University student perceptions of home economics: Food and nutrition education
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The objective of this study was to explore young adults' experiences and perceptions of Home Economics food and nutrition (HEFN) education through a self-administered questionnaire to 206 university students who had attended middle and high school in Canada. The focus was on participants' perceptions and experiences of school-based Home Economics food and nutrition education; self-perceived food preparation skills; living and food environment; understanding of the term cooking. Almost all (95.6%) respondents felt Home Economics food and nutrition education belonged in school and had significant potential to reduce risks associated with obesity and diet-related chronic disease. Three quarters of respondents had taken Home Economics food and nutrition courses in middle school but this decreased to 9% by grade 12. Cooking had moralistic connotations and was viewed as what it is (taking time and effort to make wholesome food from basic ingredients) and what it isn't (unhealthy, processed foods requiring little preparation). The positive views of Home Economics food and nutrition education exhibited in this study suggest that it can be an important vehicle for transferring critically important foundational knowledge and skills to youth.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it