The document summarizes the Eat Fresh London service concept, which aims to help international students in the UK source local food and cook meals that reflect tastes from home. The service allows students to share recipes between generations and provides inspiration for preparing meals using locally available ingredients. Recipes can be filtered by budget, tastes, preparation time and other attributes. The concept is intended to help students familiarize themselves with their new city and address homesickness by cooking familiar dishes.
Jesse discusses how they have a mixed cultural background of German, Indian, and American cultures. They primarily identify as American as they were born in America and American culture has had the strongest influence on them. However, they still participate in some Indian and German cultural traditions through things like food, religion, and holidays. Overall, Jesse sees their culture as mostly American with some Indian and German influences.
Ron Rezek is from Yucaipa, California. He graduated from Yucaipa High School in 2006 and now attends the University of San Diego as a senior studying economics and Asian studies. Ron enjoys various sports like water polo and swimming. He also likes traveling and has visited many countries in Asia and Europe. Currently, Ron is studying Mandarin in Taiwan and enjoys the nightlife and temples there. His future goals include working at the World Trade Center in San Diego, continuing to learn Mandarin, and starting his own business within 10 years.
Ron Rezek is from Yucaipa, California. He graduated from Yucaipa High School in 2006 and now attends the University of San Diego as a senior studying economics and Asian studies. He enjoys sports like water polo and swimming. Ron has traveled extensively, including to Taiwan where he is currently studying Mandarin. His goals are to work at the World Trade Center in San Diego, become fluent in Mandarin, and start his own business within the next 10 years.
The document provides an overview of Davis Middle School for incoming 5th grade students and their families. It introduces the 5th grade teachers, other staff members, and describes the curriculum that will be covered including classes for language arts, math, social studies, and science. It also outlines extracurricular activities and field trips that will be available to students. The purpose is to familiarize families with Davis Middle School before the new school year starts in August.
The document provides information about various school-related topics:
- David Schrouf and Halie Jennen were selected as the first Northridge Pointers of the Year for outstanding leadership and citizenship qualities.
- Several students were recognized as students of the month for their grades.
- The school's breakfast and lunch menus are listed for the week.
- Announcements are made regarding parent surveys, text message alerts, and staff birthdays.
Pranav Sriram is a 7-year-old Indian boy who lives in Shanghai. He was born in New Delhi and has lived in several countries, including Vietnam and Singapore, as his family moved for his father's job. Though initially anxious about moving to a new country, Pranav has adjusted well to life in Shanghai. He attends an international school with students from around the world and enjoys activities like soccer, art, and learning Indian music. Pranav discusses some of his experiences in Shanghai, including visiting popular landmarks and finding it difficult to eat outside as a vegetarian. He concludes that Shanghai feels like a diverse small world that he is happy to be a part of.
Naleng Real Missionary - Personal Testimony 1 Dec 2019Paul Hughes
This document outlines the life story and ministry work of Naleng Real. She was born in Phnom Penh, Cambodia during wartime and faced great hardship during the Khmer Rouge regime, including the death of family members. After the country was liberated in 1979, she walked 550km to Kandal Province at age 4 while sick with measles. In 1980, her oldest sister found her and she lived with her family. She learned English from American missionaries and became a Christian. Since then, she has worked as a translator, spiritual coordinator, and volunteer in various ministry roles. Currently, she coordinates theological training programs and serves as a volunteer leader in her church.
Ponheary Ly has dedicated her life to helping poor children in rural Cambodia gain access to education, healthcare, clean water, and daily meals. She started small by helping individual children one by one, but has since grown her efforts through the Ponheary Ly Foundation to support four schools and hundreds of children in the Siem Reap region. Her work provides much needed assistance to children who otherwise struggle with health issues and malnutrition, as Cambodia experienced devastating conditions during the Khmer Rouge regime from 1975-1979 that left millions dead and the country in poverty for decades after.
Jesse discusses how they have a mixed cultural background of German, Indian, and American cultures. They primarily identify as American as they were born in America and American culture has had the strongest influence on them. However, they still participate in some Indian and German cultural traditions through things like food, religion, and holidays. Overall, Jesse sees their culture as mostly American with some Indian and German influences.
Ron Rezek is from Yucaipa, California. He graduated from Yucaipa High School in 2006 and now attends the University of San Diego as a senior studying economics and Asian studies. Ron enjoys various sports like water polo and swimming. He also likes traveling and has visited many countries in Asia and Europe. Currently, Ron is studying Mandarin in Taiwan and enjoys the nightlife and temples there. His future goals include working at the World Trade Center in San Diego, continuing to learn Mandarin, and starting his own business within 10 years.
Ron Rezek is from Yucaipa, California. He graduated from Yucaipa High School in 2006 and now attends the University of San Diego as a senior studying economics and Asian studies. He enjoys sports like water polo and swimming. Ron has traveled extensively, including to Taiwan where he is currently studying Mandarin. His goals are to work at the World Trade Center in San Diego, become fluent in Mandarin, and start his own business within the next 10 years.
The document provides an overview of Davis Middle School for incoming 5th grade students and their families. It introduces the 5th grade teachers, other staff members, and describes the curriculum that will be covered including classes for language arts, math, social studies, and science. It also outlines extracurricular activities and field trips that will be available to students. The purpose is to familiarize families with Davis Middle School before the new school year starts in August.
The document provides information about various school-related topics:
- David Schrouf and Halie Jennen were selected as the first Northridge Pointers of the Year for outstanding leadership and citizenship qualities.
- Several students were recognized as students of the month for their grades.
- The school's breakfast and lunch menus are listed for the week.
