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Author: United States. Congress. Senate. Committee on Agriculture, Nutrition, and Forestry
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 308
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Book Description
Author: United States. Congress. Senate. Committee on Agriculture, Nutrition, and Forestry
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 308
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Book Description
Author: United States Congress
Publisher: Createspace Independent Publishing Platform
ISBN: 9781978263109
Category :
Languages : en
Pages : 306
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Book Description
Benefits of farm-to-school projects: healthy eating and physical activity for school children : field hearing before the Committee on Agriculture, Nutrition, and Forestry, United States Senate, One Hundred Eleventh Congress, first session, May 15, 2009.
Author: Alshimaa Aboelmakarem Farag
Publisher: Routledge
ISBN: 1000484017
Category : Business & Economics
Languages : en
Pages : 322
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Book Description
This book highlights the potential of school farms to fight hunger and malnutrition by providing access to locally produced, fresh, and healthy food as well as providing young students with educational opportunities to learn, interact with nature, and develop their skills. Hunger is one of the most pressing concerns we face today and there is a clear need to provide alternative sources of food to feed a fast-growing population. School farms offer a sustainable opportunity to produce food locally in order to feed underprivileged students who rely on school meals as an integral part of their daily diet. Approaching the concept of school farms through four themes, Problem, People, Process, and Place, the book shows how they can play an essential role in providing sustainable and healthy food for students, the critical role educational institutions can play in promoting this process, and the positive impact hands-on farming can have on students' mental and physical wellbeing. Utilizing the authors' personal hands-on experiences, and drawing on global case studies, the book provides a theoretical framework and practical guidance to help with the establishment of school farms and community-based gardening projects and an education system which promotes a sustainable and healthy approach to food, agriculture, and the environment. This book will be essential reading for students and scholars of food security, agriculture, healthy and sustainable diets, education for sustainable development, and urban studies. It will also be of great interest to practitioners and policymakers involved in food policy, developing school and community projects, global health and international development, as well as education professionals.
Author: United States. Congress. Senate. Committee on Agriculture, Nutrition, and Forestry
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Julia Esther Van Soelen
Publisher:
ISBN: 9781303444074
Category :
Languages : en
Pages :
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Book Description
At its essence, "Farm to School" aims to close the literal and figurative distance between the foods children eat at school and the farms where this food comes from through a varied and diverse programs and activities including garden- and farm-based education and the inclusion of fresh, local produce in school meal programs. Farm to School provides a range of benefits from increasing students' consumption of fresh fruits and vegetables (Joshi, Kalb, & Beery, 2006), thereby improving students' nutrition and health, to providing important new markets for small and midscale farmers, creating multiplier effects within regional economies (Kane, Kruse, Markesteyn Ratcliffe, Sobell, & Tessman, 2009; Tuck, Haynes, King, & Pesch, 2010). Yet despite their benefits, Farm to School programs are challenging to implement and sustain, requiring alignment of diverse stakeholders' values, changes in the culture that surrounds school food, and a move away from deeply entrenched, industrial school food systems. Ultimately, Farm to School represents a paradigm shift away from the status quo and towards an environmental and social ethic much like what Thomas Lyson (2004) calls "civic agriculture."This thesis applies data from workshops held in 2010 which employed a method of community-based research and collaborative brainstorming called "power mapping" in order to better understand the potential for expanding Farm to School programs in Yuba County, California. Specifically, I use two case study locations: the county's largest school district, Marysville Joint Unified School District, and the county's smallest school district, Camptonville Elementary School District.Data indicate that there is a high degree of interest in Farm to School within Yuba County, including interest from school food service professionals, local farmers, and county agriculture agencies. Stakeholders interested in Farm to School appear to be relatively informed and sympathetic to enhancing the healthfulness of school food, attributable to national media attention on childhood obesity, food insecurity, and the quality of school meals. Yuba County's location in a rich agricultural region and California's long growing season could facilitate the implementation of Farm to School procurement. Findings indicate that Marysville Joint Unified School District is primed for scaling up its existing Farm to School procurement efforts because it serves fresh produce with every meal, has salad bars at every school in the district, and has the underlying interest from the School Food Service Director that is necessary to support such efforts. Furthermore, expressed interest by Cooperative Extension and the Yuba Sutter Farm Bureau can facilitate relationships with local farmers.Findings also indicate that Camptonville Elementary School District is primed for implementing a more comprehensive and integrated Farm to School program, as demonstrated by the flourishing school garden and a significant amount of scratch cooking used within the school lunch program. Demonstrated interest from community members and the school district's Superintendent can facilitate the expansion of current Farm to School activities. This support, combined with the town's culture of independence, self-sufficiency and community-mindedness, position the school district to implement a more comprehensive Farm to School program.
