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Keller, Jessica. "Middle school students’ perceptions and beliefs about the National School Lunch Program." Thesis, Kansas State University, 2013. http://hdl.handle.net/2097/15558.
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Master of ScienceDepartment of Hospitality Management and Dietetics
Kevin L. Sauer
The National School Lunch Program (NSLP) seeks to provide nutritionally balanced, low-cost or free lunches to more than 31 million children daily. With the recent increase in childhood obesity, school nutrition programs must follow strict nutrient guidelines in meal preparation. As nutrient requirements have changed, participation in the NSLP has also decreased, especially among older students. To recover lost revenue, many schools offer al a carte items or other snack items often characterized as high in calories, fat, and carbohydrates. The NSLP provides meals with a balance of vegetables, fruits, whole grains, and low-fat and fat-free milk. Some research suggests that unintentional stereotypes or social stigmas exist about the NSLP program among participants. Al a carte and vending machine food options have influenced these stereotypes and in some cases have deterred students from participating in the NSLP. Research about stigma association with the NSLP is scarce and not current. This study investigated if social stigmas exist about the NSLP and their influence on student participation. Middle school students in Kansas comprised the population for this study. A survey instrument was drafted using themes identified from existing research. In addition to demographic variables, the survey contained statements that examined factors that motivate and de-motivate students from participating in the NSLP, and statements about social stigmas and peer influence. A panel of child nutrition program experts and a pilot study with middle school students were used to refine and validate the survey. The survey was distributed to middle school students in thirteen Family and Consumer Science classes in Kansas. A total of 559 students responded to the survey for a response rate of 48%. This study found that few of the motivator statements correlated with participation in the NSLP. However, preference for snack foods was identified as the largest deterrent in respondent participation. Few new social stigmas were identified, but significant variations were found when examining variations between some demographic variables. Respondents who were female, older in age and grade level, frequently ate school lunch, and attended large schools with a high number of students receiving lunch at a free and/or reduced price were more aware of social stigmas and more greatly impacted by the actions of their peers. In contrast, qualitative data showed that some respondents are greatly influenced by peers and the fear of stigmatization.
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Dust, Sara Elizabeth. "Plate waste trends of kindergarten students participating in the National School Lunch Program /." View online, 2004. http://repository.eiu.edu/theses/docs/32211131187085.pdf.
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Gjengdahl, Madonna C. "Comparison of cost and selected nutrients of the national school hot lunch, a la carte, and combination of school lunch/a la carte menus." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999gjengdahlm.pdf.
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Netshipise, Tshimangadzo Robert. "Challenges in implementing the National School Nutrition Programme at Khomela Primary School." Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/2021.
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Thesis (M. Dev.) --University of Limpopo, 2016The purpose of this study was to investigate the challenges in implementing the Nutrition Programme at Khomela Primary School in Vhembe District, Limpopo Province. A qualitative research was conducted using case study research design method. The Non-probability sampling method was done through purposive sampling method to select Grade 6 and 7 learners and convenient sampling method for teachers and parents. Data collection was done using individual unstructured interviews. Data was analysed using qualitative data analysis method. Four groups of respondents participated in the study: learners group (n=10) giving information on the meal preference; teachers (n=8) managing and administering the Nutrition Programme at school level; parents and food handlers (food handlers n=2, parents n=5). The study focused on the following challenges: management, infrastructure, training, motivation, food safety, quality of food, delivery by suppliers and feeding time as the main challenges of the Nutrition Programme. The findings of the study concluded that there was poor involvement of teachers and parents in the Nutrition Programme. The study also concluded that the aim and principles of the Nutrition Programme were not well understood at Khomela Primary School. The participants also made suggestions on how the Nutrition Programme could be improved effectively. The study suggested that the school had to conduct awareness campaigns of learners, teachers and parents indicating the importance of the Nutrition Programme in schools. The study also concluded that the school had to be provided with modern a kitchen and a school dining hall. Despite the challenges, the Nutrition Programme had a positive impact on the school enrolment. To minimise the challenges of the Nutrition Programme, the study recommends that the principal and the School Governing Body draft a School Nutrition Policy which is in line with the Nutrition Programme guidelines. The Nutrition Policy should cover issues such as management and administration of the Nutrition Programme.
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Summers, Amber C. "Vegetarian meals in the national school lunch program| Emploring the barrriers and facilitators." Thesis, The Johns Hopkins University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3571741.
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Background: The school food environment is critical in demonstrating and encouraging a healthy dietary pattern among children. Incorporating vegetarian options into school lunch menus is an under-examined aspect of the school food environment, but has the potential to help achieve federal nutrition standards and introduce students to diverse foods. The purpose of this research was to explore the barriers and facilitators to serving meat alternates and vegetarian meals in the school lunch program.
Methods: Peer-reviewed literature, grey literature, and federal documents were reviewed to summarize the current state of research and federal guidelines on meat alternates and vegetarian meals in schools. Qualitative data collection to explore school personnel perspectives on serving vegetarian options took place between November 2011 and June 2012. At the district level, 19 semi-structured interviews were completed with food service personnel in school districts across the United States representing various geographical regions, district sizes, and student demographics. At the school level, 18 semi-structured interviews with school personnel, 5 observations, and review of 10 school lunch menus took place in the Baltimore City Public School district, chosen based on its emphasis on the availability of vegetarian meals through district-wide implementation of Meatless Monday. Interview participants, schools, and districts were selected based on convenience and purposive sampling. Interview transcriptions and observation notes were coded and reviewed for key themes using ATLAS.ti 6.2.
Results: Key barriers to serving vegetarian options were students' food preferences, greater food waste and drop in school lunch participation rates, negative public opinion, and negative parent and personnel attitudes. Key facilitators to serving vegetarian options were demand for vegetarian meals, community support and involvement in school nutrition, providing choice and variety of well-presented vegetarian options, and flexibility of school meal guidelines.
Conclusions: This research demonstrates how federal school meal guidelines have evolved to provide increased flexibility in providing vegetarian options; however, achieving acceptance among some students, school personnel, and families is a challenge. Multi-level strategies involving schools, families, communities, and policy makers are needed to create and sustain a school environment that is supportive of offering vegetarian options. Future research should explore student and family perspectives.
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Carlson, Sarah Marie. "Student and Parent Perceptions of the Lunches Served Under the Revised Guidelines for the National School Lunch Program." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1397165529.
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Fortune, Joanne C. "Teenage attitudes/practices toward the School Breakfast Program and the National School Lunch Program at James Monroe High School, Fredericksburg, Virginia." Thesis, This resource online, 1996. http://scholar.lib.vt.edu/theses/available/etd-02132009-172645/.
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Peterson, Carla A. "Effects of the National School Lunch Program and the School Breakfast Program on cholesterol levels of children ages 11-15." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1125148.
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This study looked at how cholesterol levels of students, ages 11-15, who participated in the NSLP and the SBP would be affected compared with those students who only participated in the NSLP. Fasting blood samples (lOmL) were analyzed from 15 students who ate lunch only (L) and 15 students who ate both breakfast and lunch (BL) from the Driver Middle School food service at least 3 times a week. Blood was analyzed for changes in total cholesterol, HDL, LDL, and Triglycerides from baseline to 4 months. Results showed a significant decrease in total cholesterol and LDL, and a significant increase in triglycerides from baseline to 4 months in both the L group and the BL group. This may be attributable to hormone levels during sexual maturation in prepubescent and pubescent students.Department of Family and Consumer Sciences
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Retzer, Barbara J. "EFFECT OF NEW SODIUM REGULATIONS ON NATIONAL SCHOOL LUNCH PROGRAM MEAL CONSUMPTION OF MIDDLE SCHOOL STUDENTS IN A NORTHEASTERN OHIO SCHOOL DISTRICT." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428788827.
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Davidson, Shae. "Eating democracy : school lunches and the social vision of the New Deal /." View abstract, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3234224.
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Golub, Haleigh M. "Comparative Analysis of Behavioral Economics Interventions on Children's Consumption of the National School Lunch Program Meal." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437460275.
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Romanowski, Emily. "THE IMPACT OF TASTE TEST INTERVENTIONS ON THE REDUCTION OF VEGETABLE PLATE WASTE IN A RURAL MIDDLE SCHOOL SETTING." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1476.
