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Author:
Publisher:
ISBN:
Category : Food habits
Languages : en
Pages :
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Book Description
Low consumption of nutrient- and fiber-rich fruits and vegetables has been implicated in the increase in childhood obesity seen over the past two decades. The use of school gardens is a new nutrition education method that may provide some additional benefit in getting children to consume the recommended amount of vegetables. Previous research into the effectiveness of school gardens has shown that they have positive impacts upon children's vegetable preferences, and they can have a positive impact on children's consumption of vegetables at school lunch. However, no research has examined using school garden produce at school lunch to determine if that tactic would have an additional impact on children's consumption of vegetables at school lunch. In this study, a school garden program in Delaware was evaluated for its impact upon program participants' vegetable preferences and consumption of vegetables at school lunch. This study used a quasi-experimental design to examine 252 fourth- and fifth-graders in two schools that have been participating in the garden program and 107 fourth- and fifth-graders in a nearby school that does not have a school garden, as a control group. An 11-item questionnaire was used to examine participants' vegetable preferences and a series of cafeteria observations was completed to determine if using garden produce as the vegetable offering in the school cafeteria leads children to choose to eat that vegetable. Results showed that participants in the school garden program were more willing to try new vegetables after having participated in the program (p = 0.01). Although this study did not find that participation in the school garden program increased the amount of vegetables the participants consumed at school lunch, it did find that using school garden produce as a hook to get children who have worked in the garden to consume that produce at school lunch is a successful tactic to promote vegetable consumption (p
Author:
Publisher:
ISBN:
Category : Food habits
Languages : en
Pages :
Get Book Here
Book Description
Low consumption of nutrient- and fiber-rich fruits and vegetables has been implicated in the increase in childhood obesity seen over the past two decades. The use of school gardens is a new nutrition education method that may provide some additional benefit in getting children to consume the recommended amount of vegetables. Previous research into the effectiveness of school gardens has shown that they have positive impacts upon children's vegetable preferences, and they can have a positive impact on children's consumption of vegetables at school lunch. However, no research has examined using school garden produce at school lunch to determine if that tactic would have an additional impact on children's consumption of vegetables at school lunch. In this study, a school garden program in Delaware was evaluated for its impact upon program participants' vegetable preferences and consumption of vegetables at school lunch. This study used a quasi-experimental design to examine 252 fourth- and fifth-graders in two schools that have been participating in the garden program and 107 fourth- and fifth-graders in a nearby school that does not have a school garden, as a control group. An 11-item questionnaire was used to examine participants' vegetable preferences and a series of cafeteria observations was completed to determine if using garden produce as the vegetable offering in the school cafeteria leads children to choose to eat that vegetable. Results showed that participants in the school garden program were more willing to try new vegetables after having participated in the program (p = 0.01). Although this study did not find that participation in the school garden program increased the amount of vegetables the participants consumed at school lunch, it did find that using school garden produce as a hook to get children who have worked in the garden to consume that produce at school lunch is a successful tactic to promote vegetable consumption (p
Author: Constance Newman
Publisher:
ISBN: 9781497585621
Category : Food consumption
Languages : en
Pages : 44
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Book Description
Following the Healthy, Hunger-Free Kids Act of 2010, USDA instituted many changes to the National School Lunch Program (NSLP). School lunches have had to meet new nutrition standards since the fall of 2012. Using data collected as part of the 2005 School Nutrition and Dietary Assessment III, this report examines whether students who attended schools serving more fruits and vegetables, in amounts that would meet the new standards, actually ate more of them than students at schools that did not. Student consumption data were matched by date to lunch menu records for the same day. Tobit models were used to estimate consumption of fruits and vegetables in school lunches by NSLP participants, controlling for other characteristics of students and school food operations. Students in schools that offered more fruits and vegetables and in quantities that met daily standards consumed greater quantities of many of those foods. But most students did not eat any of the offered fruits and vegetables in 2005, suggesting that additional methods may need to be considered in order to meet nutritional goals.
