How the California roll, Hawaiian pizza and the Bloody Caesar were invented in Canada

Articles, Uncategorized

http://www.cbc.ca/news/business/california-roll-hawaiian-pizza-bloody-caesar-canada-1.4184359

How the California roll, Hawaiian pizza and the Bloody Caesar were invented in Canada

Want to get patriotic this weekend? When it comes to food, the options are more than poutine and Nanaimo bars

By Sophia Harris, CBC News Posted: Jul 02, 2017 5:00 AM ET Last Updated: Jul 02, 2017 5:00 AM ET

Believe it or not, the California roll was created in Canada.

Believe it or not, the California roll was created in Canada. (David Donnelly/CBC)

When it comes to notable foods, Canada can lay claim to more than just poutine, Nanaimo bars and those sugar-coated BeaverTails.

Thanks to our diverse culture, this country is also the birthplace of some other famous fare that may surprise you.

The California roll

When Hidekazu Tojo emigrated from Japan to Vancouver in 1971, sushi was not on the menu. The 67-year-old chef says that most people didn’t eat raw fish and thought seaweed belonged in the ocean.

“‘Oh, seaweed, eww, yuck.’ People said that,” recalls Tojo.

Determined to make sushi appealing to the locals, the chef opted for more palatable fillers, such as cooked crabmeat and avocado. To conceal the offending dried seaweed, he rolled the sushi so the rice was on the outside.

“We called it the inside-out roll,” says Tojo. “This was breaking Japanese tradition.”

The year was 1974.

Hidekazu Tojo

Vancouver chef Hidekazu Tojo decided to hide the seaweed inside his sushi so his customers would find it more palatable. (Tojo’s)

Tojo’s creation became a huge hit and was eventually dubbed the “California roll.” He’s unsure how his creation got its official name, suspecting it has something to do with the fact avocados grow in California.

Today, the California roll is a standard menu item at sushi restaurants around the world. It typically contains avocado, crab or imitation crab, and cucumber.

Tojo is still working as a chef and now owns his own restaurant, Tojo’s, in downtown Vancouver.

He’s bittersweet about the popularity of his inside-out creation; he’s glad people are embracing Japanese food — but uneasy with the fact that everyone copied his invention.

“Great chefs never copy, I believe that,” says Tojo. “But today, everybody copies. No respect.”

And while the California roll is now a household name, Tojo’s is decidedly less so. “They don’t know who did it. That’s a shame,” he says.

Hawaiian pizza

Hawaiian pizza

Sam Panopoulos said he was inspired by a can of pineapple on his shelf when he created Hawaiian pizza. (CBC)

When Sam Panopoulos emigrated from Greece to Canada in 1954, pizza was an oddity. “Pizza wasn’t in Canada — nowhere,” he told CBC Radio’s As It Happens in February.

At the time, the food was available in Detroit and was slowly making its way to neighbouring Windsor, Ont., not far from Chatham, Ont., the small town where Panopoulos had settled and opened a restaurant.

When visiting Windsor, he dined on pizza and decided to try making it at home. “Those days, the main thing was mushrooms, bacon and pepperoni. There was nothing else going on the pizza,” said Panopoulos.

Sam Panopoulos Hawaiian pizza inventor

Sam Panopoulos said when he first served up Hawaiian pizza, no one liked it. But then it caught on and restaurant customers ‘went crazy’ for the food. (Panopoulos family)

Inspired by a can of pineapple on his shelf, he took a chance and tossed the fruit on his pizza. The year was 1962.

“Nobody liked it at first,” said Panopoulos. “Those days nobody was mixing sweets and sours and all that. It was plain, plain food.”

But eventually the pineapple-topped pizza took off and his restaurant customers “went crazy” for the food. “Everybody wants it,” he said.

Today, his creation, known as Hawaiian pizza, is served at pizza restaurants around the world. Yet Panopoulos — who died last month at the age of 82 — always remained humble about his invention.

“He was very modest about it,” says his son, Bill Panopoulos, who lives in London, Ont. “He enjoyed telling the story if you would ask him, but he wasn’t seeking fame.”

After his death, media outlets around the world, from the BBC to gossip site TMZ, noted the passing of the inventor of Hawaiian pizza.

