To see the other types of publications on this topic, follow the link: Nutrition of school children.
Dissertations / Theses on the topic 'Nutrition of school children'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Nutrition of school children.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Perry, Stephen D. "COMPARISON OF NUTRITIONAL INTAKE OF HOME SCHOOL CHILDREN AND PUBLIC SCHOOL CHILDREN: A COMPARISON STUDY." Lexington, Ky. : [University of Kentucky Libraries], 2008. http://hdl.handle.net/10225/876.
Full textAbstract:
Thesis (M.S.)--University of Kentucky, 2008.Title from document title page (viewed on November 3, 2008). Document formatted into pages; contains: vi, 33 p. Includes abstract and vita. Includes bibliographical references (p. 28-32).
2
Huda, Syed Nazmul. "Iodine nutrition, cognition and school achievement of Bangladeshi school children." Thesis, University College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286539.
Full text
3
Zazini, Thando William. "The National School Nutrition Programme in selected schools in Peddie." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12769.
Full textAbstract:
The Department of Basic Education classifies the NSNP as one of the critical omponents of the government's Programme of Action, which was specifically assigned the responsibility of addressing learners' ability to learn by providing them with nutritious meals. The success of the programme may therefore contribute towards the country's realisation of the Millennium Development Goals which include the reduction of mortality and the eradication of extreme hunger and poverty by 2015 as well as achieving universal primary education. The aim of the National School Nutrition Programme seeks to promote sustainable food production initiatives in all School Nutrition Schools in order to develop skills. It also aims to enhance learning capacity of a learner through feeding and to promote nutrition education in order to improve healthy eating and lifestyles amongst communities. This study seeks to assess the current status in administering the NSNP in selected schools in Peddie, Eastern Cape. Due to the extensive nature of the geographical area of Peddie, this study focused exclusively on 25 schools. For the purpose of this study, a quantitative approach was employed through a questionnaire constructed to obtain the perceptions of the sample group. The responses from the statements in the questionnaire were analysed by a Nelson Mandela Metropolitan University registered statistician. In the last chapter a number of recommendations are stated to aid in improving the current administering status of the National School Nutrition Programme.
4
Gatenby, Lisa Ann. "Nutrient intakes of primary school children." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:761.
Full textAbstract:
Background In April 2004 Hull City Council introduced free healthy school meals for all primary and special school pupils (approximately 20,500 children from 71 primary schools and 6 special schools) in an attempt to reduce health and education inequalities. The meals were prepared to meet the Caroline Walker Trust (CWT) nutritional guidelines for primary schools. This study was carried out to assess the nutritional content of the meals and children’s actual intake from school dinners in comparison to children’s nutritional intake from packed lunches. The study then aimed to assess how food intake at lunch time impacted upon food consumed for the remainder of the day. Methods Children were recruited onto the study from two schools in Hull. The schools were selected by the number of pupils on roll and the number of children eligible for free school meals. The first phase of research assessing lunch consumption was conducted with 147 children, aged 8 – 11 years. School meals and packed lunches were weighed and photographed before and after consumption to assess actual intakes. The second phase assessed total daily food and nutrient intakes in a small sample of 20 children. All assessments were carried out over five consecutive days. Results The food provided by the schools for lunch met the majority of the CWT nutritional guidelines, however children’s intake did not. Children who ate a hot school dinner consumed only the foods they liked from the school meals provided leading to a low energy and nutrient intake. Large differences, for example 367kcal in comparison to 760kcal, in nutritional intakes were found between those children who ate a hot school dinner and those who ate a packed lunch. Children who consumed a packed lunch consumed significantly (p less than 0.05) more energy, fat, saturated fat, non-milk extrinsic (NME) sugar and sodium than children who ate a hot school dinner, but with this consumed more micronutrients. However, neither of the groups of children met the CWT guidelines for lunch time micronutrient intakes. The food diary analysis revealed that those children who ate a hot school dinner went on to consume food high in energy, fat, saturated fat, NME sugar and sodium later in the day. The significant differences in nutrient intakes between the hot dinner and packed lunch groups at lunch time disappeared when total daily intakes were compared. Differences were found between the children’s nutritional intake from the two schools, which may be due to socio economic factors. Conclusion The free healthy school dinners were not having the desired effect of improving children’s nutritional intake, children chose to eat the foods they liked and left the rest. Children who ate a free healthy school dinner went on to consume foods high in energy, fat, NME sugar and sodium later in the day and overall did not have a lower intake of these macronutrients than those children who had a packed lunch.
5
Moss, Ashley Ann. "Farm-to-School and Nutrition Education: Positively Affecting Elementary School-Aged Children's Nutrition Knowledge and Consumption Behavior." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/889.
Full textAbstract:
Good nutrition is crucial. School-aged children battle social issues such as poor nutrition, childhood obesity, and minimal nutrition knowledge. This study was a quasi-experimental design analyzing the effects of CATCH curriculum with a Farm-to-School program to assess nutrition knowledge of third grade students, and to increase fruit and vegetable consumption behavior. Third grade boys and girls (n=65) participated in this study. The intervention consisted of two nutrition education classes and a farm tour. Data were collected at baseline and post intervention. Surveys assessed nutrition knowledge and fruit and vegetable consumption behavior. Data were analyzed with independent sample t-tests. Significant differences were found concerning knowledge of fiber and farm exposure (p<0.001). Knowledge of vitamins and minerals and reported vegetable consumption behavior at home and school were also significant (p<0.05). These findings suggest that CATCH nutrition education and farm tours can positively affect school-aged children's nutrition knowledge and consumption behavior.
6
Rasmussen, Diane. "Nutrition, physical activity and health assessment of school age children in Menomonie, Wisconsin." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007rasmussend.pdf.
Full text
7
Folta, Sara C. "Using school public address (PA) systems to deliver nutrition messages to children /." Thesis, Connect to Dissertations & Theses @ Tufts University, 2005.
Find full textAbstract:
Thesis (Ph.D.)--Tufts University, 2005.Adviser: Jeanne P. Goldberg. Submitted to the School of Nutrition Science and Policy. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;
8
Jones, Charlotte A. "The effect of nutrition education on the nutrition knowledge and healthy food choices of fifth grade students." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941358.
