Join this blog!
If you want to add yourself as a user, please log in, using your existing Macaulay Eportfolio account.
Login
Contents
- * * * * * * * * * * * * * * * * * * *
- Section 1: Pre-colonial to Post-revolution (1500 – 1790)
- Section 2: Revolution to New Metropolis (1790-1860)
- Section 3: From New Metropolis to the Industrial City (1860 – 1940)
- Section 4: Food and the global city (1940 – present)
- Ch 15: Conclusions
- * * * * * * * * * * * * * * * * * * *
- Support for Authors
Admin Links
Video Idea: Pictures and Menus
So there’s not a lot of media on food production from 1790-1860, but museums and libraries have paintings, drawings, and other pictures that we could probably utilize for our video. I’ve even seen restaurant menus from the mid 1800s in Gastropolis and some blog sites that showcase some popular meals that New Yorkers were eating during this time. I have a feeling that our subject is going to be very text, chart, and map-oriented, so it’d be nice to fit in some of these images as well.
Video Idea: Food Network, Industrial Era-style
For a video idea, I was thinking maybe we can use the format of a sort of cooking show, or something like Food Network’s “Diners, Dives, and Drive-Ins.” In particular for chapter 10, since our focus is on the Industrial Era, we can create a Food Network-inspired episode as if we were currently living in the Industrial Era. For example, in “Diners,” the host visits places around the country that have a certain dish or cuisine that is worth being featured for the episode. We can make up a fake restaurant from the Industrial era, and throughout the episode we can tie in the partifular features of Industrial era-foods somehow, i.e. expansion, refrigeration, etc. Yeah, I did a lot of Food Network viewing this weekend–can you tell? Sorry for being kind of vague.
Possibly Helpful Article
The article “While Warning About Fat, U.S. Pushes Cheese Sales” by Michael Moss of the New York Times shows the results of a conflict between sustaining the U.S. economy and promoting the health of residents. I thought it might be helpful for people doing dairy or policy related things in their video or chapter, and interesting for people that like cheese- or those that are concerned about mildly scary things their taxes can do.
Comments Off on Possibly Helpful Article
Video Idea: Tracing Policy Through Food
For the presentation on food and agricultural policies, I was thinking that we could trace one food product (or meal, although one product would be easier to follow) from its production to consumption, noting along the way all of the legislation and government agencies that have a hand in ensuring its quality. In order to incorporate the agricultural policies, the product would have to contain some form of a grain, fruit or vegetable. Something like frozen pizza should work sell–the vegetables in the sauce, the dough, the toppings, we should be able to follow all of it through from beginning to end. This way, at least, we could show how the policies are enacted today. The poster and our presentation could cover the more historical aspects of it.
I know that food safety policy is extremely convoluted, and I have a feeling that this video would drive some of that confusion home.
Video Idea: The Modern Supermarket
Between supermarkets such as Whole Foods and C-Town (each occupying its own end of the affordability scale) and open air markets, the modern New Yorker may seem to have many food choices; however, the contents of our diet are determined largely by foods made available by modern production techniques. A video interviewing shoppers on their knowledge of the origins on their food, contrasted with historical data and diagrams found in our research will be an interesting way to educate viewers about modern food production techniques and how they affect their lives.
Video content
Here are two programs that will allow you to download video content from the web:
http://www.downloadhelper.net/
and
Tutorials
Here are some links to program tutorials that can help as you are planning your presentation:
Keynote, which is on your computer: http://www.apple.com/iwork/tutorials/#keynote-hero
Powerpoint, also on your computer: http://office.microsoft.com/en-us/powerpoint-help/powerpoint-help-and-how-to-FX101816832.aspx?CTT=97
Dipity, to create timelines: http://www.dipity.com/
Voicethread, a neat program that might work well for group collaboration: https://voicethread.com/about/features/
Fotopedia, an online photo encyclopedia: http://www.fotopedia.com/
Library of Congress online
http://www.flickr.com/photos/library_of_congress/sets/
Hi everyone, I’ll start posting more resources– online sources of video and photos, as well as examples of short videos you might want to watch in order to get some ideas for your presentations. In the meantime, enjoy the Library of Congress photos.
Comments Off on Library of Congress online
Presentations and Posters– Please read
2010 Seminar 3 Poster Sessions
Even though it’s only October, it’s time to start thinking about the end of the semester and the Seminar Three closing common event!
All seminar three students (in small groups) will be presenting their scientific posters at Macaulay.
Deadlines:
Poster Printing—Must be completed by one week before the presentation is scheduled (so December 2 is the last possible date). Use the form linked on the Poster Printing tab at http://eportfolios.macaulay.cuny.edu/seminar3presentations to make an appointment for printing.
Registration for presentations—By 5 pm on November 22, 2010.
Scheduling:
Use the registration form on the Sign Up tab at http://eportfolios.macaulay.cuny.edu/seminar3presentations ONE member of each group should register. Make sure that your group members agree to the time and are available to attend before you register.
Available slots are (if a slot does not appear on the sign up form, it is full and no longer available):
Sunday December 5 10-12 or 1-3
Monday December 6 6-8
Tuesday December 7 6-8
Wednesday December 8 6-8
Thursday December 9 6-8
Students from different classes will be mixed together for presentations and audiences.
Content:
Posters/Presentations: Each group (3-5 groups per class—no more than 5, no less than 3, 3-5 students per group) will present a scientific poster explaining their research and conclusions. Professors and ITFs will assist students in creating effective posters. For the presentation, since the poster will not be visible to the entire audience (it’s a big room and people in the back won’t be able to see), there will need to be some kind of display that can be shown on the big screen—this can be a slideshow (Keynote or PowerPoint) of selected elements of the poster, or another type of multi-media presentation. It’s up to the students to decide what will work best, with the assistance of professors and ITFs.
All presentations will be limited to 10 MINUTES maximum (not including time for questions and answers).
Audience: The students who are not presenting will be the audience for the students who are presenting—and they should be prepared to be active audiences, listening and asking questions and discussing. Presentations will be mixed so that in most cases, groups will not be presenting to other groups from the same class.
Moderators: Faculty will volunteer to moderate. Moderators will need to be careful about limiting time for the presentations and making sure that audience members get equal opportunities to ask questions. ITFs may also be asked to volunteer as moderators. And of course Dr. Ugoretz will moderate, too!
