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Relevant bibliographies by topics / Nutrition education

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Academic literature on the topic 'Nutrition education'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Nutrition education"

1

Dwiyana, Parlin, Annisa Nursita Angesti, Ratna Mutu Manikam, and Dahlia Nurdini. "Adolescent diets: balanced nutrition education to achieve optimal nutritional status." Community Empowerment 8, no. 5 (June 6, 2023): 728–32. http://dx.doi.org/10.31603/ce.8584.

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Balanced nutrition practices include knowledge and attitudes towards consuming balance nutritious foods and implementing healthy behaviors. Selection of a balanced nutritional menu and good nutrition intake will determine optimal nutritional and health status. The community service activity in the form of counseling on a balanced nutritional diet for Students of SMKN 24 Cipayung East Jakarta are an effort to achieve optimal nutritional status in adolescents and are expected to be an important momentum to remind the public, especially adolescents, about the importance of balanced nutrition and how to choose healthy and nutritious food. This community service is in the form of providing education regarding a balanced nutritional diet for adolescents. The assessment was carried out using a pre-test before counseling and a post-test after counseling. The educational results revealed an increase in knowledge about a balanced nutritional diet of 14.83 points, from an average value of 63.50 (before counseling) to 78.33 (after counseling). The different test results obtained a p-value of 0.0005. It can be concluded that there is an increase in students' knowledge about a balanced nutritional diet after counseling.

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Swanson, A. G. "Nutrition education." Academic Medicine 64, no. 2 (February 1989): 84. http://dx.doi.org/10.1097/00001888-198902000-00010.

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KIRBY, JANE. "Nutrition Education." Nutrition Today 29, no. 3 (May 1994): 6–9. http://dx.doi.org/10.1097/00017285-199405000-00003.

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Moran, Brendan J., and Alan A. Jackson. "Nutrition education." Clinical Nutrition 14, no. 3 (June 1995): 191–92. http://dx.doi.org/10.1016/s0261-5614(95)80019-0.

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Brun, Judy. "Nutrition education." Journal of Nutrition Education 17, no. 2 (June 1985): ii—S44. http://dx.doi.org/10.1016/s0022-3182(85)80001-7.

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Seiber, Julianne C. "Nutrition Education." Journal of the American Dietetic Association 97, no. 7 (July 1997): 749. http://dx.doi.org/10.1016/s0002-8223(97)00185-5.

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Gwatkin, Davidson R. "Nutrition Education." Food and Nutrition Bulletin 7, no. 2 (June 1985): 1–5. http://dx.doi.org/10.1177/156482658500700214.

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Wagner, Meredith. "Nutrition Education." Family & Community Health 35, no. 1 (2012): 86–87. http://dx.doi.org/10.1097/fch.0b013e3182385c56.

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Lockwood, Elizabeth A. "Nutrition Education." Nutrition Reviews 7, no. 5 (April 27, 2009): 129–31. http://dx.doi.org/10.1111/j.1753-4887.1949.tb02205.x.

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Fine, Gill. "NUTRITION EDUCATION." Nutrition & Food Science 90, no. 3 (March 1990): 22. http://dx.doi.org/10.1108/eb059299.

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Dissertations / Theses on the topic "Nutrition education"

1

Hoover, Justine Reneè. "Evaluation of the Iowa Expanded Food and Nutrition Education Program and Food Stamp Nutrition Education." [Ames, Iowa : Iowa State University], 2007.

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Martin, Lisa J. "Online nutrition education : perceived understanding, acceptance, and usability of food and nutrition bytes curriculum for the Expanded Food and Nutrition Education Program." Thesis, Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/370.

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Bermudez, Maria Guadalupe. "The effect of nutrition education on the nutrition knowledge of college athletes." FIU Digital Commons, 1991. http://digitalcommons.fiu.edu/etd/1768.

