Browsing by Subject "aistit"

The chemesthesis perception needs to be researched so that we can better understand how it works in different individuals and affects them. Chemesthesis, smell and taste chemical senses have an important role in individual food choices and health. The primary goal was to study the individual differences in perception of chemesthesis. The data for this study was collected at the University of Turku Functional Food Forum sensory laboratory (ISO 8589). The data includes sensory study results about chemesthetic properties such as astringency, burning and cooling, which are the properties analysed in this study. Study subjects (N=196) evaluated the intensity of these three properties. Every property had five sensory samples presented in different concentrations. Based on the results, the intensity rate was classified into three groups (non-sensitive, semi-sensitive, most sensitive) with Hierarchical clustering. The differences of the formed groups were analysed with the one-way multivariate analysis of variance which gave statistically significant results (F = 10.0; p ≤ 0.001). Mean values of the cluster groups from three different chemesthetic properties were combined into chemesthesis scores. Age didn’t affect the chemesthesis score (F = 0.5; p > 0.05). Female subjects’ chemesthesis scores differ from the male subjects’ scores (F = 5.1; p ≤ 0.01). The correlation between chemesthesis and taste was tested from Puputti et al. (2018) created taste score with data from the same subjects, and chemesthesis score. Chemesthesis score and taste score had a positive correlation (r = +0.561; p ≤ 0.01). The results show that individuals differ in the perception of chemesthesis. The chemesthesis score can classify individuals to different sensitivity groups and chemesthesis appears to correlate with taste. There are many chemesthetic sensations whose properties and mechanisms are unknown. The objectives of the research were achieved. The research is a part of Professor Mari Sandell’s the Academy of Finland funded Food Taste research program and was done during the COVID-19 pandemic.

While preparing food in home economics classrooms, the students observe environment using their all senses. In learning the touch senses are present. Lahtinen (2008) has developed haptices and social haptic communication. On body the haptices are composed of messages created via touch and motions. Combined with haptices, also auditivity, visuality, the examination of objects and experimenting help gaining information. The research task in this study asks how describing and haptices i.e. contact messages are involved in the learning of a visually impaired student. The task is approached from three aspects. The first is the basic description of a surrounding physical space using speech and haptices to the visually impaired student. The goal is to orient to the learning space. The second aspect comes from the description of the food preparation process via speech and haptices, in which the describer is a teacher. Here we get close to the personal space of the student. The third aspect deals the subject through the student's senses, how a visually impaired student's auditory, visual and haptice are being involved in the process of making food. The study questions were the following 1) In which ways the description and haptices are involved in the visually impaired student's orientation for the learning space? 2) In which ways the description and haptices are involved in the visually impaired student's learning process for the food making? 3) How the different senses are in use in the visually impaired student's food making situations? The study was conducted using qualitative methods. The gathering of the data for the study was done using video recordings. The describers that took part in this study were interpreters and a teacher. The visually impaired students used their senses in the home economics classroom while preparing food. For the support of the data driven content analysis, still images and transcriptions were used. Versatile discussions on the subject with experts supplemented the gathered results. From the research findings I raise the possibilities of the description and haptices as tools for the teaching staff. With these tools the pedagogy of the everyday skills for visually impaired persons can be developed and clarified.

Objectives.The aim of this study is to qualitatively study the experiences of Makumestari tour's visitors. Makumestari tour was organised by Ruokakulttuurikeskus Ruukku Ry. The research findings will evaluate the success of the event and will provide development suggestions for the future Makumestari tour events. Furthermore, visitors' thoughts based on how the event can have an impact on children's food habits will be evaluated in this study. Insufficient diet and lack of vegetables in the diet are the most common problems concerning children and families' food habits. The aim of the flavour education, based on Sapere method, is to provide food education to children, diversify families' diets, and to eliminate neophobia. All this is meant to be carried out with children enjoying themselves with learning. Methodology. Material of this study was collected by interviewing children and adults visiting Makumestari events in Autumn 2015. Adults and children were interviewed in small groups, in six different cities. Interviews were executed after visitors had performed series of tasks concerning different human basic senses. 66 groups and total of 165 people including 93 adults, 41 girls and 31 boys were interviewed for the study. Material was analysed with the content analysis through arranging material by themes and categories based on research questions. Results and conclusions. According to the study Makumestari tour was a successful and well organized event. The event was believed to increase interest towards food, widen notions about food and decrease food neophobia. The event helped people to understand their own senses and people learnt to recognise how important every sense is when it comes to food. In this event children seemed to have the courage to taste new flavours and the children are believed to continue trying new flavours in the future due to the event. The visitors found the event useful and important. On the other hand, visitors were concerned whether the event only reaches people who are already interested in food and healthy eating habits and questioned if the one single event is enough to change people's food habits permanently. In the future the events should be arranged more regularly at public places or in schools and nurseries in order for the event to reach a wider audience.

Objectives. The goal of this study was to describe, analyze and interpret the ways in which early childhood education and pre-school educators strive for good food education, how food and food education goals are achieved, and what needs to be further developed. The goals for food and food education, to which the answers of survey participants were reflected on, were taken from the curriculum for early childhood education and care and the curriculum for pre-school education. The realisation of these goals was evaluated by survey participants. The study aims at identifying methods to further improve food education in early education. Methods. The research material was gathered through an online questionnaire. The questionnaire was answered by 86 respondents who had studied either early childhood education and care or pre-school education, and who were working with children of age 3 and above. Qualitative and quantitative content analysis were used to analyse the data. Results and conclusions. Food education for children was promoted in various ways. For example, forceful feeding was avoided and children were allowed to eat at their own pace. Children were given more time to familiarize themselves with the food and were mainly allowed to leave their food on the plate when refusing to eat. The children also participated in dining arrangements, especially in setting the table and cleaning up afterwards. The standards set for self-reliance and independence were met very well. Teaching good table manners to children was seen as the most important thing and respondents felt that the standards in this regard were mostly met. The use of different senses in familiarizing with food, as well as knowledge of traditions, customs and culinary culture, must be further strengthened. Key development areas in early childhood education and care and pre-school education were tight scheduling, improving food services and further increasing the children’s participation. Survey participants also desired counselling and further training in order to improve their food education skills.