- Announcements are made regarding parent surveys, text message alerts, and staff birthdays.
Pranav Sriram is a 7-year-old Indian boy who lives in Shanghai. He was born in New Delhi and has lived in several countries, including Vietnam and Singapore, as his family moved for his father's job. Though initially anxious about moving to a new country, Pranav has adjusted well to life in Shanghai. He attends an international school with students from around the world and enjoys activities like soccer, art, and learning Indian music. Pranav discusses some of his experiences in Shanghai, including visiting popular landmarks and finding it difficult to eat outside as a vegetarian. He concludes that Shanghai feels like a diverse small world that he is happy to be a part of.
Naleng Real Missionary - Personal Testimony 1 Dec 2019Paul Hughes
This document outlines the life story and ministry work of Naleng Real. She was born in Phnom Penh, Cambodia during wartime and faced great hardship during the Khmer Rouge regime, including the death of family members. After the country was liberated in 1979, she walked 550km to Kandal Province at age 4 while sick with measles. In 1980, her oldest sister found her and she lived with her family. She learned English from American missionaries and became a Christian. Since then, she has worked as a translator, spiritual coordinator, and volunteer in various ministry roles. Currently, she coordinates theological training programs and serves as a volunteer leader in her church.
Ponheary Ly has dedicated her life to helping poor children in rural Cambodia gain access to education, healthcare, clean water, and daily meals. She started small by helping individual children one by one, but has since grown her efforts through the Ponheary Ly Foundation to support four schools and hundreds of children in the Siem Reap region. Her work provides much needed assistance to children who otherwise struggle with health issues and malnutrition, as Cambodia experienced devastating conditions during the Khmer Rouge regime from 1975-1979 that left millions dead and the country in poverty for decades after.
The C.W. Post campus of Long Island University has introduced a street food concept in their dining options to represent the many international cuisines of their diverse student body. The street food menu was developed by the chef and features dishes from regions around the world, including Asia, Mexico, India, and the Mediterranean. Based on student feedback, the menu has evolved to focus more on Asian flavors and includes dishes like pho, ramen, and dishes from Thailand and China. The street food concept has been very popular with students and is now a permanent part of the dining program.
The document discusses the development of a lunch delivery service called Lunchbox Network. It begins by framing the problem of providing healthy homemade meals to busy city residents. Potential solutions like hiring food delivery are proposed. The project plan involves identifying users' needs, finding potential cooks, planning delivery logistics, and designing an interface. The team is introduced. Secondary research on existing meal services is presented. Challenges around food handling and trust are discussed. User interviews provide insights into time management, trust, lunch habits, and preferences for convenience and health. An app concept and prototype are created to connect cooks and eaters through a trusted platform.
Elizabeth Walton wants to pursue a career in the culinary field as a chef or baker. She developed her interest in cooking and baking from her mother, who taught her the basics in the kitchen. In high school, she took cooking classes and joined the cooking club for four years to improve her skills. For volunteer experience, she has prepared baked goods and meals for various school events and fundraisers.
This document discusses various topics related to Christmas traditions and celebrations. It contains 6 units that cover: 1) an overview of Christmas, 2) popular foods, 3) unsolved mysteries, 4) trends, 5) errands, and 6) student life. The document also includes individual responses from students discussing their families, favorite foods, unsolved mysteries they experience, Christmas traditions and trends, typical errands around the holidays, and experiences as students.
This document discusses various topics related to Christmas traditions and celebrations. It contains 6 units that cover: 1) an overview of Christmas, 2) popular foods, 3) unsolved mysteries, 4) trends, 5) errands, and 6) student life. The document also includes individual responses from students discussing their families, favorite foods, unsolved mysteries they experience, Christmas traditions and trends, typical errands, and experiences as students during the holiday season.
This document provides guidance for an activity to design a multicultural recipe book. Students will collect recipes representing different cultures from their classmates, research recipes online, and create a digital or printed recipe book. The activity aims to foster intercultural understanding and appreciation of cultural diversity through food. Developing the recipe book involves preparation, collection, selection and creation phases, and can help students learn about ingredients, cooking techniques, and the relationship between food and culture from around the world. Examples of existing multicultural recipe books created by other schools and organizations are also provided.
This lesson teaches students about global foods and cultures. Students sample ethnic foods, discuss food preferences, and view photos of family meals around the world. In groups, students research an assigned country and create a concept map about its history, geography, trade, culture, and cuisine. Groups present their maps and a traditional recipe. An international feast allows students to try one another's dishes. A guest speaker further discusses their country's cuisine. Through this project, students gain appreciation for diverse foods and cultures.
The author had a new cultural experience visiting Chinatown with their family. They tried hot pot cooking and shopping in a snack store. The hot pot experience was very different than what the author was used to, as they had to learn how to cook ingredients in a boiling broth at the table. Communicating was also difficult as staff spoke little English. Visiting the snack store introduced the author to unfamiliar foods. Overall, the experience gave the author insight into what it feels like to be in an unfamiliar culture with a different language. They realized the importance of having such experiences to develop empathy for those navigating a new culture.
Taiwanese students wanted to learn about instant noodles from other cultures. They discovered that instant noodles were invented in Taiwan by Momofuku Ando. Taiwan has a large instant noodle market, consuming 900 million packs annually. The students researched major Taiwanese noodle brands and how to prepare instant noodles. They tried cooking dishes from overseas recipes and learned about preparation difficulties and food representing other cultures. The project aimed to help students learn through food and sharing recipes internationally.
