This document proposes a program called "Cooking'and'Coding!" to teach low-income middle school students in Santa Cruz skills in technology and cooking. It outlines that disadvantaged students often lack resources for career opportunities and nutrition education. The program aims to empower students with skills and confidence to become productive adults. It discusses issues facing low-income youth such as lack of internet access, food insecurity, and homelessness in Santa Cruz County. Existing programs for technology education and nutrition are deemed insufficient. The proposed program goals are to teach skills in both areas to address key needs.
This document summarizes and critiques the development of the "New Economic Sociology" (NES) and argues for a deeper engagement between economic sociology and economic geography. It argues that while the NES focus on networks and embeddedness has been influential, economic geography should move beyond this limited paradigm. A more constructive conversation could involve strands of economic sociology dealing with issues like social construction of economies and varieties of capitalism. This could help economic geography develop a more persuasive voice in heterodox economics by focusing on the simultaneous social and geographic constitution of economic relations.
The document summarizes a book review of "The Sociology of the Economy" edited by Frank Dobbin. In 3 sentences:
The book provides an overview of the diverse field of economic sociology through 11 empirical chapters examining topics like hostile takeovers and organ donations using various methods. While diverse, the chapters share a goal of uncovering the social foundations of economic processes and challenging the idea that economics is only about self-interest. The reviewer praises the volume as stimulating material for sociology students and researchers interested in how the social shapes different economic phenomena.
UNO is reported as the largest network marketing (MLM) company in the Philippines with over 300,000 distributors. The document then lists over 50 other top MLM companies operating in the Philippines including Avon, Amway, Herbalife, Nu Skin, and Forever Living Products. It provides a high level overview of the leading multi-level marketing businesses in the country.
Researchers at the University of Brighton published a study in the Sociology of Sport Journal investigating the presence of racial microaggressions in English first-class cricket. The study found that British Asian players experienced racism but tended to downplay the effects of prejudiced forms that took the shape of "banter" or "jokes" between teammates. The analysis showed that color-blind ideology is deeply entrenched in Western sport, compelling minority players to endorse claims that racism is overstated. As a result, players often denied or downplayed verbal discrimination between teammates dismissed as harmless.
This document summarizes a research study on motivations for and obstacles to religious financial giving. The study examined individuals from a conservative Evangelical Protestant church and a Mainline Protestant church. It found that many individuals from both churches learned to give from their parents. Normative giving was more common among high givers in the Evangelical church, while need giving was mentioned more by high givers in the Mainline church. In terms of obstacles, most low givers reported giving what they could afford. Some overestimated their giving levels. More individuals in the Evangelical church reported feelings of guilt over their giving amounts than those in the Mainline church.
This document summarizes and critiques the development of the "New Economic Sociology" (NES) and argues for a deeper engagement between economic sociology and economic geography. It argues that while the NES focus on networks and embeddedness has been influential, economic geography should move beyond this limited paradigm. A more constructive conversation could involve strands of economic sociology dealing with issues like social construction of economies and varieties of capitalism. This could help economic geography develop a more persuasive voice in heterodox economics by focusing on the simultaneous social and geographic constitution of economic relations.
The document summarizes a book review of "The Sociology of the Economy" edited by Frank Dobbin. In 3 sentences:
The book provides an overview of the diverse field of economic sociology through 11 empirical chapters examining topics like hostile takeovers and organ donations using various methods. While diverse, the chapters share a goal of uncovering the social foundations of economic processes and challenging the idea that economics is only about self-interest. The reviewer praises the volume as stimulating material for sociology students and researchers interested in how the social shapes different economic phenomena.
UNO is reported as the largest network marketing (MLM) company in the Philippines with over 300,000 distributors. The document then lists over 50 other top MLM companies operating in the Philippines including Avon, Amway, Herbalife, Nu Skin, and Forever Living Products. It provides a high level overview of the leading multi-level marketing businesses in the country.
Researchers at the University of Brighton published a study in the Sociology of Sport Journal investigating the presence of racial microaggressions in English first-class cricket. The study found that British Asian players experienced racism but tended to downplay the effects of prejudiced forms that took the shape of "banter" or "jokes" between teammates. The analysis showed that color-blind ideology is deeply entrenched in Western sport, compelling minority players to endorse claims that racism is overstated. As a result, players often denied or downplayed verbal discrimination between teammates dismissed as harmless.
This document summarizes a research study on motivations for and obstacles to religious financial giving. The study examined individuals from a conservative Evangelical Protestant church and a Mainline Protestant church. It found that many individuals from both churches learned to give from their parents. Normative giving was more common among high givers in the Evangelical church, while need giving was mentioned more by high givers in the Mainline church. In terms of obstacles, most low givers reported giving what they could afford. Some overestimated their giving levels. More individuals in the Evangelical church reported feelings of guilt over their giving amounts than those in the Mainline church.
WAVE - Autism Inclusion 101 companion handoutSheila Bell
This document provides information and guidance for including individuals with autism. It begins by explaining that autism is a spectrum of neurological differences that can present challenges in verbal communication, social interaction, and sensory processing. It emphasizes the importance of creating a calm, predictable environment by considering sensory sensitivities, using visual supports and routines, and adjusting one's communication style to be direct, simple, and allow extra time for responses. The goal is to make recreation, work and education spaces as "autism friendly" as possible by respecting each individual's unique perspective and needs.
Purdue Re:Course Baseline Summary July 2016Ed Morrison
Over the next five years, we are transforming Purdue's Mechanical Engineering Department using Strategic Doing. During the first year, we established a baseline characterization of the culture within the department. Here's summary.
This letter serves as a recommendation for Andrea Gonzalez, who worked on a research project for Queensland University of Technology involving interviewing graduates by phone. Andrea was selected for her maturity, customer service experience, and commitment. She proved to be an exemplary team member and contributor to the project's success. After overcoming some initial setbacks, Andrea demonstrated resilience and professionalism. The letter writer recommends Andrea highly for her strong communication skills and believes she is well-suited for training in human resources.
