Evaluating the Effects of a Multi-component School-based Nutrition Intervention Program in Elementary School Students PDF Download
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Author: Linda Silverman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Linda Silverman
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Elizabeth Strasser
Publisher:
ISBN:
Category :
Languages : en
Pages : 209
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This study aimed to implement and assess a school-based multi-component intervention aimed at increasing elementary school-aged children's knowledge of, preference for, and intake of vegetables. The multi-component intervention included lunchroom exposure, nutrition curriculum in the classroom, after school program vegetable curriculum, family friendly nutrition newsletter, vegetable fair and parent cooking class. Lunchtime vegetable consumption was assessed by direct observation. Changes in preference, attitude, and knowledge were assessed using a pre- and post-intervention survey. The multi-component intervention was implemented at Canyon Elementary during the 2008-2009 school year. Classroom teachers provided 20 minutes of nutrition education to students in grades one through five (n=450) once every month from September 2008 through May 2009. Students who participated in the after school program received additional education once a week for three weeks each month. Overall, no significant difference was observed between children's pre- and post-intervention except for their willingness to try new vegetables. Students in grades second and fourth (n=81) were asked to participate in a plate-waste study by allowing researchers to photograph the amount of vegetables they selected and consumed during (p=0.483) second and (p=0.467) fourth pre-intervention and (p=0.71) second and (p=0.34) fourth post-intervention lunch-period. No change in vegetable consumption was observed (p>0.05). Although the intervention was well received by Canyon Elementary administration, teachers, food-service director, and students, we observed not significant changes in the outcomes we assessed. The results of this study are not consistent with other multi-component school-based interventions that have effectively changed diet-related behaviors among children. Additional work in this area at this school should include additional validated outcomes assessments, changes to the selection of vegetables offered to children in school lunch menus, and a stronger parent involvement.
Author: Stacy Lyn Bevan
Publisher:
ISBN:
Category :
Languages : en
Pages : 229
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The nutritional status of children is declining as evidenced by the steady rise in childhood obesity rates over the last three decades. Consuming five servings of fruit and vegetables (FV) daily has shown to help with weight maintenance, but children are consuming far less than the recommended servings. This study was designed to test the efficacy of a sensory-focused multi-component school-based program at increasing vegetable intake among fifth-graders. Classroom, family, and community components allowed children to explore thirteen target vegetables with their senses including taste. Vegetable consumption was measured by digitalized observations of lunchtime vegetable selection and consumption. Vegetable acceptance was evaluated using a self-administered survey assessing attitude and behaviors related to vegetable consumption. Measures were assessed at multiple time points and compared between the intervention school and a comparison school matched for demographic similarities. Parental consent was obtained for 136 fifth-graders to participate in the multicomponent study and 114 were included in the plate waste study. Data were collected over six days of plate waste observations including two phases: the control phase (CP) and the target vegetable phase (TVP) where target vegetables were served in addition to the regular lunch vegetables. Differences in mean vegetables taken and consumed during each phase of the plate waste study were analyzed using analysis of variance (ANOVA) and paired sample t-tests. When fried potatoes were included as a vegetable in the analysis, the comparison school took (P
Author: Helen Vidgen
Publisher: Routledge
ISBN: 1317483014
Category : Nature
Languages : en
Pages : 243
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Globally, the food system and the relationship of the individual to that system, continues to change and grow in complexity. Eating is an everyday event that is part of everyone’s lives. There are many commentaries on the nature of these changes to what, where and how we eat and their socio-cultural, environmental, educational, economic and health consequences. Among this discussion, the term "food literacy" has emerged to acknowledge the broad role food and eating play in our lives and the empowerment that comes from meeting food needs well. In this book, contributors from Australia, China, United Kingdom and North America provide a review of international research on food literacy and how this can be applied in schools, health care settings and public education and communication at the individual, group and population level. These varying perspectives will give the reader an introduction to this emerging concept. The book gathers current insights and provides a platform for discussion to further understanding and application in this field. It stimulates the reader to conceptualise what food literacy means to their practice and to critically review its potential contribution to a range of outcomes.
Author:
Publisher:
ISBN:
Category : Public health
Languages : en
Pages : 612
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Author: David Crawford
Publisher: Oxford University Press, USA
ISBN: 0199571511
Category : Medical
Languages : en
Pages : 487
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Book Description
Rev. ed. of: Obesity prevention and public health / edited by David Crawford and Robert W. Jeffery. 2005.
Author: J.L. Miralles i Garcia
Publisher: WIT Press
ISBN: 1784662453
Category : Business & Economics
Languages : en
Pages : 263
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Book Description
Delegates to the 3rd International Conference on Environmental and Economic Impact on Sustainable Development contributed the peer-reviewed papers contained in this book. The papers discuss the most serious problems affecting sustainable development. They consider the impact of economic constraints on the environment, taking into account the social aspects as well as the over-use of natural resources. Uncontrolled development can also result in damage to the environment in terms of the release of toxic substances and hazardous waste. Thus, attention is paid to issues related to whether some forms of development are compatible with environmental protection, particularly in cases of possible serious contamination and toxicity. The focus in the book is on more constructive and progressive approaches to the problems discussed, to ensure sustainability. The hope is that through the shared experiences of experts, we can learn from past failure, to avoid repeating similar mistakes, while attempting to prevent emerging threats to the environmental and ecological systems. Fundamental to these concepts are an analysis of the inherent risks and the development of appropriate strategies. The papers in this book cover such topics as: Environmental assessments; Environmental policies and planning; Water resources management; Natural resources management; Legislation and regulations; Development issues; Economic impact.
Author:
Publisher:
ISBN: 9781741876222
Category : Health surveys
Languages : en
Pages : 386
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Book Description
"The SPANS 2010 provides a comprehensive snapshot of the weight status and related behaviours of school students across NSW... The report provides valuable information for guiding policies and programs to reduce childhood obesity and promote childrens health. The information can be used directly to identify issues of concern and priorities for action."--p. 13.
Author: Arlene Fink
Publisher: Taylor & Francis
ISBN: 1003818323
Category : Social Science
Languages : en
Pages : 224
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Book Description
- Features new methodologies developed during the Covid-19 pandemic - Includes a range of features to help support practice, including checklists, sample forms, and case studies. - Can be used by students and practitioners across different disciplines and professional roles. - International perspective, featuring examples and case studies from different regions and countries.
Author:
Publisher: World Health Organization
ISBN: 9241516968
Category : Medical
Languages : en
Pages : 184
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Book Description
The Nutrition-Friendly Schools Initiative (NFSI) was developed in 2006 to provide a framework for ensuring integrated school-based programmes which address the double burden of nutrition-related ill health and to become the nutrition module of the Health Promoting Schools. The NFSI has since been used around the world, including as a self-appraisal tool for schools in 18 countries, in national NFSI programmes and as part of academic research and evaluation projects. The NFSI Framework outlines 26 essential criteria within five broad components: 1. school nutrition policies, 2. awareness and capacity building of the school community, 3. nutrition and health promoting curricula, 4. supportive school environment for good nutrition, and 5. supportive school nutrition and health services. This review summarizes the synthesized evidence from 117 reviews identified as relating to the five components and the 26 essential criteria of the NFSI. The findings may be used — in conjunction with existing UN and WHO guidance and tools — to inform the work of governments, policy-makers and researchers concerned with school-based health and nutrition promotion programmes and initiatives.