This document is a research proposal on food and culture submitted by Ivy Voo Vui Yee. The proposal examines how food combinations are influenced by culture and how they affect taste, appearance, and quality. The research will explore different types of food combinations from a cultural and design perspective. Methods will include photography, interviews, books/recipes, study tours, and documentary videos. Expected outcomes are a podcast, analysis poster, and essay furthering understanding of how unique food combinations represent cultural identity and have changed over time.
The document describes the typical weekly dinner menu for a struggling family, consisting of low-cost and basic dishes like pot roast, mac and cheese, and hot dogs. It then discusses how the eldest daughter, Molly, tried to bake cookies for her siblings as a rare treat, but accidentally made them far too salty due to inexperience in the kitchen. This created a dilemma for the siblings on whether to be honest about disliking the cookies or appreciate Molly's efforts.
This document is a lesson plan for teaching Korean food culture to 9th-12th grade students. The lesson introduces students to famous Korean foods, teaches them how to express likes/dislikes of foods in Korean, and compares Korean and American table manners. Students will learn to identify and name popular Korean dishes, describe preferences for foods in Korean, and analyze differences in etiquette such as using chopsticks versus forks. The lesson incorporates videos, discussions, and activities to help students learn about and compare aspects of Korean and American food culture.
2AlharbiNaif Alharbi K. GeorgeEnglish 101Feb 19, 14 .docxgilbertkpeters11344
2
Alharbi
Naif Alharbi
K. George
English 101
Feb 19, 14
A Story to Remember
Have you ever wanted to learn about cultures or discovering your self by studying abroad? An important aspect of my life is that I like to learn different things. The world is always changing, so I am always questioning everything. When I was a kid I woke up every morning just to see the sun and I enjoy going to school to learn. When I got older, things seem to change dramatically and more often. My mind expanded and I started seeing differently. One of the things in my life that has helped me learn and to see differently is studying abroad. Studying abroad led me to learn another language, to discover my personal strength, to expose me to other cultures, and to appreciate my family. It is amazing to think that just leaving one’s home country can provide all these experiences because all of us can be changed in different ways when we deal to another environment.
If everyone works hard for what he wants, he will get it that exactly what happened to me. Since I worked and studied very hard, I finished high school with good grade. I applied to a university, which is the biggest and greatest university in Saudi Arabia, and I got acceptance from it beside acceptance from another universities. I did not hesitate choosing this university to study in it so that I accepted and continue my document. As all know that studying in University unlike studying in school for different aspects, so I cannot forget my first day in university. I attended engineering college just for one year. However, conditions were bad there because the first year in the university, which calls Preparatory Year, is going to be sets to the major as a high GPA, and the engineering was the highest major for the GPA. I started studying with two emotions one of them is afraid that can I get a high GPA and join the engineering college, and the others is eager to study and get what I want. I did the best I can so that I finally got a high GPA and I joined the Engineering College after finishing a year, which was Preparatory Year.
I started studying in Engineering College, and it was not easy since they taught in English. I thought that if I entered Engineering that means I am going to choose my major in Engineering; however, I received a new news, that make me frustrated, that there is another competition between students in Engineering which who gets highest in GPA, he is going to study the highest rank of the university which was Electrical Engineering, and that major what I wanted. I tried to be eager as I was in the first but I could not. I dropped the engineering collage and I told my family about it who were upset at the first time, but then they supported me.
One thing I have always liked to do since I was a kid is watching movies. Most of the movies are in English, which was the beginning of my exposure to the English language. I thought it was an amazing language and I tried to learn it. I r.
The role of evidence in addressing complex health challengesDr. Ebele Mogo
A discussion on:
- Achieving SDG 3 (health) as a complex challenge
- Spotlighting the complex challenge of addressing non-communicable disease (NCD) prevention in African cities
- Evidence as a strategic tool for facilitating and sustaining impact
- Brainstorm on the evidence, actors in addressing case studies presented
- Examples from recent work
The document describes Slow Food Denver's Seed-to-Table school food program which supports school gardens, cooking classes, and taste education programs to empower students to make informed food choices and support local food systems through activities like gardening, cooking demonstrations, and farm visits.
This document summarizes a student's experience participating in a course called "Mistresses of Spices & Masters of Kitchens" at Srishti School of Art, Design and Technology. As part of the course, the student:
1) Learned about different communities' food practices and traditions through activities, readings, and a field trip. This included insights into how food relates to identity, culture, and family associations.
2) Helped organize a "First Friday Food Fest" where different regional cuisines were cooked and sold. The student worked with a Malayali group to make banana fritters and learned about cultural differences in working styles.
3) Took a field trip
Presentation comenius food meeting italy work first periodInstitut Europa
The document summarizes a Comenius project involving teenagers from several European countries in exploring and comparing traditions around food. Students will debate fast food vs. traditional cuisine, study ingredients and recipes, and share experiences through meetings, a website and final products. They have begun by creating a logo, surveying fast food habits, and interviewing community members. Upcoming activities during an Italian meeting include presentations on each school, poster-making, cooking demonstrations, educational visits, and cultural activities.
The newsletter provides updates from the Principal, Head of Secondary, and Head of Primary on various school events including International Week celebrations, upcoming sports tournaments and exams, and recognition of student accomplishments; it also includes the lunch menu and contact information for various school departments.
The document summarizes an intergenerational cooking project in the UK called ALPP (Adult Learning and Lifelong Learning Program) that brought together adults and children. Over multiple sessions, the groups worked together to cook meals, eat together, and share stories. Participants learned cooking skills, cultural foods, communication, teamwork, and understanding between generations through sharing ideas and experiences. Feedback found the activities enjoyable and that participants would like to attend similar events and cook together again in the future. The project aimed to foster intergenerational learning and understanding through creative activities like cooking.