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The relationship between nutrition and athletic performance has become a topic of increasing interest in college athletics. This study assessed the effect of nutrition education on the nutrition knowledge and dietary adequacy of female and male college athletes through a pre-test/post-test, control group design. Six weekly lessons were offered to the experimental groups. For female athletes, a two sample t-test indicated significant differences on gain scores for the experimental group (p

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Chieppa, Joanne. "The effectiveness of nutrition education on nutrition knowledge of female college athletes." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1240.

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Thesis (M.S.)--West Virginia University, 2000.
Title from document title page. Document formatted into pages; contains v, 53 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 32-34).

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Selvakumar, Divya Lakshmi. "Relationships between a Prenatal Nutrition Education Intervention and Maternal Nutrition in Ethiopia." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1551.

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In Ethiopia, 17% of pregnant women ages 18-49 are malnourished and have low awareness of prenatal nutrition, which may relate to increasingly high rates of maternal and infant mortality. The purpose of this mixed methods research study was to determine the effects of a community-based prenatal nutrition education intervention program on maternal nutrition knowledge and attitudes in the Alaje district of Ethiopia. The theoretical framework was Sen's capability theory of poverty, in which opportunities can lead to well-being and promote economic development. Research questions focused on the relationships among 8 independent variables-age, income source, degree of program implementation, marital status, education, number of pregnancies, number of children, and occupation-with respect to maternal nutrition knowledge and attitudes. Health workers recruited 135 pregnant and non-pregnant women in each of 2 villages: Dejen (control village) and Takha (experimental village), totaling 270 participants. The community intervention program was an add-on to the Ethiopian government's nutrition program and provided information on portion sizes, the importance of eating an extra meal each day, and obtaining adequate rest during pregnancy. Data from customized pretest and posttest focus groups and surveys were collected. Focus groups were analyzed manually and surveys were analyzed using 1-way ANOVAs and descriptive statistical analyses. The key findings were that the women in Takha had significantly greater knowledge of the importance of prenatal health requirements. The implications for positive social change include recommendations for policy makers about proper dietary practices in order to improve pregnancy outcomes related to maternal malnutrition.

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Cedillo, Maribel. "Rainbow diet : a new nutrition education tool." FIU Digital Commons, 2004. http://digitalcommons.fiu.edu/etd/2093.

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The purpose of this study was to develop a developmentally appropriate new nutrition education tool, the Rainbow Diet for Children (RDFC), to encourage and aid parents in feeding their children according to current national recommendations. In phase I of the study, the RDFC was developed. Foods were grouped based on color. This grouping provided 11 food groups and foods that provide adequate nutrition for children ages 3-6 years. Using a focus group theoretical diets/foods selections in the RDFC were tested for nutrition adequacy. Phase II of the study consisted of actual testing of the RDFC with children. Nutrition intervention was given to children at two Montessori Schools in Miami, FL. The RDFC and the Food Guide Pyramid (FGP) were used as nutrition education tools with different groups of children. Children and their parents were encouraged to follow one of the food guides for two weeks. Fifteen healthy children followed the food guides (9 children followed the RDFC and 6 the FGP) while 7 children served as control subjects. Pre and post nutrition analyses were conducted for all three groups. A pre and post intervention comparison revealed three significant differences. For the FGP group cholesterol intake was significantly (p<0.006) increased and thiamin intake was significantly (p<0.022) decreased. For the control group there was a significant increase (p<0.005) in the vitamin A intake. For the inter group mean change scores (posttest-pretest) two significant differences were found. First, cholesterol intake in the RDFC was significantly (p<0.045) decreased while for the other two groups it increased significantly. Furthermore, the mean monounsaturated fat intake for the RDFC group significantly decreased (p<0.047) from pre to post, whereas in the other two groups it was increased. These findings support our hypothesis that it is possible to create an alternative meal planning system for 3 to 6 year old children. The RDFC group had adequate nutritional intake while following the rainbow diet meal plan.