Sharon Dvora Design Research in EducationSharon Dvora
A synopsis of design research projects and case studies pursued during my MFA studies in Collaborative Design, with a focus on innovations in education.
Intro to Digital Storytelling (shorter version)Amy Goodloe
These are slides (minus playable video clips and speaker's notes) from my March 7th presentation on Digital Storytelling at the Norlin Library Learner's Lunch series at CU Boulder. For a longer version of this presentation, see: http://www.slideshare.net/PerpetualRevision/intro-todigitalstorytellingfor-pdf
Mackenzie Jones is seeking professional experience in communication sciences, Deaf culture, and medicine to prepare for an interprofessional career serving patients. She has a 4.0 GPA in Communications Disorders and Health Science from Truman State University. Her experience includes clinical work, research presentations, and leadership roles in campus involvement including her sorority and interprofessional collaborations.
Character Design Co-creation Toolkit for Childrendhanha
The document describes a co-creation toolkit designed to aid in character design for a children's animation film. The toolkit was tested with children ages 8-12 at a summer camp. The toolkit uses a variety of activities to immerse, activate memories, and generate new ideas from participants. These include a movie night, questionnaire, story writing, drawing a character, and assembling a paper doll character. Results will be analyzed for patterns to inform the final character design. The goal is to understand the aesthetic preferences of the target audience for a royal character in a medieval-inspired film.
This document describes a pilot randomized control trial that tested a 6-week drama workshop program aimed at enhancing well-being among older adults. 13 older adult participants were randomly assigned to either the drama workshop (DW) program or a backstage pass (BP) control condition. Measures of empathy, compassion, and mood were taken before and after, and weekly ratings of mood/affect were also collected. No significant changes were found pre-to-post in empathy/compassion or mood for either group. However, DW participants reported higher anxiety and lower happiness weekly, and higher self-rated improvements in confidence and happiness after compared to the BP group. The drama program was found to be a personally challenging but positive growth experience for participants
The document discusses the purpose of education and how music can help achieve this purpose. It states that education should expand students' perspectives by providing foundational ideas for them to develop into new concepts. Music offers a chance for students to learn differently than through lectures and notes, and to connect the idea of creating something beautiful from nothing. The overall purpose of education, according to the document, is for students to cultivate themselves mentally and culturally by developing their ideas and stepping out of their comfort zones.
This document provides an overview of community film in Peru. It discusses how local organizations use audiovisual tools to promote voice and visibility for marginalized communities. The primary case examined is DocuPeru's "La Mochila Documental" workshop, where the researcher participated as a producer in creating an animation and documentary. Through this workshop, values of education, social participation, and cultural heritage were promoted as community members gained empowerment by producing films. The films created make visible the realities and perspectives of absent or isolated groups in a sensitive and engaging way. The document also reviews the history of community film in Latin America and Peru, provides the theoretical framework used, and describes the methodology and additional cases studied.
Search and social media marketing - Integrated marketing communicationSanjay Vaid (MLE℠)
This document provides an overview of search and social media marketing for an assignment. It discusses integrated marketing communication and how technology has impacted marketing through benefits of digital channels and challenges of complexity. It evaluates online marketing strategies and trends, and outlines a digital marketing campaign for a cybersecurity company that includes situation analysis, objectives, strategy, tactics, budget, and timeline. The campaign aims to build brand awareness and engagement through optimization of profiles on search, Facebook, YouTube, and Google+.
The document is an impact assessment report by FICCS (Foundation for International Cardiac & Children's Services) that evaluates their programs empowering women and children in Kenya. It finds that over 2,500 people have benefited from initiatives such as health classes, scholarships, microfinance, medical supplies, feeding programs, and mosquito nets. These programs have led to short term impacts like reduced infections and diseases, and longer term impacts including improved family health, education, and income generation. The assessment concludes that without FICCS's interventions, many participants would be suffering from preventable illnesses and most would not be in school.
This document summarizes key points from a lecture on diffusion, identification, and network formation. It discusses how diffusion of products can be modeled, including information passing between neighbors. Estimation techniques are described to model information diffusion on actual networks by simulating propagation over time. The challenges of identification when networks are endogenous are also covered. Forming models of network formation that account for link dependencies is an important area of current research.
Teacher Stress in Primary Schools in One Education District in Trinidad and T...IrfanDanial30
This study examined teacher stress in primary schools in one education district in Trinidad and Tobago. The researchers surveyed 219 teachers from government and government-assisted primary schools. They found that teacher workload and student behavior were most strongly related to overall teacher stress levels. While there were no significant differences in stress based on school type or location, some differences were found based on teacher age, sex, and years of experience for certain stress factors. The study aims to help address organizational issues in primary schools and reduce stress for teachers.
The document outlines four options being considered by the Forest Hills Local Schools facilities planning committee to reconfigure the district's buildings. Option A would keep the existing nine building configuration, while Options B, C, and D would consolidate the district into seven, seven, and six buildings respectively. The options are being evaluated based on criteria like instructional program quality, cost effectiveness, and community impact. Financial details are provided for each option, including construction costs, operating savings, and potential tax levies required. No decisions have been made, and community input will be sought through upcoming forums and discussions.
Protecting Haiti's Children: Risk factors and outcomes before and since the 2...Nicholas Cooper
Haiti’s 4.25 million children faced a bleak future following the earthquake of January 12, 2010. Not only did the earthquake create new challenges to child protection, it also exacerbated pre-existing vulnerabilities that limited the fulfillment of children’s rights. More than two years later, Haitian children continue to face myriad challenges to their protection, resilience, and development, despite the dedicated efforts and significant achievements of national and international response and development actors. These actors face formidable obstacles in addressing the protection needs of Haiti’s vulnerable children and adolescents, including those who are orphaned, separated from their families, or at risk of abandonment or violence, abuse, and exploitation. Information is needed on the scope of child protection challenges that Haiti has experienced both before and since the earthquake and on the range of family and community coping responses. Evidence-based decision-making is complicated by a lack of clarity on the level and scope of research and knowledge on the child protection situation in Haiti before the earthquake, and by knowledge gaps in key areas.