The club teaches students how to cook quick, healthy, and budget-friendly meals through weekly cooking classes. It also participates in community service events like feeding the homeless twice a semester and helping with food drives. Students learn meal preparation skills that can be applied at home. Meetings are held once a week on Wednesdays from 6-7pm in the cafeteria at Lone Star College in Cy-Fair, with some dates excluded for community service events.
The C.W. Post campus of Long Island University has introduced a street food concept in their dining options to represent the many international cuisines of their diverse student body. The street food menu was developed by the chef and features dishes from regions around the world, including Asia, Mexico, India, and the Mediterranean. Based on student feedback, the menu has evolved to focus more on Asian flavors and includes dishes like pho, ramen, and dishes from Thailand and China. The street food concept has been very popular with students and is now a permanent part of the dining program.
The document discusses the development of a lunch delivery service called Lunchbox Network. It begins by framing the problem of providing healthy homemade meals to busy city residents. Potential solutions like hiring food delivery are proposed. The project plan involves identifying users' needs, finding potential cooks, planning delivery logistics, and designing an interface. The team is introduced. Secondary research on existing meal services is presented. Challenges around food handling and trust are discussed. User interviews provide insights into time management, trust, lunch habits, and preferences for convenience and health. An app concept and prototype are created to connect cooks and eaters through a trusted platform.
Elizabeth Walton wants to pursue a career in the culinary field as a chef or baker. She developed her interest in cooking and baking from her mother, who taught her the basics in the kitchen. In high school, she took cooking classes and joined the cooking club for four years to improve her skills. For volunteer experience, she has prepared baked goods and meals for various school events and fundraisers.
This document discusses various topics related to Christmas traditions and celebrations. It contains 6 units that cover: 1) an overview of Christmas, 2) popular foods, 3) unsolved mysteries, 4) trends, 5) errands, and 6) student life. The document also includes individual responses from students discussing their families, favorite foods, unsolved mysteries they experience, Christmas traditions and trends, typical errands around the holidays, and experiences as students.
This document discusses various topics related to Christmas traditions and celebrations. It contains 6 units that cover: 1) an overview of Christmas, 2) popular foods, 3) unsolved mysteries, 4) trends, 5) errands, and 6) student life. The document also includes individual responses from students discussing their families, favorite foods, unsolved mysteries they experience, Christmas traditions and trends, typical errands, and experiences as students during the holiday season.
This document provides guidance for an activity to design a multicultural recipe book. Students will collect recipes representing different cultures from their classmates, research recipes online, and create a digital or printed recipe book. The activity aims to foster intercultural understanding and appreciation of cultural diversity through food. Developing the recipe book involves preparation, collection, selection and creation phases, and can help students learn about ingredients, cooking techniques, and the relationship between food and culture from around the world. Examples of existing multicultural recipe books created by other schools and organizations are also provided.
This lesson teaches students about global foods and cultures. Students sample ethnic foods, discuss food preferences, and view photos of family meals around the world. In groups, students research an assigned country and create a concept map about its history, geography, trade, culture, and cuisine. Groups present their maps and a traditional recipe. An international feast allows students to try one another's dishes. A guest speaker further discusses their country's cuisine. Through this project, students gain appreciation for diverse foods and cultures.
The author had a new cultural experience visiting Chinatown with their family. They tried hot pot cooking and shopping in a snack store. The hot pot experience was very different than what the author was used to, as they had to learn how to cook ingredients in a boiling broth at the table. Communicating was also difficult as staff spoke little English. Visiting the snack store introduced the author to unfamiliar foods. Overall, the experience gave the author insight into what it feels like to be in an unfamiliar culture with a different language. They realized the importance of having such experiences to develop empathy for those navigating a new culture.
Taiwanese students wanted to learn about instant noodles from other cultures. They discovered that instant noodles were invented in Taiwan by Momofuku Ando. Taiwan has a large instant noodle market, consuming 900 million packs annually. The students researched major Taiwanese noodle brands and how to prepare instant noodles. They tried cooking dishes from overseas recipes and learned about preparation difficulties and food representing other cultures. The project aimed to help students learn through food and sharing recipes internationally.
This document is a research proposal on food and culture submitted by Ivy Voo Vui Yee. The proposal examines how food combinations are influenced by culture and how they affect taste, appearance, and quality. The research will explore different types of food combinations from a cultural and design perspective. Methods will include photography, interviews, books/recipes, study tours, and documentary videos. Expected outcomes are a podcast, analysis poster, and essay furthering understanding of how unique food combinations represent cultural identity and have changed over time.
The document describes the typical weekly dinner menu for a struggling family, consisting of low-cost and basic dishes like pot roast, mac and cheese, and hot dogs. It then discusses how the eldest daughter, Molly, tried to bake cookies for her siblings as a rare treat, but accidentally made them far too salty due to inexperience in the kitchen. This created a dilemma for the siblings on whether to be honest about disliking the cookies or appreciate Molly's efforts.
This document is a lesson plan for teaching Korean food culture to 9th-12th grade students. The lesson introduces students to famous Korean foods, teaches them how to express likes/dislikes of foods in Korean, and compares Korean and American table manners. Students will learn to identify and name popular Korean dishes, describe preferences for foods in Korean, and analyze differences in etiquette such as using chopsticks versus forks. The lesson incorporates videos, discussions, and activities to help students learn about and compare aspects of Korean and American food culture.