Author: Immy Holloway
Publisher: John Wiley & Sons
ISBN: 1118713559
Category : Medical
Languages : en
Pages : 369
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Book Description
"... a wonderfully easy-to-follow text which manages to combine practical procedures with clear explanations of the underlying theoretical concepts." Nursing Standard (from review of first edition) The third edition of this successful book incorporates recent developments in nursing research, with updates to every chapter. Abstract ideas in qualitative research are clearly explained and more complex theories are included. Structured into four clear sections, the book looks at initial stages, methods of data collection, qualitative approaches and analysis of collected data. Brand new chapter on Mixed Methods Research Considers a variety of approaches from Ethnography to Action Research Allows the reader to dip in and out depending on their choice of approach Detailed reference lists provide guidance for further reading Links research with real nursing practice through relevant examples throughout
Author: Danny Hunter
Publisher: Routledge
ISBN: 0429620640
Category : Education
Languages : en
Pages : 375
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Book Description
This book critically assesses the role of agrobiodiversity in school gardens and its contribution to diversifying diets, promoting healthy eating habits and improving nutrition among schoolchildren as well as other benefits relating to climate change adaptation, ecoliteracy and greening school spaces. Many schoolchildren suffer from various forms of malnutrition and it is important to address their nutritional status given the effects it has on their health, cognition, and subsequently their educational achievement. Schools are recognized as excellent platforms for promoting lifelong healthy eating and improving long-term, sustainable nutrition security required for optimum educational outcomes. This book reveals the multiple benefits of school gardens for improving nutrition and education for children and their families. It examines issues such as school feeding, community food production, school gardening, nutritional education and the promotion of agrobiodiversity, and draws on international case studies, from both developed and developing nations, to provide a comprehensive global assessment. This book will be essential reading for those interested in promoting agrobiodiversity, sustainable nutrition and healthy eating habits in schools and public institutions more generally. It identifies recurring and emerging issues, establishes best practices, identifies key criteria for success and advises on strategies for scaling up and scaling out elements to improve the uptake of school gardens.
Author: Lexi Earl
Publisher: Routledge
ISBN: 1351856820
Category : Education
Languages : en
Pages : 187
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Book Description
Schools and Food Education in the 21st Century examines how schools enact food policy, and through doing so, craft diverse foodscapes that create very different food experiences in schools. The school food policy discourse is made up of an amalgamation of discourses on obesity prevention, nutrition education, welfarism and foodieness. Whilst schools endeavor to enact policy in a variety of ways, this book shows how foodieness is taken up, and can only be taken up differently, in different schools. The book’s unique contribution is to identify the discourse of foodieness and to show how this discourse, whilst seemingly universal, is actually situated in middle-class ideas and is therefore more easily taken up by certain schools. The book argues that the classed nature of foodieness leads to certain food knowledges becoming marginalized or lost and this then positions some schools in tension with their local communities, resulting in widely variant food experiences for children. Earl demonstrates how foodieness is taken up in schools by first exploring how the foodscape at school is shaped by policy and media sources. The book then examines how foodieness is taken up by schools with different SES profiles by showing how food moves through the school day. Asking critical questions on class and poverty that are often overlooked, this book will be of interest to researchers, academics and students working on food issues related to teaching, food, policy and schools in the fields of education, sociology and food studies. It should also be of interest to policymakers, parents and teachers.