The Bloody Caesar

Bloody Caesars

The Bloody Caesar was invented by Calgary’s Walter Chell in 1969. It continues to be a popular Canadian cocktail. (Shutterstock / Jeff Wasserman)

The Bloody Caesar cocktail is so popular, it may surprise some Canadians that it was invented here — yet is actually not well-known outside the country.

It all began in 1969, when Italian immigrant Walter Chell was working as a beverage manager at the Westin Hotel in Calgary. He decided to mix up a new drink for the hotel’s new restaurant.

Chell combined tomato juice, clam juice, Worcestershire sauce, spices and vodka, the story goes. He named the concoction simply “Caesar.”

But that bloody part? He offered the drink to a British guest sitting at the bar.

“The British gentleman said, ‘This is a bloody good Caesar,’ and that’s how the Bloody Caesar came to be,” says Chell’s granddaughter, Sheena Parker.

Mott's Clamato ad Walter Chell

Chell sold his recipe to Mott’s and became a spokesperson for its Clamato drink. (Mott’s)

The cocktail became such a hit that the U.S.-based company Mott’s bought Chell’s recipe, says Parker. The company also signed him on as a spokesperson for its product: Mott’s Clamato — a clam and tomato juice drink that can be used to make a Caesar.

“He was the poster child for the [Clamato] drink for a number of years,” says Parker.

Chell died in 1997 at age 71.

Today, the Bloody Caesar is served at most Canadian bars. According to the Mott’s Clamato website, Parliament declared the Caesar Canada’s official cocktail in 2009.

While Chell wasn’t alive to witness it, Parker says he never would have expected such a designation for his drink.

“He would always say he preferred a nice glass of red wine over a Bloody Caesar,” she says. “He was a humble man and not one to self-promote any achievements.”

But she does think it’s fitting to remember innovators like Chell for Canada’s 150th birthday.

“When you think of Canada, you think of everybody that’s come from somewhere to create their mark and create a better life,” says Parker. “He certainly did that and it was just nice that he was able to leave a little bit a legacy for others to enjoy.”

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Introduction to Workplace Communication Skills

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Context:

 

Human beings need social contacts. That’s how people learn. They learn by relating themselves with others in social contexts directly or indirectly.

 

People make mistakes: communication breakdowns; the mismatch between the speaker’s intention and the listener’s interpretation; emotional involvement instead of investigating the core issue; assumptions with no grounds; the absence of the collaborating stage to define and adjust boundaries in the particular context of two or more parties

 

No matter what personality types or working styles they have, professionals need to be flexible working alone, collaborating, and socializing at work anyway.

 

Method:

 

Building up flexibility in thinking, interpreting, behaving, and reflecting in the context

 

Core Skills:

 

Agreeing and Disagreeing; Compromising; Negotiating

 

Basic Principals:

 

  1. We only consider behaviors including the language people use, not the people – In Canada, everybody has a story. All of our colleagues we meet have different backgrounds even if they come from the same culture. We cannot judge anybody by their appearance, skin color, accent or gestures because we can never know what family culture they experienced or what their personal background was like. We all come from different asteroids which others have never been to, so to speak, every single person is a different asteroid. Therefore, we can only discuss what appears to be a fact or facts in the particular context. No more than that is expected to be discussed in this book.

 

  1. Power and distance are considered – We are talking about ESL schools and institutions. When immigrant adults are considered whether as ESL learners or ESL instructors, ‘Power’ is an inevitable factor in the context because many immigrant professionals come from power-dominated. ‘Distance’ is one of the most important values that is expected to be observed by Canadians.

 

  1. We cannot control other people’s behaviors, however, we can still request others to stop their inappropriate behaviors at work. It is not inappropriate to ask my coworkers to change their behaviors because I DO feel uncomfortable with them. Two things to remember about this point: (1) Others can always reject or refuse my requests; (2) let us check in with ourselves beforehand asking questions as ‘Self-Reflection Questionnaire’ (next page).

 

  1. The boundary needs to be agreed by all participants in the context. An open conversation about the boundary needs to be set up before any assumptions can be unnecessarily involved in the context (often mingled with emotions and feelings). Again, it is not inappropriate to talk about boundaries with my coworkers. Oftentimes, boundary issues significantly affect problematic situations, that is, the core issue in problematic situations can often result from an unclear boundary or the mismatch of different boundaries participants have in mind. Let us peel this out of the ‘unspoken rules and expectations’.

