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There's a problem with school lunch in America. Big Food companies have largely replaced the nation's school cooks by supplying cafeterias with cheap, precooked hamburger patties and chicken nuggets chock-full of industrial fillers. Yet it's no secret that meals cooked from scratch with nutritious, locally sourced ingredients are better for children, workers, and the environment. So why not empower \"lunch ladies\" to do more than just unbox and reheat factory-made food? And why not organize together to make healthy, ethically sourced, free school lunches a reality for all children? The Labor of Lunch aims to spark a progressive movement that will transform food in American schools, and with it the lives of thousands of low-paid cafeteria workers and the millions of children they feed. By providing a feminist history of the US National School Lunch Program, Jennifer E. Gaddis recasts the humble school lunch as an important and often overlooked form of public care. Through vivid narration and moral heft,The Labor of Lunch offers a stirring call to action and a blueprint for school lunch reforms capable of delivering a healthier, more equitable, caring, and sustainable future.

Purpose - The purpose of this paper is to describe the impact of the Food For Life Partnership (FFLP) whole school food programme on kitchen staff employment and professional development.Design methodology approach - This exploratory research involved baseline and follow-up interviews with 74 kitchen staff (51 primary and 23 secondary English schools) enrolled onto the FFLP programme. Empirical data were collected using a semi-structured questionnaire between 2007-2010 with an average of 20 months between baseline and follow-up. Data were collected on the perceived programme impact on school cook professional experience and employment and their role in health promotion.Findings - Numbers of kitchen staff and mean job satisfaction grew. Kitchen staff reported significant investment in their kitchen environment. They felt a greater degree of involvement and broader integration with the rest of the school's educational mission. However, towards the end of their involvement, kitchen staff became increasingly cognizant of the growing challenges posed by broader economic conditions emerging at the time of follow-up.Practical implications - Kitchen staff can play an important role in the promotion of healthy eating and school cohesion. However, there are significant organisational and employment-based barriers to fulfilling this potential.Originality value - This paper outlines the role of kitchen staff in whole school food programmes and illustrates the key dimensions and barriers that need to be overcome to enhance their role through the delivery of improvements in school food uptake and the promotion of healthier and more sustainable food consumption.

From her very first book, Serve It Forth, M.F.K. Fisher wrote about her ideal kitchen. In her subsequent publications, she revisited the many kitchens she had known and the foods she savored in them to express her ideas about the art of eating. M.F.K. Fisher among the Pots and Pans, interspersed with recipes and richly illustrated with original watercolors, is a retrospective of Mary Frances Kennedy Fisher's life as it unfolded in those homey settings--from Fisher's childhood in Whittier, California, to the kitchens of Dijon, where she developed her taste for French foods and wines; from the idyllic kitchen at Le Paquis to the isolation of her home in Hemet, California; and finally to her last days in the Napa and Sonoma Valleys. M.F.K. Fisher was a solitary cook who interpreted the scenario of a meal in her own way, and M.F.K. Fisher among the Pots and Pans provides a deeply personal glimpse of a woman who continues to mystify even as she commands our attention.

From her very first book,Serve It Forth,M.F.K. Fisher wrote about her ideal kitchen. In her subsequent publications, she revisited the many kitchens she had known and the foods she savored in them to express her ideas about the art of eating.M.F.K. Fisher among the Pots and Pans,interspersed with recipes and richly illustrated with original watercolors, is a retrospective of Mary Frances Kennedy Fisher's life as it unfolded in those homey settings-from Fisher's childhood in Whittier, California, to the kitchens of Dijon, where she developed her taste for French foods and wines; from the idyllic kitchen at Le Paquis to the isolation of her home in Hemet, California; and finally to her last days in the Napa and Sonoma Valleys. M.F.K. Fisher was a solitary cook who interpreted the scenario of a meal in her own way, andM.F.K. Fisher among the Pots and Pansprovides a deeply personal glimpse of a woman who continues to mystify even as she commands our attention.

