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ALLEVIATING FOOD INSECURITY

AMONG RESETTLED REFUGEES AND


ASYLUM SEEKERS IN AUSTRALIA
THROUGH INSTRUCTIONAL VISUAL
DESIGN
EUNICE CHING
A PROJECT SUBMITTED TO PARTIALLY
FULFILL THE REQUIREMENTS OF THE DEGREE
MASTER OF DESIGN
School of Design
Raffes College of Design and Commerce
July 1 2014
1 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
CONTENTS
Refugees, Resettled Refugees, and Asylum Seekers 2
Synopsis 3
Acknowledgement 4
List of images/fgures 4
Introduction 5
Defning the problem 6
A physical problem 6
A deeper, psychological problem 8
Effective learning using universal visual language 10
Semantics: Clarity in meaning 10
Syntax: Visual clarity 11
Universal signs 11
Formulating a solution 12
Concept creation 16
Semantics 16
Syntax 16
Pragmatics 19
Design brief 20
Introduction 21
What does a graphic designer do? 21
What are the services that I offer? 21
The design process 21
Project Background 22
Goals 22
Challenges 24
Product profle 25
Deliverables 26
Marketing 29
Target market 29
Competitors 29
Brand profling and positioning work 30
Work/Service agreement contract 32
Timelines 33
Tender document template 38
Previous experience form 39
Feedback form 40
Annex 1: Other cookbooks 41
Annex 2: Product Price comparison 42
Annex 3: Cookbook Design methodology 45
Annex 4: Recipes 47
Annex 5: Design evolution and feedback 50
Annex 6: Concept board 56
Annex 7: Conclusion and project refection 57
Annex 8: Visual glossary 59
Bibliography 64
2 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
REFUGEES
Any person who is in fear of being persecuted for reasons of race, religion, nationality, membership of a
particular social group or political opinion, and are outside their home country due to recieving no protection
from their government for those fears.
RESETTLED REFUGEES
Resettled refugees are those who have been given refugee status by the Australian government and are
permanent residents of the country. Resettled refugees have the right to work, study and accept social security
benefts such as unemployment benefts.
ASYLUM SEEKERS
Asylum seekers are usually on bridging visas and receive little or no benefts from the government or other
organizations. Asylum seekers also do not have the right to work or study in Australia.
3 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
SYNOPSIS
Images are often seen as elements that complement or enhance text when conveying specifc information.
It can be seen in all facets of our lives including all signage, reading material (text books, magazines,
websites), messaging mediums for wide dissemination (posters, billboards), and maps. As our world becomes
increasingly globalised, we fnd people of different cultures and languages congregating in the same area,
thus increasing the need for images to become a defacto shared language. Globalization also brings about a
shared responsibility to help those who are more in need than the average population. In the case of Australia,
many refugees and asylum seekers travel to the country every year to seek a better life. Those who have
resettled in the country have had many diffculties adapting to their new environment, including something as
vital as appropriate eating habits, and lack of knowledge in Australian culture and language is a big factor. In
this situation, the use of images to educate would be an appropriate tool in providing information successfully.
This paper will look into the most effective ways visual instructions with universal meanings can be a factor
in providing food security for refugees and asylum seekers resettled in Australia, and provide the backbone
for an effective solution to this problem. To properly devise an effective solution, the following topics will be
investigated and critically analyzed: 1) the problem of food insecurity among resettled refugees and asylum
seekers in Australia, and 2) effective learning using universal visual language.
4 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
ACKNOWLEDGEMENT
Thank you to the following people for providing me with inspiration, guidance, information and feedback on this
project. Without your help this project would not have been possible.
Professor Bob Chung
Asylum Seekers Resource Centre: Jenny Tracey
Jeannie Walker
Salvation Army Street Level Mission
Family and friends who have tested my product
Massimo Vignelli
LIST OF IMAGES/FIGURES
Figure 1 Page 12
Figure 2 Page 13
Figure 3 Page 14
Figure 4 Page 17
Figure 5 Page 18
Figure 6 Page 25
Figure 7 Page 41
Figure 8 Page 41
Figure 9 Page 50
Figure 10 Page 52
Figure 11 Page 54
Figure 12 Page 54
Figure 13 Page 55
Figure 14 Page 55
5 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
INTRODUCTION
The idea to design for resettled refugees and asylum seekers was not a direct one. With an interest in
designing instructional diagrams based on pictograms, infographics and illustration, an interest in human
centered designs and humanitarian work, I searched for a way to combine these passions into a project.
Initially I looked in the realm of health (relating to maternal health, or disease prevention), mine safety, and
water sanitation, as these were focus areas of my former job at the United Nations Offce for Project Services
(UNOPS). After some thought however, I realized that it was better to focus on a problem in Australia as living
here made it easier to research and empathize with my target audience. My decision to design for resettled
refugees and asylum seekers led me to interview Jenny Tracey at the Asylum Seekers Centre (ASC) in Sydney,
who in turn led me to the problem of food insecurity experienced by clients of the ASC. Through primary and
secondary research, and reading frst accounts and interviews of resettled refugees and asylum seekers, I was
able to empathize with my target audience and defne the problems associated with food insecurity. With this
in mind, I aim to create a design product that will be effective, useful, widely used and a contributing factor in
easing the lives of resettled refugees and asylum seekers in Australia.
6 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
DEFINING THE PROBLEM
A physical problem
When refugees and asylum seekers arrive in Australia, they often fnd that there are new sets of challenges
facing them such as lack of income, shelter, friends and family, and lack of knowledge of the new country.
Among these problems, migrants, refugees and asylum seekers are commonly found to be food insecure due
to economic and social factors, lack of familiarity with new foods, and cooking methods plus the impact of
low incomes (Bhusumane, OReilly & OShea 2011, p. 1). Many who are currently living in the country have no
right to employment or schooling, and receive just over $400 a fortnight to live on which usually only covers
rent (Ewart 2013) leaving almost no money for food. Thus, many resettled refugees and asylum seekers
must rely on food banks for nutrition while others are given supermarket vouchers to markets like Foodland
in South Australia (Walker 2014, 28 April) and Woolworths in New South Wales (The Station Drop in Centre).
Approximately 75% of families accessing the food bank have no source of income and rely on the food bank as
a sole source of food (Bhusumane, OReilly & OShea 2011, p. 1)
Although refugees and asylum seekers face many other problems, lack of nutrition prevents them from further
bettering their situations leading to poor health and increased chances of illness. The issue of food security
affects young and middle aged men and families who are either resettled in Australia, have been recently
released from detention centres, or on bridging visas (a process which can last up to fve years) (Ewart 2013).
There are many young men in Australia like Alier, an orphan from the Sudan who has resettled in South
Australia after many years at a refugee camp, who have access to food and cooking facilities but no exposure
to cooking due to lack of contact with women in their family (in Sudanese culture, it is the women who cook)
(Survivors of Torture and Trauma Assistance and Rehabilitation Service). Living together with his male cousins
who also lack cooking skills, Alier resorts to eating McDonalds or Hungry Jacks (ibid).
This problem also affects those asylum seekers and refugees that come as a family. Seventy per cent of
households relied on female heads of households for the majority of all food preparation, which can be a
problem, especially since 36% of households have given the cooking responsibilities to men due to changes
in family structure such as employment, separation, and death (Southcombe 2008). Families with children
who attend school also have trouble packing adequate school lunches, facing diffculty in adjusting the timing
of meals, a lack of familiarity in Australian foods and diffculty assessing the health value of processed foods
(Victorian Child and Adolescent Monitoring System 2011, p. 53).
According to studies done by the NSW Refugee Health Service and the Asylum Seekers Refuge Centre
Dietetic Project having lack of cooking facilities have little to do with this problem as many interviewed
reported to having all the kitchen equipment required to cook. Among common psychological problems such
as depression, post traumatic stress disorder, loneliness and a lack of funds preventing proper eating habits,
7 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
limited knowledge of Australian foods and retail practices, limited English profciency and poor nutrition
knowledge would further contribute to dietary restriction and unhealthy food choices (Southcombe 2008, pg
11). This problem is also evident in those who get their groceries at a food bank as a study done at the Asylum
Seekers Refuge Centre Foodbank showed that people were not picking a variety of nutritious foods offered
(Asylum Seekers Refuge Centre 2013). Foods such as cereals, fruit, vegetables and dairy products were found
to be under served and people had poor nutritional knowledge as well as variable availability of nutrients (ibid).
8 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
A deeper, psychological problem
Beneath the physical surface of a nutritional problem there is also a psychological problem that a lack of
knowledge of Australian food practices can emerge. Refugees and asylum seekers on bridging visas are
excluded from the right to work or go to school, building a barrier that prevents them from being structurally
integrated into their new host country. Apart from these rights, the difference in racial appearance and cultural
elements such as language, dress, societal behaviours and eating habits are important factors that further
excludes these new arrivals from those born and bred in the host country. Out of all migrants, refugees, as
displaced persons feeing persecution in their countries of origin, are most likely to experience challenges and
claims to belonging (Fozdar 2013, p. 7). Many resettled refugees and asylum seekers interviewed by Fozdar
feel as if they do not belong due to colour difference, cultural difference and lack of sense of welcome from
people living in Australia (ibid, p. 20). These participants interviewed aspire to ethno-national belonging, having
a strong desire to belong in a more emotional and culturally meaningful way (ibid, p. 32). A young community
organizer originally from Sudan expressed that refugees experience two deaths, one when leaving their home
country, and another when arriving to a new country and not being accepted (SBS Australia 2014). Feeling
little connection and sense of belonging in their new host country is an additional source of stress added to the
trauma that most refugees and asylum seekers have experienced previous to arriving.
Food not only nourishes but also signifes (Fischler 1988, p. 2) and is central to our sense of identity (ibid,
pg. 1). The way any human group eats helps it assert its diversity, hierarchy and organization (ibid). Having
no knowledge of the way a community eats excludes people from integration and places them on the lower
ends of a communal hierarchy. The human relationship to food is complex and multidimensional as it performs
nutritional and symbolic functions but also links the individual to the collective and the psychological to the
social (ibid). Since food is such a key component of our culture and sense of identity, understanding the
importance the role food plays in a persons daily existence help to improve knowledge of how refugees cope
and negotiate with new identities and environments (Lewis 2009, p. 3). Sharing food is frequently an indicator
of community (ibid, p. 7) and as such, to have knowledge of food practices of a community is one of the frst
steps of being welcomed. As someone who has travelled extensively I have had experiences where I have
felt excluded from members of a host country. Among those experiences, living in Sweden proved to be most
diffcult in terms of integration due to my ignorance of Swedish language and culture. Although I cannot claim
to have the same experience as refugees or asylum seekers moving to a new country, the difference in my
appearance, my inability to get a job, communicate with others or do things on my own left me feeling alien,
helpless and depressed. It was only when I was well versed in Swedish culture that I began to feel more
welcomed in the country and learning to shop or order food in Swedish was one of the frst steps in becoming
more independent. As Frederick L. Ahearn, Tutor at the Refugee Studies Programme at the University of
Oxford (Berghahn Books 2014) claims, refugee psychosocial well-being consists of the ability, independence,
9 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
and freedom to act (Correa-Velez et al 2010). Thus the ability to properly feed oneself is a step towards the
psychosocial well-being of a new member of a community.
Food can have a critical importance in the constructions of home and community, as it is a recognized shared
symbol, language and form of communicative power (Lewis 2009). Practicing and having shared knowledge of
eating practices can signify a connection to an imagined community as the type of food shared and manner of
eating denotes and carries value (ibid). As a shared symbol, food can bring together people who look differently
and speak different languages, as it is an easy way to share a commonality to members of a community. Thus
a sense of belonging comes from the invisible connection one feels when having similar eating practices to
others within a given community.
Thus a viable solution is to educate those suffering from the physical and psychological aspects of food
security with a visual language laden with universal meanings, providing information on common Australian
foods and retail practices, nutrition and instructions on cooking specifc meals.
10 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
EFFECTIVE LEARNING USING UNIVERSAL VISUAL LANGUAGE
According to a study done on cognitive processes and visualization, images are often effective in the realm
of education, as appropriately designed diagrams can successfully promote learning, due to their ability to
guide the learner to engage in cognitive processes (Butcher 2004, p. 2). By looking at how students absorbed
scientifc material with or without visual aids, the study was able to show that students using diagrams
generated more self-explanations and learned more than students using only text (ibid). Other research has
also reported that educational literature suggests that using visuals in teaching results in greater degree of
learning (Stokes 2002, p. 10). Since we recognize objects before we understand the words for them, visual
literacy precedes verbal or lingual literacy (ibid, p. 13), and absorbing information through visuals should come
most naturally.
If learning through visuals is an effective way to absorb information then the following factors in semantics and
syntax must be considered in designing comprehensive visual educational material. As I have concluded in a
previous paper on pictorial instruction design, clarity is the most important factor in designing comprehensive
visual educational material (Ching, 2014). Therefore all theoretical frameworks that make up a successful
comprehensive visual design should strive towards achieving clarity.
Semantics: Clarity in meaning
