An exploratory study into the food literacy of Cameroonian students \nliving and studying in Montreal
Bibliographic record
Abstract
This exploratory study is based on one on one interviews with (4) female Cameroonian students \nin Montreal, to understand what constitutes student food literacy when moving to a new country. The research questions are: (1) What is the source of knowledge about food for Cameroonian students recently arrived in Montreal and (2) Do they trust these sources of knowledge? The literature review pointed towards five important factors: health concerns; use of information through social media; culture and learning; constructivism and convenience. Data obtained from the interviews confirmed the importance of constructivist theory in learning; the increasing ease to access information through social media; nostalgia related to culture and maternal instruction and a large influence of individual differences in the context of globalization and immigration. Subjectivity and individual differences emerged as central in the process of gaining knowledge about food because not only does the meaning of food literacy change geographically, but also the information available to learners shifts constantly with new discoveries in the fields of health and food sciences. The mother figure and parental guidance are very present in the introduction of food literacy in Cameroon, but when Cameroonian students immigrate to another country, the maternal and parental influence, thus the cultural background have less influence in the food choices they make as compared to information gleaned from different social media platforms. Nonetheless, Cameroonian immigrant students in this study maintain some of the traditional influence on their level of food literacy at the same time as they expand their knowledge about food in their new environment, mainly through social media sources. In terms of learning and education applications, at a minimum, these narratives and the findings of this thesis point to the urgent need of better structured curricula for knowledge about healthy food habits for schools and for adult education contexts, programs and electronic platforms.
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How this classification was reachedexpand
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 | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".