 

  1. ‘I’ statements are used instead of ‘you should….’ ‘you didn’t….’ ‘you are….’ ‘you…..’. I can only change my behaviors. What I can do in any context is a choice to make. I would rather choose to make a right choice for myself and a better working relationship at work. I cannot force or impose anybody to understand me to change their behaviors. They have their choices to make. I am not responsible for other people’s behaviors or feelings but they Do have the responsibility for their own behaviors and their own feelings.

 

  1. I am responsible for my behaviors. My behavior is my choice and what I brought into the situation, not because somebody caused me to do a certain action as a result. Nobody can force or impose me to make a particular choice of an action in Canada because I am a free and independent individual. When I realize I made a mistake, I accept it and apologize for that behavior. It is okay to do so and nobody should judge me because of the mistake. People continuously learn and grow no matter how old they are.

 

  1. Feelings are out of the picture – Feelings at work need to be communicated appropriately which means calmly and in a reciprocal manner. Fairness should be abided by all parties in the context in Canada. Dominating a situation with a certain behavior coming from a single-sided view or perspective without an open conversation tackling the core issue may threaten the safety and security of the workplace: Discrimination and Workplace Harassment. Let us remember that I can acknowledge how I feel and how others feel, however, I am responsible for my feelings while others are responsible for their feelings just as I am responsible for my behaviors while others are responsible for their behaviors.

 

  1. Rewards – the greatest reward of making efforts into communicating better is (1) an excellent relationship with myself (2) good relationship with my colleagues and ultimately (3) my own personal happiness.

 

 

Then, why not try this out? Shall we?

 

Workplace Communication Skills in Canada for ESL teaching professionals in Toronto

Reflections, TESL Educators

This is going to be the first book I write in Toronto. My first introductory part starts with the overview of the book. The entire content includes what has been observed very necessary for ESL teaching professionals, especially who are internationally educated/trained/practiced/experienced, to acquire, learn and develop in order to teach English in the Canadian ESL teaching settings no matter how experienced they are or how educated they are. The target students are young adults including college students and mature adults including professionals in other fields. There is no well-known course in Toronto teaching these qualities and perspectives to new ESL instructors to Canada in a practical and applicational communicative context yet. I dare to start writing this book for ESL instructors who struggle at work while communicating with colleagues, asserting themselves with their supervisors, having a meeting with other staff or working with managers, subordinates, and coworkers for a project. I sincerely hope this book can share useful tools with those in need of better communication skills at work.

The content of the book is:

  • Expressing feelings appropriately
  • Expressing personal opinions appropriately
  • Making a clear agreement
  • Expressing disagreement openly, firmly and appropriately
  • Communicating about the boundaries at work
  • Asserting oneself with supervisors, coworkers, and other staff members
  • Negotiating with colleagues and employers
  • Compromising with colleagues
  • When communication principles are not shared with the other person

 

There will be persons’ names and situations involved in each context. They are not real people but invented names, characters, and situations even though they are based on realistic situations at work.

 

 

Canada’s 150th Anniversary of Confederation

Resources, Uncategorized

In 2017, Canada celebrates its 150th anniversary. The following online resources must be useful to instructors in order to teach Canadian English and skills-integrated English language activities on this particular theme when the Wi-Fi is supported.