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Perversi, Maria E. "Older adults' preferences for technological nutrition education." Thesis, Manhattan, Kan. : Kansas State University, 2007. http://hdl.handle.net/2097/323.

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Singura, Lydia. "Impact of Nutrition Education on Student Learning." Thesis, Walden University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601477.

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A goal of schools is to provide students with practical nutritional information that will foster healthy lifelong behaviors. Unfortunately, students at one school were found to have difficulty grasping basic nutritional information and practical health-related skills. There remains an important gap in current literature regarding strategies to improve students' understanding of nutrition education material. The purpose of this study was to investigate the benefits of a 4-week nutrition intervention unit in the Foods I classes consisting of 82 male and female students in Grades 9-12. Constructivist teaching methods were implemented to provide students with both information and valuable skills, which might positively impact student health and student learning. A pre-experimental quantitative design was used for this study. The repeated-measures t test was used to compute differences in pre- and post-tests scores on the nutrition test, which indicated a 6.207 mean increase in student posttest scores. The 82 students also completed a Likert style survey, which indicated both a positive student result in perceiving a better understanding of nutrition knowledge, and a positive change in dietary choices due to constructivist teaching strategies used in the intervention. These results revealed the benefits of the nutrition intervention unit by the significant increase in students' nutrition knowledge and students' implementation of that knowledge in daily living. The results make an important contribution to the existing literature and can enhance social change initiatives through increasing students' knowledge of nutrition, providing them with life-based skills, and enhancing their quality of life.

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Gibson, Flavia. "Nutrition Education and the Elementary Classroom Teacher." Diss., The University of Arizona, 2007. http://hdl.handle.net/10150/195876.

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Inactive lifestyles and poor eating habits are the main culprits of the present increase in childhood obesity, diabetes, heart problems, and cancer. In order to counterbalance this deterioration of children's health, it is imperative that children are educated about good nutritional practices. Unfortunately, parents are not always well-informed about nutrition themselves, leaving teachers to be the necessary link between children and good nutrition.This study investigates what teachers understand about nutrition concepts, as this knowledge would be the necessary precursor to aiding students toward better health. Due to the limited research on nutrition education in the elementary classroom, this study was preceded by three pilot studies that lent themselves to the advancement of the researcher's understanding of nutrition and its place in the elementary school setting. Initially three preservice teachers were interviewed in order to examine the preparation of elementary teachers for teaching nutrition.In order to assess what teachers understand about nutrition it was necessary to create an instrument that would assess teachers' nutritional knowledge. Through several trials a nutrition content survey was created and modified. The final version was administered to three hundred and seventeen teachers. While creating the nutrition content survey, the researcher also compiled a proposed list for the "big ideas" in nutrition. These statements describe the nutritional concepts that elementary students should understand. The "big ideas" were used to create lesson plans that were taught to forty-four fifth graders. These students provided insight into the content of the lessons through pre-post assessments and gave interest feedback using anonymous questionnaires.While the nature of this study was exploratory and descriptive in nature, its quantitative and qualitative data provided insight into teachers' understanding of nutritional concepts. Along with these findings were some preliminary examinations into how preservice teachers are prepared for teaching nutrition, what elementary age students understand about nutrition and what interests them, and how teachers feel about teaching nutrition. This study provides many possible avenues for future research in the area of nutrition education.

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Singura, Lydia. "Impact of Nutrition Education on Student Learning." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1092.