Author: Jyl Marie Barnett
Publisher:
ISBN:
Category : Agricultural education
Languages : en
Pages : 260
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Author: United States Congress Senate
Publisher: Scholar's Choice
ISBN: 9781296013424
Category :
Languages : en
Pages : 308
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Book Description
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work.As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Author: United States. Congress. House. Committee on Government Operations. Environment, Energy, and Natural Resources Subcommittee
Publisher:
ISBN:
Category : Agricultural chemicals
Languages : en
Pages : 316
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Author: J. Blue
Publisher: Createspace Independent Publishing Platform
ISBN: 9781523960194
Category :
Languages : en
Pages : 46
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Book Description
It starts with the history of American school cafeterias. How we got from homemade meals to our current pre-made warmed up faire. The next few chapters tell the story of the beginnings of the Farm to School movement. From an idea to a true success story in a mid-sized school district. How this can translate into any small to mid-sized school district, using realistic goals, cooperation, communication, compromise and the value of the PTA's funding avenues. Next, all the ways a Farm to School program can be called a success along with the importance of the educational aspect. Finally, my own personal dream of making a difference for small family farms and school cafeterias across America.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 100
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"In 1780, George Pyle purchased a spring and the surrounding acres in Central Pennsylvania from Robert MccTeear. The spring was a famous resting place for weary travelers and their horses, and so the farmstead was known as "Watering Trough Farm." By 1825, the Pyle brothers had built a distillery over the spring that would ultimately result in an infamous crooked county line still discussed today. According to historical record, the surveyors for the county line diverged from their straight path to go up to the still for a drink. After enjoying some refreshment, they continued along the Mahantango creek, the border between Juniata and Snyder Counties. This very place?the farm with the crooked county line?was where I grew up and where my interests in food and agriculture began. With 115 acres of fields, forest, meadows, and streams, my parents' egg farm provided me and my siblings with an extraordinary learning experience that remained unappreciated in my own life until recently. From exploring in the woods to collecting fossils, we were engaged in environmental science and imaginative play. We learned animal science while working in the chicken house. Cooking with garden produce and farm fresh eggs, we were learning food science and engaging in the culinary arts. Farm chores like unloading haybales, picking sweet corn, packing eggs, and weeding the garden, though hated at the time, taught us hard work and gave us a sense of ownership over the farm. Our work mattered. As I grew older, I wanted little to do with the farm, perhaps because I was not taught in school to value a career in agriculture. My parents encouraged me and my siblings to excel in school, attend college, and land well-paying jobs. And so we left the farm. Looking back, I know my experiences on the farm shaped my interest in nutrition. So iv how serendipitous was it that in 2008, at an American Dietetic Association conference, I found myself attending a session about the consolidation of agriculture resulting in the alarming loss of small-scale family farms. I left feeling hopeless and angry, yet a thought was formed that day that would later become a dream and now a plan to save my parents farm: a summer farm camp for children. Campers spend a week on the farm and learn to grow food, work with animals, cook with farm produce, spend time in nature, practice sustainable living, and most importantly, have fun. It seems that my dream is now part of a growing trend of educating children about where their food comes from. Programs include "Farm to School" education programs, school gardens, field trips to farms, environmental science with food crops, and non-profit, farm-based education centers, which offer summer camps and residential farm experiences. Pushing this "trend" further, some farmers are diversifying their businesses to include farm camps as an additional source of income. As of April 2012, there were a total of 295 farm-based education programs listed on the Farm-Based Education Association (FBEA) website representing 40 states and a handful of programs in Canada and Europe. Programs include large non-profits, small-scale farms, sustainability-focused schools, and environmental centers. Farm to School programs now total approximately 2,518 in all 50 states, involving 9,945 schools and 2,422 school districts (National Farm to School Network, 2012). The majority of garden- and farm-based education programs target school-aged children (grades PreK-12); students are concentrated in schools, clubs, and organizations making them a captive audience for such programs (Olson, 2008). In 2006, seeing a need to support farm-based educators, a group of eighteen representatives from educational farms formed the FBEA. Since then, membership has v grown to nearly 1,000 individuals. FBEA works to provide outreach, support, and promotion of farm-based education through its interactive website, webinar trainings, and annual conference at Shelburne Farms, Vermont. Programs continue to flourish and receive media attention, ranging from Michelle Obama's initiatives to health-based claims about the benefits of children knowing where their food comes from. Although there has been some education-focused review of Farm to School and school garden programs, research about the benefits of summer farm camps and residential farm experiences is limited. The general belief is that summer camp and residential programs that offer children and teens the opportunity to immerse themselves for several days to several weeks on a farm provide direct involvement in farm activities creating a sense of ownership over the space. Though not always explicit about these aims, farm camps and residential programs serve as models for sustainable food systems, where children learn about sustainability by participating in sustainable practices. From an educational assessment standpoint?and from a desire to improve the food system?these experiences may influence the practices and attitudes of campers over time and could potentially lead to increased environmental awareness, greater consumption of fruits and vegetables, nutrition knowledge, self-efficacy related to preparing and growing healthy food, physical activity, knowledge of the local economy related to agriculture, and self-esteem. While these are often asserted as benefits, currently there is not a significant body of research is to confirm such outcomes. In particular, to support their programs, farm-based educators often make claims about the individual and social rewards of such programs, suggesting a need for review. vi Considering my own experiences and goals with farm-based education, I undertook an analysis of the existing literature as well as developed a business case study of a possible farm camp. These two approaches allow me to consider the larger landscape of farm education, food systems and sustainability alongside the costs and benefits of a specific application. The literature review examines various research studies and reports that inform the potential outcomes of farm-based education. Pedagogical frameworks of farm-based education, business size, organizational structure, programming, audience served, and costs are examined. These factors are also considered in the development of a business plan for a family-owned farm in Central Pennsylvania." -- Introduction.