To meet this challenge, the FXB Center has undertaken a systematic analysis of Haiti’s child protection situation before and after the 2010 earthquake. The project examines the types of child protection, security, and developmental threats that Haitian children have faced before and after the earthquake and how children and their families respond to these threats. The overall goal of the project is to improve UNICEF’s and child protection actors’ understandings of child protection in Haiti, build a full picture of the child protection risks that Haitian children have historically faced, and the current needs that children and families now experience. It is hoped that the project will bring renewed attention to the protection and promotion of children in Haiti and serve as a foundation for evidence-based policy and programs by Haitian and international organizations advancing the rights and well-being of Haitian children.
The report is the FXB Center’s latest contribution to the protection and promotion of children’s rights in Haiti. It presents a multi-sectoral and multi-dimensional longitudinal analysis of the risks and opportunities affecting the vulnerability and resilience of Haiti’s children, and highlights key areas in need of greater attention and efforts.
Vulnerability of Women in Natural Calamities in Kenya: The Bunyala Floods Exp...Julius Huho
This document summarizes a study examining the impacts of floods on the social well-being of women in Bunyala sub-county, Kenya. The study found that women were most vulnerable during flooding periods as they primarily carry family burdens like farming, caring for the sick, raising children, and generating income. Floods led to high rates of school dropout among girls, early and unexpected pregnancies, and increased health issues for women. Flooding disrupted family units and increased psychological trauma, illness, and mortality among women in the sub-county.
This document summarizes a presentation about outliers and the American Dream. It discusses key concepts from Malcolm Gladwell's book Outliers, including what defines an outlier and factors that contribute to success. It also covers social science research on outliers and opportunities for success. Additionally, it examines issues like wealth inequality in the US, the impact of the Great Recession, and pursuing greater equality of opportunity to achieve the American Dream. Sociological perspectives are provided on these topics.
Engaging the Creative Possibilties of STEM to Catalyze Cultural Change: Bost...klimczaksusan
These are slides from a presentation about Learn 2 Teach, Teach 2 Learn and its pedagogy given at the University of Connecticut during an Interactive Education Technology graduate course on 14 February 2013.
Media for this presentation can be accessed at:
http://www.youtube.com/watch?v=lhKqYdczIj4&feature=share&list=UUlqPCQ1rzV6TYk7NhMSBqQA
and
http://www.youtube.com/watch?v=2nhXxZC3aVY&list=UUlqPCQ1rzV6TYk7NhMSBqQA
WAVE - Autism Inclusion 101 companion handoutSheila Bell
This document provides information and guidance for including individuals with autism. It begins by explaining that autism is a spectrum of neurological differences that can present challenges in verbal communication, social interaction, and sensory processing. It emphasizes the importance of creating a calm, predictable environment by considering sensory sensitivities, using visual supports and routines, and adjusting one's communication style to be direct, simple, and allow extra time for responses. The goal is to make recreation, work and education spaces as "autism friendly" as possible by respecting each individual's unique perspective and needs.
Purdue Re:Course Baseline Summary July 2016Ed Morrison
Over the next five years, we are transforming Purdue's Mechanical Engineering Department using Strategic Doing. During the first year, we established a baseline characterization of the culture within the department. Here's summary.
This letter serves as a recommendation for Andrea Gonzalez, who worked on a research project for Queensland University of Technology involving interviewing graduates by phone. Andrea was selected for her maturity, customer service experience, and commitment. She proved to be an exemplary team member and contributor to the project's success. After overcoming some initial setbacks, Andrea demonstrated resilience and professionalism. The letter writer recommends Andrea highly for her strong communication skills and believes she is well-suited for training in human resources.
Sharon Dvora Design Research in EducationSharon Dvora
A synopsis of design research projects and case studies pursued during my MFA studies in Collaborative Design, with a focus on innovations in education.
Intro to Digital Storytelling (shorter version)Amy Goodloe
These are slides (minus playable video clips and speaker's notes) from my March 7th presentation on Digital Storytelling at the Norlin Library Learner's Lunch series at CU Boulder. For a longer version of this presentation, see: http://www.slideshare.net/PerpetualRevision/intro-todigitalstorytellingfor-pdf
Mackenzie Jones is seeking professional experience in communication sciences, Deaf culture, and medicine to prepare for an interprofessional career serving patients. She has a 4.0 GPA in Communications Disorders and Health Science from Truman State University. Her experience includes clinical work, research presentations, and leadership roles in campus involvement including her sorority and interprofessional collaborations.
Character Design Co-creation Toolkit for Childrendhanha
The document describes a co-creation toolkit designed to aid in character design for a children's animation film. The toolkit was tested with children ages 8-12 at a summer camp. The toolkit uses a variety of activities to immerse, activate memories, and generate new ideas from participants. These include a movie night, questionnaire, story writing, drawing a character, and assembling a paper doll character. Results will be analyzed for patterns to inform the final character design. The goal is to understand the aesthetic preferences of the target audience for a royal character in a medieval-inspired film.
This document describes a pilot randomized control trial that tested a 6-week drama workshop program aimed at enhancing well-being among older adults. 13 older adult participants were randomly assigned to either the drama workshop (DW) program or a backstage pass (BP) control condition. Measures of empathy, compassion, and mood were taken before and after, and weekly ratings of mood/affect were also collected. No significant changes were found pre-to-post in empathy/compassion or mood for either group. However, DW participants reported higher anxiety and lower happiness weekly, and higher self-rated improvements in confidence and happiness after compared to the BP group. The drama program was found to be a personally challenging but positive growth experience for participants
The document discusses the purpose of education and how music can help achieve this purpose. It states that education should expand students' perspectives by providing foundational ideas for them to develop into new concepts. Music offers a chance for students to learn differently than through lectures and notes, and to connect the idea of creating something beautiful from nothing. The overall purpose of education, according to the document, is for students to cultivate themselves mentally and culturally by developing their ideas and stepping out of their comfort zones.