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A goal of schools is to provide students with practical nutritional information that will foster healthy lifelong behaviors. Unfortunately, students at one school were found to have difficulty grasping basic nutritional information and practical health-related skills. There remains an important gap in current literature regarding strategies to improve students' understanding of nutrition education material. The purpose of this study was to investigate the benefits of a 4-week nutrition intervention unit in the Foods I classes consisting of 82 male and female students in Grades 9-12. Constructivist teaching methods were implemented to provide students with both information and valuable skills, which might positively impact student health and student learning. A pre-experimental quantitative design was used for this study. The repeated-measures t test was used to compute differences in pre- and post-tests scores on the nutrition test, which indicated a 6.207 mean increase in student posttest scores. The 82 students also completed a Likert style survey, which indicated both a positive student result in perceiving a better understanding of nutrition knowledge, and a positive change in dietary choices due to constructivist teaching strategies used in the intervention. These results revealed the benefits of the nutrition intervention unit by the significant increase in students' nutrition knowledge and students' implementation of that knowledge in daily living. The results make an important contribution to the existing literature and can enhance social change initiatives through increasing students' knowledge of nutrition, providing them with life-based skills, and enhancing their quality of life.

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Books on the topic "Nutrition education"

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Pattanaik, Anjali. Nutrition education. New Delhi: A.P.H. Pub. Corp., 2004.

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Pattanaik, Anjali. Nutrition education. New Delhi: A.P.H. Pub. Corp., 2004.

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Dodd, Judith L. Hands on: Nutrition education. Pittsburgh, Pa. (9370 McKnight Rd., Suite 106A, Pittsburgh 15237): Dairy & Nutrition Council-Mid East, 1993.

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Ohio. Dept. of Education. Nutrition Education and Training Program., ed. Nutrition education resources & bibliography. [Columbus]: Ohio Nutrition Education & Training Program, Ohio Dept. of Education, 1994.

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Turner, Sheila A. New developments in nutrition education. Paris: Unesco, 1985.

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R, Laidyth Ida, ed. Nutritional education. Hauppauge, N.Y: Nova Science Publishers, 2009.

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R, Laidyth Ida, ed. Nutritional education. Hauppauge, N.Y: Nova Science Publishers, 2009.

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Weimer, Jon. Evaluation of nutrition education policy. [Washington, D.C.?]: U.S. Dept. of Agriculture, Economic Research Service, 1994.

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1951-, Rosenbloom Christine, ed. Sports nutrition: Client education handouts. Chicago, Ill: American Dietetic Association, 2006.

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United States. Head Start Bureau. and Montclair State College, eds. Head Start nutrition education curriculum. [Washington, DC]: U.S. Dept. of Health and Human Services, Office of Human Development Service, Administration for Children, Youth, and Families, Head Start Bureau, 1989.

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Book chapters on the topic "Nutrition education"

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Bernstein, Laurie E., and Joanna R. Helm. "Nutrition Education." In Nutrition Management of Inherited Metabolic Diseases, 25–33. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-14621-8_3.

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Bernhard, H. Christian. "Nutrition." In Managing Stress in Music Education, 29–39. New York: Routledge, 2020. | Series: Routledge new directions in music education series: Routledge, 2020. http://dx.doi.org/10.4324/9781003003366-4.

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Beigbeder, Yves. "Nutrition, Education, Sanitation." In New Challenges for UNICEF, 93–115. London: Palgrave Macmillan UK, 2001. http://dx.doi.org/10.1057/9780230595576_5.

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Nakamura, Teiji. "Team Medicine and Multidisciplinary Education." In Japan Nutrition, 87–97. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-6316-1_5.

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Lee, Anne Roland. "Nutrition/Diet Counseling and Education." In Outpatient Nutrition Care: GI, Metabolic and Home Nutrition Support, 365–75. 2nd ed. Boca Raton: CRC Press, 2023. http://dx.doi.org/10.1201/9780429322570-24.

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Touger-Decker, Riva, and David A. Sirois. "Oral Medicine and Nutrition Education." In Nutrition and Oral Medicine, 299–305. Totowa, NJ: Humana Press, 2005. http://dx.doi.org/10.1385/1-59259-831-5:299.

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Varghese, Suni Mary, Salvatore Parisi, Rajeev K. Singla, and A. S. Anitha Begum. "Nutrition Education and Diet Counselling." In Trends in Food Chemistry, Nutrition and Technology in Indian Sub-Continent, 65–69. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06304-6_8.