Full textAbstract:
The purpose of this study was to investigate the effect of a three week school-based nutrition education program on the nutrition knowledge and healthy food choices of elementary school children in the fifth grade. The nutrition education program consisted of nine, thirty minute lessons comprised of the following topics: the food pyramid guide, carbohydrates, fat, protein, vitamins (A and C), minerals (calcium, and iron), healthy snacks, and vegetarianism. Ninety-six subjects from four classes were obtained from two elementary public schools in the Muncie Community School District to participate in this study. A control group and an experimental group were assigned by the principal at each school according to the availability and interest of fifth grade teachers. Evaluation of nutrition knowledge was completed through a pre-test and post-test which consisted of twenty-five multiple choice questions. Questions on the test were developed by the researcher and the "Nutrition in a Changing World" (Contento, 1992) curriculum model. The test was found to be reliable on an Alpha Cronbach test for reliability (Alpha Coefficient = 0.71) and was validated by five registered dietitians.Results indicated that the nutrition education program significantly increased (p = .000) the nutrition knowledge of students. Mean scores for the experimental group increased significantly from 10.8 to 14.63 out of twenty-five questions, while mean scores for the control subjects increased only slightly from 10.11 to 10.74 out of twenty-five questions. Healthy food choices were defined as being in compliance with the guidelines for energy nutrients and in compliance with the guidelines for number of servings per food group. Evaluation of healthy food choices was conducted using a three-day dietary record analyzed by the Nutritionist IV computer software program prior to the nutrition education program and immediately following.Findings revealed that there was a statistically significant difference between the experimental and control groups in the mean change in compliance rate for the recommended number of servings for each food group from pre to post nutrition intervention (p = .000). The largest change that was observed in the experimental group from pre to post nutrition intervention was an 11.9% decrease in the mean number of servings for grains. There was no statistically significant difference in relation to the average change in compliance for the energy nutrients between the experimental and control groups nor was a statistical significance observed regarding compliance to the recommended number of servings per food group consumed daily. The primary investigator feels the educational program had a positive affect on the subjects and that a comprehensive nutrition education program needs to be developed to reinforce the concepts taught in order to make positive behavior changes.Fisher Institute for Wellness
9
Parmer, Sondra M. Salisbury-Glennon Jill Diane. "The effects of an experiential learning model of education on second grade students' fruit and vegetable knowledge, preference and consumption." Auburn, Ala., 2006. http://repo.lib.auburn.edu/2006%20Fall/Dissertations/PARMER_SONDRA_34.pdf.
Full text
10
Harwood, Tara M. "School Based Exercise and Nutrition Intervention: Effects on Health Measures in Rural Children." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1237215344.
Full text
11
Badrialaily, Jutatip Sillabutra. "Nutritional status and related factors among elementary school students in Banda Aceh Municipality, Nangroe Aceh Darussalam province, Indonesia /." Abstract, 2008. http://mulinet3.li.mahidol.ac.th/thesis/2551/cd414/5037987.pdf.
Full text
12
Bekker, Francette. "The provision of healthy food in a school tuck shop : does it influence Bloemfontein primary school learners’ perceptions, attitudes and behaviour towards healthy eating." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71694.
Full textAbstract:
Thesis (MNutr)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Introduction and Objectives: Schools can serve as a supportive environment for the promotion of healthy eating in order to prevent childhood overweight and obesity and the development of noncommunicable diseases such as cardiovascular diseases, type 2 diabetes mellitus, fatty liver disease, muscoskeletal disorders and some cancers. Tuck shops at schools often offer unhealthy items that are energy dense and high in fat and/or sugar with a low content of vitamins, minerals and dietary fibre. The availability of unhealthy items in tuck shops prevents learners from making healthy food choices, since children tend to choose unhealthy foods when given a choice. In addition to unhealthy items offered by tuck shops, learners also bring unhealthy items to school in their lunchboxes. The aim of the study was to investigate the influence of a nutritionally-regulated tuck shop on primary school learners’ perceptions, attitudes and behaviour towards healthy eating in a Bloemfontein, Afrikaans medium, co-education primary school, and compare it to learners of a school with a conventional tuck shop. Methods: In a cross-sectional survey with an analytical component, grade 2 to 7 learners in a school with a nutritionally-regulated tuck shop (n=116) and a school with a conventional tuck shop (n=141) completed a questionnaire. Six learners per grade also took part in focus group discussions. Questions related to lunchbox contents and perceptions, attitudes and behaviour towards the tuck shop and healthy eating. Nutritional information of the items available for purchase at each of the school tuck shops was collected. Results: The lunchboxes of learners in the school with a nutritionally-regulated tuck shop contained significantly (p<0.05) more healthy items (fruit, water and muffins), as well as significantly more unhealthy items (sweets and chips). The items offered by the nutritionally-regulated tuck shop contained approximately half the kilojoules compared to items offered by the conventional tuck shop. Learners in the school with a nutritionally-regulated tuck shop liked certain fruits and vegetables significantly (p<0.05) more than learners in the school with a conventional tuck shop. Statistical significant differences (p<0.05) between different grades and gender showed that grade 2 learners in both schools had a less positive attitude towards certain fruit and vegetables compared to the older learners, while girls in both schools were more positive towards certain fruits and vegetables compared to boys. Younger learners had a more positive attitude towards their nutritionally-regulated tuck shop than older learners. In both schools learners had similar perceptions regarding the particular school’s tuck shop and healthy eating. Conclusion: The hypothesis that learners in a school with a nutritionally-regulated tuck shop have positive attitudes, perceptions and behaviour towards healthy eating was rejected. The availability of healthier items in a school tuck shop had a positive influence on certain behaviours and attitudes of learners, but the potential value of controlling the type of items available for purchase at schools might be counteracted by lunchbox contents, certain fixed eating patterns, perceptions of learners and previous exposure to a conventional tuck shop. Recommendations include a multi-pronged approach such as the Health Promoting Schools concept.