2AlharbiNaif Alharbi K. GeorgeEnglish 101Feb 19, 14 .docxgilbertkpeters11344
2
Alharbi
Naif Alharbi
K. George
English 101
Feb 19, 14
A Story to Remember
Have you ever wanted to learn about cultures or discovering your self by studying abroad? An important aspect of my life is that I like to learn different things. The world is always changing, so I am always questioning everything. When I was a kid I woke up every morning just to see the sun and I enjoy going to school to learn. When I got older, things seem to change dramatically and more often. My mind expanded and I started seeing differently. One of the things in my life that has helped me learn and to see differently is studying abroad. Studying abroad led me to learn another language, to discover my personal strength, to expose me to other cultures, and to appreciate my family. It is amazing to think that just leaving one’s home country can provide all these experiences because all of us can be changed in different ways when we deal to another environment.
If everyone works hard for what he wants, he will get it that exactly what happened to me. Since I worked and studied very hard, I finished high school with good grade. I applied to a university, which is the biggest and greatest university in Saudi Arabia, and I got acceptance from it beside acceptance from another universities. I did not hesitate choosing this university to study in it so that I accepted and continue my document. As all know that studying in University unlike studying in school for different aspects, so I cannot forget my first day in university. I attended engineering college just for one year. However, conditions were bad there because the first year in the university, which calls Preparatory Year, is going to be sets to the major as a high GPA, and the engineering was the highest major for the GPA. I started studying with two emotions one of them is afraid that can I get a high GPA and join the engineering college, and the others is eager to study and get what I want. I did the best I can so that I finally got a high GPA and I joined the Engineering College after finishing a year, which was Preparatory Year.
I started studying in Engineering College, and it was not easy since they taught in English. I thought that if I entered Engineering that means I am going to choose my major in Engineering; however, I received a new news, that make me frustrated, that there is another competition between students in Engineering which who gets highest in GPA, he is going to study the highest rank of the university which was Electrical Engineering, and that major what I wanted. I tried to be eager as I was in the first but I could not. I dropped the engineering collage and I told my family about it who were upset at the first time, but then they supported me.
One thing I have always liked to do since I was a kid is watching movies. Most of the movies are in English, which was the beginning of my exposure to the English language. I thought it was an amazing language and I tried to learn it. I r.
The role of evidence in addressing complex health challengesDr. Ebele Mogo
A discussion on:
- Achieving SDG 3 (health) as a complex challenge
- Spotlighting the complex challenge of addressing non-communicable disease (NCD) prevention in African cities
- Evidence as a strategic tool for facilitating and sustaining impact
- Brainstorm on the evidence, actors in addressing case studies presented
- Examples from recent work
The document describes Slow Food Denver's Seed-to-Table school food program which supports school gardens, cooking classes, and taste education programs to empower students to make informed food choices and support local food systems through activities like gardening, cooking demonstrations, and farm visits.
This document summarizes a student's experience participating in a course called "Mistresses of Spices & Masters of Kitchens" at Srishti School of Art, Design and Technology. As part of the course, the student:
1) Learned about different communities' food practices and traditions through activities, readings, and a field trip. This included insights into how food relates to identity, culture, and family associations.
2) Helped organize a "First Friday Food Fest" where different regional cuisines were cooked and sold. The student worked with a Malayali group to make banana fritters and learned about cultural differences in working styles.
3) Took a field trip
Presentation comenius food meeting italy work first periodInstitut Europa
The document summarizes a Comenius project involving teenagers from several European countries in exploring and comparing traditions around food. Students will debate fast food vs. traditional cuisine, study ingredients and recipes, and share experiences through meetings, a website and final products. They have begun by creating a logo, surveying fast food habits, and interviewing community members. Upcoming activities during an Italian meeting include presentations on each school, poster-making, cooking demonstrations, educational visits, and cultural activities.
The newsletter provides updates from the Principal, Head of Secondary, and Head of Primary on various school events including International Week celebrations, upcoming sports tournaments and exams, and recognition of student accomplishments; it also includes the lunch menu and contact information for various school departments.
The document summarizes an intergenerational cooking project in the UK called ALPP (Adult Learning and Lifelong Learning Program) that brought together adults and children. Over multiple sessions, the groups worked together to cook meals, eat together, and share stories. Participants learned cooking skills, cultural foods, communication, teamwork, and understanding between generations through sharing ideas and experiences. Feedback found the activities enjoyable and that participants would like to attend similar events and cook together again in the future. The project aimed to foster intergenerational learning and understanding through creative activities like cooking.
The club teaches students how to cook quick, healthy, and budget-friendly meals through weekly cooking classes. It also participates in community service events like feeding the homeless twice a semester and helping with food drives. Students learn meal preparation skills that can be applied at home. Meetings are held once a week on Wednesdays from 6-7pm in the cafeteria at Lone Star College in Cy-Fair, with some dates excluded for community service events.
2. Eat Fresh London is a service concept based on the experiences of food U.K
higher education students have while immersed in new cultural settings.
The crowdsourcing service is aimed at international students who make
the transition from their home countries to the U.K.
The crux of the service lies with the sharing of recipes between students,
passing them down though the student ‘generations’ from those who have
experienced and dealt with life in a new country, to those who have yet to
meet these challenges.
The service aims to respond to the on-going needs of those students who
seek inspiration and knowledge in preparing meals, who have not yet
familiarised themselves with the new city they are in, and those who crave
the taste of home.
7. Students & Food
A passage of text written by a professor
from the University of Bournemouth,
provided detailed insights into the
emotional and physical transitions
students faced when settling into a new
country and how their experiences of
food are effected.