Author: Afton Khale Delvecchio (‡e author)
Publisher:
ISBN:
Category : Health education (Elementary)
Languages : en
Pages : 68
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Book Description
BACKGROUND: Over 12.5 million children and adolescents are obese in the United States (Nowak, Kolouch, Schneyer, & Roberts, 2012). Only 7% of youth are currently consuming the recommended daily amounts of fruits and vegetables (Krebs-Smith & Cook, 1996). Children are required to receive some sort of schooling, thus schools are utilized as a prime location in the United States for nutrition and health education. It has been found that exposure to and knowledge about food items, such as fruits and vegetables, results with increased intake (Ohri-Vachaspati, Turner, & Chaloupka, 2012). OBJECTIVE: The purpose of this study was to determine the effects of a nutrition education intervention with a school garden on kindergarten students' attitude and knowledge about fruits and vegetables. EXPERIMENTAL DESIGN: A five-week quasi-experimental study design was used. Three kindergarten classrooms from the same school participated in the study: a control, an education only, and an education with a garden. A total of 62 kindergarten students made up the convenience sample for this study. The study was conducted during April and May of 2013 at Parrish Elementary School in Carbondale, Illinois. The intervention classrooms experienced a half hour nutrition education intervention twice a week, for five weeks. The intervention lessons were based on the Fresh from the Farm curriculum, specifically for the first grade population. The classroom with the garden had an additional hour throughout the week to work and explore a growing garden. The students were given a Nutrition Knowledge Questionnaire for baseline measurement and again after the five week intervention. The students' attitude was measured using a three-point hedonic scale, while nutrition knowledge was measured using three separate matching exercises: fruits and vegetables to color, nutrients, and body parts.MAIN OUTCOME MEASURE: Independent Variables: Demographics, Nutrition Education Intervention. Dependent Variables: Attitudes to Fruits and Vegetables, Nutrition Knowledge. STATISTICAL ANALYSES PERFORMED: Descriptive statistics were run to evaluate the study's sample. Chi-square test for cross tabulations was used to evaluate the attitude and knowledge of the kindergarten students.RESULTS: Kindergarten students in the garden classroom had a p-value of
Author: Audrey G. Bennett
Publisher: Taylor & Francis
ISBN: 1000897354
Category : Business & Economics
Languages : en
Pages : 265
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Book Description
This book introduces critical mapping as a problematizing, reflective approach for analyzing systemic societal problems like food, scoping out existing solutions, and finding opportunities for sustainable design intervention. This book puts forth a framework entitled "wicked solutions" that can be applied to determine issues that designers should address to make real differences in the world and yield sustainable change. The book assesses the current role of design in attaining food security in a sustainable, equitable, and just manner. Accomplishing this goal is not simple; if it was, it would not be called a wicked problem. But this book shows how a particular repertoire of design tools can be deployed to find solutions and strategize the development of novel outcomes within a complex and interconnected terrain. To address the wicked problem of food insecurity, inequity, and injustice, this book highlights 73 peer-reviewed design outcomes that epitomize sustainable food design. This includes local and regional sustainable design outcomes funded or supported by public or private institutions and local and widespread design outcomes created by citizens. In doing so, this book sets the stage for an evidence-driven and evidence-informed design future that facilitates the designers’ visualization of wicked solutions to complex social problems, such as food insecurity. Drawing on an array of case studies from across the world, from urban rooftop farms and community cookers to mobile apps and food design cards, this book provides vitally important information about existing sustainable food design outcomes in a way that is organized, accessible, and informative. This book will be of great interest to academics and professionals working in the field of design and sustainable food systems. Students interested in learning about food and sustainability from across design studies, food studies, innovation and entrepreneurship, urban studies, and global development will also find this book of great use.
Author: Jillian C. Fox
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Due to the short time the updated National School Lunch Program standards have been in place since fall of 2012, few research studies have explored what effect these new standards have had on fruit and vegetable (F/V) consumption, particularly among elementary school students. Because the new standards require schools to offer students more F/V than before, researchers are interested to know if F/V consumption has indeed increased. The participants in the study were enrolled in a program to motivate students to eat more F/V 0́3 the Food Dudes program. The results of the data analysis found that most students, regardless of grade, were eating less F/V initially after the new standards were in place. However, the group of students receiving prizes from the Food Dudes program actually ate more F/V over time instead of less. Also, F/V consumption for the first spring under the new standards did not decrease as much as it had during the spring under the old standards. These results indicate that, despite initial declines in F/V consumption, students could be adjusting to the updated standards. Also, students who have participated in the incentives group of the Food Dudes program did not show a drop in F/V consumption, even during the first semester the new standards were in place. Future studies should look at the current F/V intake of students under the updated guidelines now that they have been in place for several school years, as well as at additional intervention programs to increase F/V consumption among this population.