Monosemism is the key to achieving clarity in meaning. It has been emphasized that students with limited
domain knowledge may regard graphics as excess complexities and incomprehensible information if the
connections with concepts are not obvious to them, that is, their RTM (representation of the mind) is not
clear and concise in developing the concept (Stokes 2002, p. 12). Ambiguous signs are susceptible to being
interpreted differently, especially when the user has little knowledge of what the signs refer to in reality. For
example, the image of a cow may refer to RTMs such as cowboys, beef or dairy products in Western culture
(especially in America or Australia), but in Indian culture, the cow represents a sacred animal rarely consumed
by people. The usage the symbol of a cow to represent meat consumption therefore can be very offensive to
those from Indian culture. Thus visual instructions, such as IKEA furniture building guides, need to be extremely
clear and monosemic, as those who follow the instructions are likely to have little knowledge of the individual
building pieces or the sequence needed to fnish the project.
Inclusivity is another key factor in achieving clarity in meaning, as signs shown must be able to create meaning
to all users. Having signs that not all users can easily refer to (for example, using an image of the newest
iPhone versus a simple image of a telephone) are exclusive. This is especially important for users who already
feel marginalized from society.
11 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Syntax: Visual clarity
The intended message should be clearly communicated via the visual design (Ching 2014, p. 2), which can
be achieved through the following factors. The design must have easily presentable images that match RTMs
(Tversky n.d.). This will help those who have little or no knowledge of the item represented and can easily
refer its true form by visual comparison. For example, if a drawing of an apple is depicted clearly enough, it
can easily be referenced to an actual apple, but the referent apple can carry other connotations depending
on the context that they are put in. Apples seen in religious paintings carry connotations of temptation and
original sign while apples depicted in health guides could refer to the connotation of health. Thus one must
keep in mind what images are used based on context. Other theoretical frameworks such as the use of colour,
composition, the pairing of realistic images with more stylistic ones, the ability to depict actions clearly all add
to the appropriate presentation of hierarchy and help rely certain indicative information. Instructions should also
be depicted in an ascending sequential form rather than having one complex diagram trying to convey a small
series of actions (The Regents of the University of Colorado 2014).
The way the design is organized also aids in visual clarity especially in terms of perceptual learning which
is when a person is repeatedly exposed to specifc stimuli like information (Institute of Perceptual Learning
n.d.). Perceptual learning involves the four following components: 1) attention weightingwhen certain
attention is paid to important dimensions and features, 2) imprintingwhen information is being absorbed
and processed, 3) differentiationthe separation of information psychologically and 4) unitization tasks that
originally required detection of several component are accomplished by detecting a single construct (ibid).
While all these components take place psychologically, the design can aid perceptual learning by 1) visually
attention weighting certain aspects of a design 2) highlighting important information and presenting visual
hierarchies, 3) differentiating and unitizing information 4) categorizing information by grouping and by colour
codes. Like a good ISOType, these images should be quickly and effectively visually accessible one will see
most important objects (obvious differences catching your eye), at second glance, it must be possible to see
important particulars, details become visible at a third glance (ISP n.d.).
Universal signs
To achieve semantic and visual clarity is the path in providing universal understandable signs. According
to the designers of disaster pictograms DerkDumbar, when designed well, pictograms are in principle
universally recognizable. They combine maximum readability and international usability because they cross
over language borders and in combination with carefully chosen colours and basic shapes, they are visible
from afar (Derkdumbar, 2014). Universal signs and pictograms have been utilized in many cross-cultural
settings including the Olympic games, where simple pictographs were considered the most effcient method of
communicating to an international audience (Meggs & Purvis 2011).
12 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
FORMULATING A SOLUTION
Having defned the problem of food insecurity among resettled refugees and asylum seekers as a physical and
psychological one, certain factors need to be considered and included as a viable solution. By empathizing with
the end user (which is also one of the clients) and processing the primary and secondary information collected,
I have started the formulation of a solution by beginning with addressing the following factors that is attached to
the problem at hand.
Differences in language and culture of refugee and asylum seeker demographics
Between 2012 and 2013, the people who had the most offshore visa grants by Australia came from countries
such as Iraq, Afghanistan, Myanmar, Bhutan and Iran (Department of Immigration and Border Protection 2014).
Out of these countries, most speak languages other than English at home (Victorian Child and Adolescent
Monitoring System 2011).
Possible solution:
It can be assumed that the best and most inclusive design solution is to have mostly image-based designs,
using very little English to indicate instruction. As mentioned previously, inclusive image-based designs should
have images that every user would be able to understand and decipher easily no matter what culture they hail
from. Shopping and cooking instructions should also be clearly illustrated 1) with adequate and proper images
2) colour friendly 3) with good intent and 4) in steps with obvious structural hierarchy.
Not recognizing other cultures lead to exclusiveness
As the Asylum Seekers Resource Centre (ASRC) paper on nutrient defciencies of those visiting their Foodbank
Iraq 4064
Afghanistan 2431
Myanmar/Burma 2352
Bhutan 1023
Congo (DRC) 489
Iran 471
Somalia 396
Sudan 319
Eritrea 185
Ethiopia 182
Other 603
FIGURE 1: 201213 OFFSHORE VISA GRANTS BY TOP TEN COUNTRIES OF BIRTH
Offshore visa grants by top ten countries of birth from 2012-2013. As the diagram shows, refugees that come to Australia
originate from many different countries (Australian Government Department of Immigration and Border Protection 2014).
TOTAL: 12 515
13 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
dictates, there is often a preference for their clients to eat foods traditional to their home country than foods
common in Australia (Asylum Seekers Refuge Centre 2013). This is due to members being unfamiliar with
some Australian packaging (ibid), but engaging in familiar practices evokes both nostalgia and creates life
in the present (Lewis 2009). As Mbuyi Tshielantende, a community farmer growing traditional African food
in Parramatta formally from the Democratic Republic of Congo has expressed, food is value for every
community (SBS Australia 2014). This was expressed in relation to how traditional foods of a community can
bring value and identity to its people. As the abundance of Italian or Chinese restaurants in Australia brings
value and identity to those communities, so can the emergence of African food achieve the same.
Possible solution:
The solution to addressing this issue would be to include a variety of recipes familiar to refugees and asylum
seekers. These recipes will be decided upon the demographics in Figure 1 with common Australian ingredients
substituting traditional ones that are not readily available in Australia, or simply omitting them if they are minor
ingredients.
Addressing problems in nutrition
Providing information is the best way to tackle the lack of nutrition in refugee and asylum seeker diets in
Australia. Again, the ASRC provides useful information on this matter by outlining the micro-nutrients currently
absent in their clients diets. The information is based on an analysis of food items collected by people visiting
the ASRC Foodbank (Asylum Seekers Resource Centre 2013, p. 34). Figure 2 outlines micro-nutrients
commonly lacking in clients who visit the ASRC Foodbank and the various food that can promote the intake of
these nutrients.
Calcium Dairy foods, almonds, tinned fsh with bones
Zinc Nuts (peanuts), seeds (sesame), sardines
Magnesium Broccoli, spinach, nuts, cashews, peanuts, sesame (seeds)
Folate Dry lentils, semolina, fortifed grains (cereals- not chosen usually). Many members are still
unfamiliar with some Australian packaging and chose to eat a more traditional breakfast
of lentils and vegetables, cereals are rarely chosen.
Ribofavin Eggs, milk, yogurt, nuts.
Iron Red meat, lentils
Thiamin Potatoes, legumes, (red/brown lentils), commercial breads fortifed with thiamin, rice,
maize
Niacin Legumes, eggs, milk, nuts, poultry, nuts, fsh. Niacin defciencies have been noted in
African immigrant populations
Vitamin A Carrots
Micro-nutrient Foods that contain these micro-nutrients
FIGURE 2: MICRONUTRIENTS COMMONLY LACKING IN CLIENTS VISITING THE ASRC FOODBANK
1
1. ASRC 2013 p. 34-36
14 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Possible solution:
By providing a section dedicated to nutrition, users can be educated on the nutritional values of certain foods
and make informed decisions based on the choices they are given. This section should be easy to read
providing simple information that makes a big impact. A suggestion would be to outline how much meat, grains,
vegetables and dairy should be consumed daily as well as per meal in a simple infographic or legend. The
images of nutritional elements should be colour coded and will appear in all recipes, as each recipe will also
indicate the amount of nutrition it includes.
Lack of fnance to purchase food
As mentioned earlier, many refugees and asylum seekers living in Australia are under bridging visas that
prevent them from working. Thus many live on a small allowance, food vouchers or no income at all, which
makes eating in general a hard task. Teaching resettled refugees
and asylum seekers to cook will not only help them eat more
nutritiously and feel a sense or belonging but also help with lack
of funds because people can appropriately plan their meals, thus
waste less food and get the most out of their nutrition.
Possible solution:
To get the most nutrition for the least amount of money, the
following three ideas should be implemented:
1. Focus ingredients that are mainly available at popular food banks and supermarkets that take food
vouchers. This will require visiting these supermarkets and food banks, or fnding resources outlining the
most requested foods at popular food banks.
2. Focus on dishes are cost effcient, easy to make and require fewer resources (for example, avoiding dishes
that require multiple cooking items and expensive electronics).
3. Outline the fnancial value of ingredients with a simple infographic or legend similar to the outlining of
nutritional values (see fgure 3).
4. Also feature popular international foods with ingredients that are readily available in Food banks and grocery
shops in Australia such as pasta with tomato sauce, sandwiches and salads.
Time adjustment for meals
As mentioned previously, families have trouble adjusting time to prepare an adequate meal for school lunches.
Knowing the time it takes to prepare meals is also benefcial to those who have gained the right to work and
have jobs, and basically anyone who has little time to cook. Appropriate foods for school lunches also need to
be addressed. Parents will need to know what resources (utensils and time) a child has at any given age during
lunchtime.
The fgure above indicates the fnancial
value of the ingredient (bread) for the user
in a visual manner.
W
h
o
le
m
e
a
l
B
R
E
A
D
=
= $0-$4.99
FIGURE 3
15 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Possible solution:
Another simple infographic or legend indicating the time it takes to cook each recipe can be used to address
this problem. Also focusing on meals that take less time to prepare should also aid to encourage those short on
time or have little patience to cook.
Other factors related to cooking
Other factors related to cooking such as the regular social customs of shopping as well as cooking utensils
should be outlined as they also relate to cooking and nutrition. Information should be given with the approach
that no exposure of Australian western eating habits has been experienced. The learning of typical Australian
food shopping customs is one of the frst steps to achieving integration and an important step to learning how
to cook. If the social element of food shopping is overwhelming and intimidating, then the user will be less likely
carry out the rest of the steps and cook for themselves.
Possible solutions:
1. Creating a series of steps to buying food can inform users on Australian shopping habits.
2. Providing a map of a typical supermarket layout with equivalent pictograms to the common supermarket
signage also informs the shopper on different sections of a supermarket and shop. However the layout of
supermarket and local shops can be vastly different. The psychology of supermarket/shops layout is also
outside of the scope of this project thus maps will be left out of the solution.
3. Outlining utensils needed in cooking recipes can also ease the process of cooking, saving time and money.
Based on the problematic factors listed above with the suggestion of possible solutions. I believe one of the
best solutions would be to create a cookbook that addresses all the problems above. This cookbook would be
mostly visual to accommodate for those who cannot understand English and provide a mix of Australian and
traditional recipes based on foods readily available in popular food banks and supermarkets (especially those
that take food vouchers). The book will also provide valuable information related to cooking such as nutritional
values, cost and cooking time of feature recipes and their ingredients, basic daily nutritional intake, utensils
needed to cook and social etiquettes and procedures of food shopping in Australia.
16 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
CONCEPT CREATION
Since the overall desire for a refugee and asylum seeker is to integrate successfully into their new host country,
the concept of the whole solution should refect this. Keeping this important element in mind I have come up
with the following concept.
To desire to belong = to integrate = a result of being inclusive
The concept is therefore inclusivity. Qualities that evoke the concept of inclusivity are friendliness, a sense of
welcoming, clarity (to be clear to all is to exclude no one), informational, accessibility, informal and easiness
(easy to understand, easy to read).
INCLUSIVITY = SEMANTICS + SYNTAX + PRAGMATICS
Semantics
Semantics = clarity through meaning + universal signs + to be informative
As mentioned in the section on effective learning and creating a visual language, providing good visual
instructions involves achieving clarity. This means that all content should have monosemic meanings so it
cannot be interpreted to have meanings other than what was intended. It should also be clear to every user by
crossing language and cultural barriers. Universal images should always be inclusive and free from offensive
meanings to any given culture.
Being as informative as possible is also another way to achieve inclusivity for end users. Providing knowledge
empowers users to function more independently within a new society. The sharing of knowledge and beliefs
is the basis of the culture of a community. By providing extensive knowledge on common Australian food
practices the users are able to educate themselves on this shared knowledge and integrate themselves better
into their new community.