This document provides an overview of community film in Peru. It discusses how local organizations use audiovisual tools to promote voice and visibility for marginalized communities. The primary case examined is DocuPeru's "La Mochila Documental" workshop, where the researcher participated as a producer in creating an animation and documentary. Through this workshop, values of education, social participation, and cultural heritage were promoted as community members gained empowerment by producing films. The films created make visible the realities and perspectives of absent or isolated groups in a sensitive and engaging way. The document also reviews the history of community film in Latin America and Peru, provides the theoretical framework used, and describes the methodology and additional cases studied.
Search and social media marketing - Integrated marketing communicationSanjay Vaid (MLE℠)
This document provides an overview of search and social media marketing for an assignment. It discusses integrated marketing communication and how technology has impacted marketing through benefits of digital channels and challenges of complexity. It evaluates online marketing strategies and trends, and outlines a digital marketing campaign for a cybersecurity company that includes situation analysis, objectives, strategy, tactics, budget, and timeline. The campaign aims to build brand awareness and engagement through optimization of profiles on search, Facebook, YouTube, and Google+.
The document is an impact assessment report by FICCS (Foundation for International Cardiac & Children's Services) that evaluates their programs empowering women and children in Kenya. It finds that over 2,500 people have benefited from initiatives such as health classes, scholarships, microfinance, medical supplies, feeding programs, and mosquito nets. These programs have led to short term impacts like reduced infections and diseases, and longer term impacts including improved family health, education, and income generation. The assessment concludes that without FICCS's interventions, many participants would be suffering from preventable illnesses and most would not be in school.
This document summarizes key points from a lecture on diffusion, identification, and network formation. It discusses how diffusion of products can be modeled, including information passing between neighbors. Estimation techniques are described to model information diffusion on actual networks by simulating propagation over time. The challenges of identification when networks are endogenous are also covered. Forming models of network formation that account for link dependencies is an important area of current research.
Teacher Stress in Primary Schools in One Education District in Trinidad and T...IrfanDanial30
This study examined teacher stress in primary schools in one education district in Trinidad and Tobago. The researchers surveyed 219 teachers from government and government-assisted primary schools. They found that teacher workload and student behavior were most strongly related to overall teacher stress levels. While there were no significant differences in stress based on school type or location, some differences were found based on teacher age, sex, and years of experience for certain stress factors. The study aims to help address organizational issues in primary schools and reduce stress for teachers.
The document outlines four options being considered by the Forest Hills Local Schools facilities planning committee to reconfigure the district's buildings. Option A would keep the existing nine building configuration, while Options B, C, and D would consolidate the district into seven, seven, and six buildings respectively. The options are being evaluated based on criteria like instructional program quality, cost effectiveness, and community impact. Financial details are provided for each option, including construction costs, operating savings, and potential tax levies required. No decisions have been made, and community input will be sought through upcoming forums and discussions.
Protecting Haiti's Children: Risk factors and outcomes before and since the 2...Nicholas Cooper
Haiti’s 4.25 million children faced a bleak future following the earthquake of January 12, 2010. Not only did the earthquake create new challenges to child protection, it also exacerbated pre-existing vulnerabilities that limited the fulfillment of children’s rights. More than two years later, Haitian children continue to face myriad challenges to their protection, resilience, and development, despite the dedicated efforts and significant achievements of national and international response and development actors. These actors face formidable obstacles in addressing the protection needs of Haiti’s vulnerable children and adolescents, including those who are orphaned, separated from their families, or at risk of abandonment or violence, abuse, and exploitation. Information is needed on the scope of child protection challenges that Haiti has experienced both before and since the earthquake and on the range of family and community coping responses. Evidence-based decision-making is complicated by a lack of clarity on the level and scope of research and knowledge on the child protection situation in Haiti before the earthquake, and by knowledge gaps in key areas.
To meet this challenge, the FXB Center has undertaken a systematic analysis of Haiti’s child protection situation before and after the 2010 earthquake. The project examines the types of child protection, security, and developmental threats that Haitian children have faced before and after the earthquake and how children and their families respond to these threats. The overall goal of the project is to improve UNICEF’s and child protection actors’ understandings of child protection in Haiti, build a full picture of the child protection risks that Haitian children have historically faced, and the current needs that children and families now experience. It is hoped that the project will bring renewed attention to the protection and promotion of children in Haiti and serve as a foundation for evidence-based policy and programs by Haitian and international organizations advancing the rights and well-being of Haitian children.
The report is the FXB Center’s latest contribution to the protection and promotion of children’s rights in Haiti. It presents a multi-sectoral and multi-dimensional longitudinal analysis of the risks and opportunities affecting the vulnerability and resilience of Haiti’s children, and highlights key areas in need of greater attention and efforts.
Vulnerability of Women in Natural Calamities in Kenya: The Bunyala Floods Exp...Julius Huho
This document summarizes a study examining the impacts of floods on the social well-being of women in Bunyala sub-county, Kenya. The study found that women were most vulnerable during flooding periods as they primarily carry family burdens like farming, caring for the sick, raising children, and generating income. Floods led to high rates of school dropout among girls, early and unexpected pregnancies, and increased health issues for women. Flooding disrupted family units and increased psychological trauma, illness, and mortality among women in the sub-county.
This document summarizes a presentation about outliers and the American Dream. It discusses key concepts from Malcolm Gladwell's book Outliers, including what defines an outlier and factors that contribute to success. It also covers social science research on outliers and opportunities for success. Additionally, it examines issues like wealth inequality in the US, the impact of the Great Recession, and pursuing greater equality of opportunity to achieve the American Dream. Sociological perspectives are provided on these topics.
Engaging the Creative Possibilties of STEM to Catalyze Cultural Change: Bost...klimczaksusan
These are slides from a presentation about Learn 2 Teach, Teach 2 Learn and its pedagogy given at the University of Connecticut during an Interactive Education Technology graduate course on 14 February 2013.