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AN ABSTRACT OF THE THESIS OF EMILY ROMANOWSKI, for the Master's of Science degree in FOOD AND NUTRITION, presented on NOVEMBER 25, 2013, at Southern Illinois University Carbondale. TITLE: THE IMPACT OF TASTE TEST INTERVENTIONS ON THE REDUCTION OF VEGETABLE PLATE WASTE IN A RURAL MIDDLE SCHOOL SETTING MAJOR PROFESSOR: Dr. Sylvia Smith BACKGROUND: Childhood obesity is on the rise in the United States and throughout the world. Studies have shown that reducing vegetable plate waste and increasing vegetable consumption in children can improve health outcomes. Studies have also suggested strategies to reduce the amount of plate waste that children produce during lunchtime. OBJECTIVE: The purpose of this study was to determine whether a nutrition education and taste test intervention would reduce plate waste of select vegetables in a middle school setting. DESIGN: The study used an experimental design. The study took place at an elementary school in the rural Midwest during the third and fourth quarters of the 2012-2013 school year. Plate waste measurements were originally taken for four specific vegetable items: zucchini and tomatoes, refried beans, mixed greens and black bean salsa. After the original measurements, students enrolled in a Family Consumer Sciences class during the third quarter participated in an intervention that involved nutrition education and tasting the specific vegetables. During the fourth quarter, plate waste measurements were taken again to determine if the nutrition education with taste tests helped to decrease the amount of plate waste produced by the students. MAIN OUTCOME MEASURES: The independent variable being tested was participation in the taste tests with nutrition education intervention. The dependent variable being studied was the amount of vegetable based plate waste from Carbondale Middle School students. STATISTIAL ANALYSES PERFORMED: Independent t-tests were used to determine statistical differences in the amount of plate waste pre- and post-intervention. The survey given after the taste test was assessed using the Analysis of Variance (ANOVA) test to determine if one vegetable item was liked more than another. RESULTS: Results showed that the implemented nutrition intervention was not effective in reducing the amount of plate waste. There was a significant difference, however, in the opinions given by the students regarding the vegetables served (p=<0.001). CONCLUSIONS: These findings are important in the implementation of new National School Lunch Program recommendations for vegetables and can provide insight on how to increase the amount of vegetables that students eat during school. This study can add to current research regarding plate waste, vegetable consumption, and strategies to increase healthful foods in children's diets.
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O'Keefe, Keely Ryan. "Investigating the Cost of National School Lunch Program Lunches versus the Full, Time-Inclusive Cost of Home-Packed Lunches." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/82555.
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Background: National School Lunch Program (NSLP) meals have been found to be of higher dietary quality than home-packed lunches.
Objective: To explore the cost, including time, of NSLP versus different categories of home-packed lunches.
Methods: Data from pre-kindergarten and kindergarten lunches from three schools in southwest Virginia were used for this study. Each lunch item was priced, and a direct cost was assigned based on the lunches contents. Time assessments were conducted to determine the amount of time to prepare each lunch, with a monetary value for time computed based on average salary of the respective county. A non-parametric Kruskal Wallis test was used to compare the direct cost, time, time cost, and the full cost of the meals. Medians were computed based on outlier data.
Results: The lowest median direct cost was found for homemade packed lunches ($1.55), followed by homemade school lunches ($2.11), then convenience packed lunches ($2.12), and then NSLP lunches ($2.15). When incorporating preparation time, the NSLP lunch cost the least ($2.15), followed by convenience packed lunches ($2.56), then homemade packed lunches ($2.92), and then homemade school lunches ($11.32). Seventy-six percent (n=414) of home-packed lunches contained sugar-sweetened beverages and/or dessert food items, accounting for almost one-quarter (21.8%) of the cost of all home-packed lunches.
Conclusion: When time is computed as part of the total cost of NSLP versus home-packed lunches, the NSLP is the least expensive option. In conjunction with the nutritional benefits of the NSLP, this time-cost data may help shift purchasing and consumption patterns.Master of Science
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Stevenson, Mary-Jean Paula. "Barriers to development and implementation of school district nutrition and wellness policies in San Bernardino County, California." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3215.
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The primary research question to be answered from this study was: to what degree have school districts in the County of San Bernardino been able to respond to federal legislation mandating the design and implementation of local school wellness policies. A major finding was that the majority of districts have not yet implemented nutrition and wellness policies.
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oda, Kathryn Idell. "Nutrient Composition of School Provided and Packed Lunches of Upper Elementary School Children." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1460138629.
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Pather, Soloshini. "Challenges experienced by learners benefitting from nutritional programmes in urban primary schools in Empangeni." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1492.
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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, South Africa, 2015One of the major obstacles to children’s growth and development, including performance in the classroom, is malnutrition. The National School Nutrition Programme (NSNP) is an effective yet essential means of addressing the learners’ hunger needs on a daily basis, thereby serving as a tool in boosting learner attendance, academic performance, health and nutrition, and the overall prospects for the children’s future. The present study seeks to examine the challenges experienced by learners benefitting from the National School Nutritional Programme in urban primary schools in Empangeni. An in-depth literature study was followed by an empirical investigation based on a qualitative research design employing questionnaires, focus groups and drawings. The sample consisted of learners, educators and the facilitators of the NSNP. The research findings revealed that learners experienced the following challenges: stigma, problems with transport, scheduling of meals, peer pressure and bullying, inadequate resources, the schools’ menu compliance and flexibility, behavioural issues and primary care. The study also proposed a host of possible suggestions and recommendations to improve the nutritional programmes in school for the overall benefit of all learners. Further avenues for research were discussed so that researchers could expand the programme into the future.
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Tagoe, Ishmael. "The Ghana National School Feeding Program: Peoples' Perceptions about the Program's Impact on School Enrolment, Attendance and Completion." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1521682869298246.
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Herbst, Sydney Roberts Ruth Ann. "Teacher perceptions of poverty and elementary school student achievement." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6127.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 15, 2010) The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Ruth Ann Roberts Vita. Includes bibliographical references.
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Wleklinski, Danielle Marie. "Illinois School Foodservice Employees' and Purchasers' Perceived Benefits, Obstacles, and Attitudes to Purchasing Local Foods." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/theses/716.
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AN ABSTRACT OF THE THESIS OF Danielle Wleklinski, for the Master of Science degree in Food and Nutrition, presented on December 7, 2010, at Southern Illinois University Carbondale. TITLE: ILLINOIS SCHOOL FOODSERVICE EMPLOYEES' AND PURCHASERS' PERCEIVED BENEFITS, OBSTACLES, AND ATTITUDES TO PURCHASING MORE LOCAL FOODS MAJOR PROFESSOR: Dr. Sylvia Smith Due to the recent surge in environmental consciousness and childhood obesity, Farm to School Programs have gained interest. Previous research studies indicate school foodservice purchasers perceive benefits and obstacles to purchasing local foods (32,74,78,80-81). However, no studies have investigated school foodservice employees' perceptions to benefits, obstacles, and interest to purchasing local food, and if purchasers view benefits and obstacles differently based on school size. Our study sought to further understand perceived benefits, obstacle and attitudes to purchasing local food among school foodservice employees and purchasers. Our study (N=151) found purchasers and employees agree to 13 benefits and 16 obstacles to purchasing local food. Purchasers from large- and medium-size schools perceive less "less use of pesticides" and "ability to know product sources" as stronger benefits to purchasing local food and perceive "cost of food", "adequate volume", "reliable supply of food quantity", "payment arrangement", and "packing material" as stronger obstacles to purchasing local food (p<≤>¡Ü05). Results also show purchasers and employees are interested in receiving training to prepare and serve more local foods; however, purchasers only slightly agree they have resources to train their employees to prepare more meals with local foods and slightly disagree they are willing to pay more for local foods. Results suggest training programs may be needed to encourage local food procurement in schools. Further research should be performed to validate this study's findings; if differences in purchasers' perceived benefits and obstacles based on school size are identified, researchers should investigate where differences lie and why they exist.
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Bereza, John Matthew. "An Exploratory Study Examining The National School Lunch Program; How It Functions On a Daily Basis; And How It May Be Improved." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242334507.
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Fox, Jillian C. "The Impact of the Updated National School Lunch Program Meal Standards on Fruit and Vegetable Consumption Among Elementary School Students in Cache County Utah." DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4365.
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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 – 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.
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Montferret, Constance. "Factors that affect quantity of consumption of fruits and vegetables among elementary students that participate in the National School Lunch Program." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1591609.