Syntax
Syntax= Visual clarity + Visual accessibility
Visual clarity is not only useful in providing effective information but also vital in expressing the concept of
inclusivity. Having visually clear information ensures that all users absorb the information provided easily
and effectively. This can be achieved by ordering information (which aids in perspective learning) through
categorizing information in sections, colour coding information and providing instructions in ascending
sequential order. Information can also be ordered through visual hierarchy to outline what information has
precedence from others. This can be achieved through colour accenting (by pairing more intense colours with
muted ones) and by using realistic images for more important information paired with more abstract cartoon
images for secondary, less important information. Realistic images are also important to user comprehension.
17 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
As certain ingredients, utensils and packaged foods are not recognizable to end users, important images must
be conveyed realistically so they can be compared to their real-life counterparts.
Visual accessibility is also an important aspect of achieving inclusivity. Visual accessibility refers to the ability
the design is able to evoke welcoming and positive feelings such as trust, openness, friendship and community.
The way something is designed and presented will affect and evoke emotions within the end user. Therefore
the use of colour and form (composition, typography and images) are vital to creating emotional feelings tied to
inclusivity. As John Medina in Brain Rules points out, emotionally charged events persist much longer in our
memories and are recalled with greater accuracy than neutral memories (Gutierrez 2013), thus it is important
that the correct emotions are triggered through the design. To achieve visual accessibility, the following RTMs
in typography, colour, and composition should be used.
Typography
Although the design will mainly be imaged based, there will be a need for some text hence proper typography
will need to be decided upon. An Aesthetics of Reading done study by Microsoft and MIT found that there are
particular fonts that make people stay on cognitive tasks and not get distracted (Larson & Picard 2005) while
those that are clear and simple projects certain emotions such as consistency, trust and confdence (Gutierrez
2013). As the main goals of this design is to educate and provide a sense of belonging, the font used must be
clear, evoke a sense of simplicity and friendliness. Arial is a good example of a typeface used for education
purposes. Used in furniture assembly instructions, this typeface is clean and considered simple to read as it
reduced confusion and allows users to comprehend instructions more easily (Matthews 2011). A study made
by two psychologists at the University of Michigan showed that those who received instructions for a exercise
routine printed in Arial typeface was more likely to do the routine than those who received the instructions
in a Brushstroke typeface (Herbert 2009). But although Arial is a clean typeface that provokes a sense of
motivation, it is still lacking the feeling of inclusivity. Humanist typefaces however, have the same clean, modern
and uncomplicated characteristics of a sans serif typeface like Arial but also evoke feelings of warmness and
friendliness because their inspiration comes from human handwriting. For this reason I have chosen to use
Open Sans, a humanist sans serif typeface designed by Steve Matteson, which is optimized for print, web and
mobile interfaces (Matteson n.d.). Friendly in appearance, this typeface has excellent legibility characteristics in
its letter-forms, making it optimal for this design solution.
Instructions Instructions Instructions
The word instructions shown in Arial, Brushscript (a form of Brushstroke font) and Open Sans all in 24 point. Open Sans is
similar to Arial but is larger, less bulky and provides better spacing.
FIGURE 4
18 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
In terms of size and spacing, the typeface should be large enough to read and the typography should be
legible through appropriate kerning and tracking (the space between letters and the space between lines of
text respectively). It has been said that disfuent fonts (fonts and font sizes that are less common), signifcantly
improve a readers understanding of a text because the reader is forced to study each word carefully, focusing
the brain and subsequently allowing it to retain information more readily (Matthews 2011), but I will opt to not
use disfuent fonts as it clashes with visual clarity, simplicity and accessibility.
Colour
Colour is a very important aspect of the design solution as using the correct colours can help students improve
their learning by as much as 75 per cent (Gutierrez 2013). Every colour is symbolic and meaningful, and can
evoke various emotions from the viewer. Choosing colour for an international audience is more complex than
choosing typography. This is due to the fact that the meaning of colour varies in different cultures. As most
resettled refugees and asylum seekers are from African, Asian and Middle Eastern cultures, they will be the
focus for choosing appropriate colours reserved for headings, sections or highlighting information.
Blue is a good choice as a predominant colour as it is considered to be the most positive and safe for a global
audience (Webdesigndepot 2012). In Western culture it is seen as a colour of trust, in East Africa it is a colour
of fertility, and in the Middle East it is a colour of safety and protection, associated with heaven and spirituality
(ibid). This may be the reason Skype, Facebook and the United Nations use this colour. In terms of effective
learning, blue is considered to stimulate mental activity (Amara 2013).
Green is the colour most easily interpreted by the human eye, and therefore considered restful (ibid). Although
it is the colour of death in South America (ibid), it represents nature, new life in much of Asian cultures, and the
colour of Islam in the Middle East (Webdesigndepot 2012). As it is most closely associated with nature, green is
a naturally calming colour that evokes positive emotions in its viewers.
Other colours such as orange and yellow will be used sparingly. Although they are colours that signify
friendliness and happiness, they also have negative connotations in Africa, Asia and the Middle East. Orange is
the colour of mourning in the Middle East, while yellow is considered a colour of a higher ranked class in many
African and Asian nations (hence is an colour that signifes exclusivity). Red, another effective colour, will also
be reserved only to draw attention or to indicate danger as it is the colour of mourning in African countries as
The order of example colours from left to right: Skype blue, Facebook blue, United Nations blue, green, yellow, orange, red,
and fnally different shades of grey from lightest to darkest.
FIGURE 5
19 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
well as a colour of danger in the Middle East (ibid). Shades of grey will be used for text and an aid to visually
balance the design.
Composition
The composition should be left open, uncluttered with a lot of white space to promote accessibility to
information. Keeping the composition orderly and clean will promote clarity as well as provide a sense of
motivation by giving the appearance of simplicity.
Pragmatics
Pragmatics= effective medium + cost effectiveness + accessible dissemination
An effective medium is essential in the success of the design solution. This medium must be accessible to all
intended users, portable and cost effective. It should also be presented in a way that is visually attractive--
enticing users to use the product, and most importantly provide a positive feeling in the refective design of the
product (Norman 2004). Refective design is important as it refects the users self image, personal satisfaction,
and brings up positive or negative memories (ibid). Based on my research of academic papers featuring
personal accounts from refugees and asylum seekers, many claimed that being labelled refugee long after
resettling by people in their new host country was one of the factors that most prevented a sense of belonging.
Thus the refection design of the product needs to be inclusive and discreet, not drawing attention or focusing
on the fact that this product is solely for refugees and asylum seekers. To be accessible to all users, the
product should be in printed form as not all users know or have access to internet (Tracey 2014, 19 March). The
product should also be portable so users can bring it with them to buy groceries, keep in their bag and use in
the kitchen.
Unfortunately, cost effectiveness is also a very important factor for this design project. As most users already
carry fnancial burden and asylum seeker organizations mainly rely on donations and volunteers to run their
operations, the only option is to provide the most cost effective solution possible. In terms of production, the
cheapest possible way is to create an electronic PDF that can be shared with asylum seeker organizations.
These organizations such as food banks, the Salvation Army, ASRC, Asylum Seekers Centre and supermarkets
that take food vouchers can cost effectively print these pdfs, staple them and provide them to the users directly.
Providing to the end users through these centres will be an effective way for them to fnd these products easily.
20 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
DESIGN BRIEF
21 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
INTRODUCTION
I have always had a passion for sustainability. My experience working for UNOPS and my education through
this Masters program, external courses and reading material, has deepened my understanding of this abstract
concept and ignited my passion in designing for it even more. Through working at UNOPS, I have learned that
sustainability not only applies to the well being of the environment but also to that of the economy and society.
This project relates to social sustainability, as it focuses on the diffculties of diaspora of certain marginalized
people in our globalized society. I will use the knowledge I obtained from extensive research on food insecurity
among resettled refugees and asylum seekers and best design practices for visual instructional design and pair
it with strong concept development, design thinking strategies and reliable information on nutritional standards
to create the best possible design outcomes for this project.
What does a graphic designer do?
According to AIGA (the Professional Association for Design) Graphic designers work with drawn, painted,
photographed, or computer-generated images (pictures), but they also design the letter forms that make up
various typefaces... Designers create, choose, and organize these elements-typography, images, and the so-
called white space around them-to communicate a message. (AIGA, 2014). The aim of a graphic designer is
to inform, persuade, organize, stimulate, locate, identify, attract attention and provide pleasure (ibid).
What are the services that I offer?
For this particular project, I will provide the services mentioned above but have also researched heavily into
the general design issues from which I identify specifc problems to solve, as well as material that could
aid in formulating the best solution possible. This included reading multiple academic papers, government
reports, second hand interviews, design theory books as well as a book recalling the personal accounts of
Hazara Afghan asylum seekers in Australia and another on the personal accounts of the survivors of the 1994
Rwandan massacre. Two interviews have also been conducted with people living with or working for resettled
refugees and asylum seekers. I will also provide marketing strategies that will provide the most optimal way for
disseminating this information and ensuring that this project will be a success.
The design process
The following outlines the design process that I will follow for this design project. Please note that this is an
overview of the process, and more information will be provided throughout the brief (see deliverables, time lines
and budgets).
22 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Phase #1 (these are the expected deliverables for the project)
Background research and defnition of problem
Project brief
Concept development
Design
Production
Delivery
Phase #2 (these are deliverables for a future of the project)
Roll out phase 1 as test
Feedback and Follow-up
Revision
Roll out phase 2 product launch
Project background
Through extensive research, it is evident that resettled refugees and asylum seekers suffer from food insecurity
that stems from a lack of funds, lack of knowledge in Australian eating and shopping habits, and inability to
cook nutritious foods. This inability to properly provide themselves with nutritious foods is the cause and effect
of being excluded systematically and emotionally in Australian society. To solve this problem, the design of
a visual cook book that includes information on Australian shopping habits as well as food and recipes with
nutritional values will hopefully equip these users with enough knowledge to better integrate into their new life
in Australia. I will intend to solve this problem by using the information that I gathered on successful visual
information design and its analysis, my concept creation and the design elements within it (the semantics,
syntax and pragmatical elements of my concept), further information gathered from products available in food
banks and supermarkets as well as information on nutritional eating in Australia.
Goals
The goal of this project is provide resettled refugees and asylum seekers with information regarding nutritious
food products and shopping habits in Australia as well as instructions on cooking recipes common in Australia
and in their native countries using ingredients that can be found in popular food banks and supermarkets. Since
there are limitations in the regions that can be covered, the frst phase of this project will only focus on food
banks and supermarkets serving people in Sydney.
Compiling this information into a visually clear document for refugee and asylum seeker usage will hopefully aid
in solving food security problems suffered by them by achieving the following goals:
23 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
To boost nutrition through a set of nutritious recipes as well as show how much of the daily
recommended servings each recipe fulfls.
These daily recommended servings will come from information provided by the Australian Government
(www.eatforhealth.gov.au). Each food group will be represented by a simple illustration. One of these
illustrations will represent one serving from each food group unless indicated otherwise.
Provide knowledge in foods available in Australia and those that can be used as substitutes.
Information for this will be based on visits to the Asylum Seekers Centre food bank, the Salvation Army
Street Level Mission food bank, and Woolworths online shop (as they accept food vouchers given out by
organizations such as Anglicare and The Station Drop In Centre).
These ingredients will be illustrated in a somewhat realistic manner so users can easily identify them with
the real product. Packaging will be designed to look similar to the most popular brands available.
Provide knowledge in food preparation
There will a section in the cook book dedicated to basic cooking instruction such as making rice or pasta
and chopping techniques for ingredients used commonly such as onions or garlic
These will be illustrated in the same style as the recipes
To save time, money and resource of individuals and families by providing the information needed in
appropriate planning of food
Each recipe will have approximate cooking times to show how long it takes to prepare and cook each
meal, giving people the ability to plan for it.
The outlining of ingredients needed for each recipe will also allow people to plan for what they will eat,
therefore wasting less food.
Raise self esteem by allowing people to be more self suffcient, giving them something to do and
providing a sense of purpose