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Hodge, Samuel R., and Alexander Vigo-Valentín. "Health, Nutrition, and Physical Activity." In Handbook of Urban Education, 64–83. 2nd ed. Second edition. | New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9780429331435-6.

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Santy-Tomlinson, Julie, Celia V. Laur, and Sumantra Ray. "Delivering Interprofessional Education to Embed Interdisciplinary Collaboration in Effective Nutritional Care." In Perspectives in Nursing Management and Care for Older Adults, 159–69. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63892-4_12.

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AbstractPrevious and forthcoming chapters describe how to improve nutrition care with an emphasis on interdisciplinary approaches. Developing and improving the skills and knowledge of the interdisciplinary team through interprofessional education are essential for embedding evidence-based, collaborative, nutritional care. This capacity building in turn supports delivery of effective nutritional care for older adults.

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Ranilović, Jasmina, and Irena Colić Barić. "Influence of gender, nutrition education and nutrition labelling format on nutrition quality assessment." In Consumer attitudes to food quality products, 205–15. Wageningen: Wageningen Academic Publishers, 2013. http://dx.doi.org/10.3920/978-90-8686-762-2_15.

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Conference papers on the topic "Nutrition education"

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Cazzaniga, Emanuela, Francesca Brivio, Francesca Orgiu, Paolo Corbetta, Elena Lonati, Alessandra Bulbarelli, and Andrea Greco. "Parents and Social Media: Nutritional Education Is Online!" In European Nutrition Conference. Basel Switzerland: MDPI, 2024. http://dx.doi.org/10.3390/proceedings2023091403.

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Yang, Shuli, Lihui Si, Yan Jia, Wenwen Jian, Qing Yu, Min Wang, and Ruixin Lin. "Effects of Nutrition Health Education and Targeted Nutrition Guidance on Maternal Nutritional Status and Maternal and Infant outcomes." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.140.

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Emilia, Esi, Rachmat Mulyana, and Risti Rosmiati. "Promoting Balanced Nutrition Guidelines among adolescent: evaluation of the nutrition posters and stickers as a nutrition education media." In International Conference on Education, Science and Technology. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/tech3228.

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Robledano-Garcia, J., M. Cano-Lamadrid, Santiago Vidal-Garcia, L. Sanchez-Rordriguez, A. A. Carbonell-Barrachina, and Elena Garcia-Garcia. "HEALTHY DIGITAL NUTRITION." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.2249.

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"Promoting Healthy Nutrition through Educational Escape Games." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4362.

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Aim/Purpose: The increased production of processed food, rapid urbanization, and changing lifestyles have led to a shift in dietary patterns so people are now consuming more unhealthy foods. To change unhealthy dietary patterns, there is a need to educate the individuals to keep a balanced diet that is rich in nutritional requirements. One way to educate a heterogeneous population, from preschool to adults, is by learning through games. Background: In recent years, the use of games as a pedagogical method is gaining momen-tum. Game-based learning (GBL) refers to any learning environments or activities that use games to support learning and teaching. GBL enables learners to practice skills that traditional teaching may not offer and promote more efficient learning. GBL includes various types of games; one of them is escape games (EG), which have become a popular trend in the world. Because EG are a relatively new phenomenon, the research on their development and educational value is still in its initial stages. Methodology: The current study is set to develop a methodology for ‘educational EG’ and to examine its role in promoting knowledge, awareness, and motivation toward a healthy nutrition. The study’s theoretical framework is guided by the situated learning theory, as EG are situated in a unique setting that instigates interactions between the players and between them and the learning environment. The research questions are 1. What is the educational potential of escape games? 2. Whether and how can EG promote knowledge, awareness, and motivation toward a healthy nutrition? 3. What are the predicting factors of knowledge, awareness, and motivation toward a healthy nutrition, in the context of educational EG? Contribution: The research’s contributions are in three levels: In the theoretical level, the study contributes a layer of knowledge on situated learning environments, offering a new model for the development and implementation of educational EG. In the methodological level, the study presents valid and reliable research tools for examining the effectiveness of educational EG. In the practical level, the study provides a tangible EG kit on healthy nutrition. Findings: Initial findings indicated on an overall increase in the participants’ positive views about EG as a situated learning environment. The findings also indicated that participation in an EG has a potential to promote knowledge and awareness of nutrition-related issues. The players’ motivation to learn about nutrition increased after participating in the game, mainly due to an increase in their sense of self-efficacy.