AFRIKAANSE OPSOMMING: Inleiding en doelwitte: Skole bied ‘n omgewing waar goeie eetgewoontes bevorder kan word ten einde oorgewig en vetsug in kinders te voorkom, asook die ontwikkeling van nie-oordraagbare siektes soos kardiovaskulêre siektes, tipe-2 diabetes mellitus, lewervervetting sindroom, ortopediese komplikasies en sekere soorte kanker. Snoepies in skole voorsien meestal ongesonde items met ‘n hoë energie, vet- en/of suikerinhoud en wat laag is in vitamiene, minerale en dieetvesel. Die beskikbaarheid van ongesonde items in snoepies verhoed dat leerders gesonde voelselkeuses uitoefen, omdat kinders geneig is om voorkeur aan ongesonde kos te gee as hulle 'n keuse gebied word. Benewens die ongesonde items wat snoepies aanbied, neem leerders boonop ongesonde kos in hul kosblikke skooltoe. Die doel van die studie was om by 'n Afrikaans dubbelmedium laerskool in Bloemfontein die invloed van ‘n voedingkundig-gereguleerde snoepie op leerders se persepsies, houdings en gedrag teenoor gesonde eetgewoontes te ondersoek en te vergelyk met leerders in 'n skool met 'n konvensionele snoepie. Metodes: In ‘n deursnit-opname met ‘n analitiese komponent, het graad 2 tot 7 leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie (n=116) en ‘n skool met ‘n konvensionele snoepie (n=141), ‘n vraelys ingevul. Ses leerders in elke graad in elk van die skole het ook aan fokusgroepbesprekings deelgeneem. Vrae het oor die inhoud van kosblikke, asook persepsies, houding en gedrag teenoor die snoepie en gesonde eetgewoontes, gehandel. Voedingsinligting rakende die items wat in elk van die skole se snoepies verkoop word, is ook ingesamel. Resultate: Die kosblikke van leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie het statisties beduidend (p<0.05) meer gesonde items bevat (vrugte, water en muffins), maar ook beduidend meer ongesonde items (lekkergoed en aartappelskyfies). Voedsel-items wat in die voedingkundig-gereguleerde snoepie beskikbaar was, het omtrent die helfte minder energie bevat as voedsel-items wat in die konvensionele snoepie beskikbaar was. Leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie het beduidend (p<0.05) meer van sekere groente en vrugte gehou as leerders in ‘n skool met ‘n konvensionele snoepie. Statisties beduidende (p<0.05) verskille tussen verskillende grade en die houding van verskillende geslagte dui daarop dat graad 2 leerders in albei skole minder positief gevoel het oor sekere groente en vrugte as ouer leerders, terwyl meisies in albei skole ‘n meer positiewe houding teenoor sekere groente en vrugte getoon het as seuns. Jonger leerders het ‘n meer positiewe houding teenoor hulle voedingkundig-gereguleerde snoepie getoon as ouer leerders. In albei skole het leerders soortgelyke persepsies rondom hul onderskeie skole se snoepies en gesonde eetgewoontes openbaar. Gevolgtrekking: Die hipotese dat leerders in ‘n skool met ‘n voedingkundig-gereguleerde snoepie positiewe persepsies, houding en gedrag teenoor gesonde eetgewoontes toon is nie aanvaar nie. Die beskikbaarheid van gesonder items in ‘n skoolsnoepie het 'n positiewe invloed op sekere eetgewoontes en houdings van die leerders, maar die potensiële waarde daarvan om die tipes voedsel wat by skole te koop aangebied word te reguleer mag egter teengewerk word deur kosblikke se inhoud asook sekere vaste eetpatrone, persepsies van leerders en vorige blootstelling aan ‘n konvensionele snoepie. ‘n Veelvoudige benadering soos die konsep van ‘n Gesondheidbevorderingskool word aanbeveel.
13
Fong, Wan-chung Brian, and 方允中. "The impact of primary school lunch nutrition on childhood obesity : a systematic review." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193757.
Full textAbstract:
Objective: To systematically review the feasibility and effectiveness of recent school lunch interventions in primary schools and whether they instil positive changes to childhood dietary habits and help prevent obesity.
Background: Childhood obesity is a growing concern affecting 42 million children (2010) and increasing daily, and may be linked to adult obesity. Lunch contributes 24% of daily energy, making school lunch interventions monumentally important in reducing consumption of high fat and/or sugar foods, and increasing fruit and vegetable (F&V) intake.
Methods: A literature search was conducted for studies with interventions in primary school environments that aimed to alter the consumption of fruits, vegetables, and unhealthy foods high in fat or sugar. Studies were only suitable if they utilized randomized controlled trial (RCT) or cluster RCT designs, and included relevant outcome measures for F&V or macronutrient consumption. Relevant studies published between January 1st 2000 and May 31st 2013 were identified through PubMed, ISI Web of Science, and Cochrane Trials, and bibliographies of relevant studies.
Results: Nine studies were included in this systematic review from the US or UK, with varied direct and indirect interventions to alter school lunch nutrition either through F&V or improved macronutrient content. Environmental changes to child attitudes towards F&V, such as verbal encouragement, classroom curriculums and audio-visual stimuli, were significantly effective in all 4 studies, whereas 2 studies with changes to F&V availability without involving students had mixed results. Direct reductions to fat content in school lunches produced significant results in 2 of 4 studies, with increased carbohydrate intake compensating for lower fat, resulting in non-significant total energy changes. One of 3 environmental interventions also had similar trends in macronutrient intake. Total energy change was only significant in 1 of 6 studies.
Conclusion: Overall interventions for childhood obesity had moderate success, and most were unable to meet primary dietary goals set out by researchers. Ineffectiveness of interventions may be due to parental influences at home, early childhood dietary habits, disproportionately low SES in study samples, among other factors. Further research on targeting calorie intakes, parental involvement, snack food reduction, and related fields is recommended.published_or_final_version
Community Medicine
Master
Master of Public Health
14
Helmke, Jessica Jaye. "A qualitative content analysis of local school wellness policies for Ohio schools." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243439223.
Full text
15
Elhisadi, Tawfeg A. A. "Nutrition, lifestyle and diabetes-risk of school children in Derna, Libya." Giessen VVB Laufersweiler, 2009. http://geb.uni-giessen.de/geb/volltexte/2010/7363/index.html.
Full text
16
Meaker, Jill. "An observational cross-sectional investigation of foodservice management and general management practices in schools running the National School Nutrition Programme (NSNP) in the formal and informal urban areas of Pietermaritzburg, KwaZulu-Natal, South Africa." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/1963.
Full text
17
Samz, Kelly A. "BMI and nutrition assessment of elementary school children in Western Wisconsin with an analysis of parent weight status and perceptions." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009samzk.pdf.
Full text
18
Miller, Jody L. "Impact of the Purdue Extension Professor Popcorn nutrition curriculum on third grade students' knowledge, attitudes, and self-reported consumption of fruits and vegetables : a five-month post-hoc analysis." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1273271.
Full textAbstract:
The purpose of this study was to determine if completion of the Purdue Extension Professor Popcorn nutrition curriculum impacts third grade students' long-term knowledge about, attitude toward, and self-reported consumption of fruits and vegetables. A secondary purpose was to measure any carry-over of concepts learned, or to identify any food behaviors acquired, by surveying the students' parents.A total of 74 third-grade students and 66 parents/guardians participated in this study. Data was analyzed using SPSS, version 11.0. Descriptive analysis, frequency counts, and Pearson Chi Square were used to test 15 research hypotheses. Significant differences were found in students' attitude toward vegetables, how often they ate fruit, and how often people should eat fruits and vegetables. No differences were found in parent/guardian surveys. Results of this study provide modest support for the impact of Professor Popcorn on students. No carryover of concepts to the students' parents, however, was observed.Department of Family and Consumer Sciences
19
Besgrove, Ashlee R. "A qualitative study school nutrition policies and the perspective of school food service directors /." Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1199766815.
Full text
20
Washek, Jessica. "Apples and Oranges: Comparing the Nutritional Quality of Elementary School Lunches Across U.S. Public School Districts." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108812.