This will be done by focusing on easier to cook recipes so those who cannot cook will not fnd the task so
diffcult
Encourage communal eating and cooking in families and single men who live together in shared
households
Recipes will indicate how many plates the fnal product will serve, allowing people to plan for more people
if needed by doubling up recipe amounts.
To provide an aid for easier integration and a path to the sense of belonging
By outlining shopping instructions, and illustrating realistic images of ingredients , it will let users become
more familiar with the products available in Australia
24 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
CHALLENGES
A design problem often comes with a set of challenges that prevents the success of a solution. Aside from
certain problems addressed in the formulation of a solution, the following are some internal design problems
and existing external problems that impede on the success of this solution:
Internal design problems
The inability to collect data straight from resettled refugees or asylum seekers due to privacy issues.
This will affect the quality of research, but a large source of secondary research paired with interviews
conducted with those who live or work in close quarters of asylum seekers seemed to have provided
adequate information for the design of this project.
Testing of the product will also be affected as it will need to be done by those who either understand
English or know how to cook in the frst stages of design. It is only when the product has been designed
and approved will there be a chance of having it tested by the intended users.
External problems
The changing of cultural mindsets (men resisting to cook as it is not part of their gender role)
Over coming post traumatic stress disorder and depression, as those suffering from both often lack the
drive to eat or cook
Food bank ability to consistently provide ingredients needed for recipes
25 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
PRODUCT PROFILE
To provide cooking instruction of ethnic and common Australian recipes in a visual manner to boost
nutrition in resettled refugee and asylum seeker communities.
According to a study done on cognitive processes and visualization, visualizations used for educational
purposes can be rather effective (Butcher 2004). When appropriately designed, diagrams can successfully
promote learning because they guide the learner to engage in cognitive processes essential for comprehension
(ibid). Thus the best way to achieve this is to design a visual cook book flled with information that can aid in
nutritious eating and integration in Australian society. The visual cook book will have the following elements:
Shopping and cooking instructions shown in an ascending sequential manner. Sequence will be shown
with arrows leading from one task to the next. Different arrows will be used to indicated different actions.
Dashed arrows will indicate a sequence of instruction whereas solid arrows will indicate directions of
where objects should go (for example, putting items into a pan).
Common ingredients found in popular food banks as well as shops that take supermarket vouchers.
Information of ingredients available will be obtained by visiting food banks such as the Salvation Army
or the Asylum Seekers Centre, and Woolworths. This section will also provide a nutritional key for each
ingredient by indicating the daily recommended consumption of each food product and a rough key
indicating cost of ingredients. Costs will be shown in increments of approximately $5, starting from zero
and ending at $20+.
A list of recipes common in Australia and recipes popular in countries such as Iraq, Afghanistan,
Myanmar, Bhutan and Iran. Again, nutritional legend will be shown for each recipe based on the Australian
Guide for Healthy Eating. Cooking times will also be indicated as well as a rough estimate of cost for each
recipe. A short section for breakfasts will precede the recipes for lunch and dinner.
An example of a food voucher given out at the
Salvation Army Streetlevel Mission. These food
vouchers can be used at the missions food
bank. To see a list of sample items and prices
please see Annex 2 on page 42.
FIGURE 6
26 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
There will be recipes dedicated for school and packed lunches which will have the same design elements
as the list of recipes in the previous section.
Styles of images will be mixed in the cook book.
Photographic images will be used to show the cooked dish and placed in the beginning of the
recipe as the use of photography will most accurately depict the meal, allowing users to decide
whether or not they fnd it appetizing. Photos will either be taken by me or appropriated legally
from a web resource.
Realistically illustrated images will be used to depict food and packaging, allowing users to
correctly identify these depicted ingredients to their real life counterpart
More abstract illustrations will be used for elements that are not so important such as people or
scenery. These images will more subdued in colour allowing the more important information to
stand out.
Pictograms will be used to depict general concepts such as time and money.
As the project will run on little to no budget, the most pragmatic medium is to the visual cook book in PDF
format which can be printed by myself, asylum seeker organizations and food banks. This project can also be
put on a website for easy dissemination but since a large demographic of the target market will have little to
no access of a computer, as well as some lacking the skills to use a computer, dissemination may often need
to come from a third party. The cook book should ideally be printed as an A4 document and made into an A5
booklet. Offce printers will be able to easily to this as the document will have no colours running off to the edge
(thus no need for bleed marks), and stapled through the middle.
The product should also be printed in colour as colour will syntactical aid in the success of the visual design
of the product. Professionally printed versions of this product would be optimal but this product should be as
fexible as possible due to money constraints.
DELIVERABLES
Below is a list of deliverables of the design project, deliverables of other products outside of the design scope
and materials that will be needed to achieve the desired project outcome. Note: frst phase of project will
include deliverables from background work until product testing. If product testing is successful and project is
approved by asylum seeker organizations and/or food banks crowd sourced funding will be used to raise money
to produce multiple hard copies of the project.
Background work
Researching visual instructional design to provide optimal solutions in this feld
Researching various problems in the world that could aid from visual instructional designs
27 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Researching to defne the problem and every element of this problem that affects people who are afficted
by it
Interview parties who work for or live with resettled refugees and asylum seekers to understand the
problems suffered by them
Read frst hand accounts and interviews of experiences of resettled refugees and asylum seekers to
empathize with their former experiences, and their current experiences living in Australia
Meeting minutes
Subsequent meetings for presentation of progress (concept design, prototypes), feedback
Follow up meeting to discuss the success or failures of the project outcome a month or so after product
launch
Recording of meeting minutes
Please note, extra meetings not outlined in the brief will incur in extra charges of 60 AUD/hour, however,
these fees will be waived as project is done pro bono.
Presentation of design brief
This includes an outline of project description, concept description, budgets, time-lines and contracts
Design concept presentation
In depth description of concept
Mood/concept board
Preliminary Sketches of designs
Background research needed in concept production
Preliminary design presentation
In depth description of content in each section including sketches
Information regarding food available in popular food banks and supermarkets (including which
supermarkets take food vouchers)
Drafts list of recipes including ingredients found in popular food banks and supermarkets
Prototypes
Design of a page featured in each section with accompanying text (for example: one recipe page, one
shopping instructions page, one nutritional values page)
28 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Design
Design of all visual elements, recipes
Provide all accompanying text necessary for the product
Testing
Cooking all recipes as test and revision
Dissemination of product to asylum seeker organization and food banks for approval
Once approved, user testing of product among few individuals, feedback and revision
Production
Crowd source funding to raise money for product production
Printing of product for dissemination
Delivery:
Dissemination of fnal product to asylum seeker organization and food banks
Materials needed:
Design software
Computers
Internet access
Printers
Appropriate paper stock
Transport to different food banks and organizations
Phone access
Design space
Human resources:
Designer
Printer
Marketing material (other deliverables outside of the initial project that may to be provided):
As this project is carried out with limited funds, marketing must be done with very little cost or no cost at all.
This will include verbal outreach at asylum seeker organizations and food banks, posters printed on A4 sized
paper by offce printers and social media campaign via Facebook, Instagram, Twitter and LinkedIn.
If the project is a success a website for marketing and downloading the cook book could also be a possible
deliverable.
29 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
MARKETING
Target market
The primary target market for the design solution are resettled refugees and asylum seekers in Australia.
According to the 1951 Convention Relating to the Status of Refugees to which Australia is a signatory, a
refugee is defned as any person who owing to a well founded fear of being persecuted for reasons of race,
religion, nationality, membership of a particular social group or political opinion, is outside the country of his/
her nationality and is unable, or owing to such fear, is unwilling to avail himself/herself of the protection of that
country (Refugee Council 2009).
Resettled refugees are those who have been given refugee status by the Australian government and are
permanent residents of the country thus have the right to work, study and accept social security benefts
such as unemployment benefts (Parliament of Australia 2014). Asylum seekers pertain to those who seek
refugee status by the Australian government and are awaiting his/her claim to be assessed (Refugee Council
2009). Asylum seekers are usually on bridging visas and receive little or no benefts from the government or
other organizations. They also do not have the right to work or study in Australia. If it not uncommon that both
resettled refugees and asylum seekers have experienced living in Australian asylum seeker detention centres
when frst settling in this country.
Resettled refugees and asylum seekers can be single men, families with either both or single parents.
This design solution is targeted primarily to those who know very little about cooking and nutrition and the
demographics in this area are usually men (please see page # for further explanation). Without families present,
single males must learn to cook for themselves. They usually have little knowledge regarding cooking due to
an absence of female role models in refugee camps or traditional gender roles that do not encourage males
in the kitchen. Men who currently live with their families in Australia may also need to cook due to gender role
reversals in the home from jobs and shift work of their spouses or loss of family members. Women are also
a demographic of this target market as they may not be familiar to ingredients available in Australia. Those
with families are especially targeted as appropriate school lunches are an important part of a nutritious diet for
children from the age of four and up.
Other secondary markets are migrants or newly arrived immigrants who cannot understand English and are not
accustomed to Australian food culture, and Australian Aboriginals who suffer from low English literacy and food
insecurity.
Competitors
There are many visual cook books available aimed at societies with low literacy rates as well as those with
learning disabilities but none related to refugees or asylum seekers. Kukumbat gudwan daga: really cooking
good food is a great example of how a visual cook book can address the problems of its target market as it
30 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
focuses on addressing ingredients available in remote communities, provides step by step photographs and
give ingredients for cooking meals for 10, 30, 50 and even 100 people (The Fred Hallows Foundation 2009).
Picture Cook is another visual cook book but one that is not particularly aimed at specifc demographics but
mainly aimed to make cooking from scratch look more fun and approachable. The usage of colours and design
elements in this book can be a good reference in the designing of this project.
Cook books such as Between Meals and the Story of Food focus on the personal side of refugees and asylum
seekers, including personal stories and addresses subjects such as longing for food from home, while focusing
on recipes traditional to refugees and asylum seekers (Goodfood, 2008). As of yet I have not encountered
another cook book that directly aims to provide information to boost nutrition, integration or a sense of
belonging in a visual manner. For project success, useful elements of visual cook books and existing cook
books aimed at refugee or asylum seekers should be kept in mind during the design process. See Annex 1 for
example pages from these books.
Brand profling and positioning work
Because there will be a reliance on asylum seeker organizations and food banks to disseminate the fnal
product, the branding of this product must be in line with those disseminating the product. From my experience
visiting and interviewing the Asylum Seekers Organization and St. Vincent de Paul, they are extremely
protective of the privacy of their clients and aware of their organizations public profle. A profle that is accurate,
credible and free from scandal is ideal. Focusing on information accuracy and straying away from assumptions
will ensure that this product is credible and can be safely disseminated by related parties without backlash.
Branding that is also culturally sensitive and politically correct is also important. Lastly, respect of privacy in
marketing material is very important and discrepancies should taken when personal information or photographs
of individuals are used. To ensure that credibility is achieved and no assumptions are made, the following
should be done:
Information (especially nutritional information) should be taken from credible sources such as those
provided by government websites (www.eatforhealth.gov.au) and medical or academic journals
Images and information appropriated from other sources must be documented and appropriated in a legal
manner
Photos will be taken upon visits to food banks to ensure information is accurately recorded
Recipes must be tested by the designer to ensure that information given is as accurate as possible
Aside from solely disseminating the product, posters can be designed for organizations or food banks to be
put up on premises and banners can be designed for their Facebook pages to market this material to more
people. Online design magazines such as GOOD, Design Taxi and CoExist can also be contacted as they often
report on human centred design ideas, allowing marketing of this design product to be done by these reputable
31 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
parties. During my research I have contacted a few organizations and food banks that give out emergency food
relief that will be interested in this project. This includes the Wesley Congregational Life, the Salvation Army
Street Level Mission, and the Asylum Seekers Centre.

