Transdisciplinary case studies on design for food and sustainability /
Massari, Sonia,editor.
Intro -- Transdisciplinary Case Studies on Design for Food and Sustainability -- Copyright -- Dedication -- Contents -- Prologue 1: food  FUTURE  design -- Design follows sustainability? -- Food design is industrial design -- Do we want to be industrial FOODdesigners? -- Simply sustainable-Too eco-friendly, too moral, too embarrassing? -- Food design-A goal in mind -- Prologue 2: Sustainable food design required for Global Food Systems Reform -- References -- Prologue 3: Design is challenging the fields of knowledge -- References -- Acknowledgments -- Notes for the reader -- Chapter One: The challenge of transdisciplinarity: Design methods for agri-food innovation and sustainability -- 1.1. Introduction. Training transdisciplinary skilled change-makers -- 1.2. Transdisciplinary case studies on food and sustainability design -- 1.2.1. From transdisciplinarity to a new framework for the innovation process in the agri-food sector -- 1.2.2. Why do food and sustainability need design? -- 1.3. Design and its transdisciplinary approach -- 1.3.1. Food systems and design. Envisioning innovative tools for change -- 1.3.2. Designing new food experiences through digital technologies -- 1.3.3. Design methods in food-related learning experiences. Introducing the ``metabolic food design´´ -- 1.3.4. Social food design for sustainable development. Designing playful interactions to foster food sustainability -- 1.4. Conclusions: The post-COVID context and trandisciplinarity of design -- References -- Part One: Case studies: Design methods for food supply chains -- Chapter Two: The creation of a local food distributor evaluated through a Design Thinking lens -- 2.1. Introduction -- 2.1.1. Methodology: The process of Design Thinking -- 2.1.2. Food production in the United States -- 2.2. Case study: Profound Foods -- 2.2.1. Research background.
2.2.2. The creation of a local food distributor -- 2.2.2.1. Software for growth -- 2.2.2.2. Logistics -- 2.2.3. Plans for the future -- 2.2.4. Profound Foods' design advantages -- 2.3. The creation of Profound Foods through a Design Thinking lens -- 2.3.1. The implementation of Design Thinking -- 2.4. Conclusion -- Chapter Two. References -- References -- Chapter Three: Convivial food systems design experimentation in regional communities: Exploration of the Shepparton Food  ... -- 3.1. The ``food hub´´ innovation -- 3.1.1. Project initiation -- 3.1.1.1. Timeline: Evolution of the Shepparton Food Hub case study -- Process of learning and experimentation -- 3.2. Case study analysis -- 3.2.1. Barriers and enablers of effectiveness -- Enablers -- Barriers -- 3.3. Challenges -- 3.3.1. Learnings -- 3.4. Summary and conclusions -- Chapter Three. References -- References -- Chapter Four: A website to understand and promote the circular economy for food: Systemic Food Design.it -- 4.1. An interactive tool for educational purposes -- 4.2. Website design rationale -- 4.3. The website multifunctionality -- 4.3.1. Preventing waste at the source -- 4.3.2. Educate users to become aware consumers -- 4.3.3. In addition to the content, consider the container -- 4.3.4. The ``system´´ quality for a transition toward circular economy -- 4.4. Final remarks -- References -- Chapter Five: Transitioning from food systems toward food ecosystems -- 5.1. Introduction -- 5.2. System versus ecosystem -- 5.3. Senses of food health -- 5.4. The food ecosystem -- 5.4.1. Instances of the food cycle -- 5.4.2. Actors -- 5.4.3. Connections among actors -- 5.4.4. Elements that are exchanged -- 5.4.5. Environment -- 5.4.6. Territorial scale -- 5.5. Conclusions -- References -- Part Two: Case studies: Design methods for new food experiences.
Chapter Six: Design and food robots: Changing processes in the restaurant industry -- 6.1. Introduction -- 6.2. Robotics and food -- 6.3. Context -- 6.3.1. Robots for sushi -- 6.3.2. Robots forBowls -- 6.3.3. Robots forPizza -- 6.3.4. Robots forAsian food -- 6.3.5. Robots forBeverages -- 6.3.6. Robots forBurger -- 6.4. Perception and satisfaction in consumers -- 6.5. The pursuit of differentiation strategies -- 6.6. Robots and social distancing -- 6.7. Motivations -- 6.8. Conclusion -- References -- Chapter Seven: Designing food experiences: A multisensory approach -- 7.1. Introduction -- 7.2. The multi-sensory design (MSD) approach -- 7.2.1. Selecting the target expression -- 7.2.2. Conceptual exploration -- 7.2.3. Sensory exploration -- 7.2.4. Sensory analysis -- 7.2.5. Mind map -- 7.2.6. User-interaction scenario -- 7.2.7. Model making -- 7.2.8. Multisensory presentation -- 7.3. Conclusion -- Chapter Seven. References -- References -- Chapter Eight: Enriching the food experience: A design journey through innovative technologies for creating, experimentin ... -- 8.1. Introduction -- 8.2. Creating 3D printed food from pixels and digital models -- 8.3. Experimenting with food -- 8.4. Consuming -- 8.5. Playing -- 8.6. Socializing at mealtime -- 8.7. Concluding remarks -- References -- Chapter Nine: Organic wine as an Instagram star using a design thinking approach -- 9.1. Introduction -- 9.2. Organic wine market and the consumers perceptions -- 9.3. The context of social media. Focus on Instagram -- 9.4. Methods and data -- 9.5. Results -- 9.6. Discussion and conclusion -- Chapter Nine. References -- References -- Chapter Ten: Case study: Designing the taste of food waste -- 10.1. Introduction -- 10.1.1. The intersection of food waste and design thinking -- 10.2. Theoretical framework -- 10.2.1. Food photography -- 10.2.2. Using semiotics.