Full textAbstract:
Thesis advisor: Natasha SarkisianThe food served in schools can be a critical source of nourishment for children, particularly those who come from households which lack access to fresh, affordable food. Within the context of an obesity pandemic perpetuated by junk food, this research looks at the nutritional content of food served in elementary school cafeterias. Focusing on calorie content as a measure of nutritional quality, I analyze whether school districts across the country are actually offering meals which meet nutrition recommendations for children and whether there are differences across school districts according to measures of socioeconomic disadvantage. The findings of this research have implications for school nutrition policy
Thesis (BA) — Boston College, 2020
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Sociology
21
Harris, Bernard Jonathan. "Medical inspection and the nutrition of school children in Britain, 1900-1950." Thesis, University of London, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.261325.
Full text
22
Halverson, Lillian Smith. "Relationships among nutrition knowledge, attitudes and behavior of Appalachian middle school children /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487331541710552.
Full text
23
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.
Full textAbstract:
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.
24
Orr, Julia E., and Anita Nucci. "The Efficacy of Short-Term Supplemental Nutrition Education on Nutrition Knowledge and Dietary Behaviors of Urban Middle School Children." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/nutrition_theses/36.
Full textAbstract:
Background: Children and adolescents are not meeting the dietary guidelines and overweight and obesity related diseases are on the rise among youth in the United States. However, research is inconsistent with regard to the most effective method of educating urban youth.
Purpose: To determine the effect of a supplemental nutrition education on the knowledge and behaviors of urban school students.
Methods: Six nutrition lessons were provided to students attending the Boys and Girls Club of Metro Atlanta (BGCMA) in Atlanta, GA. A pre- and posttest was administered to assess differences in students’ nutrition knowledge and behaviors. Chi-square analysis compared the number of correct answers for the entire intervention population and after stratification by gender and number of classes missed. The Wilcoxon signed rank test compared the median number of correct answers in pre- vs. posttest responses for all participants and by the number of classes missed.
Results: 15 students enrolled in the study. 2 students did not complete the study. A significant but negative change in knowledge was found in 1 of 15 nutrition questions. A significant negative change in the median number of total answers correct on the pre- vs. posttest was also observed (p=0.049). Approximately 60% of the participants reported that they were more likely to make positive, nutrition-related behavior changes after the intervention.
Conclusion: We found a negative association between the nutrition education intervention and knowledge gain. This study suggests that nutrition education alone does not have a significant effect on nutrition knowledge of urban youth.
25
Seher, Christin L. "Efficacy of Game On! The Ultimate Wellness Challenge in Increasing Nutrition Knowledge Among Elementary School Children." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1216835487.
Full text
26
Fightmaster, Carmen D. "Nutrition Education to Promote Healthy Packed Lunch at School." University of Cincinnati / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1617106897895685.
Full text
27
Ndilele, Theodora Zola. "The effectiveness of school nutrition programme of the Eastern Cape Department of Education." Thesis, University of Fort Hare, 2016. http://hdl.handle.net/10353/2005.
Full textAbstract:
This dissertation is about the National School Nutrition Programme (NSNP) in South Africa. This Programme was introduced by government in 1994 with the aim of alleviating poverty; unemployment and improving learning capacity of children. Specifically, it is intended to help poor children and to empower poverty-stricken communities, particularly in the rural areas across all the nine provinces. The focus of this study is on the investigation of effectiveness and efficient management of the Programme in the Eastern Cape Province, with specific reference to Mhlontlo District. Mhlontlo district is one of the predominantly rural areas in the province of the Eastern Cape, a remote area characterized by high levels of poverty and unemployment, and low levels of infrastructural developments. Surrounding Schools in the area are also affected by these problems. Learners at these schools are from poor families. It is for this reason that this scheme becomes important as it is most needed and, to effectively and efficiently realise its intended objectives, it must be properly managed. The main theme of the study revolves around effective and efficient service delivery that must be taken as the first priority in the management of NSNP. Factors that contribute to efficiency and effectiveness must be taken into consideration by all stakeholders and are outlined as follows: The aims in this study is to assess the effectiveness of management of the National School Nutrition Programme at Mhlontlo district in the eastern Cape, to identity shortcomings in the management of the Programme and to suggest possible remedies to improve the management of the Programme to effective service delivery. Against the background of the problem statement, the following questions were posited. How can the management of the National School Nutrition Programme with specific reference to Mhlontlo district be enhanced to ensure that its intended objectives are realized? What effect will improved management have on service delivery in the National School Nutrition Programme? And how will adherence to the Batho Pele Principles improve service delivery in schools with regard to the National School Nutrition Programme? The target population in this study was the learners, teachers and community of Schools around Mhlontlo District whose children are being catered for at school as respondents. Statistics of learners who are beneficiaries of this programme were obtained from surrounding Schools. The percentage of the response to the questions led to the results that services are not delivered as effectively as expected. The study concluded by recommendations of what national and provincial department of Education are required to do together with the school, service providers and the community in order to improve service delivery in schools that participate in the NSNP. Finally, the NSNP is for the deprived citizens of South Africa. The onus is on the community of Mhlontlo District, service providers, teachers and education authorities responsible for the NSNP to work together to make the programme effective for advancing the development of young people.
28
Karunananthan, Sathya. "Correlates of dietary intake in Mohawk elementary school children." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=82261.
Full textAbstract:
Increased understanding of dietary habits of Aboriginal children can contribute to improved nutrition education programs. To determine correlates of high soft drink intake, high fruit intake and high vegetable intake, Aboriginal children in grades 4-6 from two Kanien'keha:ka (Mohawk) communities completed classroom-administered questionnaires and participated in anthropometric measures and a run/walk fitness test. Independent correlates of high soft drink consumption identified by multivariate logistic regression included higher levels of television-watching, odds ratio [OR] 3.1, (95% confidence interval 1.5-6.4), and higher levels of physical activity, OR 3.0 (1.3-7.1) among girls, and increased video game-playing, OR 6.7 (1.8-25.5), and failing to meet the minimal fitness standard on the run/walk test, OR 2.2 (1.2-4.2), among boys. Independent correlates of high fruit consumption included each year of increasing age among boys OR 0.7 (0.5-1.0), and higher levels of physical activity among girls OR 4.0 (2.0-7.9) and boys OR 3.5 (1.5-7.7). Independent correlates of high vegetable intake included age among boys OR 0.7 (0.5-1.0), increased video game-playing among girls OR 4.5 (1.4-14.9), and higher levels of physical activity among girls OR 3.5 (1.5-7.7) and boys OR 2.8 (1.2-6.5). These findings suggest targets for interventions aimed at improving eating habits of Aboriginal children.
29
Farris, Alisha. "Nutritional Comparison of Packed and School Lunches for Elementary Children." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/51757.