32 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
WORK/SERVICE AGREEMENT CONTRACT
Designer: Eunice Ching Client: To suit
Date: 14 May 2014
Description of Services:
The concept creation, design, development, and delivery of a visual cook book for resettled refugees and
asylum seekers in Australia. Please refer to the deliverables section for all the project delivery elements.
Additional Editing and Changes
Any requested changes to the specifcations shall constitute additional working hours and usually incur extra
charges. This includes meetings requested outside of the ones outlined in the time lines. Extra costs will be
calculated based on the nature of the additional changes and agreed upon by the designer team and the client.
This project is pro bono thus no charges will be made.
Ownership of Artwork and Source fles:
As this project is pro bono, designer will own intellectual property.
Delivery of Project
Products will be completed on the mutually agreed completion date. Any changes in work scope may require a
revised completion date. The designer is not accountable for unforeseen circumstances beyond her control.
Completion Dates:
Please refer to the time line for the agreed completion dates.
Kill Fee:
Usually, a fee of 50% the design fee will be charged if contract/design agreement is cancelled after the frst
draft of work is made or cancellation is made in the middle of the design process unless the designer has
severely failed the clients requests. This project is pro bono thus no charges will be made.
Fee and payment:
Please see the budget section for a detailed list of costs. Usually, payment to be made within 1 month of
fnished works but this project is pro bono thus no charges will be made.
Acceptance of terms
Clients signature
Designers signature
Date
Date
33 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
TIMELINES
The following are an outline of timelines with detailed description of deliverables. Working days include the
weekends. Please refer to the next page for a visual timeline.
Initial meeting to discuss the scope of the design 0.5 days 19-02-2014 19-02-2014
Background research: visual instructional design, defning design problem,
formulating a solution 70 days 20-02-2014 30-04-2014
Concept creation: research, concept articulation 8 days 30-04-2014 07-05-2014
Design brief development 7 days 08-05-2014 14-05-2014
Design brief agreement and contract signing 7 days 14-05-2014 21-05-2014
Further design concept development: (mood/concept board, initial sketches) 3 days 14-05-2014 16-05-2014
Design concept presentation 0.5 days 16-05-2014 16-05-2014
Allotted time for design concept approval 0.5 days 16-05-2014 16-05-2014
Gathering information of common ingredients in popular food banks and food
voucher shops in Sydney
10 days 14-05-2014 28-05-2014
Gathering recipes 10 days 14-05-2014 28-05-2014
Develop preliminary designs
(Includes: designs from at least 1 pages from each section- see project
background for full section list, minor content production)
7 days 14-05-2014 21-05-2014
Testing design prototype for usability 2 days 22-05-2014 23-05-2014
Amendments 2 days 24-05-2014 25-05-2014
Design presentation 1 0.5 days 26-05-2014 26-05-2014
Allotted time for preliminary design approval 0.5 days 26-05-2014 26-05-2014
Amendments on feedback 2.5 days 26-05-2014 28-05-2014
Final preliminary design approval 0.5 days 29-05-2014 29-05-2014
Design other pages based on initial design concept + cover 14 days 29-05-2014 12-06-2014
Design presentation 2 0.5 days 13-06-2014 13-06-2014
Allotted time for design and text approval 2.5 day 13-06-2014 16-06-2014
Testing of usability 3 days 13-06-2014 16-06-2014
Amendments 5 days 16-06-2014 20-06-2014
Final approval on design and text 2 days 20-06-2014 22-06-2014
Task name/description
Task name/description
Task name/description
Duration
Duration
Duration
Start date
Start date
Start date
End date
End date
End date
Project brief
Concept development
Design
34 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Printing *external 2.5 days 23-06-2014 25-06-2014
Project hand in 1 day 25-06-2014 25-06-2014
Task name/description
Task name/description
Production
Delivery
Timelines on any material outside of the project scope such as marketing material will be provided at a later date
depending on the clients needs.
Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design 35
Eunice Ching 131FCG4105 | DN010 Design Practical 2 Assignment 3 | Design Brief 35
TIMELINES Design team production task Approval task External task Meeting Task due
17-02-2014
24-03-2014
28-04-2014
09-06-2014
24-02-2014
31-03-2014
05-05-2014
16-06-2014
03-03-2014
07-04-2014
12-05-2014
23-06-2014
10-03-2014
14-04-2014
19-05-2014 26-05-2014
30-06-2014
17-03-2014
21-04-2014
02-06-2014
WEEK 1
WEEK 6
WEEK 11
WEEK 16
WEEK 2
WEEK 7
WEEK 12
WEEK 17
WEEK 3
WEEK 8
WEEK 13
WEEK 18
WEEK 4
WEEK 9
WEEK 14 WEEK 1
WEEK 19
WEEK 5
WEEK 10
WEEK 15
Background research: 70 days
Background research (continued): 71 days
Background research (continued): 71 days
Concept creation: 8 days
Design brief development: 7 days
Further design concept development: 3 days
Gathering ingredients information: 10 days
Gathering recipes: 10 days
Preliminary designs: 7 days
Testing usability 1: 2 days
Testing usability 1: 3 days
Amendments: 5 days
Final design approval: 2 days
Printing: 2.5 days
Amendments: 2 days
Amendments: 2.5 days
Design rest of project: 14 days
Design rest of project (continued): 14 days
Design presentation 1: 0.5 days
Design presentation 2: 0.5 days
Design concept presentation: 0.5 days
Initial meeting: 0.5 days
Concept approval: 0.5 days
Preliminary design approval: 0.5 days
Allotted time for design and text approval: 2 days
Design brief agreement and contract signing: 6 days
Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design 36
BUDGETS
Time estimates Budget
Project brief and strategy 321 321 $19,260 $21,186
Inital meeting 1
Background research 240
Concept creation 40
Design brief development 40
Design 130 16 146 $8,200 $9,020
Design other pages based on initial design concept + cover 88
Design presentation 2 1
Testing of usability 8 16
Amendments 32
Final approval on design and text 1
Total 1,244 26 648 $37,970 $41,767
Content development 171 10 181 $10,510 $11,561
Further design concept development: (concept board, initial sketches) 24
Design concept presentation 1
Gathering information of common ingredients 20
Gathering recipes 20
Develop preliminary designs 40
Testing design prototype for usability 16 10
Amendments 32
Design presentation 1 1
Amendments on feedback 16
Final preliminary design approval 1
Designer
$60/hr
Tester
$25/hr
Total
hours
Excl.
GST
Incl.
GST
*Working hours from other commitments (other jobs) have been taken out of hours calculated. External costs such as printing budget is not included.
Designer budget is calculated by the base budget of $45/hour plus cost of electronic resources such as computer, design software, camera, printer, and other
devices of this nature (see page 6), transportation costs, administration work and time management, and design space and materials. As this project is pro
bono, no client will be charged. Budget is only used to outline the cost of work.
37 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
POLICIES AND PROCEDURES
Code of ethics: As taken from the Design Institute of Australia (DIA 2014)
1 The designers responsibility to the community
1.1 A designer accepts a professional obligation to further the social and aesthetic standards of the community
1.2 A designer shall act in keeping with the honour and dignity of the profession
1.3 A designer shall not consciously assume or accept a position in which personal interests confict with
professional duty
2 The designers responsibility to the client
2.1 A designer shall act in the clients interests within the limits of the designers professional duties
2.2 A designer shall not work simultaneously on assignments which are in direct competition without informing
the clients or employers concerned, except in specifc cases where it is customary for the designer to work at
the same time for various competitors
2.3 A designer shall treat all knowledge of a clients intentions, production methods and business organization
as confdential and shall not, at any time divulge such information without the consent of the client. It is the
designers responsibility to ensure that all members of staff are similarly bound to confdentiality
3 The designers responsibility to other designers
3.1 A designer shall not accept instructions from a client which knowingly involve plagiarism nor consciously act
in a manner involving plagiarism
3.2 A designer must give credit to others work when their work has been appropriated. No plagiarism will be
tolerated.
External timelines
The following is an outline of work performed by external resources or work performed outside of the project
scope. The product will be printed externally by a professional printer. This section is also outlined in the
internal timelines.
Printing 2.5 days 23-06-2014 25-06-2014
Task name/description
38 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
TENDER DOCUMENT TEMPLATE
The following is a template for a tender document.
Section 1
Subject:
Request for Quotation for printer.
Project:
Visual cook book for resettled refugees and asylum seekers in Australia
Case reference:
EC001
1. Eunice Ching is pleased to invite you to submit a quotation for supply of the goods described in Section 2 to
this Request for Quotation.
2. We would appreciate receiving your quotation on or before 14-06-2014 via e-mail (ching.eunice@gmail.com)
to the attention of Eunice Ching. Please specify above project and reference number on your quotation.
3. Any requests for clarifcation should be referred to:
Contact Person: Eunice Ching
Address: 123 The Corso, Manly, 2095, New South Wales, Australia
Telephone: +614 68 401 760
E-Mail: ching.eunice@gmail.com
4. Your quotation shall include the following:
Filled out table based on specifcations required in next page- Section 2.
5. Eunice Ching evaluates the quotations based on best value, i.e. best quality and cost-effectiveness of the
proposed offers. The following aspects will be considered for the evaluation:
Suitability of the approach and methodology including frms capacity to undertake the services
Qualifcations and suitability of the supplier proposed for the assignment including their previous
experience with same type of assignment
Cost-effectiveness of price quotation
6. A contract may be awarded to the bidder having submitted the quotation representing the best value for
Eunice Ching. However, Eunice Ching reserves the right to accept or reject any quotation, and to cancel the
process and reject all quotations, at any time prior to the award of contract, without thereby incurring any
liability to the Bidders or any obligation to inform the Bidders of the grounds for such action.
7. Eunice Ching Designs will effect payment within 30 days after receipt of original payment documentation.
39 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Section 2
General description Visual cook book with illustrations and text
Quantity 2
Size A5
Pages
Cover: 4pp
Text: 68pp
Paper
Cover: 250 gsm recycled
Text: 160 gsm recycled
If different but similar paper offered please
indicate:
Inks
Vegetable based inks, process colour
If other eco-friendly inks please indicate:
Press work / Colours
Cover: 4+4 colour CMYK + varnish
Text: 4+4 colour CMYK
Proofng / Prepress
Proof from approved sent samples
Press-ready pdfs supplied.
Bleeds on all pages with crop marks
Printer to run trapping
Binding Perfect binding
Packaging Packed in suitable eco-friendly packaging
Delivery No delivery needed, will pick up
Production time 2 days
Additional Notes
I will pay for exact quantities ordered and will not
accept delivery of under-runs or pay for printing
over-runs.
Requirements
Your offer (Please fll in): Yes/No or
substitute as indicated
Title and description of job/service provided
Previous experience form
Total amount
of contract
Name and Contact
details of client
Year
project was
undertaken
Applicants signature Date
40 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
FEEDBACK FORM
Please fll out the following feedback form in order for the design team to provide better service and outcomes
throughout the project and in the future. A follow up meeting will take place a month after the projects launch to
go through the successes and failures of the project and to plan any further action. This feedback meeting will
be free of charge.
1. Rate from 1-5 your satisfaction with the quality of the project (1= least satisfed, 5= most satisfed). Please
state why you are satisfed/not satisfed.