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Meal patterns in the NSLP have recently been updated. Research is limited on school staffs' perception of change in fruit and vegetable intake for students participating in the NSLP after implementation of the regulation. Identifying factors that affect intake of fruits and vegetables after implementation can help determine strategies to increase fruit and vegetable intake of students participating in the NSLP. Interviews were conducted with school staff ( n = 4) in the Covina-Valley Unified School District to investigate perceived factors that impact consumption and changes in waste. Data were transcribed, coded, and analyzed for themes. Reported factors affecting intake included the school's approach, peer influence, and offering condiments. In addition, the amount of time students are given to eat lunch was identified as a potential factor, given that fact that the regulation requires students to take a fruit or vegetable, as these foods were perceived to take longer to consume.
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Evans, Reisha A. "A pilot study using digital photography to compare nutritional content of bag lunches brought from home by elementary school students to standards of the National School Lunch Program /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1594493281&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Nhlapo, Nthabiseng. "Hygiene and nutritional content of the National School Nutrition Programme in Bloemfontein, South Africa." Thesis, [Bloemfontein?] : Central University of Technology, Free State, 2013. http://hdl.handle.net/11462/180.
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Thesis (M. Tech. (Environmental Health)) -- Central University of technology, Free State, 2013Malnutrition and concomitant infections are major contributing factors to child morbidity and mortality in developing countries such as South Africa. Globally, children benefiting from school feeding programmes are generally from communities with low socio-economic statuses. The meals provided through feeding schemes, such as the National School Nutrition Programme (NSNP) in South Africa, are aimed at significantly supplementing the beneficiaries’ daily energy and nutrient requirements. The possible nutrient deficiency of meals provided through such programmes compromises the nutritional well-being of children, promotes malnutrition and renders children more susceptible to infectious diseases. Furthermore, illness, particularly caused by diarrhoeal and infectious diseases, is a major factor contributing to child malnutrition as the human body is unable to efficiently digest foods and absorb nutrients during illness. Therefore, the microbiological safety of the foods served to children via feeding schemes is essential. In an effort to contribute towards the safety and wholesomeness of foodstuffs served through the NSNP, the present study was conducted with a view to assess the nutritional quality and safety of the foodstuffs. The knowledge, attitudes and practises (KAP) of food handlers and NSNP representatives/committee members at the schools were also investigated in order to assess origins of potential food contamination. Data collected via nutritional analyses of meals served to school children were compared to the nutrient-based standards set by the United Kingdom as guidelines for an average school lunch. The carbohydrate, energy, calcium and zinc contents of the school meals were below the standards, the majority of the meals met the protein and iron standards and all meals complied with the standards for lipid and vitamin C contents. During the microbiological analysis study, preparation surfaces yielded higher counts of all detected organisms (total coliforms, Escherichia coli, Staphylococcus aureus and yeasts and moulds) compared to the hands of food handlers. Therefore possible sources of contamination may be foodstuffs, animal pests and environmental elements such as dust. However, significant differences of surface microbial counts could not be established (P > 0.05) and thus cross-contamination may have resulted among surfaces, possibly augmented by shortfalls in cleaning regimes. The majority of the participants of the questionnaire survey reportedly washed their hands and cleaned all surfaces several times during the day with water and detergent. In addition, a disinfectant was used by some of the food preparers during cleaning. Furthermore, participants stated that their aprons were washed daily. These claims were in agreement with the findings of the surface microbial study with regards to the hands, however, they did not match the findings of the preparation surfaces which contained the highest counts of total coliforms, E. coli and S. aureus of the three surfaces analysed, and aprons responsible for the highest yeast and mould counts. Improper storage and food preparation methods, such as the application of high temperatures, excessive exposure to UV light and oxygen, and high moisture conditions, may result in the deterioration of nutrients. Storage conditions which may permit pest infestation may also increase the risk of food-related illnesses and risk could be further elevated by application of improper cleaning and sanitation practices. In order for the NSNP to operate effectively, it is essential that the national and provincial Departments of Basic Education, which are responsible for the overall administration of the NSNP, and schools’ personnel function in an integrated manner through support structures and effective communication. Infrastructural limitations (lack of proper kitchen facilities and ventilation) and shortage of resources while administering the NSNP were the main challenges observed during the present study. Due to these hurdles, adhering to food safety practices and maintaining nutritional quality of foods may be a challenge. Continuous training in personal and general hygiene is also a necessity in preserving food safety. Furthermore, nutritional quality of foodstuffs may be preserved through proper storage practices and application of preparation methods which minimize loss of nutrients.
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Southerland, Jodi L., Taylor M. Dula, W. T. Dalton, Karen E. Schetzina, and Deborah L. Slawson. "The National School Lunch Program in Rural Appalachian Tennessee – or Why Implementation of the Healthy, Hunger Free Kids Act of 2010 was Met with Challenges: A Brief Report." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/5115.
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Purpose: The purpose of this study was to investigate challenges faced by high schools in rural Appalachia in implementing the Healthy, Hunger Free Kids Act of 2010 (HHFKA). Methodology: We used qualitative, secondary analysis to analyze a collection of thirteen focus groups and 22 interviews conducted in 2013-14 among parents, teachers, and high school students in six counties in rural Appalachian Tennessee (n=98). Results: Five basic themes were identified during the thematic analysis: poor food quality prior to implementation of the HHFKA school nutrition reforms; students’ preference for low-nutrient energy-dense foods; low acceptance of healthier options after implementation of the HHFKA school nutrition reforms; HHFKA school nutrition reforms not tailored to unique needs of under-resourced communities; and students opting out of the National School Lunch Program after implementation of the HHFKA school nutrition reforms. Rural communities face multiple and intersecting challenges in implementing the HHFKA school nutrition reforms. Conclusion: As a result, schools in rural Appalachia may be less likely to derive benefits from these reforms. The ability of rural schools to take advantage of school nutrition reforms to improve student health may depend largely on factors unique to each community or school.
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Morath, Elisa. "The Associations among BMI and Race, Gender and Socioeconomic Status in Third Graders in Cincinnati Public Schools." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1313688230.
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Bragatto, Ana Cristina. "A gestão do conhecimento através do uso da metodologia Enterprise knowledge Development (EKD): proposição de um método de trabalho." Universidade de São Paulo, 2005. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-10112015-113102/.
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Para atender às cambiantes exigências coletivas, numa sociedade cada vez mais complexa, a Administração Pública deve estar em permanente processo de aperfeiçoamento e modernização, sempre ocupada com a eficiência dos serviços que presta à sociedade, às empresas e aos cidadãos. A prestação de serviços Públicos é a razão de ser e condição de legitimidade de qualquer organização administrativa. Apesar da escassez de processos de qualidade e gerenciamento, cultura de atendimento, memória organizacional, na Administração Pública existe uma enorme riqueza de conhecimento tácito em verdadeiros portais humanos. Há um número de especialistas muito bem formados e com décadas de experiência, sendo um dos grandes desafios conseguir explicitar e compartilhar todo esse conhecimento. Neste sentido o presente trabalho tem como objetivo: Propor um método de trabalho que, utilizando como referencial os modelos da Enterprise Knowledge Development (EKD), desenvolva-os através das atividades da Gestão do Conhecimento, utilizando informações do setor de Alimentação Escolar do município de São Carlos, SP. Como um dos principais benefícios pretendidos com o método de trabalho pode-se citar o enriquecimento dos profissionais do setor que, dotados de novos conhecimentos e conhecimentos compartilhados, estejam aptos a disseminá-los e aplicá-los como forma de controle e produtividade.To attend the variable collective demand, in a society that is getting each day more complex, the public administration must be in a permanent process of development and modernization, always worried about the efficiency of the service that offers to society and businesses. Public service providing is the reason of existence and condition of legitimacy of any business. Even though public administration lacks of quality and management process, serving culture, organizational memory, there exist an enormous wealth of tacit knowledge. There are in the public sector a great number of specialists with awesome degrees and with decades of experience, so there is a great challenge to explicit and share the knowledge. In this way the present work has an objective: propose a work methodology, utilizing the referential model of Enterprise Knowledge Development, that develops them through the activities of Knowledge Management utilizing information from the school lunch of the publics schools in São Carlos. The most important benefits intended with this working methodology are the enrichment of the professionals from this area, who with knowledge in hands and shared knowledge, are able to spread this knowledge and apply it in a way that will improve the control and productivity in the schools of the public sector.
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Panchalingam, Thadchaigeni. "Three Essays on the Economics of Food, Health, and Consumer Behavior." The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1618834416383345.
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McElwee, Allison. "Spicing Up School Lunch: A Look at One School District's Attempts to Remedy America's Convoluted School Lunch Policies, Case Study Analysis of Claremont Unified School District." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/303.