Full textAbstract:
Over 50 million children attend public elementary and secondary schools in the United States each day. Children spend a substantial portion of their waking hours in school and consume one-third to one-half of their daily calories there, making schools a promising site to influence dietary quality and potentially the risk of childhood obesity. Important policy revisions have been implemented in the National School Lunch Program (NSLP) to improve the nutritional quality of school meals. In 2010, the Healthy, and Hunger-Free Kids Act updated the NSLP standards. The revised nutrition standards required schools to increase the availability of fruits, vegetables, whole grains, and fat-free and low-fat fluid milk in school meals; reduce the level of sodium, saturated fat and trans fat; and meet the nutritional needs of school children within their calorie requirements. About 60% of elementary children participate in the NSLP at least once per week, with the remaining 40% of children bringing a packed lunch from home. While school lunches are guided by national standards and regularly monitored to ensure standards are maintained, the remaining 40% are not guided by national standards. The ultimate purpose of this research was to assess the current school lunch environment and increase the overall nutritional quality of elementary lunches. Data collection procedures included school and packed lunch observations, elementary parent questionnaires, and a pilot intervention to assist elementary parents in providing healthier packed lunches. Results from these studies provide insight on the nutritional differences in school and packed lunches, provide knowledge concerning the parental motivations and barriers to participating in the NSLP or packing lunch for a child, and contribute to the limited research on effective modalities for assisting parents in providing healthier lunches. This research has significant implications public policy and provides valuable information for health professionals, researchers, food service directors, parents, and elementary school administrators to encourage NLSP participation and/or develop interventions which assist parents in packing healthier lunches. Interventions can take the form of marketing strategies to potentially influence NSLP participation, interventions to increase the nutritional value of packed lunches, and/or improvements in school wellness policies.Ph. D.
30
Lee, P. M., and 李培文. "Study of food contents of lunch boxes for primary school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31971957.
Full text
31
Girma, Beshah. "The influence of schooling on the nutritional knowledge, attitudes and practices of Ethiopian school children and mothers." Thesis, McGill University, 1992. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=39307.
Full textAbstract:
The effect of schooling on nutritional knowledge, attitudes and nutritional outcomes in Ethiopia was investigated. Data were obtained in late 1989 in Debre Birhan in Shoa province from three groups: 267 mothers, 114 clinic users and six primary schools with a total of 528 students. Mothers and students were administered tests measuring nutritional knowledge and attitudes. The nutritional status of children age 6-31 months was evaluated by measurement of the weight and height. Schooling, particularly upper secondary schooling, was found significantly influence nutritional knowledge and nutritional outcomes. A causal model is presented which suggests that modern nutritional knowledge, together with the educational level of the mother, is immensely important in influencing nutritional practices. The study suggests that while schooling influences nutritional knowledge and nutritional outcomes, greater attention must be given to improving instruction in nutrition at the primary and lower secondary level.
32
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.
Full textAbstract:
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.
33
Zivkovich, Caitlin J. "An Evaluation of a Supplemental Snack Feeding Program on Growth in School-aged Children Living in Rural Tanzania, East Africa." University of Cincinnati / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1302883411.
Full text
34
Watkins, Kristie Lynn. "Local food for local children : the relationships between household agriculture and the health and nutrition of school-age children." Thesis, Imperial College London, 2014. http://hdl.handle.net/10044/1/54382.
Full textAbstract:
The target groups for many nutrition interventions are mothers and children under the age of two, as evidence has shown significant and substantial benefit for these age groups. Less is known about the potential for school-age children to benefit nutritionally from interventions through a complementary, life-cycle approach. The central hypothesis tested here is that nutrition-sensitive interventions can improve growth at school-age and that schools are an effective platform for children to be able to access these interventions. I address this hypothesis by examining three key research questions: 1) whether and to what extent catch-up growth can occur at school age; 2) how household characteristics (agriculture and dietary quantity and quality in particular) are related to nutrition at school age and what entry points may exist for holistic intervention; and 3) how school feeding programs are related to education participation (and thus access to nutritional inputs through programming) and how programs may be strengthened to improve links with local agriculture. Examining the first question, in a review of the potential for catch-up growth at school age, a range of intervention studies counter claims of the irreversibility of pre-school growth faltering with evidence that early deficits can, at least to some extent, be made up in childhood and adolescence. For the second question, in analysis of relationships between school-age nutritional status and household agriculture in Mali, associations were observed between household agricultural production variety and measures of dietary diversity and food variety, but no associations between these measures and school-age child nutrition outcomes were found. In making the link to programming through the third question, no significant associations were found between school feeding and the education participation outcomes measured at the school level in Kenya. I conclude that opportunities for improving the nutrition of school-age children do exist and that understanding the potential for agriculture-nutrition disconnects and the dynamic nature of school feeding programs could help improve the design of multi-sectoral, nutrition-sensitive interventions at school age, including Home Grown School Feeding (HGSF).
35
Strasser, Elizabeth. "A Multi-Component School-Based Intervention Aimed at Increasing Vegetable Preference and Intake among Elementary-Aged Children." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/821.
Full textAbstract:
This study aimed to implement and assess a school-based multi-component intervention aimed at increasing elementary school-aged children's knowledge of, preference for, and intake of vegetables. The multi-component intervention included lunchroom exposure, nutrition curriculum in the classroom, after school program vegetable curriculum, family friendly nutrition newsletter, vegetable fair and parent cooking class. Lunchtime vegetable consumption was assessed by direct observation. Changes in preference, attitude, and knowledge were assessed using a pre- and post-intervention survey.
The multi-component intervention was implemented at Canyon Elementary during the 2008-2009 school year. Classroom teachers provided 20 minutes of nutrition education to students in grades one through five (n=450) once every month from September 2008 through May 2009. Students who participated in the after school program received additional education once a week for three weeks each month. Overall, no significant difference was observed between children's pre- and post-intervention except for their willingness to try new vegetables.
Students in grades second and fourth (n=81) were asked to participate in a plate-waste study by allowing researchers to photograph the amount of vegetables they selected and consumed during (p=0.483) second and (p=0.467) fourth pre-intervention and (p=0.71) second and (p=0.34) fourth post-intervention lunch-period. No change in vegetable consumption was observed (p >0.05).
Although the intervention was well received by Canyon Elementary administration, teachers, food-service director, and students, we observed not significant changes in the outcomes we assessed. The results of this study are not consistent with other multi-component school-based interventions that have effectively changed diet- related behaviors among children. Additional work in this area at this school should include additional validated outcomes assessments, changes to the selection of vegetables offered to children in school lunch menus, and a stronger parent involvement.
36
Kam, May-sin, and 甘美倩. "Vitamin D and influenza in school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45172407.
Full text
37
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.
Full textAbstract:
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.
38
Esslinger, Krista. "Dietary outcomes of a school-based trial to reduce risk factors for coronary heart disease." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=31227.
