institutions should provide the opportunities and structures for such research.

Cookbooks have a unique ability to record women.s history, both private and public. Cookbooks transmit not only instructions for preparing specific dishes, but also the values of class, race and gender of the times and places in which they are created. This study will focus on several such cookbooks produced by Louisiana women in the mid-twentieth century, from the 1930s to the 1970s. Different though these works are, they collectively demonstrate that the best cookbook authors are purveyors not only of recipes, but also of class values, ethnic relations and folklore, and gender models that one generation of women endeavors to transmit to the next. Most important, this study will argue that these cookbooks provide a rich and penetrating insight into the class structure in rural Louisiana, race and accomplishment in an era of segregation, and the role of gender in domestic and professional occupation.

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La notion de culinarité est « dans toutes les bouches » sans avoir été l'objet d'une définition en marketing et comportement du consommateur. Pour combler cette lacune, cette thèse s’est attachée à explorer les contours de la culinarité et proposer un mix design expérientiel x culinarité au service du ravissement du consommateur. Après de premières explorations basées sur des analyses de contenus sur internet (NGram Viewer et Google) et des entretiens semi-directifs qui ont affiné la compréhension du concept, la recherche a consisté en une analyse polymorphe des dimensions et pratiques autour de la notion de culinarité. S'appuyant sur une multiangulation des terrains de recherche, les quatre études empiriques ont été : 1) des études de cas au Grand Restaurant ; 2) une observation participante d’un Mooc en design culinaire ; 3) des manipulations de la culinarité au restaurant ; 4) trois expérimentations sous forme de restaurants éphémères, supports d’une enquête et d’observations. Dès lors, les conclusions apportées proposent une définition de la culinarité (déterminant Plaisir et 4 dimensions QCSP : Q-Qualité, C-Créativité, S-Savoir-Faire, Partage), confirmant l’intérêt d’un mix design expérientiel x culinarité pour ravir le consommateur et introduisent ce que serait le marketing culinaire. / The culinary is in everybody’s mouth without having been defined neither in marketing or in the field of consumer’s behavior. In order to limit this lack of concept, this thesis aims at exploring the ideas behind the culinary and to suggest a mix experiential design x « culinariness » for a consumer’s delightment. After the first exploration based on content analysis on the internet (NGram Viewer and Google) and semi-directive interviews that have revealed part of the concept, the research consisted in a polymorphic analysis of the dimensions and uses of the culinary. Built on a multiangulation of the research, the four empirical studies were : 1) case studies of quality restaurants ; 2) participating observation of a Mooc on food design ; 3) tests on the dimensions of the culinary at the restaurant ; 4) three experimentations as pop up restaurants enabling somes observations on spot and investigations. Thus, the results of this study lead to a definition of the culinary (Pleasure as a determinant and 4 dimensions QCKS: Q-Quality ; C-Creativty ; K-Know-how ; S-Sharing). They attest the point of an experiential design x culinary mix in order to delight the consumer and introduce a culinary marketing.

The purpose of this study is to examine what pupils in the ninth grade eats for lunch and also whether there is any connection between their lunch habits and perceived ability to concentrate and fatigue. A further aim was to study pupils' experience of dining environment in schools.The study is based on a quantitative method with questionnaires. The study was implemented on four schools in elementary school in themunicipalityofKristianstadand Tanum. Our results demonstrate, in accordance with several previous studies conducted in the same age group, that it is about half of the pupils who eats school lunch every day and that the majority are eating school lunch 3-5 days a week. Furthermore, our study shows that the pupils who rarely eat vegetables in school feel tired and distracted to a greater extent than the group of pupils who eat vegetables almost daily. Our result also shows that the group of pupils who eat the main course 3-5 days a week feel both tired and distracted to a greater extent than the group of students who eat the main course more rarely. In accordance with previous studies our study shows that differences exist between boys and girls regarding food that is eaten instead of school lunch. Food containing empty calories is the most popular kind, it causes glucose levels to get out of balance which makes students tired and distracted.The result of our study shows that most pupils claim that they often feel tired and distracted during the school day. Hunger affects the individual's emotions, motivation and cognition (Lennernäs, 2011), which can be linked to the fact that only 6 % of pupils feel that they are getting satisfied every day after eating the school lunch. There are also many pupils who choose not to eat anything else those days they choose to skip the school lunch. Nevertheless, the majority of pupils are still happy with the environment in the school dining room and it is barely half the pupils who want bigger influence on what is served for school lunch.

Bakgrund: Kostvanorna hos den allmänna befolkningen, i synnerhet bland barn och ungdomar, är bristfällig. De svenska näringsrekommendationerna följs inte och dåliga kost- och motionsvanor har ett tydligt samband med flera av dagens folksjukdomar. Undersökningar visar att ett sätt att minska de kostrelaterade folkhälsosjukdomarna skulle kunna vara att förbättra ungdomars kostvanor. Idag finns det inga nationella kostkurser på gymnasiet och dessutom kommer möjligheten att erbjuda lokala kursalternativ i kost och hälsa att försvinna när den nya gymnasieskolan införs 2011. Syfte:Syftet med studien var att undersöka gymnasieelevers syn på sina kostvanor samt vad de anser om undervisningens betydelse för att utveckla sunda kostvanor. Metod och deltagare: Semi-strukturerade intervjuer användes som metod och sex kvinnliga elever från fem olika gymnasieprogram inkluderades, varav fyra hade läst en lokal kostkurs på gymnasiet. Resultat: Eleverna beskrev sina kostvanor som "ganska bra", "varken bra eller dåliga – mittemellan" eller "mindre bra. Elevernas beskrivning av sina kostvanor visade att några elever hade riktigt bra kostvanor medan andra både åt mindre hälsosam mat och hade en betydligt sämre måltidsrytm. Tallriksmodellen var ett känt begrepp för de flesta intervjuade och det fanns ambitioner hos majoriteten att följa den. Eleverna redovisade ett högre intag av godis och/eller läsk än önskvärt. Gymnasieeleverna upplevde att undervisning i kost och hälsa har betydelse för att utveckla sunda kostvanor. Slutsats: Gymnasieeleverna var bra på att beskriva sina kostvanor men de faktiska kostvanorna kunde varit bättre. Eleverna som idrottade regelbundet samt eleverna som hade aktualiserat sina kostkunskaper på gymnasiet kunde lättare peka på vad som var mindre bra i sina kostvanor. De flesta eleverna ansåg att utbildning i kostfrågor behövdes på gymnasiet.