2. How satisfed were you with the amount of time it took us to complete your project?


3. Did you feel you had enough time to approve the design work at each stage of the project?

4. Was the design brief descriptive enough and outline the design project accurately and thoroughly?

5. How satisfed were you with the quality and speed of our correspondence with you?


6. Did you fnd any element of the work unsatisfactory? (For example: the design, the illustrations, the
content, the website usability).


7. Would you consider using my services again in the future? If so or if not, could you state why?



8. Do you have any additional comments you would like to provide?
Y N
Y N
1 2 3 4 5
least most
1 2 3 4 5
least most
1 2 3 4 5
least most
41 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Good Tucker Long Life!
10
Kangaroo Tail Stew
Kangaroo Tail 1
Onion 2
Potato 2
Frozen Mixed
Vegetables (2kg)
1
Baked Beans
(420g)
2
Vegetable Oil
(Tablespoon)
2
F
e
e
d
s

1
0

p
e
o
p
l
e
T
IP

Use any
combination of
fresh, tinned or frozen vegetables
available.
www.jlf.org.au
11
Chop vegetables and gather
all ingredients.
Heat the oil in a pot, add
kangaroo and onion.
Fry until brown.
Add vegetables and baked
beans and stir.
Add some water to cover the
top of the meat and bring to
the boil.
Turn heat down to low and
simmer for 1 - 2 hours.
Serve with rice, pasta or bread.
1 4
2 5
3 6
ANNEX 1: OTHER COOKBOOKS
A sample recipe from Kukumbat gudwan daga: really cooking good food (The Fred Hollows Foundation 2009).
Two sample recipes from Picture Cook. (Shelly 2013).
FIGURE 7
FIGURE 8
42 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
ANNEX 2: PRODUCT PRICE COMPARISON
The following is a comparison table of foods available at Woolworths, Salvation Army Streetlevel Mission, and
the Asylum Seekers Centre. Information gathered is based on the Woolworths online shopping website, and the
products available at the two food banks at the day of the visit. As food banks stock products based on what
is given to them by organizations such as Oz Harvest and Foodbank New South Wales, the stocks will not be
consistent. However, it can be assumed that non perishable items such as canned tuna, canned beans and
vegetables, rice and pasta will be consistent items at these food banks.
In terms of pricing, Woolworths charges their products at full price accepting food vouchers around $50 dollars,
the Salvation Army Streetlevel Mission charges their products at a highly discounted price accepting food
vouchers around $25, while the Asylum Seekers Centre gives each client one large reusable shopping bag
flled with stocked items of their choice free of charge. This service of available to the clients of the Asylum
Seekers Centre once a week. As Woolworths offers various products, brands of the same product, the product
with the best value for price (highest quality that the cheaper price allows) will be featured.
Pasta sauce- tomato $3.20 $1.50 N/A
Tomato paste $3.05 $0.30 Free
Stir fry sauce $2.69 $1.00 Free
Soy sauce $5.04 N/A N/A
Tomato Sauce $3.33 ~$1.50
4
N/A
Mustard $3.06 N/A N/A
Sweet Chilli Sauce $3.49 $1.50 N/A
Mayonnaise $3.68 No price recorded N/A
BBQ Sauce $2.46 $1.00 N/A
Salad dressing $2.99 $0.40 N/A
Jam $2.74 $1.50 Free
Honey $3.92 ~$1.50 N/A
Peanut butter $3.28 $2.30 N/A
Vegemite $3.55 $2.50 N/A
Peas and carrots $2.14 ~$1.00 Free
Mixed vegetables $2.69 N/A Free
Asparagus $4.71 ~$1.00 N/A
Tomato $1.60 $0.80 Free
Beans- Baked $1.71 $0.50 Free
Item
Item
Woolworths
Woolworths
SASM
2
SASM
ASC
3
ASC
Sauces / condiments / spreads
Canned goods
2. SASM= Salvation Army Streetlevel Mission
3. ASC= Asylum Seekers Centre
4. Prices marked ~ are an approximate price based on a comparison to a similar product.
43 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Beans- kidney, black, barlotti, etc $1.92 ~$0.50 Free
Lentils $1.92 ~$0.50 Free
Chickpeas $1.92 ~$0.50 Free
Spaghetti $1.56 ~$0.50 Free
Corn $1.92 ~$0.80 Free
Carrots $1.60 ~$1.00 Free
Soup- regular $2.00 $0.50 Free
Soup- chunky $2.69 N/A Free
Flaked Fish- Tuna / Salmon $2.03 $2.00-$1.20 Free
Sardines $2.78 ~$2.00 N/A
Beetroot $2.85 $1.00 N/A
Pineapple $1.92 ~$0.50 Free
Pears $3.17 $0.50 N/A
Peaches $3.76 ~$0.50 N/A
Mixed fruits $2.14 ~$0.50 Free
Bamboo shoots $1.06 N/A Free
Water chestnut $1.08 N/A Free
Item Woolworths
Canned goods continued
Rice $2.46 $1.00 Free
Pasta $2.63 $0.20-$1.00 Free
Asian noodles $1.60 N/A Free
Couscous $2.96 N/A Free
Bread- brown $4.30 N/A N/A
Wraps $4.99 No price recorded N/A
Cereal $4.92 $2.00 Free
Instant noodles $1.19 /5 pack $1.00 / 5 pack Free
Crackers $2.96 $1.00 N/A
Flour $2.55 $1.00 N/A
Barley $1.62 N/As Free
Milk- jug $2.00 $0.50 N/A
Milk- long life $1.67 $0.50-$1.00 Free
Milk- lactose free $2.25 ~ $1.00 N/A
Milk- soy $2.35 ~ $1.00 N/A
Butter $2.30 No price recorded N/A
Margarine $2.99 No price recorded N/A
Yogurt $6.18 No price recorded N/A
Cream $4.41 No price recorded N/A
Cheese $4.49 $3.00 N/A
Item
Item
Woolworths
Woolworths
Grains
Dairy products
SASM
SASM
SASM
ASC
ASC
ASC
44 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Item
Item
Woolworths
Woolworths
Oil / Seasoning
Fresh fruits and vegetables
5
Oil- Canola $2.69 N/A Free
Stock- beef $3.17 No price recorded Free
Stock- chicken $3.17 No price recorded Free
Stock- vegetable $3.17 N/A Free
Marinade $2.60 $0.40 N/A
Salt $1.92 N/A N/A
Pepper $3.71 No price recorded N/A
Sugar $2.20 $1.50 N/A
Apples $1.05 each N/A N/A
Pears $0.92 each $1.00 N/A
Oranges $1.00 each N/A Free + lemons
Bananas $0.52 each N/A N/A
Broccoli $3.98 N/A N/A
Caulifower $2.98 each N/A N/A
Tomatoes $0.60 each N/A N/A
Capsicum- green $1.50 each $1.00 N/A
Capsicum- red $1.69 each N/A N/A
Carrots $1.88 / kilo N/A N/A
Mushrooms $10.98 / kilo N/A N/A
Salad- bag $2.55 N/A N/A
Onions $0.45 each N/A N/A
Garlic $1.50 each N/A N/A
Potatoes $3.98 / kilo $0.20 Free
5. These items are not always available. Items that were no available on the day of visit are marked N/A however, all fruit and vegetable
packs are $1.00 unless marked in the food bank.
SASM
SASM
ASC
ASC
Eggs $4.99 $1.50 N/A
Sausages $4.99 $2.50 N/A
Lamb chops $7.23 $4.50 N/A
Bacon $5.87 $2.50 N/A
Mince- beef $5.00 $2.50 N/A
Chicken drumsticks $3.99 $1.50 N/A
Chicken breast $7.75 N/A N/A
Chicken thighs $7.50 N/A N/A
Rissoles- chicken $6.99 No price recorded N/A
Steak- beef $6.60 N/A N/A
Fish - crumbed $4.82 No price recorded N/A
Frozen vegetable mixed $3.75 No price recorded N/A
Item Woolworths
Meat / Frozen goods
SASM ASC
45 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
ANNEX 3: COOKBOOK DESIGN METHODOLOGY
Choosing ingredients
For simplicity's sake, I chose limited ingredients to feature in the cook book out of the many available at
Woolworths, Salvation Army Street Level Mission, and Asylum Seeker Centre. Ingredients were mainly chosen
based on the required items in each recipe. Some extra common ingredients featured in the recipes were also
highlighted as these could be used as substitutes for certain meat, grain or vegetable the recipe calls for. For
example, a recipe that is paired with rice can also be paired with couscous, or broccoli and carrots could be
substituted with canned corn, peas or carrots.
Depicting images
Depicting package-free ingredients such as fruit, vegetables and meat were straight forward as these items
usually look the same in most places. Packaged ingredients such as rice, pasta, bread, sauces, spices and
canned goods were chosen based on familiarity of the product, not price. Thus an ingredient such as a box
of couscous was depicted to look like its most popular and recognizable brand, not on the cheapest brand
of couscous. By doing this users can easily spot these brands at supermarkets or food banks and opt for a
cheaper brand shelved in the vicinity. If this certain brand is not available, it will still be recognizable to others
when the user asks for assistance to locate the product. All images were produced except for three to four
images of animals found in the protein section, which were taken from creative commons vector websites.
Photographs were either photographed myself or taken from creative commons stock photo websites. However,
there are some photographs taken from Flickr photo streams (photos also under creative commons licensing)
or from recipe websites. These photographs are credited in the cookbook. In the future I would like to take all
the photographs myself.
Pricing
In terms of pricing, ingredients refect the prices from Woolworths as they sell products at higher prices
compared to that of foodbanks. By quoting prices from the more expensive food outlet, there will be less
chance of people under estimating prices. Please see Annex 2 for the cost of items found at Woolworths,
Salvation Army Street Level Mission, and Asylum Seeker Centre.
Nutritional information
Daily serving calculations were mainly taken from EatForHealth.gov.au, a set of Australian dietary guidelines
issued by the Australian government. Information on the daily intake servings for adults, adolescents and
children, as well as the amount of food equal to one serving was taken from this website. Other resources such
46 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
as the American Heart Association, Health Food Guide (New Zealand), and LiveStrong (USA), were used to
further outline information regarding suggested servings and sizes that were not available on the