Full textAbstract:
The dietary outcomes of a school-based heart health promotion program in a low-income, multiethnic, inner-city neighbourhood of Montreal, Canada, were investigated. Eight intervention schools and sixteen control schools participated in the project from 1993 to 1997. Twenty-four hour recall data, as well as data on anthropometric and sociodemographic characteristics, were collected from a subsample of all students in grades 4--6 (aged 9--12 years) at baseline (n = 498), after two years (n = 491), and after four years (n = 347). There were no significant differ in nutrient intakes between 1995 and 1997, so these data were combined for analyses. Compared to students in control schools, students exposed to the program had a significantly increased mean intake of vitamin C per 1000 kcal (4184 kJ) (p = 0.0013). Compared to students in designated intervention schools at baseline, mean make of vitamin C per 1000 kcal was significantly increased (p = 0.002) and mean folate intake was significantly domed (p = 0.0058) in exposed to the program. When the intervention group was restricted to only those students who had received 16 hours or more of program exposure (n = 113), there were no significant differences in any nutrient intakes when compared to control students or students in intervention schools at baseline. This program was unsuccessful in changing nutrient intakes of school-aged children, contributing further evidence that conscious dietary change is difficult to achieve by means of a school-based program with a reasonable number of curriculum hours.
39
Serrano, Arce Karen Tamara. "An Assessment of Elementary School Children’s Diet and Physical Activity Levels." Scholar Commons, 2016. http://scholarcommons.usf.edu/etd/6143.
Full textAbstract:
With prevalence rates of obesity among children and adolescents steadily rising, childhood obesity and overweight has become a public health concern. Publically funded elementary schools are in a unique position to provide children with opportunities regarding the promotion of physical activity and healthy nutritional behaviors. Purpose: The purpose of this study was to conduct exploratory research to investigate the dietary habits of elementary school students enrolled in four Hillsborough County Out-of-School Time (HOST) care programs. Methods: The study utilized a quantitative, non-experimental study design. The instruments that were used in this research included a new questionnaire that was titled “All about You Yesterday”. This paper questionnaire was a combination of questions from the Physical Questionnaire for Older Children, Youth Risk Behavior Survey, and Day in The Life Of Questionnaire. The questionnaire gathered information about what the students had eaten the day before. It also allowed for collection of students’ gender, age, and grade level, physical activity levels, and the amount of time they spent being sedentary. Dietary data collected from the questionnaire was inputted into the ASA-24-Kids program for calculating Healthy Eating Index scores. Scores were examined to categorize the children’s diets as: poor, needs improvement, and good. This data was plotted into SAS to determine if there were patterns. The relationships between dietary and demographic factors were analyzed. A logistic regression model was used to test the association between dietary scores and amount of physical activity. Results: A total of 91 students participated in this study. The average score was categorized as needs improvement, as were the majority of the students’ diets. The findings showed a pattern that diets improved from third to fourth grade and declined in fifth grade. More males had diets that were categorized as needs improvement rather than poor, and site C had the most students with diet in the needs improvement category. However, none of the covariates were significant. The models used to test the association between the HEI scores and the amount of physical activity produced large p- values (> 0.05), which indicates weak evidence against the null hypothesis that states that there is no association. The same was true for the association between sedentary levels and the HEI categories. Conclusions: The study showed that, regardless of having the opportunity to eat nutritious meals, a great number of after-school children had diets that were categorized as poor. Findings also showed that there was no association between diet and the amount of physical activity that the after-school children participated in; nor did the diets have an association with the sedentary levels reported. Recommendations: In an effort to improve the diets of elementary school children, schools should encourage their students to try fruits and vegetables that are being offered through taste tests. If the meals that are offered during the taste tests are enjoyed then they should be offered as part of the school’s lunch or snack. After school programs should also offer these taste tests and include short nutritional lessons into their programs where children are also given the opportunity to cook and eat healthy snacks.
40
Stuib, Susan. "HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3186.
Full textAbstract:
Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
41
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.
Full textAbstract:
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
42
Alabdullah, Ghanima. "Promoting Healthy Eating Habits and Physical Activity among School-aged Children in Kuwait – “My Healthy Habits" Summer Camp." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3704.
Full textAbstract:
The effectiveness of an eight-week nutrition and physical activity intervention at a summer camp to prevent obesity, and promote healthy eating habits and physical activity among children in Kuwait was studied. Two summer camps were recruited for intervention and comparison groups. Convenient sampling was used (N= 79). Pre-test/post-test assessment were used for the participants in the intervention and comparison groups. Modified Healthy Habits Survey (HHS) was used to measure children’s knowledge, behavior and attitude about nutrition, screen time and physical activities, BMI-for age percentile were collected. Statistical analysis included independent t-test, paired t-test, chi-squared test, McNemar's test, and multiple regression. Results indicated that there was a significant increase in nutrition knowledge score (Pp= 0.013, p = 0.007, p = 0.002, and p = 0.012, respectively). There was no significant decrease in the number of servings of unhealthy foods for french-fries and chips, fruit flavored drinks or soft drinks. The only significant decrease in the unhealthy food intake was seen in the number of servings of sweets and candies. Thirty-three-point-three percent of participants in the intervention group decreased their consumption of sweets and candies to 1 time or less per day (P=0.001). There was a significant increase in the intervention group in both physical activity and screen time knowledge (Pp
43
Moabelo, Mmasesolo Francina. "Evaluation of the primary school nutrition programme in Mogodumo area, Limpopo Province." Thesis, University of Limpopo (Turfloop Campus), 2006. http://hdl.handle.net/10386/924.
Full textAbstract:
Thesis (M.Dev.) --University of Limpopo, 2006Nutrition is a basic human right as well as a prerequisite for the realization of full intellectual and physical potential. This is also stipulated in the South African Constitution and the Bill of rights. The Limpopo Province is known as one of the most poverty and drought stricken provinces in the RSA with a very high rate of unemployment. To alleviate poverty and to improve health and school attendance, the state president enhanced the Primary School Nutrition Programme on 1 September1994 in a number of targeted primary schools according to their poverty level. This study focused on the formative phase of the evaluation of the Primary School Nutrition Programme in the Mogodumo Circuit of the Capricorn District in the Limpopo province. It is a formative phase as it is an ongoing process. Mogodumo circuit is situated ± 56 km, west of Polokwane City, with 90% of the primary schools situated in the rural area. For this study, the researcher employed the probability sampling method in two stages. A simple random sampling of five schools selected was done while the stratified sample was obtained at each of those five selected schools. Through qualitative research, the qualitative data were obtained through a questionnaire, interviews and observation. The final results from the study show that though the learners’ school attendance had improved, they (learners) were eating the food because “beggars are not choosers”. The food they were receiving was of a poor quality, not delicious and not according to the tender specifications. There were no community involvement in the education of their children, unfaithful suppliers and helper mothers (volunteers), principals were forced to sign for the quality of food that was not received, passive participation of the teachers and their involvement in the decision making of the PSNP issues, a lack of facilities such as water, electricity, kitchens and fences. The helper mothers (volunteers) were complaining about the heavy job they were doing without a living wage as they only received a thankyou token of R110-00 per month. The programme was thus functioning in contradiction to rules and policies laid down for it.