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Newman, Naomi C., Kaitlyn Petruccelli, and Christopher Raab. "Nutrition Education in Refugee Continuity Clinic." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.474.

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Emilia, Esi, Risti Rosmiati, and Rachmat Mulyana. "Development of The Nutrition Pocketbook as a Nutrition Education Media in School." In International Conference on Indonesian Technical Vocational Education and Association (APTEKINDO 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/aptekindo-18.2018.63.

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Vázquez-Polo, Maialen, Virginia Navarro, Gesala Perez-Junkera, Idoia Larretxi, Arrate Lasa, Jonatan Miranda, and Itziar Churruca. "Holistic Approach to Celiac Patient Support: Nutritional Education of the Social Environment of People with Celiac Disease." In European Nutrition Conference. Basel Switzerland: MDPI, 2024. http://dx.doi.org/10.3390/proceedings2023091136.

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Guzheva, T. O., D. S. Podlesny, A. S. Babajanyan, and S. I. Kambulov. "METHODS FOR INCREASING THE PROTEIN NUTRITIONAL VALUE OF FEED AND RATIONS FOR AGRICULTURAL ANIMALS." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. ООО «ДГТУ-Принт» Адрес полиграфического предприятия: 344003, г. Ростов-на-Дону, пл. Гагарина,1., 2023. http://dx.doi.org/10.23947/itse.2023.106-108.

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This article highlights modern methods for increasing the protein nutritional value of feed for farm animals. The problems of modern fodder production are also presented. The paper assesses the various qualities and characteristics of the methods. Theoretical data characterizing the course of protein digestibility processes are presented. And also considered the theoretical component of the term protein nutrition.

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Selvakumar, Divya Lakshmi. "044: RELATIONSHIPS BETWEEN A PRENATAL NUTRITION EDUCATION INTERVENTION AND MATERNAL NUTRITION IN ETHIOPIA." In Global Forum on Research and Innovation for Health 2015. British Medical Journal Publishing Group, 2015. http://dx.doi.org/10.1136/bmjopen-2015-forum2015abstracts.44.

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Reports on the topic "Nutrition education"

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Tan, Geok Simm. Nutrition Education Modules for Nurses. Ames (Iowa): Iowa State University, January 2019. http://dx.doi.org/10.31274/cc-20240624-1072.

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DEPARTMENT OF THE ARMY WASHINGTON DC. Medical Services: Nutrition Standards and Education. Fort Belvoir, VA: Defense Technical Information Center, June 2001. http://dx.doi.org/10.21236/ada403178.

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HarvestPlus, Research Program. Lessons learnt in nutrition education communication and advocacy. Washington, DC: International Food Policy Research Institute, 2022. http://dx.doi.org/10.2499/p15738coll2.136502.

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Frankenberg, Elizabeth, and Duncan Thomas. Human Capital and Shocks: Evidence on Education, Health and Nutrition. Cambridge, MA: National Bureau of Economic Research, April 2017. http://dx.doi.org/10.3386/w23347.

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Attanasio, Orazio, Murtaza Syed, and Marcos Vera-Hernandez. Early evaluation of a new nutrition and education programme in Colombia. Institute for Fiscal Studies, January 2004. http://dx.doi.org/10.1920/bn.ifs.2004.0044.