Author: Afton Khale Delvecchio
Publisher:
ISBN:
Category :
Languages : en
Pages : 136
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Book Description
BACKGROUND: Over 12.5 million children and adolescents are obese in the United States (Nowak, Kolouch, Schneyer, & Roberts, 2012). Only 7% of youth are currently consuming the recommended daily amounts of fruits and vegetables (Krebs-Smith & Cook, 1996). Children are required to receive some sort of schooling, thus schools are utilized as a prime location in the United States for nutrition and health education. It has been found that exposure to and knowledge about food items, such as fruits and vegetables, results with increased intake (Ohri-Vachaspati, Turner, & Chaloupka, 2012). OBJECTIVE: The purpose of this study was to determine the effects of a nutrition education intervention with a school garden on kindergarten students' attitude and knowledge about fruits and vegetables. EXPERIMENTAL DESIGN: A five-week quasi-experimental study design was used. Three kindergarten classrooms from the same school participated in the study: a control, an education only, and an education with a garden. A total of 62 kindergarten students made up the convenience sample for this study. The study was conducted during April and May of 2013 at Parrish Elementary School in Carbondale, Illinois. The intervention classrooms experienced a half hour nutrition education intervention twice a week, for five weeks. The intervention lessons were based on the Fresh from the Farm curriculum, specifically for the first grade population. The classroom with the garden had an additional hour throughout the week to work and explore a growing garden. The students were given a Nutrition Knowledge Questionnaire for baseline measurement and again after the five week intervention. The students' attitude was measured using a three-point hedonic scale, while nutrition knowledge was measured using three separate matching exercises: fruits and vegetables to color, nutrients, and body parts.MAIN OUTCOME MEASURE: Independent Variables: Demographics, Nutrition Education Intervention. Dependent Variables: Attitudes to Fruits and Vegetables, Nutrition Knowledge. STATISTICAL ANALYSES PERFORMED: Descriptive statistics were run to evaluate the study's sample. Chi-square test for cross tabulations was used to evaluate the attitude and knowledge of the kindergarten students.RESULTS: Kindergarten students in the garden classroom had a p-value of
Author: Rachel Erin Taylor Calhoun
Publisher:
ISBN:
Category : School children
Languages : en
Pages : 62
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Book Description
In the U.S., the weight status of overweight and obesity in children is increasing from recent decades (Carrol & Ogden, 2010). Research shows that the prevalence of children developing chronic diseases is influenced by obesity and overweight statuses, shown by existing risk factors (Freedman, Dietz, Srinivasan, & Berenson, 1999). Recent legislation of the National School Lunch Program has aimed to improve the nutritional value of school lunches in elementary schools by requiring fruit and vegetable meal components be provided on each lunch tray (Nutrition Standards, 2012). This quasi experimental study aimed to increase fourth graders nutrition knowledge and fruit and vegetable intake during school lunch by applying concepts of the Health Belief Model (HBM) to a nutrition education session. A convenience sample of 25 fourth graders was selected and administered a pre and post questionnaire along with a plate waste survey to measure fruit and vegetable consumption before and after a nutrition education lesson was given. A paired samples t-test indicated that student's nutrition knowledge significantly increased (t(21)=2.60, p=.015) after the nutrition education lesson was implemented. However, more research is needed to determine the frequency and length of nutrition education programs needed to increase fruit and vegetable consumption in children. Frequency distribution of HBM concepts recorded on the questionnaires also suggests that students appeared to notice fewer barriers to eating fruits and vegetables. This study showed that concepts of the HBM may be effective and appropriate for use in developing positive nutrition education lessons for children. --Page iv.