Media for this presentation can be accessed at:
http://www.youtube.com/watch?v=lhKqYdczIj4&feature=share&list=UUlqPCQ1rzV6TYk7NhMSBqQA
and
http://www.youtube.com/watch?v=2nhXxZC3aVY&list=UUlqPCQ1rzV6TYk7NhMSBqQA
17. Facts
● This class originally had 18 students
● 3 dropped the first day in order to play sports,
which the class time interfered with
● Of the 15 remaining, 2 decided to opt out of the
research component of this class
● Therefore, I have 13 responses
18. Nutrition curriculum
● The curriculum was broken down into individual
food groups in order to highlight the importance
of a variety of foods. These included:
○ Fruits
○ Veggies
○ Whole Grains
○ Protein
19. Coding curriculum
● I chose to tie the nutrition curriculum in with the
tech curriculum by having the students create a
food blog by learning:
○ Basic HTML page structure
○ HTML formatting
○ Internal CSS
○ External CSS
● Laptops were provided by ETR
20. Assessment and Evaluation
● Surveys were developed by myself with input
and guidance from Shannon Campe and Jill
Denner at ETR
● I used google forms to prevent loss of data
● Students took the same survey on the first class
as well as the last class
● There was also a debrief at the end of the class
21. Data
The following data are highlights of the data
collected from a rather long survey. Please see
Appendix K in order to see an unabridged version of
the data and Appendix L for the survey itself.
26. Importance of eating healthy
I asked the importance of eating healthy to the students both before and after the course to see if they held
eating healthy in any higher regard. This is the most broad category which indicates a general level of success
of the project. There was a very clear improvement on the student’s attitudes about eating healthy.
AfterBefore
27. Importance of eating healthy
Before After
Interestingly, there was also an improvement in how students perceived the importance of their eating healthy
by their parents by the end of the class.
28. Familiarity with eating healthy
Before After
Similarly, another goal was for students to gain knowledge of healthy eating habits. There was obviously a large
improvement in these aspects and by the end of the class, all students felt familiar with this idea.
29. Eating healthy
Before After
By the end of the class, every student felt as though they ate relatively healthy. In fact, not a single student
disagreed that they were eating healthy. This was a huge feat as it shows that the students began to
incorporate some of their newly found knowledge into their lives outside of the class.
30. Comparisons of eating habits
I chose two iconic examples of what is considered a “health food” (green salad) and
what is considered a “junk food” (pizza) and asked the students their eating habits
regarding both foods. These two foods are also readily available at the school for
lunch.
Before the class, only 62% of the students ate a green salad at least once per week.
After the class, that number jumped to 85%.
Similarly, 62% of students claimed to eat pizza at least once per week. By the end of
the class, only 31% of the students claimed to do so.
While this isn’t a perfect representation of health, it gives a direct representation of
the student’s claims that they are eating more healthy.
32. Familiarity with cooking
Before After
Another goal was for students to feel comfortable and confident while cooking. There was obviously a
large improvement in these aspects. In fact, not a single student claimed that they were unfamiliar with
cooking at the end of the class. This shows that they feel confident that they have gained basic
cooking skills. Oddly, though, less students claimed to be extremely familiar with cooking than at the
beginning of the class.
33. Cooking recipes found online
Before After
Another important feature of students feeling empowered to make their own food choices and cooking for
themselves is their willingness and skill to find and cook recipes on their own. I think this class was a great
stepping stone for students to get out of their comfort zone and experiment with new recipes, and I think the
data shows this.
34. Cooking for friends and family
Before After
While the confidence that students have gained from this course is fantastic, it is also crucial for them to put
these newfound skills to use in their everyday lives. The number for students who cooked for friends and family
at least a few times per week doubled from 3 to 6.
35. Choice in eating at home
Before After
Another interesting development is that students felt as though they had more choice in what they were able
to eat at home. Without too much speculation, I assume this is related to their feelings of empowerment that
comes from knowing how to cook for oneself.
36. Prepared to cook as an adult
Before After
One of my other main goals was to ensure that students felt prepared to cook for themselves as an adult in an
attempt to ensure that students are self-sufficient as adults. There was a sizeable improvement in their
confidence to cook for themselves when they are older, which is a huge success.
38. Confidence with technology
Before After
The great thing about HTML is that, while it is the building blocks of coding, it can easily be learned online. The
goal of this class wasn’t to simply transfer knowledge of HTML and CSS, but rather to build students’
confidence in their abilities with technology. By the end of the class, not a single student was not confident
with technology in general.
39. Confidence learning new technology
Before After
Similarly, a mark of success is for students to be able to leave this class with the confidence to learn new
technologies, as this is the only way that they will continue to build upon their skills. These was an
improvement in this aspect as well.
40. Identities surrounding technology
Before After
A key feature for students to continue down the path of learning new technologies is to identify as somebody
who works well with technology. This class was able to affirm these beliefs in many students.
41. Attitudes about computers
Before After
By the end of the class, the importance that students placed on being knowledgeable about computers grew
substantially, which is a great sign.
42. Parents attitudes about computers
Before After
Interestingly, there was also an improvement in how students perceived the importance of their knowledge of
computers by their parents by the end of the class. As my previous research has shown, parent’s attitudes
about children’s skills and hobbies is a huge predictor in the child’s success in those areas (Coleman). So, for
students to perceive that their parents hold these skills in high regard is a big deal.
43. Working on digital media projects
Before After
There was also a substantial increase on how often the students worked on personal digital media projects (not
for school assignments). This shows that students are actively using technology more now that they have been
in this course.
45. Debriefing
These are the pros and cons from both the
debriefing session I had with the students (open
forum where they were able to talk about their
thoughts on the class) as well as answers from the
end survey (to allow for anonymous input). I have
not excluded any answers (including the sillier or
conflicting responses).
47. Pros Cons
Students had lot of say in the food they were able to eat
(customization of recipes)
Learned to eat healthy and how much I should eat
Learned new recipes
Learned how to code and work with computers
Teacher was always willing to help and listen to students
Able to work with new people and friends (mixed it up every
time)
Able to develop new skills
Learned about websites and coding
Met new students
Class period was long enough to get stuff done
Good for beginners
Fun
Computers crashed
Wish the teacher had an assistant to help debug while she
was teaching so it didn’t take so long
Wish there was more time to cook more
Wish there was more time to code
Wish we had more say in the recipes (not just customizing it)
Wish it was more beginner friendly
49. What is the most important thing you learned from this class?
How to code, how to use a computer, how to cook
How to code a website, how to eat healthy
To make a website!