“The move to a new cultural environment represents one of the
most traumatic events a person can experience, and for most
sojourners, some degree of culture shock is inevitable (Kim,
2001).
Culture shock is defined as anxiety that results from losing the
familiar signs and symbols of social intercourse and substituting
them with other cues that are strange (Hall, 1959).
Many writers liken the shock to a period of mourning for the
home world, characterized by feelings of grief and separation
anxiety (Garza-Guerrero, 1974; Furnham, 1997; Brown and
Holloway, 2008).”
8. International students make up a large percentage of
students who are currently studying in the U.K. “Since
1997, there has been a steady increase in the number of
international students studying in Higher Education”
(UKCISA, 2009).
• Currently there are 2, 501,295 students in
the U.K. (Campus group, 2014)
• 425, 260 students in the U.K are
international. (UKCISA, 2012-2013)
• This represents 17% of the entire student
U.K population.
The three biggest markets for international students to the UK in the past five
years include: From EU countries - Germany, Republic of Ireland and
France, while China, India and Nigeria represent the top 3 for non – EU
countries. (The Complete University Guide, 2014)
• Creative arts and design degrees are the 4th most popular subject
areas to be studied by the international student market in the U.K.
• 7,416 EU students last academic year came to study these creative
subjects while 7,354 students who were from non-EU countries
followed.
• This brought the collective figure to 14,771 students, with
University of the Arts, London being the most popular place to
study these subjects, maintaining around a 20% share over the
international market.
11. Painpoint 4
Painpoint 3
Painpoint 2
Painpoint 1
Travels to the U.K from Thailand. Knows a
basic level of English to communicate clearly.
Travels to her accommodation. Has done
some prior research of the area she will live
in. Is aware that there is a local park.
She unpacks and is hungry.
She needs to fill up her fridge.
She goes exploring in her area and finds a
supermarket. She buys some basic ingredients and
snacks as this place is very different from a Thailand
shopping place. She is also unfamiliar with some of
the ingredients.
On the way home she sees a fast food
outlet. She is so tired and doesn’t want to
cook for herself so she buys a meal which
is quite unhealthy.
Explores her area. Meets
people who live in the
accommodation. Makes
friends.
Starts university. Attends
Fresher's fairs. Gets to know
more people and makes
friends. Joins a society.
Feels a little homesick
and Skypes her family a
few times in the week.
Eats out a lot in the first
week as she is adjusting
and still getting to know
the area ad how to cook
with new ingredients.
Again consumes a lot of
fast food during the
month and becomes quite
homesick, combatting
that by using Skype and
sending home postcards.
Veron does experiment
with food however she
feels that her food is a bit
bland and doesn’t have
enough cooking skills to
cook new food. She still
continues to eat a lot of
fast food.
12. Painpoint 4Painpoint 3
Painpoint 2Painpoint 1
The frustration with exploring a new area and
not knowing the best place to shop for food and
how to cook with new ingredients, which
resorts to unhealthy eating choices.
Feeling homesick which can be made worse by
not having many natural connections to feelings
of home and culture in an unfamiliar place.
The convenience in consuming fast food again
leads to a poor diet, especially when confidence in
cooking freshly prepared meals are low.
Experimenting with new food with mixed results.
Not all tastes are desired and sometimes things are
under or over cooked.
13. - I missed my friends from
home a lot when I came here
but that feeling got better as
I made new friends.
- I ate a lot of instant noodles
when I came to the U.K as
they were quite cheap.
- If I’m cooking for myself, my
most favourite thing to cook
is eggplant.
- I Skype my family every
day.
- I have been eating a lot of
pasta since moving to the
U.K, which is strange
because I didn’t use to eat it
as much in South Korea.
- I like cooking with my
flatmate and eating
together.
- I like to eat out,
especially to eat Chinese
food.
- I do go to my local
farmers’ market
sometimes but not all
the time as my local
supermarket is closer.
- I do try and cook
seasonally.
- I don’t know where my
local farmers’ market is.
- My mom used to cook for
me back in Lebanon so it
was difficult cooking for
myself every day.
- When I go to university to
study, I usually buy my
lunch from a supermarket -
that’s usually sandwiches.
- I prefer to shop for food in
my local supermarket as it’s
very close to me
- If I’m cooking something
with specific ingredients, I
look online to find out
where to buy them.
- I like experimenting with
different kinds of food, the
other day I cooked an
Indian dish and I liked the
taste.
- My sister cooks a
lot for me, although
sometimes I cook
too.
- She likes to
experiment with
different types of
food such as
Japanese.
- I used to eat out a
lot back in Thailand
as it was so much
cheaper.
- When I came to the U. K, the
first thing I tired was fish and
chips. It was nice but Thai food is
much better.
- The price of food in London is so
high compared to my country.
- It’s cheaper for me to cook for
myself so I try and do that as
often as I can.
3 Key Things generated from the interviews
Amy Caroline Ayumi Zeina Xue Chuck Fye
14. (Pawalee) Fye – From Bangkok,
Thailand came to the U.K to study
at London College of
Communication.
Fye was asked to visually record
the types of meals that she
prepared over 2 weeks. During an
in depth discussion, her
relationship with food was
recorded. The discussion also
captured her how her diet had
changed since she moved to the
U.K and her alternative methods
of nourishment. General insights
were:
- Price of food is
much higher than
in Thailand which
at first made her
hesitant to
purchase food at
all.
- She didn’t want to
blow her budget
just on food. She
used to eat rice
based meals and
convenience take
out which were
much cheaper.
- The process of
preparing meals is
quite enjoyable for
Fye.
-She likes to follow
recipes from
Thailand as she
enjoys the taste of
‘home cooked food.’