Limpopo Department of Education
44
Joyner, Damon L. "Incentivizing Fruit, Vegetable, and Physical Activity Level Change: Expansion and Evaluation of the Fit Game Program for Healthy Behavior Change in Elementary Schools." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7201.
Full textAbstract:
Researchers in the Nutrition, Dietetics and Food Science department and Psychology department sought to improve healthy behaviors in elementary schools such as fruit and vegetable consumption (FV) and daily physical activity (PA). We chose to use a healthy behavior program called the “FIT Game” that has successfully increased FV consumption among elementary-aged children over short periods of time. Our aim was to improve the program by lowering operating costs, adjusting its materials to target PA and see if it could maintain healthy eating improvements over a longer period of time. Our series of research shows encouraging results: short term improvements in healthy eating using the low-cost FIT Game; improvements in PA; and maintained improvements in FV consumption over longer durations.
Improving healthy behaviors such as FV consumption and daily PA are important goals that can improve future health. Using the FIT Game intervention represents a low-cost and sustainable way to work toward these goals.
45
Magadu, Nceba. "Factors impending the implementation of the school nutrition programme in King Williams Town." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1648.
Full textAbstract:
The National School Nutrition Programme (NSNP) is a poverty alleviation strategy, which was introduced in 1994 by the Government of South Africa as part of the Reconstruction and Development Programme (RDP). Studies of the Food and Agriculture Organisation, United Nations Educational, Scientific and Cultural Organisation (UNESCO) and the World Health Organisation (WHO), show that hunger, nutrition, and poverty, are strongly correlated. The same studies note that in the world as a whole, hunger impacts negatively on Millennium Development Goals, namely universal primary education, gender equality, child mortality, maternal health, management of Human Immunodeficiency Virus (HIV) and Acquired Immune Deficiency Syndrome (AIDS), Tuberculosis (TB) and malaria, and environmental stability. Hunger, specifically, has been shown to contribute to reduced school attendance, impaired cognitive capacity, high child mortality rates, high maternal death rates, increased migratory labour that increases the spread of HIV, and the unsustainable use of forest lands and resources (South African Department of Education, 2004: 3).” The National School Nutrition Programme aims at providing meals to mostly the needy learners, who come from poor families. Good food provides energy for the brain. The meals that are provided at schools are, therefore, intended to give energy for mental and physical activities for the body and brain to function, and to make learners alert and receptive during lessons (South African Province of the Eastern Cape Department of Education, 2008: 2). Currently, meals in South African Schools are provided to all learners in Quintile 1, 2 and 3 public primary schools from Grades R to 7. The programme was extended to Quintile 1 secondary schools in April 2009. All Quintile 2 and 3 public secondary schools will be included in 2010 and 2011 respectively (South African Eastern Cape Province Department of Education, 2008: 3). To collect information for research purposes, the researcher used a qualitative approach. This approach, which is used by the researcher, seeks to identify the impediments that pose challenges to effective and efficient implementation of the NSNP in the King William’s Town District of the Department of Education in Province of the Eastern Cape. The sample covers two rural schools participating in the NSNP in the King William’s Town District, namely Fort Murray Junior and Senior Primary School, and Qongqotha Junior and Senior Primary School. In each school, the principal, the chairperson of the School Governing Body, the teacher in charge of the NSNP, and Grade 7 learners, formed part of the sample of the study. Added to these participants have been the Service Provider and the District Coordinator of the NSNP in the King William’s Town District. The researcher chose these two schools that are locally based (within a 10km radius from the researcher’s place of residence) for convenience purposes, in terms of cutting down on travelling costs. The empirical findings were analysed and interpreted, and in presenting the findings, special reference to the research question is made, namely: “What are the challenges that impede the successful implementation of the National School Nutrition Programme in the King William’s Town District of the Eastern Cape Department of Education?” The recommendations reflected heavily on the purpose of the study, namely, that the Department of Education in the Eastern Cape has not managed the NSNP efficiently and effectively. The findings of this study reflect that there are still challenges that continue to plague the NSNP after seven years of the inception of the programme by Department of Education. The empirical findings of this study have revealed that the challenges confronting the implementation of the NSNP could be attributed to poor governance by the Department of Education officials. Some pockets of excellence of the NSNP are noted in the study. Recommendations are made to mitigate the problem situation.
46
Molotja, Makwena Cate. "An investigation into the capacity of caregivers to provide nutrition-related care to pre-school-age children." Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-01282009-163702.
Full text
47
Masibo, Peninah Kinya. "Effects of initial nutritional status on the responses to a school feeding programme among school children aged 6 to 13 years in the Millennium Villages Project, Siaya, Kenya." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85693.
Full textAbstract:
Thesis (PhD)--Stellenbosch University, 2013.ENGLISH ABSTRACT: Aim: To assess the effects of initial nutritional status on the responses to a school feeding programme (SFP) among school children in the Millennium Villages Project (MVP), Siaya District, Kenya. Objectives: To establish baseline data on the dietary intake, prevalence of undernutrition, body composition, prevalence of anaemia, body iron stores and vitamin A status in order to assess the impact of the SFP over a 30-month period on the same outcomes. Further, the study assessed the effect of initial nutritional status on the responses to the SFP on growth, the prevalence of anaemia, body iron stores and vitamin A status. Methods: In the MVP, a school meal additional to the children’s usual daily food intake was provided consisting of locally available foods (containing whole fish omena and beef). The meals contributed approximately 25% of the Estimated Energy Requirement (EER), 70% of the Estimated Average Requirement (EAR) for protein, and 18% of EAR for fat. A school meal, additional to the children’s usual daily food intake, was introduced to the control group 6 months into the study as a project scale up initiative. The meal provided 15% EER, 49 % EAR for protein and 10% EAR for fat. A total of 235 children participated in the study and were followed up for 30 months, with 118 in the MVP and 117 in the control group. Statistical analysis included descriptive, Pearson’s chi-square test, repeated measures ANOVA and multivariate logistic regression models. Results: The mean subject age was 7.9 years (2.0 SD) at baseline, and half (51.4%) were boys. More than half of the children (66%) had energy intakes less than the EER. At baseline, the prevalence of stunting, wasting and underweight was 16.9%, 6.0% and 3.6% respectively. Prevalence of linear growth deficit based on height-for-age z-score ≤-1 standard deviation was 48%. Anaemia was higher in the MVP group (82.2%; P < 0.0001) compared to controls (58.1%) while depleted body iron stores was observed in 10.7% of the children. Half of the children in the control group and 30% in the MVP group had an inadequate vitamin A status while 11% of the children had infection/inflammation. At six months after initiation of the intervention, anaemia prevalence was reduced to 41.2% among the controls and 9.3% in the intervention group (P < 0.001). Among the MVP group, children with initial inadequate nutritional status based on weight-for-age z-score WAZ ≤ -1 SD had a higher (P < 0.01) height velocity (2.3 cm/six months) by the 24th month study interval compared to those who had an initial adequate nutritional status based on weight-for-age z-score WAZ > -1 SD. Conclusion: SPF menus were associated with potential for improved growth, gain in lean body mass and reduced anaemia prevalence when inadequate nutritional status was present at baseline.