  1. Canadianism: 55 Canadianism you may not know or are using differently: https://geekdad.com/2013/12/55-canadianisms-1/ GeekDad offers this one page information about 55 Canadianism that can be asked with if the class is familiar. This webpage includes the information about different vocabulary used in the United States and in Canada. Writing up a short quiz for a warm-up activity would be a good idea.
  2. Ancestry Project: https://www.ancestryproject.ca/ Ancestry Project (Sharing Canadian Culture Creating Digital Stories) is a blog a team of two authors started writing in January 2017 celebrating Canada’s 150th Their courses and educational content will be continuously added throughout this year. For ESL instructors, Famous Canadians, Immigration Stories, Canadian Songs have been posted up until now.
  3. Chris Hadfield (YouTube videos): https://www.youtube.com/user/ColChrisHadfield/featured Christ Hadfield is the first Canadian astronaut to operate Canadarm, walk in space, and command the International Space Station. He also sings and records the videos of the songs that he writes and sings on YouTube. His videos can be good audial/visual materials for interactive or cooperative activities using songs, interviews, speeches or content-based lesson subjects.
  4. Canadian English, by Dane Jurcic (2003): http://homes.chass.utoronto.ca/~cpercy/courses/6362Jurcic2.htm This short article would be great for Stage 2 or 3 learners to learn Canadian Vocabulary, Canadian Pronunciation, Canadian Style and Syntax, and some more food for thought. It was written more than a decade ago but is still useful for ESL/EFL learners to learn which features in the English language make ‘Canadian’.
  5. Alone in Canada; 21 Ways to make it better; A self-help guide for single newcomers (PDF): https://www.camh.ca/en/hospital/health_information/Documents/english_alone_in_canada.pdf This is a kindly reminder that this resource can make a good reading material or for an activity as information gap, quiz, discussion points, presentation, or debate on the theme.
  6. Not to mention these two booklets:

          Discover Canada (PDF) http://www.cic.gc.ca/english/pdf/pub/discover.pdf;

          Welcome to Canada (PDF) http://www.cic.gc.ca/english/pdf/pub/welcome.pdf

Open Educational Resources (OER)

Book of the Week, Resources, Uncategorized

Open educational resources (OER) are freely accessible, openly licensed documents and media that are useful for teaching, learning, and assessing as well as for research purposes. It is the leading trend in distance education/open education and distance learning domain as a consequence of the openness movement. (Wikipedia)

The following resources are great examples of OER. With funding from Alberta Open Educational Resources, Bow Valley College and NorQuest College collaborated to create Open Educational Resources (OER) in the form of e-textbooks for both English language learners. They are designed to be facilitated by an instructor either in the form of an interactive e-textbook or of a printable textbook. The interactive e-textbook includes FREE audio, video, and interactive practice activities. The website provides absolutely in-class applicable Fillable PDFs (worksheets) under ‘Multimedia Files’. If it is too much learning for some, the textbook can be simply printed and used in class (downloadable and savable FREE).

  1.  In the Community: An Intermediate Integrated Skills Textbook (NorQuest College, 2016)

This CLB 5-6 appropriate integrated skills textbook consists of five chapters helping learners notice, learn, and practice English in their community: Reception, Respect, and Relationships; Requests and Responses; Permission, Prohibitions, and Obligations; Apologies and Excuses; Opinions, Clarifying, and Filtering. Each chapter includes four skill activities, intercultural skills, some important essential skills, discussion, reflection, and vocabulary list. It is highly recommended for ESL instructors. Check this out.

  1. In the Workplace: An Intermediate Integrated Skills Textbook (Bow Valley College, 2016)

This is also appropriate for CLB 5-6. It focuses on the workplace in Canada (Canadian workplace culture) and offers five objectives: Workplace Environment; Personal Management; Workplace Communications; Clients and Customers; Career Management. On top of all features mentioned above, Extension has been added to each chapter so that instructors can extend the lesson depending on her learners pace and needs.

Awesome e-textbooks!

Change isn’t easy but it is good (by Dan Stelter)

About, Uncategorized

HOW I CAME BACK FROM PARALYZING SOCIAL ANXIETY TO LEAD A HEALTHY, HAPPY LIFE

by   @Possibility of Change

Instructors are human beings. They have their own life struggles and challenges. Profession is part of life. Life can get very messy.

I would like to research more on Reflective Methods and apply it to our day-to-day sharing life. Personally, journal writing is my favorite past-time activity and I enjoy reflections.

Happy professionals: I would like to be a happy person who is a professional; I would like to work with happy people who find ways to be content personally and professionally; I would like to build up the community where happy professionals share themselves and their stories.

Dan Stelter’s story shares how personal struggles can impact on our important areas of life as work, relationships, marriage, and performance in general. His specific actions to change his life style for a decade really speaks to me as a person.

Change isn’t easy but it is good for sure!

Mx. / LX users

Articles

Making the Native-Speaker Debate more Inclusive

by 

English Language Instructor At University Of Tennessee, Knoxville
Anthony Schmidt is editor of ELT Research Bites. He also has his own blog at anthonyteacher.com. Offline, he is a full-time English language instructor in a university IEP program. He is interested in all aspects of applied linguistics, in particular English for Academic Purposes.