- She often cooks
food which her
mother used to
prepare in Thailand
Thoughts on supermarkets:
Thoughts on cooking:
15. Fye on average cooks for herself 2-3 times a
week. The rest of the week she relies on
takeout food whether they are sandwiches to
microwave meals.
She is not generally aware of local markets and
usually makes her food related choices based
on convenience, price and close proximities of
supermarkets.
16. Festivals and
celebrations are
also a time where
students can feel
specific
painpoints, i.e.:
homesickness.
They are in a new
country
celebrating
traditions which
often used to be
shared at home
with family and
friends.
Xue Yin’s Birthday celebrations
“If I was back home in China I would go out
with my friends during the day and be with
my family in the evening. However I am glad
and happy to be in the U.K celebrating with
my international friends!”
17. Diwali Celebrations
These images were shared with the test group as they had
never heard of the festival but were curious to find out more
about it since they had seen adverts around London which
read “Happy Diwali” in various supermarkets. They were
taken aback by the variety of food available and how it was
‘quite normal’ for most households celebrating the festival
to light candles for the duration of the festival and prepare
so much food.
18.
19. • Group of South Korean students have travelled to London to study for the
year.
• Very keen to experience the culture
• They live in shared accommodation
• London is very expensive and would like to eat healthily but don’t want
to spend a lot on cooking for themselves.
• They would often eat healthily in South Korea and don’t want to be
relying on fast food while they are here.
• They want to purchase fresh quality ingredients to cook with.
30. Eat Fresh Baskets, University Fresher’s Fairs
Inspiration Cards placed in Universities – coffee shops, canteens,
libraries . Other places could include Spice shops, borough
market as well as other markets
31. Making this light, multi-layered,
rolled omelette might take a little
practice, but the result is mightily
impressive. As you are making it,
don’t worry if some of the layers
break up slightly; they repair
themselves in the final step. The
added mushrooms give the omelette
a rich nutty flavour. Make up to an
hour in advance.
Ingredients
6 shiitake mushrooms
3 tsp vegetable oil
8 organic eggs
125ml vegetable stock
1 tbsp light soy sauce
Japanese Omelette
Ingredients
6 shiitake mushrooms
3 tsp vegetable oil
8 organic eggs
125ml vegetable stock
1 tbsp light soy sauce
Method
Discard the stems of the shiitake
mushrooms and slice very thinly. Heat a
large non-stick pan over a moderate flame
and add 2 tsp oil. Fry the mushrooms until
tinged with gold, then drain on kitchen
paper.
In a pouring jug, beat eggs with remaining
ingredients. Heat the pan with 1 tsp oil
over a low to moderate flame and pour in
just enough egg mixture to cover the
bottom, swirling to coat. Sprinkle with a
few mushrooms. Cook until barely set but..
Sourcing local food in your
international home.
Loading
Sourcing local food in your
international home.
32. Fridays: 10am-6pm
Saturdays 8am-5pm
Shitake
Mushrooms
m
Traditional fruit and veg
wholesaler and retailer,
run by Fred and Caroline
Foster. Turnips sources
high quality produce
from a network of
independent farms
around Britain and, in
the instance of some
specialist items, Europe
and beyond.
Organic Eggs
m
Exceptional rare-breed
beef from Hillhead Farm
in Chagford, Devon.
Owners Richard and
Elizabeth Vines use
traditional methods to
rear a small herd of
cross-bred Welsh Blacks
and South and North
Devons.
Nearest market:
Borough Market
Wednesday-Thursday: 10am-5pm
Fridays: 1-am-6pm
Saturdays 8am-5pm
Where are you?
London Bridge
33. MALI
LCC
It is just the root of the coriander
plant. Certainly at least here (UK)
you can buy living coriander plants in
the supermarket; you could pull one
out of the pot and use the root from
that.
Apparently you can also substitute 2
stems of coriander for every piece of
root called for in the recipe, but I've
never tried this.
Thanks Mali, I didn’t
think of this! I will
purchase the coriander
plant.
UBON
LCF
You can buy this in a shop in China
town. I usually buy all my ingredients
from there when I’m making a Thai
green curry. I've shared my location
of the place in case you want to
check it out. Hope it helps!
Thanks Ubon. I will go
to China Town to do
some exploring. May I
ask what ingredients
you use for your Thai
green curry? I haven’t
tried this dish yet and
am curious as to how
to make an authentic
Thai dish.
My mum is a
great cook
and I usually
follow her
recipe. I can
send you a
picture of the
recipe I use.
Can we
connect
through
Facebook and
I can post it to
you through
there?
Sure. My
Facebook
name is Layla
Kass
SUNAN
CSM
According to Thai Supermarket
Online - http://importfood.com/ - 'A
fine quality coriander seed can been
used in various curry pastes and
other condiment recipes as an
excellent substitute for coriander
root'.
Layla I’m looking for root of coriander, can
anybody suggest where I can find it?Search:
Chains of
communication
Posts:Prototyping student
conversations
34.
35. 1. Eat Fresh London is an online
recipe sharing platform
The service is aimed at international
students who make the transition
from their home countries to the
U.K.
2. The service aims to respond to
the on-going needs of those students
who seek inspiration and knowledge
in preparing meals, who have not yet
familiarised themselves with the new
city they are in, and those who crave
the taste of home.
3. The crux of the service lies
with the sharing of recipes
between students, passing them
down though the student
‘generations’ from those who
have experienced and dealt with
life in a new country, to those
who have yet to meet these
challenges.