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The United States possesses a well intentioned but misguided lunch program, leaving children overfed but malnourished. Currently, a revolution is under way to transform programs around the country by incorporating locally grown and fresh ingredients, as well as integrating hands-on educational experiences with gardening and nutrition. The Claremont Unified School District (CUSD) makes up a group of schools that once heavily relied on unhealthy processed foods for providing lunch. Through a series of modifications in the past three years, CUSD’s program has been remodeled to feature more local produce and fresh ingredients, independent of USDA commodities or large scale agriculture. This has led to a healthier student body as well as a more cohesive school community.
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Dahdah, Garth. "An examination of the public school lunch program in the United States of America." Connect to resource, 2004. http://hdl.handle.net/1811/232.
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Thesis (Honors)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages: contains 20 p.; also includes graphics. Includes bibliographical references (p. 19-20). Available online via Ohio State University's Knowledge Bank.
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Hung, Li-tung Tony, and 幸利東. "A systematic review of the effectiveness of school lunch program for reducing childhood obesity." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/206912.
Full textAbstract:
Objective: The purpose of this systematic review is to investigate the effectiveness of school lunch programs for reducing childhood obesity by examining changes to the Body Mass Index (BMI) as an outcome measure to compare and assess the effectiveness of different school lunch interventions.
Background: Childhood obesity has a high likelihood of leading to obesity in adulthood and this negative effect is well documented. School lunches have been widely implemented in this decade for tackling childhood obesity. Many countries are following this trend to align school lunches with national or standard nutrition guidelines as part of the school policy. Since many schools have only recently started to provide school lunches, the impact of these programs in terms of reducing childhood obesity has yet to be fully explored.
Methods: Published literature about school lunch and body mass index from 2008 to 2014 was collected through PubMed and ScienceDirect. Relevant studies, including cohort studies, cross-sectional studies, case control studies, and observational studies, were included if they involved interventions that measured BMI as an independent outcome.
Results: Nine studies from USA and one from Norway were included in this systematic review. For measuring school lunch participation, 4 were associated with increased BMI after intervention, 1 was associated with decreased BMI and 3 were not statistically significant with BMI. For studies that included consumption or observed energy intake, 3 were associated with lower BMI and 1 study showed that higher consumption lowered initial BMI but increased BMI over time. Overall, the results were inconsistent, and this may be attributed to confounding factors such as different food environments, meal quality, and availability of school snacks.
Conclusion: The implications for school lunch programs as a key factor in lowering childhood obesity are complicated. No solid conclusions can be inferred for the effectiveness of school lunch program for lowering childhood obesity, as certain studies show positive relationships and others show no association. Future research with primary data and longitudinal cohort with years follow up may be considered for studying the relationship of between the school lunch program and the trend of BMI of children change at each level of school. Research on extending observed energy intake should also be applied in order to provide guidance for policy change on the meal quality, food options, competitive foods availability as well as nutrition guidelines.published_or_final_version
Public Health
Master
Master of Public Health
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Som, Castellano Rebecca. "SCHOOL LUNCH PROGRAMS AND THE AMERICAN DIET: EXPLORING A CONTESTED FOOD TERRAIN." UKnowledge, 2009. http://uknowledge.uky.edu/gradschool_theses/627.
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This study examines the social actors and issues involved in constructing and contesting the National School Lunch Program (NSLP), in order to identify whose interests are involved in shaping an institution which transmits dietary habits and food knowledge to the nation’s children through the mid day meal.
For the historical analysis, I collected data from historical accounts of the NSLP, congressional hearings, laws, and newspaper articles. For the contemporary analysis, I interviewed 15 actors representing organizations key to federal NLSP policy making. To frame my analysis, I utilize a model of power, based on the work of Arts and Van Tatenhove (2004), and the work of Burstein (1991), who describes issue creation and movement in policy domains.
The key findings of this study are that actors with the most financial resources (e.g. the food industry) do not automatically achieve their interests in the policy making process. In fact, at key times of contestation, economically powerful actors form alliances and adjust their agenda in reaction to the use of other forms of power by economically weaker actors. This information can help economically weaker actors (e.g. the farm to school movement) understand how to increase their influence in the policy domain.
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Veldman, Amanda. "Does participation in a school lunch program increase the incidence of obesity in low Income children?" CONNECT TO ELECTRONIC THESIS, 2006. http://dspace.wrlc.org/handle/1961/3778.
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Costa, Liliam Magda Campos. "The School Feeding National Program (PNAE) users perspective: a case study." Universidade Federal do CearÃ, 2004. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=1737.
Full textAbstract:
FundaÃÃo Cearense de Apoio ao Desenvolvimento Cientifico e TecnolÃgicoO Programa Nacional de AlimentaÃÃo Escolar (PNAE) tem dentre seus objetivos contribuir para a superaÃÃo do baixo rendimento e na reduÃÃo da evasÃo escolar. Apesar da polÃtica social de alimentaÃÃo escolar nÃo visar eliminar a desnutriÃÃo infantil no Brasil, buscando apenas suprir 15% das necessidades nutricionais diÃrias das crianÃas, à relevante pelo fato de representar acesso à alimentos necessÃrios ao crescimento e ao aprendizado pelos escolares, como tambÃm por fornecer a possibilidade do resgate de hÃbitos e costumes locais, importantes na identidade Ãtnica da populaÃÃo. AlÃm disso, os recursos destinados à compra da merenda escolar podem representar para a comunidade uma possibilidade de desenvolvimento sustentÃvel, pois a gestÃo dos recursos de forma participativa pode levar à construÃÃo de uma nova racionalidade na exploraÃÃo dos recursos naturais locais. A principal motivaÃÃo deste trabalho à contribuir para as discussÃes das polÃticas pÃblicas na reduÃÃo da pobreza e compreender as inter relaÃÃes entre a oferta de uma polÃtica compensatÃria e os impactos gerados para a populaÃÃo demandante. Busca-se atravÃs de um estudo de caso, onde o espaÃo geogrÃfico à o municÃpio de TauÃ-CE, determinar a eficiÃncia, eficÃcia e efetividade de um programa de carÃter redistributivo atravÃs da anÃlise descritiva da perspectiva dos usuÃrios em relaÃÃo ao PNAE. Trata-se de uma avaliaÃÃo ex post, que se utilizando da pesquisa bibliogrÃfica e documental, da aplicaÃÃo de questionÃrios à comunidade escolar, de entrevistas à nutricionista e representantes das instituiÃÃes de fomento local e de tabulaÃÃo pelo programa estatÃstico Statistical Package for the Social Sciences (SPSS) evidencia que os problemas de infra-estrutura dos transportes e estradas do municÃpio e a ausÃncia de equipamentos nas escolas representam os principais entraves ao alcance da eficÃcia do Programa e que a perda do poder de compra dos R$ 0,13 per capita/dia aliado à homogeneizaÃÃo da populaÃÃo-objetivo realizada de forma centralizada, compromete sua eficiÃncia. Enfim, explicita a ausÃncia da utilizaÃÃo de indicadores para a mensuraÃÃo da efetividade pelos gestores do programa e o desconhecimento da comunidade escolar em relaÃÃo à sua gestÃo e operacionalizaÃÃo.
The School Feeding National Program (PNAE) aims to contribute to overcome the low school revenue and in the reduction of the school escape. In spite of the social politics of school feeding not to seek to eliminate the child malnutrition in Brazil, just looking for to supply 15% of the children's needs daily, it is important for the fact of representing access to necessary foods to the growth and the learning for the scholars, as well as for supplying the possibility of the ransom of customs and local customs, important in the ethnic identity of the population. Besides, the resources destined to the purchase of the school snack can represent for the community a possibility of maintainable development, because the administration of the resources of a participant form can take to the construction of a new rationality in the exploration of the local natural resources. The main motivation of this work is to contribute for the discussions of the public politics in the reduction of the poverty and to understand the inter relationships among the offer of a compensatory politics and the impact s generated for the population plaintiff. It is looked for through a case study, where the geograp hical space is the municipal district of TauÃ- CE, to determine the efficiency, effectiveness and effectiveness of a re-distribution program through the descriptive analysis of the PNAE users perspective. It is a subsequent evaluation, that if using of bibliographical and documental research , of the application of questionnaires to the school community, of interviews to the nutritionist and representatives of the institutions of local fomentation and of tabulation for the statistical program Statistical Package for the Social Sciences (SPSS), it evidences that the problems of infrastructure of the transports and highways of the municipal district and the absence of equipments in the schools represent the main impediments within reach of the effectiveness of the Program and that the loss of the purchase power of the R$ 0,13 per capita/day allied to the accomplishment of the equality of the population-objective made of a centralized form, commits its efficiency. Finally, it explicits the absence of the use of indicators for the measuration of its effectiveness by the managers of the program and the school community's ignorance in relation to its administration.
