Akademik Veri Yönetim Sistemi
Gece Kitaplığı, Ankara, 2023
Who plans educational kitchens, and what criteria do they use? What
distinguishes the planning of educational kitchens from commercial kitchens? How does one navigate the myriad types and models of equipment,
which can often be overwhelming? Is there a way to optimize costs (both
installation and operational) by minimizing errors in equipment planning?
How can the limited physical spaces of educational kitchens be equipped
efficiently, effectively, and safely? These are some of the questions this
book aims to answer.
Hands-on training in gastronomy education can be quite costly due to
the need for a diverse range of equipment in terms of number and model,
as well as the continuous supply of materials for each practical lesson.
Inadequate equipment and physical space planning that cannot meet the
variety and quality of practice and teaching can add inefficiency, low quality, and safety costs to the installation and operational costs. Therefore,
making decisions based on justification about all aspects of planning can
help control costs.
Justification in this context means asking “what for?” and “why?”
questions for each piece of equipment or its location point during the planning stage. First, we must describe “what” is done or expected to be done
in educational kitchens. As you might expect, there is no single, short answer. Breaking down each answer that comes to mind into smaller question
sentences and detailing them can be a method to delve deeper. In this study,
about 100 different codes have been used to reach the broadest definition
of work in educational kitchens. To justify the equipment, they have been
obliged to answer (be related) these codes. This approach has been maintained in the design part, with decisions being constantly questioned.
This book was written to provide an equipment list for educational
kitchens and some physical space suggestions for their placement. Those
who are only interested in the result can find them in the final sections of
the book. For those who are also interested in how we reached the result
with which mental queries and constructs, we have a 150-page journey
ahead. First, we will prepare our perceptions for selectivity for the codes
that will be extracted from the next section with concepts such as gastronomy, gastronomy education, and quality in education. Then we will step
into the kitchen topic with kitchen and kitchen functions, writing down the
codes related to the definition of work. In the part where we force kitchen
equipment to answer these codes, we will start thinking about and calculating with tables. The rest is placing them in physical spaces: The stage
of visualizing and simulating the workflow in the kitchen with sketches.