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Sommer, Katrina. Utilizing a Garden Program to Provide Nutrition Education to Cancer Survivors. Ames (Iowa): Iowa State University, December 2021. http://dx.doi.org/10.31274/cc-20240624-1573.

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Rao, Menaka, Shantanu Menon, Kushagra Merchant, and Aruna Pandey. Society for Nutrition, Education and Health Action (SNEHA): An ethos of care. Indian School Of Development Management, January 2023. http://dx.doi.org/10.58178/2301.1017.

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This case study engages with the journey of SNEHA (Society for Nutrition, Education and Health Action), a public health non-profit organization founded in Mumbai in 1999. India has the distinction of being witness to a long history of efforts by public-spirited healthcare professionals. Alongside treatment, their work in public health has consistently involved giving due emphasis to prevention, reducing the excessive reliance on institutional-led public health delivery, moving towards community-based approaches and giving considerable attention to maternal and child health, the bedrock of any sound public health system. The efforts of SNEHA (which means “love” or “affection”) in developing, expanding and adapting this approach amongst some of the world’s largest and dense poor and low-income urban settlements in India constitutes an important part of this history. Started with little funding, in a little over two decades, it now oversees over Rs. 29 crores of funds; and its programs, which started as small pilot projects to gather evidence, have evolved into large interventions drawing in many individuals and institutions along the way. Public health, unlike many other spaces of developmental interventions, demands balancing affordability, quality care and credibility with little margin for error. The case engages with the ways in which intentional evolutions to its practice have allowed SNEHA to grow, in full public glare, in a rapidly urbanizing agglomeration. The case also offers an opportunity for learners to reflect on how SNEHA’s organizational culture of appreciative inquiry and its adoption of technology have enabled it to hold together a team of 500 staff and over 6,000 volunteers; and how community-based models can overcome the shortage of full-time medical professionals in a resource-constrained to deliver consistently high standards of care.

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Reinhardt, Sarah. From Silos to Systems: Investing in Sustainable Nutrition Science for a Healthy Future. Union of Concerned Scientists, September 2021. http://dx.doi.org/10.47923/2021.14270.

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Diet-related disease, climate change, and environmental degradation exact an enormous toll on human and planetary health. These challenges could be addressed in part by shifting what we eat and how we produce food, yet key questions remain about how to make such transitions effective, equitable, and sustainable. To help answer these questions, investments in “sustainable nutrition science”—research and education at the intersection of nutrition, food production, and climate and environment—are urgently needed. However, the Union of Concerned Scientists has found that US public funding for sustainable nutrition science is severely limited, totaling an estimated $16 million annually between 2016 and 2019, and recommends more than tripling that amount in response to our devastating public health and environmental crises.

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McGeary, Kerry Anne. The Impact of State-Level Nutrition-Education Program Funding on BMI: Evidence from the Behavioral Risk Factor Surveillance System. Cambridge, MA: National Bureau of Economic Research, May 2009. http://dx.doi.org/10.3386/w15001.

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Rabbitt, Matthew P., Laura J. Hales, Michael P. Burke, and Alisha Coleman-Jensen. Household food security in the United States in 2022. Washington, D.C: Economic Research Service, U.S. Department of Agriculture, October 2023. http://dx.doi.org/10.32747/2023.8134351.ers.

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Most U.S. households have consistent, dependable access to enough food for active, healthy living--they are food secure. However, some households experience food insecurity at times during the year, meaning their access to adequate food is limited by a lack of money and other resources. USDA's food and nutrition assistance programs aim to increase food security by providing low-income households access to food for a healthful diet, as well as nutrition education. USDA monitors the extent and severity of food insecurity in U.S. households through an annual, nationally representative survey sponsored and analyzed by USDA's Economic Research Service (ERS). This report presents statistics from the survey that cover household food security, food expenditures, and use of Federal food and nutrition assistance programs in 2022

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