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Santos, Alice Nayara dos. "When the farmer does not go to school: National School Feeding Program and Family Farming." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18336.
Full textAbstract:
CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel SuperiorThis study is about the relationship between family farmers in a city located in the center of Cearà state and the National School Food Programme â PNAE. It focuses mainly in the Article 14 of the Federal Law 11.947/2009, which stablishes that at least 30% of the financial resources destined to buying school food must be spent with food from Family farming. It tries to explain how is caracterized the action of the school and City administration in buying products from family farmers as well as verifying if such purchase has considered local food culture and the development of actions of Nutricional and Food Education â EAN. It researches how PNAE mobilizes forces in the community to raise the local development, trying to understand local social culture, in their actions of social development to the access of family farmers to the market of School Meals. Qualitative approach had, as a tool, the interviews done with farmers, local leaders, institutionals actors from the Programme, educational actors who participated in the training of the farmers to be part of the PNAE, technicals professionals from the NGOs and EMATERCE, the diretor of a state school and people in charge of the nutritional aspects of the School Meals. To analyse these speeches it was used the theorical methodological support of the book Entrevista Compreensiva, from Kaufmann (2013), and of the book HermenÃutica da Profundidade, from Thompson (1995). The discussion on PNAE, EAN, Nutritional Food Safety, besides the problematization on social capital of the Ãrea, anchored on the pressupostos of Putnam (2006) and Castilhos (2002), it tried to favour the comprehension of the practice of the public policies of local development and relations of trust. The findings of the research indicated a separation in the relationship of trust and dialogue with family farmers from the Municipality and institucionais agents from PNAE, precluding the buying of food itens from family farmers, and put in risk of ending the Food Security and Nutritional Food of the region and the Nutritional Food Education of the students.
Estudo sobre a relaÃÃo estabelecida entre os agricultores familiares de um municÃpio do sertÃo central cearense e o Programa Nacional de AlimentaÃÃo Escolar - PNAE. Focaliza principalmente o Art. 14 da Lei 11.947/2009, que prevà que pelo menos 30% dos recursos destinados à compra da alimentaÃÃo escolar deva ser empregado em gÃneros alimentÃcios advindos da agricultura familiar. Buscou-se explicitar como à caracterizada a aÃÃo da gestÃo municipal e escolar na compra dos produtos advindos da agricultura familiar para alimentaÃÃo escolar, como tambÃm verificar se essa compra tem contemplado a cultura alimentar local e o desenvolvimento de aÃÃes de EducaÃÃo Alimentar e Nutricional - EAN. Investigou-se como o PNAE mobiliza forÃas na comunidade para alavancar o desenvolvimento regional, buscando compreender a cultura social do local em suas aÃÃes de desenvolvimento social para o acesso dos agricultores familiares ao mercado da alimentaÃÃo escolar. A abordagem qualitativa teve como instrumento entrevistas com agricultores(as), lÃderes locais, agentes institucionais ligados ao programa, agentes educacionais que participaram da formaÃÃo dos agricultores para fazerem parte do PNAE, tÃcnicos de ONGs e da Ematerce, diretor de escola estadual e responsÃveis pelo setor de nutriÃÃo da alimentaÃÃo escolar. Para anÃlise desses discursos, teve-se o suporte teÃrico-metodolÃgico na Entrevista Compreensiva, de Kaufmann (2013) e na HermenÃutica da Profundidade, de Thompson (1995). A discussÃo sobre PNAE, EAN, SeguranÃa Alimentar e Nutricional - SAN, alÃm da problematizaÃÃo sobre o capital social da regiÃo, ancorada nos pressupostos de Putnam (2006) e Castilhos (2002), buscou favorecer o entendimento sobre a prÃtica de polÃticas pÃblicas voltadas para o desenvolvimento local e as relaÃÃes de confianÃa. Os achados da pesquisa indicaram haver uma cisÃo nas relaÃÃes de confianÃa/diÃlogo com os agricultores familiares por parte da prefeitura e dos agentes institucionais ligados ao PNAE, inviabilizando a compra dos gÃneros alimentÃcios da agricultura familiar e colocando em risco a SeguranÃa Alimentar e Nutricional da regiÃo e a EducaÃÃo Alimentar e Nutricional dos escolares.
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Korenstein, Alyssa. "Predictors of Primary Care Career Choice: A Review of AMCAS Applications of Four Graduating Classes at a New Medical School." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/623466.
Full textAbstract:
A Thesis submitted to The University of Arizona College of Medicine - Phoenix in partial fulfillment of the requirements for the Degree of Doctor of Medicine.The United States (U.S.) is currently facing a shortage of primary care physicians, an issue particularly salient in Arizona. The purpose of this project is to investigate predictors of students entering primary care specialties that may be apparent from their American Medical College Application Service (AMCAS) applications, in order to best serve the needs of the physician workforce. We hypothesized that factors such as female gender, older age at application (“non‐traditional” students), and being raised in a rural/underserved community background may be predictors of students who choose primary care fields. AMCAS applications are completed by aspiring medical students and contain demographic information including gender, age, race, languages spoken, and family/community characteristics. Data provided also include academic factors such as college major, grade point average (GPA), and Medical College Admissions Test (MCAT) scores. Other subjective data reported by applicants include descriptions of extracurricular activities and a personal statement. The National Resident Matching Program (NRMP) is the system used by graduating students during the last semester of medical school to match students with their choice of specialty and the residency program wherein they will spend an additional three years, minimum, in training. Based on the Association of American Medical Colleges (AAMC) designations, we are considering primary care to be Family Medicine, Pediatrics, Internal Medicine, and Medicine‐Pediatrics. We examined data from AMCAS applications of all 149 students who graduated from the University of Arizona College of Medicine‐Phoenix between 2011‐2014, and compared to their NRMP match outcomes. Comparisons were made between non‐primary care versus primary care‐overall, as well as Family Medicine alone versus all other matches given the increasing rate of specialization within Internal Medicine and Pediatrics. Multiple logistic regression revealed two predictors of primary care career choice compared to non‐primary care: having more siblings (P=.003) and non‐physician parents (P=.017). Specific to Family Medicine, several predictors were identified compared to the non‐Family Medicine cohort: a slightly greater percentage of earned community college credits (P=.03), lower MCAT physical science (P=.009), higher MCAT verbal scores (P=.02), and lower paternal education (P=.003). Our analyses suggest having a greater number of siblings and non‐physician parents may predict primary care career choice. Specific to Family Medicine, academic factors including community college enrollment and MCAT scores may be of predictive value. Though the exact implications behind these findings are unclear, it is important to continually examine such data as medical schools can shape admissions selection criteria targeted at increasing the number of graduates seeking careers in primary care.
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Fraser, Margaret R. Smith Paula J. "Critical program components for preparing teachers to educate diverse learners a national perspective /." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9914568.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1998.Title from title page screen, viewed July 11, 2006. Dissertation Committee: Paula J. Smith (chair), Ming-Gon John Lian, Mack L. Bowen, Barbara L. Nourie, Lesley P. Graham. Includes bibliographical references (leaves 59-68) and abstract. Also available in print.
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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
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Wyse, Jennifer Lynn. "Teachers' Perceptions of the Construction of National Identity through the Primary School Social Studies Program in Malawi." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/32867.
Full textAbstract:
This study looks at social studies teachers' perceptions of Malawi's national identity as it is promoted through Malawi's primary school social studies education. The following research questions were posed: 1) What are teachersâ perceptions of national identity in Malawi? 2) What are teachersâ perceptions of Malawiâ s primary school social studies curriculum? and 3) What are teachersâ perceptions of the practice of constructing national identity through primary school social studies curriculum in Malawi? The recent revision of Malawi's social studies curriculum allows for a new analysis on the relationship between Western neocolonialism and its affect on the shaping of Malawian national identity, as exampled by Malawi's social studies program. This study will therefore contribute to existing literature regarding the role of social studies education and the construction of national identity as well as the impact the West has on the maintenance of African national identity. Using semi-structured interviews with ten practicing primary school social studies teachers and one social studies curriculum specialist in the Domasi district, Southern Region of Malawi, I found that Malawi's social studies currciulum is promoting Malawian national identity as perceived by the interviewees. However, the interviewees illuminated contextual factors that hinder the implementation of the new
curriculum.Master of Science
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Zimmer, Diane Marie. "A Comprehensive School Counseling Training for Seasoned School Counselors: A Single Case Research Design." University of Toledo / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1556275821441157.