 

One thing that I have always hated about writing letters is deciding between Mr., Ms., or Mrs. First names can be ambiguous, and even if you know they are female (or identify as female), then you must for some reason consider whether they are married or not. So, I was pretty happy to find the newish Mx. as a gender-netural and more inclusive title that is being more used and accepted in the English-speaking world. In a world where inclusiveness is becoming quite the norm (as it should), the -x suffix seems to be becoming more popular. For example, Latinx, as opposed to Latino or Latina, has been enjoying wide usage. In the field of language teaching and applied linguistics, Jean-Marc Dewaele introduces us to the inclusive term LX, which includes first language users but highlights second/third/foreign language users. This term is used as a way to move even further away from the native/non-native speaker dichotomy towards a more accurate representation of multi-competent language users.

Dewaele writes that the debate attempting to define native and non-native speakers is still alive and despite attempts to address it. The term non-native speaker is considered exclusionary, possibly racist, and downright strange – defining a person but what they are not (such as calling “blue-eyed people as ‘not brown-eyed’”). In addition, the native/non-native dichotomy is often conceived of in terms of monolingualism despite not being the norm.

The term L2 user has been an attempt to move away from the native/non-native dichotomy, but L2 seems to stand for all languages beyond the second, and it is used as a measure of comparison to the native speaker. This is despite L1 attrition, L1 variation (based on dialect or education), and L1 use (such as literacy, hearing, signing, etc.).

Dewaele introduces the “value-neutral” term LX (p. 3):

The term ‘LX user’ does not imply any level of proficiency, which means it could range from minimal to maximal and could very well be equal or superior to that of L1 users in certain domains.

Dewaele uses the term LX to shift the focus even further from native speakers towards one that looks at users of languages, which can be any combination of L1s and LXs. It shifts the focus from the monolingual native as a benchmark, abstraction, or goal and allows for more value-neutral comparisons. Dewaele offers an example of this sort of comparison: “We could compare quadrilinguals in their French L3 with quadrilingual French L1 users” (p. 4). What LX does is put both groups of language users on an equal footing without subsuming them to some native ideal.  By using the value-neutral term “LX users”, these people are no longer considered to represent a defective version of native speakers of that language.

The practical implications of LX are quite limited, but it does offer a way to reframe how we think of language use. It moves us even further away from value-laden comparisons to an elusive native speaker or L1.

Article

Dewaele, J. (2017). Why the dichotomy ‘L1 versus LX user’ is better than ‘native versus non-native speaker’. Applied Linguistics. Retrieved from https://doi.org/10.1093/applin/amw055.

Thanks to Dr. Jean-Marc Dewaele for reviewing my summary.

Jean-Marc Dewaele:

Why the Dichotomy ‘L1 Versus LX User’ is Better than ‘Native Versus Non-native Speaker

TED 4 ESL; English Lesson Ideas

Resources

I’ve come across this fantastic website today:

http://ted4esl.com/

It started this year on January 23 2017. The contact person’s info is Contact us here:
stan@ted4esl.com

In terms of levels, they use CEF Levels:

The Common European Framework of Reference for Languages (CEF or CEFR) was put together by the Council of Europe as a way of standardising the levels of language exams in different regions. It is very widely used internationally and all important exams are mapped to the CEFR. (Source)

Currently, B1, B2, C1 level lessons are covered. These lesson plans organized by 4 themes: Business, Technology, Global Issues, Life. Worksheets are provided in 2 different versions: Student’s Version; Teacher’s Version.

A Fascinating work they’ve been putting online in terms of using TED Talks for ESL lessons. Worth clicking on them to print out useful worksheets for intermediate and advanced level ESL learners!

http://ted4esl.com/

Learning by Doing (Gibbs, 1988)

Book of the Week

Learning by Doing

Graham Gibbs

Oxford Brookes University

(Oxford Center for Staff and Learning Development)

  • What is Experiential Learning Theory?
  • What does it mean in a lesson, in terms of an individual difference in learning and a curriculum?
  • What does it imply in support staff development?
  • How can it improve a program?

Will come back with my reflections soon.

learning-by-doing-graham-gibbs

Gibbs 1988 reflective cycle