I learned how to code better
To eat healthy
How to cook healthy food
I learned how to use computers more.
Computer coding is fun, eating healthy is necessary and sometimes yummy.
I learned how to use computers more.
I learned how to code websites
How to eat healthier and what color how much of food you are suppose to eat
I know a lot more on computers and cooking. How to code and make a website.
How to code with HTML
50. What is the most important thing you learned about cooking and nutrition from this class?
How to eat healthy
Don't use a lot of meat!
Grain is better for you, vegetables and fruit have different vitamins that are good for you
To eat healthy
Grain is good for you, veggies are healthy
That there is soooooooo much amazing things that taste good with only nutrition.
I learned that cooking is important.
How to make healthy meals
HTML and the food groups
You don't have to have meat all the time and veggies are needed. "Not saying I never ate veggies"
I didn't learn anything about cooking
To eat healthy and balanced
51. What is the most important thing you learned about coding and computers from this class?
I learned that you need to put them in order and never put them in the wrong place.
I learned how to put pictures and what you need to do to make a blog
To format
It's fun to create your own site
Save early and often, make sure to debug thoroughly before posting.
HTML, you must put < > on them, you must out </> at the end and < > at the beginning
HTML
How to make a website
To always make your file a .html
How to transfer stuff to a thumb drive
You can connect a site to your coding for styling
Put pictures on a website!
52. What would you change about this class?
I would want to have more say in what we cook. I would also want to cook more.
Nothing
More cooking time
More cooking, more time, more beginner friendly
?
More chicken!
Just blogging, no coding
That there was more cooking
Try to make it more fun.
I would ask for more teachers so they could stop people goofing off and distracting me.
More cooking
54. Things to continue
● Make sure the students always have a voice in the class. I did this by:
○ Always presenting 2 recipes to cook and allowing the students to choose and making sure students
could easily customize those recipes to their taste
○ Take the children’s interests seriously. If you see them goofing off and looking at pictures of their
favorite celebrity, try to incorporate that into the class (allowing them to put their picture on their
website, for example)
○ Asking them their input on the curriculum (ex: how they incorporated healthy eating habits into
their day-to-day lives) in order to allow them to feel empowered by the course
● Learning about nutrition
○ There is a lot to learn about nutrition. Make sure it is easily digestible. Break it down into
categories for the children to wrap their heads around.
● Make the class as beginner friendly as possible
○ Explain the curriculum to students in a variety of ways. Make analogies, draw on the board, show
them pictures, show them step-by-step how to write the code, etc.
● Establish a relaxed atmosphere
○ I think part of the reason students found the class fun was because how relaxed the classroom was
55. Things to change
● Make sure the class is set-up with tested technology before the course begins
○ The last thing you want is for your computers to crash disallowing you to complete your lesson!
● Try to make the class split between cooking and coding as evenly as possible
● Have an assistant to help debug and handle general class management so the sole teacher doesn’t have
to stop teaching to fulfill these roles
● Ask Mission Hill (or wherever you’re at) to allow you to expand your course to however long you need it
for (I learned afterwards that they let other courses run for 12 weeks, which would have been perfect)
○ While no students complained about not finishing the website, it felt really unsatisfying to walk
away on the last day having not completed what we had originally set out to
● Be willing to be an authority figure when needed
○ While I said last page to develop a relaxed atmosphere, make sure you also show yourself as an
authority figure. One of the largest time wasters in this class was when students would goof off. It
took me longer than I would have liked to get these students on task, and I think part of that was
because I didn’t establish myself as an authority figure as much as I would have liked to
65. Flashdrives
● Saving all of your work and files
● Open your flash drive
● Right click and add folder
● Name it “FirstName”
○ Or whatever you want
● When you save your documents, make sure
to save it to this folder or else everything will
break
66. Naming Files
1. NO UPPERCASE LETTERS EVER
2. No spaces. Use dashes (-)
a. Yes: my-cool-website.html
b. No: my cool website.html
3. No special characters except for dashes(-) and underscores(_)
a. Yes: love-for-learning.html
b. No: ♥4learning.html
4. Always use the proper file extension. (.html, .css, .png, .jpg)
5. Name files descriptively but keep them short
a. Yes: contact.html
b. No: page-containing-contact-information-like-address-and-telephone-numbers.html
68. What is the internet?
● Basically, it’s a bunch of text files
○ You will be creating these text files today
● Use HTML
○ Hyper Text Markup Language
○ Way to “mark up” text to give it meaning that the web
browser can understand
■ Web browsers is an application like Safari,
Chrome, Firefox, Internet Explorer (yeah right,
like anybody uses Internet Explorer anymore…)
69. HTML
● Consists of tags which we call ‘elements’
○ Opening: <title>
○ Closing: </title>
● These tell the browser that everything in
between the opening and closing tags have
a special meaning (it’s the title of the page,
in this case)
71. Let’s dig in!
● Open Notepad ++
○ Format → Make Plain Text
<html>
<head>
<title> Put what you want the title of your website to be here.
</title>
</head>
<body>
Put what you want the body of your website to be here.
</body>
</html>
72. Let’s dig in!
● Save this file as index.html in your folder on
your flashdrive
● Go ahead and click on it to open it
● It automatically opens in your browser
○ That’s because the .html at the end of your file tells it
that it is a web page
■ This is why it’s really important to correctly name
your files!
73. Let’s do more!
● If we add <p> in the body of the website, it
adds a paragraph! So, go ahead, add it!
74. That looks kind of boring...
If we add <h1> in the body of the website, it
adds a header! So, go ahead, add it!
75. Browser’s conversation with itself
“There’s an <html> tag. Looks like I’ve got a webpage coming at me.
Hey look an <h1> tag! I better display everything that follows as a
heading. Oh what’s this? A </h1> tag? I guess we’re done with the
heading. Oh what? No way a <p> tag! I’m gonna display normal text.
Here comes the closing tag </p>. Donezo. Good, I was sick of that
paragraph. What’s next? Bring it on! Oh its </html>. Looks like this
webpage is over. Time to kick back until the next request.”