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West, Susan, and susan west@anu edu au. "A new paradigm in music education : the Music Education Program at The Australian National University." The Australian National University. Centre for Educational Development and Academic Methods, 2007. http://thesis.anu.edu.au./public/adt-ANU20090816.132910.
Full textAbstract:
This thesis describes a qualitative action research process undertaken in the field over
approximately eight years of the development of an alternative paradigm for music education. This
new paradigm evolved from a simple, practical approach that was not, in the first instance,
designed to be transformational, but which quickly showed itself to have potential for providing a
different model for conceptualising musical engagement.
¶
It is argued that the standard and widely accepted approach to music education has aspects that
does not encourage on-going music making. This study conceptualises that traditional Western
approach in terms of a virtuosic mountain that prioritises and rewards technical achievement. The
concept of the virtuosic mountain is developed in terms of three Ps: Perfection, Practice and
Performance. The concept was developed by not just reviewing current literature but also by
analysing that literature in light of the developing new paradigm as a means of comparing and
contrasting the approaches.
¶
Called The Music Education Program, this new paradigm is based on a practical approach to
the sharing of music making beyond institutional boundaries like the school gate. Children do not
perform in the community but seek to engage others in making music with them without
reference to age, disability or skill level. The focus is on the social outcomes that derive from
music making rather than the improvement of skills, which develop as a natural part of community
engagement. In this respect, the approach has roots in community enculturation processes that are
no longer prominent in Western society.
¶
The new paradigm is presented with a contrasting set of three Is: Intent, Identity and
Involvement, which are designed to illustrate how the community outreach of the Music
Education Program provides a model for consciously reconceptualising our approach to music
education through re-visiting what might be regarded as old practices in a new guise. The three
Is are illustrated through a series of critical incidents that highlight the necessary change in
theoretical underpinnings that the practical application of the Program demands. This includes a
particular focus on the Intent behind our music making, rather than the quality in terms of technomusical
outcomes; stress on the individual and group choices that develop musical Identity; and
demonstration of the ways in which this paradigm may contribute to voluntary, rather than
enforced, Involvement.
¶
The critical incident data is supplemented by some survey and evaluation data which supports
the view that the social component of musical engagement provides an alternate focus to musical
development than does an achievement paradigm. The range of data collected shows that
classroom teachers can take a significant role in the encouragement of music making in the primary
school without relying solely on the expertise of those with specific musical training; and that
overcoming negative attitudes and experiences can transform not only the teachers relationship
with music but produce a positive effect on her students.
¶
The model described here has evolved through a longitudinal process that constantly maintains
the centrality of the practical operation of the program. In so doing, it moves away from theoretical
constructs that often do not seem to relate directly to practitioners but, at the same time, it avoids
prescriptive methodology. Theory is elucidated through practice in a way that encourages teachers
to develop their own practices that are consistent with underlying principles. This model is
transformative in nature, having first a transformative effect on the principal researcher and thence
on those teachers engaging in professional development with the Program.
¶
Since the Music Education Program does not yet have students who have exited the school
system, this study does not attempt to claim success in the long-term in terms of promoting ongoing
engagement through life. Data suggest, however, that it has had an impact in encouraging
teachers to reconnect with music making and enables them to share that music making with their
students, thereby helping to develop more school-based musical engagement that is also affecting
the broader community in the Australian Capital Territory.
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Cloud, David. "A Study of Associations between Third Grade Tennessee Comprehensive Assessment Program Scores and Subsequent Scores in a Rural Tennessee School District." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1087.
Full textAbstract:
This study was designed to examine the associations and differences that exist in the NCE scores of students on the TerraNova portion of the Tennessee Comprehensive Exam, as well as the possible influence of variables such as initial scores, grade level, gender, and free or reduced lunch status. The population consisted of a stable group of 49 students enrolled in a rural Tennessee school district reported to have taken the annual assessment at the same school as they progressed from 3rd to 8th grade during the 1999 to 2004 school years. The study focused on the performance of students over a six-year period. The analysis focused on eight research questions. The independent variables for the study were gender, socioeconomic status and grade level (test score reporting year). The dependent variables consisted of TerraNova value-added scores (NRT) and proficiency scores (CRT) translated to Normal Curve Equivalent (NCE) scores on the Reading / Language Arts and Mathematics portion of the TCAP. A combination of t test for independent samples, examination of effect size utilizing eta square (η2), and an analysis of data to determine correlation coefficient using Pearson's product moment coefficients (r) were used in 50 hypotheses. Statistically significant results were discovered in the following instances: students' 3rd grade Math scores and the same students' 4th, 5th, 6th, 7th, and 8th grade Math scores; 5th, 6th, 7th and 8th grade Reading/Language Arts scores and free/reduced lunch status; 3rd, 4th, 5th, and 6th grade Math scores and free/reduced lunch status; 3rd grade Reading/Language Arts scores and the same students' 3rd, 4th, 5th, 6th, 7th, and 8th grade Math scores; 3rd, 5th, 6th, 7th, and 8th grade Reading/Language Arts scores and student gender; 5th and 6th grade Math scores and student gender; 2002 and 2003 mean gain scores and student gender.
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Thompson, Margie W. "The identification of change in school practice: a study of participant response from the 1983 and 1984 National Fellows Program." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/49942.
Full textAbstract:
The study surveyed two groups of elementary school principals who participated in the 1983 and 1984 NAESP National Fellows Program by means of a questionnaire; one hundred seventy-three principals from the 1983 program and one hundred twenty-six from the 1984 group. The questionnaire sought to gather information in an effort to determine whether the subjects made changes in their schools in five selected categories during the 1983-1984 school year, and if so, the sources the subjects cited as motivating them to undertake such a change.
The information indicated that the highest number of respondents (N=238) reported making changes or undertaking new initiatives in their instructional programs with a seventy-nine (79%) response in this category. There were differences between the two groups in two categories: creating business/school partnerships and management style. There was relatively little difference between the two groups in the final two categories: use of technology to provide information to students and marketing the good things about school.
The investigator concluded that (1) the principal does influence change in the school and the instructional program of the school receives the greatest level of involvement from the principal; and, (2) that the information provided by the principals indicated that conventions, books, and contact with other colleagues provided the most frequently cited sources for motivation to undertake change or new initiatives; and, (3) that participation in the NAESP National Fellows Program could be considered a strong motivating force for impacting change in the schools led by the participants.Ed. D.
incomplete_metadata
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Mohl, Jacquelyn Nowicke. "A risk analysis of unmanned aircraft systems in the National Airspace system for utility applications." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/104317.
Full textAbstract:
Thesis: M.B.A., Massachusetts Institute of Technology, Sloan School of Management, 2016. In conjunction with the Leaders for Global Operations Program at MIT.Thesis: S.M. in Engineering Systems, Massachusetts Institute of Technology, Department of Aeronautics and Astronautics, 2016. In conjunction with the Leaders for Global Operations Program at MIT.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 115-121).
A need exists for utility companies to incorporate unmanned aircraft systems (UAS) into their operations to reduce the cost and increase the safety of asset inspections. The FAA is allowing the use of UAS for commercial purposes under strict operational restrictions that would limit utility companies from realizing the full potential of UAS operations. The goal of this thesis is to provide a comprehensive risk analysis for National Grid as well as other utility companies to guide some of the Federal Aviation Administration's (FAA) imposed restrictions to enable wider use of UAS in utility operations. Through a probability-based risk analysis, a level of safety (LOS) was determined for utility applications based upon two major failure modes identified by a hazard tree analysis: midair and ground collisions. The factors considered in the ground collision model include: UAS reliability, wind gust data, population density, time use survey data and the FAA-published LOS for aircraft in the National Airspace (NAS). These factors were combined to determine the minimum UAS mean time between failure (MTBF) required to meet the FAA LOS requirement. The results of this analysis determine that the UAS must have a minimum MTBF of 478 hours to operate within National Grid's service territory. This MTBF measurement varies per town due to differences in wind speed and population density. For the midair collision, the factors considered were helicopter flight patterns near power lines, UAS potential flights patterns, and the reliability of system processes to keep UAS and helicopters out of conflict. For the New England territory, an 88.2% measure of reliability of the system is required to maintain the stated LOS, while New York requires 60.7%. This difference is due to a larger amount of lockout patrols over a smaller overall mileage area in New England. Various mitigation factors can be used to ensure even further safer operation, including geofencing and see-and-avoid systems. Through this risk analysis, National Grid and other utilities have additional data on the safety of operating UAS for their use cases. This analysis will be used as supporting data for Edison Electric Institute's request to the FAA for a beyond visual line of sight pilot study on utility assets.
by Jacquelyn Nowicke Mohl.