EatForHealth.gov.au website. Information depicted in the cookbook should directly refect the information
provided from these sources except for the recommended serving intake for children. That has been rounded
down slightly to fulfl the median requirement in order to achieve better clarity as it contained many decimated
values. For example, recommended servings for protein in children were given a range between 1.5-2.5 per day
on EatForHealth.gov.au, but was rounded to 2 servings per day for the sake of achieving better visual clarity.
47 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
ANNEX 4: RECIPES
This section contains the recipes that the cookbook will contain. Recipes have been chosen based on the
chart of the offshore visa grants by the top ten countries of birth (fgure 1, page 11). As there is limited time to
complete the cook book, recipes have been chosen from the top two countries of each region (Middle East,
Asia and Africa). Thus, recipes from the following countries were chosen:
Iraq
Afghanistan
Myanmar
Bhutan
Congo (DRC)
Somalia
One recipe from each of these countries have been chosen to be featured in the cook book but have been
adapted in order to match the ingredients available at the food banks. Since restrictions must be taken, some
key ingredients, mainly spices, such as cumin, garam masala, or cinnamon cannot be substituted and thus
have to be left out of the recipes if the user cannot fnd them. These harder to fnd ingredients will be highlighted
in an 'optional' section. Doing so indicates that although the usage of these ingredients are desirable, it is still
possible to make the dish without them. For example, pasta with tomato sauce is nicer with basil, but without
the basil it is still possible to make this dish. Some may argue that missing key ingredients will change the
recipe entirely, but I believe that liberty must be taken in this regard and the results may lead to the creation of
a new, fusion dish. When I was younger, my grandmother used to make me Chinese soup noodles, but since
we lacked the appropriate vegetables and noodles, she used pasta, canned chicken stock and broccoli instead.
To this day, it is still one of my favourite comfort food dishes and one I was able to cook easily when I lived in
Sweden.
Aside from recipes featured from the countries above, common recipes eaten in Australia such as sandwiches
(for school lunches), cereal (for quick breakfasts), and vegetable pasta (to teach users how to make pasta) will
be featured. The following are the recipes that will be used in the cook book as well as some information about
them.
Timman jazar
Timman jazar is an Iraqi rice dish that contains mince meat (beef), carrots, onion, garam masala and cinnamon.
This dish can be substituted with quorn for a vegetarian option (Ibrahim 2009). Although it is not traditional, I
could also give the option of substituting mince with other meats such as cut up chicken or non-pork sausages.
The dish will also have to be made without the spices indicated (garam masala, cinnamon or mixed spice) if it is
not available.
Shorwa Birinj
Shorwa Birinj is an Afghan rice soup and was chosen for its nutritious and readily available ingredients. It
48 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
contains rice, meat (lamb or chicken), tomato, carrot, and onion. It also calls for a 1/4 cup of fresh dill which
unfortunately is not an ingredient available at food banks but is sometimes at Woolworths.
Stir fry bamboo shoots
Bamboo shoots in Burmese is known as 'hmyit'. This Burmese vegetarian dish can also be cooked with shrimp
or fsh sauce, but since neither ingredient is available at food banks, soy sauce can be substituted (Nigella.com
2012). This simple dish contains bamboo shoots, red onion and chicken powder (stock or bouillon). Ingredients
such as turmeric and chillies may need to be skipped as it is also not readily available at food banks. For a
simple meal this dish can be served with rice.
Bhutanese Steak and Beans
Bhutan diet consists mainly of cheese, chillies, and meat with dishes usually boiled and slow cooked, thus it
was a bit diffcult to fnd a dish that did not have chillies as a main ingredient. I chose steak and beans as a
recipe as it is similar to a Chinese recipe I usually cook with these ingredients which can be substituted easily.
Also, instead of boiling the meat as the Bhutanese do, I will instead indicate users to fry the dish as it cuts down
on cooking time. The steak can be substituted with mince, lamb, pork or chicken and the beans can likewise be
substituted with carrots, peas, mixed vegetables or broccoli. With this I have taken the most liberties with the
recipe as it easy to substitute and is versatile enough to suit people's tastes. This dish should ideally be served
with rice.
Chicken and vegetable Moambe
This Congolese recipe is popular both in the Democratic Republic of Congo and the Republic of Congo and
is enjoyed throughout central Africa (Magarita's International Recipes, n.d.). This dish is traditionally with just
chicken, but as I have seen vegetarian versions, I thought it would be a good chance to add extra nutrients in
there. Main ingredients such as tomato paste, tomato puree, and peanut butter are readily available at the food
banks and although most recipes call for unsweetened peanut butter, I have seen some that can be used with
peanut butter containing salt and sugar. Vegetables such as carrots, zucchini, and aubergine are desired, but
peas and corn may also work in this dish.
Vegetable pasta
This is a common pasta dish that can be cooked based on the ingredients found at food banks and at
Woolworths. Most vegetables can be used such as carrots, peas, broccoli, caulifower, green beans, and
spinach, while any meat or beans can be used as well. This dish nutritious and is an easy introduction to
cooking pasta, a dish widely eaten by Australians but may not be eaten by people from non-Western cultures.
Sandwiches
This is also a very easy to make meal aimed at families who have children that need school lunches. The aim is
to use bread or wraps as well as salad, cheese, meat or canned tuna, or just peanut butter and jam. It is also a
49 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
meal that is fast to make in the mornings and can be eaten cold.
Note: In the end, A recipe of a peanut butter sandwich was made, as well as a tuna sandwich with vegetables
and cheese. The peanut butter sandwich was aimed at both breakfast and lunch meals, but I opted to remove
the indication of a school lunch as some schools do not encourage children to bring peanut butter due to
allergies. Tuna sandwich was chosen over cold cuts as tuna is usually available in supermarkets and in
foodbanks.
Cereal and milk
This is another quick option for breakfast to introduce users to a typical Australian breakfast. According to
the food bank study done by the ASRC, clients tend to prefer their traditional breakfasts and cereal is usually
bypassed due to their lack of knowledge of what it is. Featuring cereal as breakfast recipe gives users another
option to common breakfasts from their country.
50 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
ANNEX 5: DESIGN EVOLUTION AND FEEDBACK
In order to achieve an optimal design solution, the cookbook has had two rounds of feedback with multiple
design versions. The sections below outlines the design evolution of the project.
Concept board
A board was made to convey the design style of the work. This concept board includes images, a colour
scheme and design examples from other people's projects. See Annex 6 for the concept board.
Sketches
Sketches were drawn of each section (general information, food groups, daily recommended servings, 1
recipe), to loosely show design style and layout of how the cookbook would look. The sketches were then used
as reference when creating version 1 of the cookbook. Below are some examples of sketches used to formulate
the design.
Version 1
Version 1 of the cookbook was designed to only feature certain aspects of each section. This was done to
ensure that the style was aesthetically pleasing and the content was easy to understand before going on to
design the whole book. Sections that were designed included 'General Information', 'Common Ingredients:
grains', 'Utensils', 'Key Cooking Ingredients', 'Shopping for Food', and 'Vegetable pasta'. It was sent to a few
people for feedback.
Feedback 1
The frst versions was shown to a few people and verbal interviews were conducted either in person or over
Skype to get feedback. The following questions were asked in order to get a full scope of user understanding of
the product:
FIGURE 9
51 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
1. What does this mean?
Feedback: This image caused a lot of confusion to everyone that I had asked. It was meant to show that
the symbol ~ meant approximate and meant approximately equal to. They are taken from mathematical
equations that mean the same thing. Eventually this symbol was dropped and replaced with +/- to show
approximate values.
2. What do these diagram show you?
Feedback: Most of the feedback from the grains section showed that this section was pretty straight
forward and clear. The pasta image on the left however, was a little confusing so the three other types of
pasta were taken out of the diagram in order to achieve greater clarity.
3. Explain the process of shopping for food in this diagram.