76. So… what exactly is HTML?
● It’s just a way to tell your browser how to
display a webpage
77. Play with this
● Try using some of these elements inside
your <p> tags:
○ <strong>........</strong>
○ <em>.......</em>
○ <pre>.......</pre>
○ <sup>.......</sup>
○ <sub>.......</sub>
79. Recap
● You created a file with text that you “marked
up” with things like <h1> and <p>
○ This is, at the very basic level, what the internet is
made up of
81. Headers
● What does an <h1> tag do?
● Can you guess what an <h2> does?
● What about an <h3>, <h4>, <h5>, or <h6>?
82. Lists
● Let’s make a list of your favorite things
● <ul> means unordered list
○ This means that this will create a list that is not
ordered - it will be bulleted instead of numbered
● <ol> means an ordered list
○ This means that this will create a list that is ordered -
it will be numbered instead of bulleted
● <li> means list items
○ These are the things that go inside your list
87. Adding images
● You’re a pro now so this should be easy
● To add an image, you use the <img /> tag. A
simple version looks like this:
<img src = "url of image here”/>
88. Woah, my image is way too big!
You can change the picture to be a percentage
of the screen
<img src = "url of image here” height = “50%”
width = “50%”>
89. Woah, my image is way too big!
You can change the picture to be a certain
number of pixels
<img src = "url of image here” height = “50”
width = “50”>
90. Making a picture into a link
<a href="url"><img src = "url of image here”
/></a>
92. What is CSS?
● Think back to what we were able to do with
HTML.
<strong>
<em>
<pre>
● Not able to change colors, format, etc.
● CSS allows us to do those things!
93. What is CSS?
● Cascading Style Sheets
● Use it to tell your browser how to style your
HTML content
● Can change font sizes, fonts, text and
background colors, etc.
100. Why external CSS?
● It allows you to customize multiple pages of
code without having to type the custom
stylizations every time
● All you have to do is link them together!
101. Open a new text file
● Save it as style.css
● Save it in the same folder that you saved
your HTML document in
102. Go back to your HTML document
<!DOCTYPE html>
<html>
<head>
<title>Text</title>
<link href="style.css" rel="stylesheet" >
</head>
<body>
<h1>Text</h1>
<p>Text</p>
<p>Text</p>
</body>
</html>
103. What did we just do?
● We connected the HTML document to the
CSS document
● Every time we make a change in the CSS
document, it will style the HTML document
104. Go back to the CSS file
body {background-color: blue;}
h1 {color: white; font-family: monospace;}
p {font-family: Arial; color: green; font-size: 30px;}
106. What are classes and ids?
● They are a way to select specific elements in
our code to apply styling to
● For example:
○ Instead having EVERY paragraph be green, you can
have two or three be green and the rest be red or
some other color
107. What do they look like? (HTML file)
<!DOCTYPE html>
<html>
<head>
<title>Text</title>
<link href="style.css" rel="stylesheet" >
</head>
<body>
<h1>Text</h1>
<p id=”duck”>Text</p>
<p class=”goose”>Text</p>
</body>
</html>
108. What do they look like? (CSS file)
body {background-color: blue;}
h1 {color: white; font-family: monospace;}
#duck {font-family: Arial; color: green; font-size: 30px;}
.goose {font-family: Impact; color: yellow; font-size:
60px;}
109. What is the difference between class and id?
Really, none. Coders just use them for different
things. But you don’t really need to worry about
that. Just choose one you like, and use that.
Just remember:
id = #
class = .
112. What are divs used for?
● When you want to select certain parts of a
page in order to style it
● Essentially, they are “dividers” (hence the
name “div”)
○ They divide parts of pages
113. How do they work?
● It’s actually very simple
● You all are very familiar with id and class by
now
○ This is what we use to style different divs
119. Change it up a bit
#pic{width: 600px; padding: 2px; border: 5px solid navy; margin: 15px;}
120. What can we do with this?!
Navbar, different sections of the page, etc.
121. Splitting the page (open a new HTML file)
<html>
<head>
<title>Text</title>
<link href="style.css" rel="stylesheet" >
</head>
<body>
<h1>Text</h1>
<div id="header"></div>
<div id="nav"></div>
<div id="main"></div>
<div id="sidebar"></div>
</body>
</html>
122. Put content in all the different sections
Header, nav, main, sidebar
Remember to have it before the closing </div>
Where it says “navigation bar” make sure to have a list of
links
<ul>
<li> <a href="url">link text</a> </li>
<li> <a href="url">link text</a> </li>
</ul>
130. Resources
Tons of colors: http://www.w3schools.
com/tags/ref_colorpicker.asp
Other things you can do: http://www.htmlhelp.
com/reference/css/all-properties.html
http://www.w3schools.com/cssref/
List of fonts you can use:
http://www.w3schools.com/cssref/css_websafe_fonts.asp
http://www.cssfontstack.com
137. Why cooking and coding?
● Do you want to cook easy, cheap meals?
● Do you want to cook dinner for your family
and friends and have them be super
impressed?
● Do you want to know what kind of food you
should be eating on a day-to-day basis to be
healthy?
● Do you want to be super cool?!
138. Why cooking and coding?
● Do you want to know how to make super
cool websites?
● Maybe make a career in the booming
technology industry in 10 years?
● How about just mess around on computers
and have a good time making something
from scratch?
139. Why cooking and coding?
NOW YOU CAN!
● We will be learning super easy, yummy
recipes that you can cook even if you’re
only know how to cook cereal
○ Hint - you shouldn’t be cooking cereal
● You will also be learning how to create an
awesome food blog from scratch using very
beginner coding skills!
140. Do’s and Don’ts
Do’s:
Have a good time
Ask questions
Help your friends
Tell me your concerns
Tell me your ideas to
make the class better
Don’ts:
Be a whiner, if you’re
having a bad time,
come talk to me and
we’ll make it better
for you
141. Survey time!
● You’re going to complete a survey, go to:
pad.riseup.net/p/cookingandcoding
● I am also going to pass out some paperwork
for your parents, please bring back next
class
142. Lesson 1 - Fruit
What you should be eating every day!