M.B.A.
S.M. in Engineering Systems
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Schultz, Peter A. "A Descriptive Study of Two Teachers' Use of Technology in a Midwestern High School German Program." Connect to this title online, 2002. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1022804612.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2002.Title from first page of PDF file. Document formatted into pages; contains xvi, 336 p.); also contains graphics (some col.). Includes abstract and vita. Advisor: Charles R. Hancock, College of Education. Includes bibliographical references (p. 297-302).
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Sanches, Michele. "Hortaliças: consumo e preferências de escolares." Universidade de São Paulo, 2003. http://www.teses.usp.br/teses/disponiveis/11/11141/tde-12022003-143128/.
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Análises elaboradas nas últimas três décadas, tendo por base dados obtidos por pesquisas nacionais revelam que houve redução do consumo, pela população brasileira, de alimentos de origem vegetal. Também tem sido destacado por diversos autores que o baixo consumo de frutas e hortaliças está associado ao maior risco do desenvolvimento de doenças cardiovasculares e diversos tipos de câncer. Pesquisas envolvendo crianças e adolescentes brasileiros revelam que os mesmos consomem, de forma geral, reduzida quantidade desses alimentos. Com o objetivo de estimular o consumo dos alimentos de origem vegetal, têm sido buscadas alternativas e, entre essas, a incorporação de maior quantidade e variedade dos referidos alimentos nas refeições dos programas alimentares dirigidos, por exemplo, aos escolares. Uma alternativa que se revela promissora é a utilização dos alimentos minimamente processados, também considerados de "conveniência" ou de "fácil preparo". A presente pesquisa, realizada no município de Piracicaba SP e tendo por base amostra de 210 escolares, matriculados em escolas públicas, visou conhecer: a aceitabilidade das hortaliças minimamente processadas; a análise do consumo de alimentos, com destaque para a contribuição de energia e nutrientes provenientes das hortaliças e frutas e, também, a avaliação do estado nutricional dos alunos. Foram analisados os indicadores antropométricos (escore Z de altura para idade ZAI e escore Z de peso para idade ZPI) e a distribuição do Índice de Massa Corporal IMC. As informações relativas ao consumo alimentar (análises quantitativas e qualitativas) foram obtidas por meio da realização de entrevistas, adotando-se o método de registro de alimentos (Recordatório 24 horas). Para o cálculo e as análises do conteúdo de energia e nutrientes presentes na alimentação dos escolares utilizou-se o software Virtual Nutri (Philippi et al., 1996). Para conhecer a opinião do grupo de alunos sobre as hortaliças minimamente processadas, realizou-se teste de análise sensorial, adotando-se a escala hedônica facial de três pontos. Os resultados revelaram que dos alunos entrevistados, 35,2% das meninas e 32,4% dos meninos apresentaram sobrepeso enquanto apenas 1,9% dos escolares revelaram condição oposta, ou seja, baixo peso. Verificou-se que 50% da população estudada possui dieta cujo conteúdo energético não atingiu o valor mínimo recomendado e, somente 36,19% dos escolares apresentaram adequada participação dos macronutrientes (carboidratos, proteínas e lipídios) no Valor Energético Total VET. Observou-se também, que 58,10% dos participantes da pesquisa gostaram muito das hortaliças minimamente processadas, e apenas 10,47% reprovaram os vegetais. verificou-se que 17,14% das meninas e apenas 3,81% dos meninos, afirmaram "não gostar" das hortaliças minimamente processadas. Ressalta-se que 61% dos escolares que revelaram "gostar muito" dos vegetais minimamente processados, pertencem a famílias com menor renda per capita. Há possibilidades que uma maior oferta e consumo de hortaliças, pelos alunos, seja assegurada com a devida incorporação de alimentos minimamente processados às refeições dos programas alimentares, que vigoram atualmente no Brasil.Analysis elaborated in the last three decades, based on information obtained through national researches reveal that there was reduction of the consumption, for the Brazilian population, of foods of vegetable origin. It has also been highlighted by several authors that the low consumption of fruits and vegetables is associated to a larger risk of development of cardiovascular diseases and several cancer types. Researches involving children and Brazilian teenagers reveal that they consume, in general, reduced amount of those foods. With the objective of stimulating the consumption of the foods of vegetable origin, alternatives have been looked for and, among those, the incorporation of a larger amount and variety of the referred foods in the meals of the alimentary programs driven to the scholars, for instance. An alternative, which seems promising, is the use of the minimally processed vegetables, also considered of "convenience" or "easy to prepare". This research, accomplished in the municipal district of Piracicaba SP, based on a sample of 210 students, enrolled in public schools, aimed to know: the acceptability of the minimally processed vegetables; analyze the consumption of foods; highlighting the contribution of energy and nutrients coming from vegetables and fruits and, also, the students' nutritional status. The anthropometrical indicators were analyzed (Z - scores of height to age ZAI and Z scores of weight for age - ZPI) as well as the distribution of the Body Mass Index - BMI. The information concerning the alimentary consumption (quantitative and qualitative analysis) was obtained through interviews, being adopted the method of registration of foods (Reminding 24 hours). For the calculation and analysis of the content of energy and nutrients present in the students feeding it was used the software Virtual Nutri (Philippi et al., 1996). To know the opinion of the students' group on the minimally processed vegetables, a sensorial analysis took place, adopting the three points facial hedonic scale. The results revealed that, among the interviewed students, only 35,2% of the girls and 32,4% of the boys presented overweight while 1,9% of the students revealed the opposite condition, that is, low weight. It was verified that 50% of the studied population have a diet in which energy content didn't reach the recommended minimum value and, only 36,19% of the students presented appropriate participation of the macronutrients (carbohydrates, proteins and lipids) in the Total Energy Value TEV. It was also observed that 58,10% of the participants of the research enjoyed a lot the minimally processed vegetables, and only 10,47% didn't enjoy the vegetables. It was verified that 17,14% of the girls and only 3,81% of the boys stated not to "enjoy" the minimally processed vegetables. It is important to say that 61% of the students who revealed to "enjoy a lot" the minimally processed vegetables, belong to families that have a smaller family income per capita. There are possibilities that a larger offer and consumption of vegetables, among the students, is guaranteed with the incorporation of minimally processed foods to the meals of the alimentary programs in place in Brazil today.
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Silva, Amanda Valente da. "Avaliação do programa nacional de alimentação escolar em âmbito municipal:subsídios para o desenvolvimento de uma metodologia." Programa de Pós-Graduação em Alimentos, Nutrição e Saúde (PGNUT), 2009. http://www.repositorio.ufba.br/ri/handle/ri/9542.
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A América Latina, apesar da transição socioeconômica, ainda concentra elevados níveis de pobreza e fome. Isto aumenta a desigualdade e as suas consequências sobre os estudantes da educação básica. Este artigo desenvolve um diálogo entre as diferentes estruturas do Programa de Alimentação Escolar (PAE) em alguns países latino-americanos. O objetivo é contribuir para um aprofundamento das questões que envolvem a alimentação escolar como um direito humano. Seis países foram selecionados para a amostra (Brasil, Chile, Cuba, México, Panamá e Uruguai), considerando o Índice de Desenvolvimento Humano (IDH), o engajamento destes países na área da alimentação escolar e a disponibilidade de informações oficiais e estudos científicos na área. A estratégia de revisão incluiu a investigação documental em fonte de origem governamental e não governamental, em páginas eletrônicas e bases científicas. As seguintes categorias foram consideradas na análise dos programas: 1.objetivos; 2.beneficiários; 3.tipo de cobertura; 4.tipo de benefício; 5.modelo de gestão e de participação e controle social; 6.sistemas de avaliação da implementação. Os resultados mostram que os programas são similares quanto aos objetivos ao atender às necessidades nutricionais dos escolares, incentivando a promoção de práticas alimentares saudáveis e reduzir a evasão escolar. A cobertura geralmente se concentra nos estudantes em situação de risco social. Apenas o Brasil formaliza a participação e o controle social do PAE, por meio do Conselho de Alimentação Escolar. Na maioria das situações consideradas, os programas são centralizados sob a gestão do Ministério da Educação. Somente Brasil e México adotam o modelo de descentralização. Finalmente, os resultados desta análise revelam que os programas ainda são carentes de mecanismos de monitoramento e avaliação de processos e resultados. As melhorias nesta área são relevantes para que os programas possam garantir a alimentação escolar como um direito universal.