However the service is also
implicitly inclusive of home
students who have moved into
student halls or alternative
accommodation
This is as the service can readily
be accessed by the inquisitive
student who wishes to try
cooking with alternative and new
ingredients suggested by other
users.
- Sourcing local food in your
international home-
36. 3. Allow recipes to be filtered by
budget, tastes, preparation times,
time taken to source ingredients and
spice levels
1. For users to be inspired to
experiment with food as well as
being able to cook meals that reflect
tastes of home. To access ingredients
which can be purchased locally.
4. To provide a platform where
users can network and make
connections with other users
through food, so that food based
knowledge can be shared easily.- Sourcing local food in your
international home-
2. For users with basic/varied
culinary skill set to be able to
cook good quality meals
regardless of experience.
37. • Types of dish initially available: Indian, Chinese & British
and can be expanded over time to accommodate other
cultures as the network grows.
• Recipes can filtered by:
Tastes & Spice Levels Budget Preparation Time
Upload recipes from
international communities
on a monthly basis.
• Vegetable of the month, best place to
source and how to prepare meals
using a step by step guide.
• Video tutorial.
Student Community
Eat Fresh Team
a. Previous
Students
b. New Studentso
• (New to U.K) – First year of study
• New to the service, been in the
U.K for over a year.
Upload personal recipes from
their cultural backgrounds, as
well as recipes they enjoy
cooking.
Can access recipes
via the Eat Fresh
platform.
Uploads geographical
information regarding best
places to source
ingredients.
Food based events
taking place in London.
Meet-ups.
Students can post
food related
questions and
answers, including
tips and connect with
each other to share
knowledge.
Platform can also advertise
special ‘seasonal’ (Halloween,
Christmas) events taking place
which are celebrated with food.
This can lead to
students sharing
information on food
based events that are
happening in different
areas of London,
cookery classes,
society events, food
festivals etc.
38. Student Community
Eat Fresh Team
a. Previous
Students
b. New Studentso
• (New to U.K) – First year of study
• New to the service, been in the
U.K for over a year.
Can access recipes
via the Eat Fresh
platform.
3. Allow recipes to be filtered by
budget, tastes, preparation times,
time taken to source ingredients
and spice levels
4. To provide a platform where
users can network and make
connections with other users
through food, so that food based
knowledge can be shared easily.
2. For users with basic/varied
culinary skill set to be able to cook
good quality meals regardless of
experience.
1. For users to be inspired to
experiment with food as well as being
able to cook meals that reflect tastes
of home. To access ingredients which
can be purchased locally.
Upload recipes from
international communities
on a monthly basis.
• Types of dish initially available: Indian, Chinese & British
and can be expanded over time to accommodate other
cultures as the network grows.
• Recipes can filtered by:
Tastes & Spice Levels Budget Preparation Time
• Vegetable of the month, best place to
source and how to prepare meals
using a step by step guide.
• Video tutorial.
Platform can also advertise
special ‘seasonal’ (Halloween,
Christmas) events taking place
which are celebrated with food.
Food based events
taking place in London.
Meet-ups.
This can lead to
students sharing
information on food
based events that are
happening in different
areas of London,
cookery classes,
society events, food
festivals etc.
Students can post
food related
questions and
answers, including
tips and connect with
each other to share
knowledge.
Upload personal recipes from
their cultural backgrounds, as
well as recipes they enjoy
cooking.
Uploads geographical
information regarding best
places to source
ingredients.
42. Pre- Service
•Postcards available in home countries,
these include: China. South Korea & India
as well as many more over the coming
months.
•Fresher's Fairs baskets
•Taste Cards placed around universities
coffee shops, canteens and libraries
During Service
•Website
•App
Post-Service
•Monthly Updates –
Newsletter/Brochure/Email sent digitally or
by post
•The user to pay in virtual currency to
continue using the service, by uploading a
recipe of their own to add to the Eat Fresh
collection
43.
44.
45.
46. Fye enjoyed cooking the meals and found the service concept
very interesting. She stated that if the service goes live, she
would be very keen to interact with it.
She often used to feel quite homesick when she travelled to the
U.K and she believed that by accessing a service like this, she
would feel a little better as she could make new connections
with students who had similar interests with regards to food.
She would also be able to save money and enjoy cooking by
travelling to various markets to source ingredients while
discovering more of London
47. Partner Shops –
i.e.: spice shops offering
discounts through being
advertised within the Eat
Fresh platform
Local Markets
Eat Fresh
Team
Student Body
Meet-UpsEvents Promoters
48. Pre- Service During Service Post-Service
Front End • Potential users to access
postcards of the Eat Fresh
Service before they come to the
U.K this can be via their
education institutions
• Fresher’s fairs – students to pick
up Eat Fresh promotional
material when they start
university in the U.K
• The user can access the
app and website to
source recipes
• The user can also
connect with other users
with similar interests
• There will also be
options for the user to
join cooking based meet
up groups and attend
food based festivals in
London
• User to be sent monthly
updates regarding new
recipes uploaded as well
as other relevant media
content.
• After a 3 month period,
if the user would like to
continue to use the
service, they must
upload a recipe of their
own to the site.
Back End • Eat Fresh team to create
postcards and send them out to
various international educational
institutions.
• Eat Fresh team to organise stalls
at different university fresher's
fairs as well as developing the
promotional material.
• For the ‘Meet-up’ service
to be linked with the Eat
Fresh platform so that
updates can happen in
real time.
• The Eat Fresh team to
liaise with various events
organisers so that food
based events can be
uploaded to the website.
• The Eat Fresh team to
create the publications
which would be sent out
electronically.
• The Eat Fresh team to
continue to upload
content to the site