Transition pedagogies relate not only to transition into higher education, but also transition out - and into the workplace. This paper explores the way in which a suite of new capstone work integrated learning subjects at James Cook University's Faculty of Law Business and Creative Arts forms part of a deliberately designed program inculcating reflective skills at introductory and developmental levels, in preparation for this final transition. It highlights the importance of integrating first-year experience, including content and skill development, with the whole degree. [Author abstract]

Information communication technologies (ICTs) have the potential to enable intending and in-service teachers in regional, rural and remote regions greater access to tertiary education. This paper describes how a fourth year environmental education subject has been successfully delivered wholly online for several years and how pre-service and in-service teachers have responded to learning through an online platform. Research indicates the necessity to create a social learning space in cyberspace to support learning; as well as the importance of building flexible learning opportunities and offline assessment tasks to generate meaningful learning experiences related to local places. Teaching environmental education online may initially create the dilemma of how to engage meaningfully with place-based learning through the no-place of cyberspace. However, carefully designed, online learning can and does support positive learning outcomes. While there are limitations to online study, well-conceived, web-based delivery is certainly no barrier to teaching and learning environmental education in the tertiary sector.

Allen, the author of last year's \"Festive Food of Ireland,\" is clearly an authority on her national culinary traditions. There are many Irish-flavored dishes here, from Ballymaloe's own Cheddar cheese croquettes to steak with Irish whiskey sauce to a loaf of \"Spotted Dog,\" a white soda bread studded with golden raisins. Must the school stay true only to Irish food? Of course not. But neither does the cookbook make a compelling case for taking on the whole world.

American Civil-War era art critics James Jackson Jarves, Clarence Cook, and William J. Stillman classified styles and defined art in terms that have become fundamental to our modern periodization of the art of the nineteenth century. In Critical Shift, Karen Georgi re-reads many of their well-known texts, finding certain key discrepancies between their words and our historiography, pointing to unrecognized narrative desires. The book also studies ruptures and revolutionary breaks between “old” and “new” art, as well as the issue of the morality of “true” art. Georgi asserts that these concepts and their sometimes-loaded expression were part of larger rhetorical structures that gainsay the uses to which the key terms have been put in modern historiography. It has been more than fifty years since a book has been devoted to analyzing the careers of these three critics; and never before has their role in the historiography and periodization of American art been analyzed. The conclusions drawn from this close re-reading of well-known texts are significant for more than just our understanding of nineteenth century criticism. They challenge the fundamental nature of “historical context” in American art history.

Can groups become effective simply by assembling high-status individual performers? Though an affirmative answer may seem straightforward on the surface, this answer becomes more complicated when group members benefit from collaborating on interdependent tasks. Examining Wall Street sell-side equity research analysts who work in an industry in which individuals strive for status, we find that groups benefited-up to a point-from having high-status members, controlling for individual performance. With higher proportions of individual stars, however, the marginal benefit decreased before the slope of this curvilinear pattern became negative. This curvilinear pattern was especially strong when stars were concentrated in a small number of sectors, likely reflecting suboptimal integration among analysts with similar areas of expertise. Control variables ensured that these effects were not the spurious result of individual performance, department size or specialization, or firm prestige. We discuss the theoretical implications of these results for the literatures on status and groups, along with practical implications for strategic human resource management.

Background Considering the high salt consumption by children and their impact on future health, is utmost importance the salt reduction on school meals. Though, it is essential to evaluate the acceptance of less salty meals to guarantee that nutritional requirements are not compromised. Methods This case study was performed at a Portuguese primary school, in city of Porto, including all children aged between 3 and 10 years. Added salt per meal was determined for dishes and soups, during 5 consecutive days in 1st and 2nd phases, by weighing salt added during meals preparation and considering the average portion served to children. An intervention for salt reduction was performed by halve the added salt through cooks training. Meals acceptance was evaluated by plate waste determination, using the aggregated weighing method, in order to compare differences in acceptance of school lunch before and after salt reduction. Results A total of 475 meals was evaluated. Before intervention, it was observed a mean value for added salt of 0.786g (±0.073g) for soup and 1.156g (±0.411g) for dish, totalized 1.942g (±0.393g) of salt added per meal, value higher than recommended for lunch (about 1.5g). During intervention, it was experienced a reduction of added salt between 45.7% and 52.8% for soup and between 41.3% and 50.6% for dish. The salt mean value added per meal was 1.010g (±0.170g), allowed the achievement of recommendations. There were no differences neither in the dish plate waste (p = 0.094) nor in the soup waste (p = 0.838) between the two phases. Conclusions This study showed that a 50% reduction of added salt doesn't affect the acceptance of school lunch by children aged between 3 and 10 years old. The success of this intervention could be important for developing school food policies in order to offer balanced meals either with an adequate salt content to achieve World Health Organization goals for salt reduction and consequently enhance public health. Key messages It has been possible to halve added salt on school lunch without affect children’s consumption. School policies aiming to promote healthy eating habits by reducing meals salt availability could be effective.