Salvador
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Ahlin, Maria. "Lärares erfarenheter av arbete med läsförståelse på gymnasiesärskolans nationella program." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-41693.
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The aim of this study is to explore teachers’ experience of teaching reading comprehension at upper secondary special school national programs. To find out the answers to the purpose and research issues a written interview via the Internet where fourteen teachers answered a questionnaire with open questions. I have analyzed the responses using the concepts scaffolding and artefacts taken from the sociocultural perspective. The summarized result show that teachers work with teaching strategies for pupils to assimilate text with understanding. The teachers have a central role in this form of co- learning and acts as a support in the students reading comprehension learning. Teachers are also working to support students learning by making adjustments such as easy- to-read texts and support of speech and images. In the teaching teachers use artefacts as well as they scaffold the pupils in the learning of reading comprehension.Syftet med denna studie är att undersöka hur några lärare på gymnasiesärskolans nationella program beskriver sina erfarenheter av att arbeta med att stödja elevers läsförståelse. För att få svar på syftet och forskningsfrågorna genomfördes en skriftlig intervju via internet där fjorton lärare svarade på intervjufrågor med öppna frågor. Svaren analyseras genom att använda begreppen scaffolding och artefakter som är hämtade från det sociokulturella perspektivet. Det sammanfattande resultatet visar att lärare arbetar med att undervisa i läsförståelsestrategier för att elever skall ta till sig text med förståelse. Lärarna i studien har en central roll i detta samspel och de fungerar som stöd i elevernas läsförståelseundervisning. Lärarna arbetar även med att stötta elevers läsning genom att göra anpassningar genom att använda anpassade och lättlästa texter samt stöd av talsyntes och bilder. Lärarna använder artefakter såväl som att de stöttar elevernas lärande genom scaffolding i elevernas läsförståelseundervisning.
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Shroff, Siddhi Lalit. "IMPACT OF THE HEALTHY HUNGER-FREE KIDS ACT ON CHANGES IN THE PHYTOCHEMICAL CONTENT OF SCHOOL LUNCH MENUS AND IMPLICATIONS OF SCIENCE-BASED NUTRITION EDUCATION ON PROMOTING STUDENT IDENTIFICATION OF FOODS HIGH IN PHYTOCHEMICALS." UKnowledge, 2015. http://uknowledge.uky.edu/hes_etds/33.
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Concern that youth do not have enough fruit and vegetable intake lead to two strategies implemented to influence intake in the school environment: the Healthy Hunger-Free Kids Act (HHFKA) and Fighting with Food: Battling Chemical Toxicity with Good Nutrition program (FF), which could influence phytochemical content and knowledge regarding phytochemicals, respectively. Individual food logs (n=468) were assessed upon completion of FF curriculum to determine whether students were able to correctly apply their nutrition knowledge regarding FF. Menus from one district were analyzed pre-HHFKA and post-HHFKA in elementary (n=156), middle (n=171), and high schools (n=171), for change in the frequency of fruit and vegetables, and for changes in select phytochemical and vitamin content. In food logs, students correctly identified fighting foods 71% of the time. School menus showed an increase in dark green, red/orange vegetables, with significant increases in carotenoid and flavonol content. Results suggest students are applying their nutrition knowledge. Also, more variety of fruit and vegetables are being offered, despite lack of a robust increase in all phytochemicals, which can help to lower inflammation and oxidative stress. Both strategies have the potential to work together as a multi-level intervention that can encourage more fruit and vegetable consumption among youth.
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Monala, Pumla Kgomotso. "Determining the contribution of the national school nutrition programme to the total nutrient intake of Mogale city learners." Thesis, Vaal University of Technology, 2018. http://hdl.handle.net/10352/435.
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M. Tech. (Department of Hospitality, Tourism and PR Management, Faculty of Human Sciences), Vaal University of TechnologyThe purpose of this study was to determine the contribution of the National School Nutrition Programme (NSNP) has made on the total nutrient intake of Kagiso learners. This was done by investigating the nutrient intake of school children participating in the NSNP (experimental group) and comparing this to the nutrient intake of learners participating in the tuck-shop or lunch box (control group) from one school. The research methodology was undertaken in two phases, namely phase one; planning and phase two; data collection and analysis. The following measuring methods were applied; socio-demographics, household food insecurity assessment scale, anthropometry measurements, food frequency questionnaires (FFQ), 24-hour recall and the observation of the NSNP during the school lunch breaks. Anthropometry measurements were analysed according to the World Health Organization standards (WHO 2008), socio-demographics, and household food insecurity assessment scale and FFQ were captured on an Excel spreadsheet by the researcher and analysed using the Statistical Package for Social Sciences (SPSS) version 22.0 for descriptive statistics such as frequencies, standard deviations and confidence intervals. An expediency sample of 160 primary school children aged 6-13 years, including girls (n=84) and boys (n=76) and 106 caregivers were recruited into the study. The results showed that majority of caregivers (59%) completed secondary level education, followed by 39% with primary level or college completion (2%). The employment rate in the Kagiso households of the sampled group was low with 20% of caregivers being unemployed. Out of the 76% of the employed caregivers, 26% were permanently employed and 51% were temporarily employed with contract work and piece jobs. The highest monthly income (42%) was between R1000-R3000 and the lowest (38%) was less than R1000 with only R101-R200 to spend on food per week. The food insecurity status of Kagiso learners showed that 44% of school children were food secure, and 56% were food insecure – of these, 29% experienced hunger. Heightfor-age, weight-for-age and BMI-for-age were measured for all of the 160 children. The group was categorized as follows; school children participating in the NSNP (n=59) and children using the tuck-shop foods (n=35) and lunch box (n=66). The nutritional status of Kagiso learners from the sampled group showed that more boys were stunted (13%) and wasted (12%) while of the girls, 30% were at risk of being overweight, with only 2% reported to be overweight. The majority of boys reported to be stunted and wasted were from the NSNP group and the girls reported to be overweight or at risk of being overweight were from the tuck-shop group. Thus, the learners from the lunchbox had optimum growth status when compared to the other two groups. The respondents consumed a mainly high carbohydrate diet with a low consumption of vegetable and fruits. The results from the Food Variety Score (FVS) revealed a low individual mean (2.25±1.57) in the legume and nuts group, followed by a medium individual mean (7.9±2.81) in the fruits and other juices group, 7.16±2.68 in the vegetable group, and lastly, the highest individual mean (9.26±3.04) in the cereal, roots and tubers diversity. The results from the top 20 popular food items ranked as follows; maize meal stiff (1st), maize meal porridge (5th), white rice (6th), white bread (7th) brown bread (9th), potato fries (12th), breakfast cereal (13th) and samp and beans (14th). Cabbage (15th) and pumpkin (20th) were the most popular vegetables and there were no fruits within the top 20 popular list of food items. The Nutrient Adequacy Ratio (NAR) of the NSNP (n=59) meals was below the 1/3 (33.3%) and 30% dietary requirements for lunch meals. This was very evident regarding vitamin A (16.85%), energy kilojoules (23.78%), calcium (18%), folate (26.72%), zinc (15.71%), dietary fiber (25.71%) and iodine (4.65%). Iron (38.98%) was slightly above the 1/3 and 30% dietary intake, but there were a high percentage (61%) of respondents who did not meet the EARs of 5.9mg for iron. The results revealed an inadequate contribution by the NSNP to the nutrient intake of Kagiso learners. The poor intake of folate, vitamin A and dietary fiber in this sampled group is linked to the low consumption of vegetable and fruits. Results from this observational study showed that a majority of respondents do not participate in the NSNP when they do not have their own eating utensils. Respondents also revealed that the NSNP meals caused allergies such as skin rash while some mentioned diarrhea as the cause of not eating meals from the NSNP. Hence, a larger percentage (41%) of school children preferred to participate in the lunch box rather than in the NSNP (37%). The high prevalence of inadequate nutrient intake and the poor nutritional status of Kagiso learners in the sampled group, is an indication that strict monitoring of dietary measures needs to be implemented and continuously evaluated to ensure that positive nutritional results are obtained by the NSNP across South Africa