Feedback: This diagram was said to be a straight forward
process from those who have given feedback, so very little was
changed throughout the design process. Except for the arrows
indicating steps which was not prominent enough.
52 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
4. Refer to the vegetable pasta recipe. What does the key tell you? Can you explain the steps to cook this
recipe?
Feedback: The key also received good feedback regarding clarity as did the frst recipe.
Version 2
Version 2 is the whole cookbook designed based on the feedback of version 1. It was only shown to Professor
Bob Chung, my design mentor for the project and was subsequently changed again based on some of his
feedback. The overall feedback was that too much information was being conveyed, so before I sent the book
out for a second round of feedback I made some more changes.
Version 3
The main differences between version 2 and version 3 are the redesign of arrows used for indicating steps,
subduing less important information by making them less opaque, and the splitting up of sections between
cutting and cooking. The diagram below shows the differences between the same page in the two versions.
Feedback 2
Version 3 was sent out via Issuu, a web based layout program that transforms pdfs into a fippable booklet. The
request for feedback was sent to a larger group of people via email and Facebook. As this project still lacked
40
STEPS
Plain pasta
8
12
RED
8
38
CUTTING
39
26 29
18
RED
COOKING
Version 2 Version 3
FIGURE 10
53 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
permission to test on asylum seekers due to issues with privacy, I again relied on the feedback of my friends
and family. The demographics that conducted the user test were male and female, between the ages of 25-65,
were of various ethnicities and understood English. The following questions were asked:
1. How many servings of wraps = 1 serving of grain?
Feedback: This question was answered correctly by all. However, further feedback was given by some to
suggest that it would be more indicative to put the grain values frst and the price last.
2. How much fsh = 1 serving of protein?
Feedback: My initial intention to see if people understood the measurement of a serving of 1 fsh fllet
(diagram on the left), but instead people answered with the information given on the diagram on the right.
This proves that I should be more clear when asking questions.
3. Please choose a recipe, follow the directions and cook.
Which recipe did you choose?
How long did it take you to make the recipe?
How many plates did it serve?
Did you fnd the recipe easy to follow?
Were the recipe steps accurate? If not, which steps were not accurate?
Feedback: Although a number of feedback were received, not everyone had the time to pick a recipe to cook.
Those that did gave positive feedback to the process and the information they provided was almost in line with
the information outlined in the cookbook. Although this information was helpful, the most important feedback
came from those who did not cook a recipe but rather critically looked at the book and gave feedback regarding
clarity. Based on the feedback from this group of people, I designed my fnal version.
54 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Version 4
The previous versions focused more on having the correct information as well as precise steps in cooking. As
this amounted to showing too much information at a time, it heavily affected clarity. Thus, the fourth draft was
spent on refning the design and relaxing the information a little.
A less sharp colour palette was introduced to balance out the visuals. Colours that were mentioned in the brief
such as blue, green, and yellow were still used but more muted versions of these colours were used in the
overall layout and to indicate secondary information so that more important information could stand out.
Food groups previous to version 4 were depicted in a way that was too close in style to that of other ingredients.
Some users had trouble differentiating food groups from the actual ingredients, thus more obvious pictograms
were added to replace the illustrations for food groups in the previous versions.
It was observed that there was too much emphasis on price when outlining the nutritional values of the
ingredients. Thus, the equation was fipped around to indicate the food group frst and the price last. Many
mathematical symbols such as plus (+), minus (-) and equal signs (=) were taken out of the design entirely as
it worked against clarity and simplicity. Many people would shy away from using such product if it looked too
daunting. Thus, accuracy was sacrifced for visual clarity as it was pointed out in the feedback that users will
adjust based on trial and error (see Figure 13).
The layout was also slightly changed, as photographs were taking more real estate on the page than needed.
Thus in the fnal version, the photograph was resized, and the information key was moved up to prevent it from
visually foating. In the fnal versions, the photograph, the name of the recipe as well as the informational key
all form one visual unit, allowing the user to absorb grouped information more easily. Smaller photographs also
Food groups- previous versions Food groups- fnal version
FIGURE 12
Colour palette 1
Colour palette 2
FIGURE 11
55 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
allowed for photographs to be more visually clear as zoomed out images provide better visual context. See
Figure 14 for more information.
With more focus on clarity, dividing lines were added to better separate each ingredient during the preparation
stages. Complicated cooking instructions were split up and more mathematical symbols were taken away
during the cooking process in order to make the instructions look simpler and easier to follow. At the end of the
design process, more emphasis was put on the actual design aspect of the project than focusing on extreme
accuracy in cooking steps and information. By putting too much emphasis on accuracy and relaying as much
information as possible, the design resulted in being confusing, complicated and busy which was the opposite
of the initial design concept. Once all the appropriate information was included in the design, I was able to
step back and start stripping away at unnecessary information. The process of cooking should be fuid and
effortless, and the design should be successful in refecting this.
54
= 4 = +8 = 3.5 = 4
INGREDIENTS
(2)
(1)
=
OPTIONAL
BROWN Chicken
Stock
Tomatoes
Tomato
PASTE
(2)
+1
A
A
=
Lunch / Dinner
6-11am
11:30-2pm
5-8pm
(2)
RICE
2
CHICKEN STEW WITH LENTILS
56
INGREDIENTS
BROWN Chicken
Stock
Tomatoes
Tomato
PASTE
A
A
(2)
= 2 = 8 = 3.5 = 4
RICE
1
(2)
=
OPTIONAL
(1)
CHICKEN
STEW WITH
LENTILS
Lunch / Dinner
6-11am
11:30-2pm
5-8pm
Previous versions
Besides resizing the photograph and grouping the key information together, ingredients are also grouped
together and simplifed to provide more visual clarity.
Final version
FIGURE 14
Nutritional values, pasta- previous versions Nutritional values, pasta- fnal version
FIGURE 13
56 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
ANNEX 6: CONCEPT BOARD
O
P
E
N

S
A
N
S
c
l
a
r
i
t
y
h
o
m
e
w
e
l
c
o
m
i
n
g
57 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
ANNEX 7: CONCLUSION AND PROJECT REFLECTION
This design process has taken me from the initial research stage to a fnished design product. Throughout the
research process I have learned to empathize with asylum seekers and refugees trying to survive in Australia
through numerous academic papers, frst account stories published from organizations and interviews with
those who work or live with them. Empathizing with my target market gave me the ability to somewhat see the
diffculties in surviving and belonging through their eyes. Visits to various food banks also made me realize that
my choice to eat healthy and organic is often taken for granted as food offered in these places are often canned
or processed. My experiences of growing up an immigrant and living as an expatiate in a country that speaks
a different language did help me empathize with the situation of my target market, but I have learned that life for
them is much more diffcult that I could imagine. Besides learning about my target market, I have also learned
some of the following lessons throughout my design process.
Diffculties encountered and lessons learned
There were a few diffculties I had encountered during my experience in developing this project. One major
diffculty was translating the written part of my project into reality. Throughout the study of my Master Degree
I had many experiences in creatively solving problems via essays. When it came to translating certain parts
of this project into reality however, there were diffculties that weren't accounted for. These diffculties include
fnding substitute ingredients for some recipes, time management in the production of the project, my own
technical abilities and resources (not having the appropriate equipment or ability to produce certain artwork),
and diffculties in user testing (not enough testers, not being to obtain testers from my target market). From this
I have learned to make sure my written solutions are viable and be fexible to devise alternatives when they are
not.
Another diffculty encountered was trying to work with other organizations on this project. This experience
has taught me that one cannot wait for information to come from one place as this may slow down the design
process quite a bit. There are always other existing outlets of information and resources that can be found.
As the design process was rather long, another diffculty encountered was to not stray from the original design
concept. When I had fnished version 3 of my design drafts and sent them for testing, the feedback was
that some users found it rather complex and confusing. With this feedback I realized that I had completely
abandoned my original design concept of inclusiveness by not having a design that was open, simple and
clear. I had been so wrapped up in trying to convey as much information possible that I had forgotten my design
concept and goals. In the future it might be a good idea to always have the design concept written some place
visible as a constant reminder of how one should be designing.
58 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
Future plans
As in any well design product, this one will be continually evolving. One big regret for this project was that
I could not get user testing from my target market, thus am not able to confrm if this cookbook is optimally
designed. I am hoping that the frst edition of the cookbook will lead to the ability to obtain some proper user
testing via asylum seeker organizations. If this plan comes into fruition, the next step would be to tweak
the design so it works more suitably for my target market. If this stage is successful, the next would be to
raise some funds via crowdfunding platforms such as Kickstarter to raise money for printing the product
professionally. This cookbook was designed to be able to print in an a common offce printer and saddle
stiched (folded and stapled through the middle of an A4 sheet), but optimally, it will work best perfect bound and
professionally printed.
The cost of printing 500 of this booklet on recycled stock will be approximately 6000 AUD. Besides asking
family and friends to raise the money, contacting websites such as GOOD (www.good.is/design), an website
dedicated to human centred design and other similar websites such as Design Taxi or Co.EXIST to feature the
cookbook will also lead to more exposure and hopefully more funds.
My belief in the success of this project drives me to develop it beyond the scope of this Masters project. I
believe to fully taken advantage of this opportunity means to create something that is viable and useful in
solving real world problems. I hope that this process which included researching, defning the design problem,
articulating design solutions, creating a design concept, production and review will lead me to creating a
product that will be successful in helping one of the most vulnerable groups in Australia resettled refugees
and asylum seekers.
59 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
ANNEX 8: VISUAL GLOSSARY
The following is a glossary of images found in the cookbook. It was not added in the cookbook due to size
restrictions.
CHEESE
Banana
Can opener
Chopping board
Cheese- packaged
Cheese- slice
Child
Adult
Adolescent
A
B
C
W
hole m
eal
B
R
E
A
D
Chicken
Stock
Bread
Bread- slice
Bouillon (stock)- cube
Bouillon (stock)
Cereal
Cereal- packaged
Cereal- loose
Couscous- loose
Cous Cous
Couscous-
packaged
Apple
Broccoli
Capsicum- green
Capsicum- red
Carrot
Breakfast
6-11am
11:30-2pm
5-8pm
Breakfast
Cup/Mug
Chicken
Chicken breast
Beef/Cow
GROUND
GROUND
HOT
Cinnamon
Allspice
Cumin
Cayenne Pepper
Cooking
utensils
Shoot Slices
Bowl
Bamboo
shoots- canned
Colander
CORN
Corn-
canned
Corn
Broccoli-
chopped
Carrots- chopped
Capsicum- chopped
60 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
F
G
H
Fruit
Peaches + Pears
Grain
Fruit- canned
Fruit bits- canned
E
Heat- low
Heat- medium
Heat- high
Egg- carton
Egg
Dairy
D
Fish
Fish- fllet
Frying pan
Fork
(5)
Garlic bulb
Garlic piece
Green beans
K
Kitchen sink
Kidney beans
Knife
Knife- chopping
61 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
L
M
N
O
Nectarine
Milk
Milk
Orange
Lentils
Lebanese
Bread
Lebanese bread
Lebanese bread-
packaged
Lunch / Dinner
6-11am
11:30-2pm
5-8pm
1 cup
Lettuce
Lettuce- piece
Lunch/Dinner
Measuring cup
Canola
Oil
Oil- canola
1 cup
Measuring cup
Mince beef
Lamb
Lamb chop
BROWN
Nuts / legumes
Lentils- canned
62 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
R
T
S
P
Pasta Sauce
Pear
Protein
Pot
PASTA
Pasta-
packaged
Pasta-
sauce
Pasta- loose
RICE
School lunch
Rice- loose
Rice- packaged
School lunch
Peas &
Carrots
Peas and
carrots- canned
Salt
Salt- packaged
GROUND
Pepper
Pepper-
packaged
Pot- boiling
SPINACH
Steak- beef
Shopping- groceries
Serving per person
Spinach- bag Shopping cart
Shopping basket
Peanut
Butter
Peanut butter
A
A
Playing card
Plate
Spoon
Spoon
Spinach
Peas and
carrots
Pasta drained
Potato
TUNA
Tuna- canned
Tomato
Tablespoon
Teaspoon
GROUND Tumeric Time- 5 minutes
Time- 10 minutes
Time- 15 minutes
Time- 30 minutes
Time- 45 minutes
Time- 1 hour
Tomato
PASTE
Tomato paste
63 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
GREEK
YOGURT
Yogurt
Vegetable
Wraps
Wraps- packaged Wrap
FrozenVegetables
Vegetables- frozen Vegetables- frozen
V
W
Y
64 Eunice Ching | Alleviating food insecurity among resettled refugees and asylum seekers in Australia through instructional visual design
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