10.2.3. Using visual literacy -- 10.3. Case study -- 10.3.1. Methodology -- 10.3.2. Marketing image from Hungry Harvest -- 10.3.3. Instagram image from ``Ugly´´ Fruit and Veg -- 10.3.4. Professional fine art image from Ugly Produce is Beautiful -- 10.3.5. Creating a photograph: Authors image -- 10.4. Conclusion -- References -- Part Three: Case studies: Design methods for food and sustainability education -- Chapter Eleven: School dining hall consumption: ``Come dine with me´´ -- 11.1. Introduction -- 11.2. Case study focus -- 11.3. Methodology -- 11.4. School building as the ``third teacher´´ -- 11.4.1. The ``pedagogic meal´´ -- 11.5. Conclusion -- References -- Chapter Twelve: Empathy, food systems and design thinking for fostering youth agency in sustainability: A new pedagogical ... -- 12.1. Introduction -- 12.2. From 2015 to 2020: Young people tackling food sustainability complexity -- 12.3. Theoretical framework: The importance of empathy and design thinking in food sustainability teaching -- 12.3.1. Human survival, planetary boundaries and the need for empathy -- 12.3.2. Empathy and sustainability -- 12.3.3. Empathy to teach the complexity of sustainability -- 12.3.4. Design thinking to support the application of empathy and systemic approach -- 12.4. Case studies -- 12.4.1. First case study: Creating a Youth Manifesto for food sustainability -- 12.4.2. Second case study: Youth Partnership for the SDGs workshop -- 12.4.3. Third case study: The food sustainability index as an educational tool -- 12.5. Analysis of the three case studies through the empathy model: EOE -- 12.6. Discussion and conclusions -- Chapter Twelve. References -- References -- Chapter Thirteen: Design bites-Design in Culinary Arts. The case study of the MSc in Innovation in Science and Culinary Arts -- 13.1. Creative process model -- 13.2. 1st phase-Fertilize-Earth.
13.3. 2nd phase-Growth-Water -- 13.4. 3rd phase-Prepare-Fire -- 13.5. 4th phase-Consume-Air -- 13.6. 5th phase-Rescue-Senses -- 13.6.1. Food design discipline in the MSc in innovation in science and culinary arts -- 13.7. Conclusions -- References -- Chapter Fourteen: Not rocket science but grandmother wisdom: Real food alternatives to oral nutrition supplements -- 14.1. About the course and the Drexel Food Lab -- 14.2. The case -- 14.3. Process -- 14.3.1. Market scan -- 14.3.2. Expert interviews -- 14.3.3. Literature reviews -- 14.3.4. Consumer insights -- 14.3.5. Interview analysis and themes -- 14.3.6. Ideation -- 14.3.7. Funneling -- 14.3.8. Consumer check -- 14.3.9. Refinement and optimization -- 14.4. Foodcare -- 14.5. Conclusion and next steps -- Chapter Fourteen. References -- References -- Chapter Fifteen: Food design: Innovation in Canadian graphic design education -- 15.1. Food design: Why graphic design and why food studies? -- 15.2. A Canadian context: From there not here, from here not there -- 15.3. Sample assignments -- 15.4. ``Drink it up´´: Meeting students where they are -- 15.5. Visualizing concepts: Design process as a three-course meal -- 15.6. Conclusion -- Chapter Fifteen. References -- References -- Part Four: Case studies: Design methods for co-participation and food community engagement -- Chapter Sixteen: PolimiparaRocinha urban regeneration process: The role of ``food design´´ for the sustainability of the  ... -- 16.1. PolimiparaRocinha urban regeneration process -- 16.2. Food issues in Rocinha: Challenges and synergies for sustainability of urban complex system -- 16.3. Food system in Rocinha: Existing policies and practices -- 16.3.1. Metropolitan scale: Food polices -- 16.3.2. Metropolitan scale: Urban agriculture polies and local initiatives -- 16.3.3. Local scale (Rocinha neighborhood): Top-down initiatives.
16.3.4. Local scale (Rocinha neighborhood): Bottom-up initiatives.
Description based on print version record.
Food