143. Fruit
● Has seeds, unlike vegetables
● Natural sugar, helps you have energy
● Lots of vitamins to help your skin, eyes, and heart
● Fiber to help you… well… poo.
144. Fruit
Do:
● Eat 2 servings of fruit
per day
○ 2 pieces or 2 cups
● Try to stick to fresh,
frozen, or dried fruit
● Drink 100% juice (no
added sugar)
Don’t:
● Drink sugary fruit juice
● Eat canned fruit in
heavy sugary syrup
148. Lesson 2 - Vegetables
What you should be eating every day!
149. Why eat vegetables
● One of the best sources of vitamins,
minerals, and disease-fighting foods that
you can ever eat
● Provide you with vitamins that you cannot
get anywhere else
150. Vegetables
Do:
● Eat 2-3 cups of
vegetables per day
● Can be fresh, frozen,
canned
● Get a variety of
vegetables throughout
the week
Don’t:
● Not eat vegetables
● Only eat peas and corn
151.
152. How to get vegetables in your day
● Eat 12 baby carrots with lunch = 1 serving
● Eat 1 cup of beans with your dinner = 1
serving
● Eat a cup of frozen veggie medley (peas,
carrots, corn, etc.) = 1 serving
● Feel free to spicy them up
○ Cook them with lots of garlic, pepper, chili,
whatever makes them taste better for you!
153. Red
● Vitamin A - Keeps eyes
healthy
● Vitamin C - Heals cuts,
keeps gums healthy,
helps immune system
● Potassium - Protects
your heart and gives you
healthy blood
154. Yellow and orange
● Folic Acid - Helps body
make red blood cells
● Vitamin A - Keeps eyes
and skin healthy
● Vitamin C - Heals cuts,
keeps gums healthy,
helps immune system
● Fiber - Good for your
heart and intestines
155. Green
● Vitamin E - Protects
cells and keeps skin
healthy
● Iron - Helps blood cells
carry oxygen and keeps
hair healthy
● B Vitamins
● Folic Acid - Helps body
make blood cells
● Calcium - Builds strong
bones
156. Blue and Purple
● Anthocyanins - Protect
the cells of your body
● Vitamin C - Heals cuts,
keeps gums healthy,
helps immune system
● Fiber - Good for your
heart and intestines
157. Lets go make some spring rolls!
Designate 1 person in your team to:
- Take pictures
- Take notes on what you’re doing
- Be the cooker
158. Lets go make some spring rolls!
Ask one person to use a device to go to:
pad.riseup.net/p/cookingandcoding
160. Why they’re better for you!
● More vitamins, minerals, fiber, essential
fatty acids, protein, antioxidants, etc.
● Reduce the risk of diseases
● Your body absorbs the nutrients better and
it doesn’t go into as much of a shock
161.
162. Whole vs refined
Brown rice
Whole wheat pasta
Whole grain cereal
Whole grain bread
Barley
Oats
White rice
Normal pasta
Lucky charms
White bread
163. How much per day?
● 3 servings of 100% whole grains
○ 1 piece of bread = 1 serving
○ 1 serving of whole grain cereal = 1 serving
○ 1 serving of whole grain pasta = 1 serving
● Ex:
○ 2 slices of whole grain bread with lunch
○ 1 serving of brown rice with dinner
177. Background knowledge
Tell us a little about yourself! We're really interested in what you're
interested in at school, what your family is like, and what makes you
unique!
How old are you?
11 years old
12 years old
13 years old
What grade are you in?
6th
7th
8th
What is your gender?
Male
Female
Other:
What language do you speak at home?
Only English
Mostly English / Sometimes Another Language(s)
Half English / Half Another Language(s)
Mostly Another Language(s) / Sometimes English
Only Another Language(s)
178. Who do you live with?
Both parents
Other family relative
Biological father and his partner (ex: stepmom)
Biological father only
Biological mother only
Biological mother and her partner (ex: stepdad)
Other:
How would you describe the grades on your last report card?
Mostly A’s
A ’s and B’s
Mostly B’s
B’s and C’s
Mostly C’s
C’s and D’s
Mostly D’s and below.
I don’t get grades.
Other:
What are your favorite subjects in school?
Please choose all that apply
Math
History
Physical education (PE)
Music (band, chorus, etc)
Art
Social Studies
Languages
Science
English
Other:
What is your race?
Select one or more responses.
Black or African American
179. Mixed race
White
Native Hawaiian or Other Pacific Islander
Asian
Hispanic or Latino
American Indian or Alaskan Native
Other:
Nutrition Knowledge and Habits
This survey is about health behavior. It has been developed so you can
tell us what you do that may affect your health. The information you give
will be used to develop better health education for young people like
yourself. The answers you give will be kept private. No one will know
what you write. Answer the questions based on what you really do.
Questions about what you have eaten in the past 7 days are to learn what
you like to eat, so please answer them honestly.
Rate the importance of healthy eating to:
Extremely
unimportant
Unimportant Neutral Important
Extremely
important
You
Your
parent/guardian
How familiar are you with in the following:
Extremely
unfamiliar
Unfamiliar Neutral Familiar
Extremely
familiar
Cooking
Eating healthy
How strongly do you agree with the following statements?
Strongly
disagree
Disagree Neutral Agree
Strongly
agree
I eat very
180. Strongly
disagree
Disagree Neutral Agree
Strongly
agree
healthily
I feel prepared
to cook for
myself when I
am an adult
I have a lot of
choice in what I
eat at home
How often do you do the following?
Never
Less
than
once a
month
Once a
month
A few
times
per
month
Once a
week
A few
times a
week
Daily
Several
times a
day
Cook with your
parents or
guardian
Go grocery
shopping with
your parent or
guardian
Cook for friends
or family
Cook for
yourself
Who...
Father Mother Sibling Nanny/babsitter Grandparent You Mother/father
did you earn
your eating
habits from?
(who you eat
with, taught you
how to cook,
etc.)
does the most of
the cooking in
your household?
What is your #1 biggest concern about your eating habits?