AFRIKAANSE OPSOMMING: Doel: Om die verband tussen skoolkinders se aanvanklike voedingstatus en die respons op ’n skoolvoedingsprogram (SVP) in die Millennium Villages Project (MVP), Siaya-distrik, Kenia, te bepaal. Doelwitte: Om basislyn data te versamel ten opsigte van dieetinname, prevalensie van ondervoeding, liggaamssamestelling, prevalensie van anemie, ysterstore en vitamine A status ten einde die impak van die SVP oor ‘n 30-maande periode op genoemde uitkomste te bepaal. Verder het die studie ook die effek van aanvanklike voedingstatus op die respons tot die SVP bepaal ten opsigte van groei, die prevalensie van anemie, ysterstore en vitamine A status. Metode: In die MVP is ‘n skoolmaaltyd addisioneel tot die kinders in beide studiegroepe se daaglikse voedselinname voorsien. Die SVP se spyskaarte het bestaan uit plaaslik beskikbare voedsel (bevattende die vissoort omena en beesvleis) en het ongeveer 25% van die kinders se geraamde energievereistes (EER), 70% van hul proteïenvereistes (EAR) en 18% van hul vetvereistes (EAR) voorsien. ‘n Skoolmaaltyd is addisioneel tot die kinders in die kontrolegroep se gewoontelike daaglikse voedselinname ingesluit 6 maande na aanvang van die studie as deel van die MVP se uitbreidingsinisiatief. Dié maaltyd het in 15% van die kinders se energievereistes (EER), 49% van hul proteïenvereistes (EAR) en 10% van hul vetvereistes (EAR) voorsien. Altesaam 235 kinders is by die studiegroep ingesluit – 118 in die MVP en 117 in kontrolegroepe – en is vir 30 maande bestudeer. Statistiese ontleding het beskrywende ontleding, Pearson se chi-kwadraattoets, ANOVA met herhaalde metings, en multivariansie logistiese regressiemodelle ingesluit. Resultate: Die gemiddelde ouderdom van die kinders by basislyn was 7.9 jaar (2.0 SD) en die helfte (51.4%) van die respondente was seuns. Meer as die helfte van die kinders (66%) het ‘n energieinname minder as die EER getoon. By basislyn was die prevalensie van belemmerde groei, uittering en ondergewig onderskeidelik 16.9%, 6.0% en 3.6%. Die voorkoms van onvoldoende lengtegroei gebaseer op lengte-vir-ouderdom z-telling < -1SD was 48%. Anemie was hoër in die MVP groep (82.2%; p<0.0001) vergeleke met die kontroles (58.1%), terwyl 10.7% uitgeputte ysterstore getoon het. Onvoldoende vitamine A status het voorgekom in die helfte van die kinders in die kontrolegroep en 30% van die MVP groep, en infeksie / inflammasie was teenwoordig in 11% van die kinders. Die voorkoms van anemie op ses maande na aanvang van intervensie het verbeter tot 41.2% in die kontrolegroep en 9.3% in die intervensiegroep (P < 0.001). Op 24 maande het kinders met aanvanklike onvoldoende voedingstatus (WAZ < -1SD) in die MVP-groep groter lengtetoename (2.3 cm/6 maande) getoon as hul groepgenote met aanvanklike voldoende voedingstatus gebaseer op WAZ > -1 SD (P < 0.01). Gevolgtrekking: Die skoolvoedingsprogram spyskaarte het die potensiaal getoon tot ‘n verbetering in groei, toename in maer liggaamsmassa en ‘n verlaagde voorkoms van anemie onder kinders wie se basislynvoedingstatus onvoldoende was.
48
Zurmehly, Ashley B. "Use of a Gardening and Nutrition Education Program to Improve the Produce Intake of School Age Children Living in Appalachian Ohio." Ohio University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1245345525.
Full text
49
Medina, Marisol Warthon. "Zinc intake-status-health relationships and the impact of multiple micronutrient supplementation on cognitive function in Peruvian pre-school children." Thesis, University of Central Lancashire, 2014. http://clok.uclan.ac.uk/12712/.
Full textAbstract:
Background: Dietary zinc recommendations vary widely across Europe. The EURRECA (European Micronutrient Recommendations Aligned) Network of Excellence was brought together to harmonise the approach to setting micronutrient recommendations. The overall aim was to produce a set of guidelines and an extensive database that may be of use to expert panels in underpinning future micronutrient recommendations, based on a series of systematic reviews and meta-analysis of published data. A secondary aim was to identify gaps in knowledge regarding micronutrient status, intake and health outcomes for future research. A third aim, coming from the result of the secondary aim, was to investigate the long term effect of supplementation on cognition. Objectives: The objectives of this thesis were: (1) To adapt the methodology for undertaking a systematic review and meta-analysis developed by EURRECA for zinc in all population groups (infants, children, adolescents, pregnant and lactating women and adults and elderly). (2) To identify knowledge gaps in the research through the assessment of the interrelationships between zinc intake, status and health outcomes. (3) To design and implement a study to explore the intake-status-health relationships between micronutrient supplementation and cognitive function in Peruvian children. Methods: Phase 1: The EURRECA systematic review. Database searches were conducted in MEDLINE, Embase and the Cochrane library, from inception to March 2014. For the assessment of the intake-status relationship, an intake-status regression coefficient (^) was estimated for each individual study and the overall pooled ^ and SE ^ was calculated using random effect meta-analysis on a double log scale. The systematic review included randomized controlled trials, cohort studies, cross sectional studies and nested case-control studies in healthy children and adult populations that measured zinc intake (diet and supplements) and zinc status (serum/plasma zinc) in association health outcomes that included cognitive function and psychomotor development. Phase 2: Empirical study. This included the assessment of multiple micronutrients (MMN) supplementation and cognitive development in Peruvian children when compared with giving iron supplements alone. These tests were considered to reflect theoretical dimensions of working memory (Nine boxes), and inhibitory control (Day/Night stroop task). Intelligence Quotient (IQ) was measured using the Wechsler Preschool and Primary Scale of Intelligence (WPPSI); social-emotional behaviour was assessed via the Brief Infant–Toddler Social and Emotional Assessment (BITSEA) and reasoning through the theory of mind test. Results: Meta-analysis of data reporting zinc intake and status revealed that doubling intake increased plasma zinc concentration by 9% in children, by 3% during pregnancy, by 1% during lactation and by 6% in adults and elderly. The systematic review of zinc and health outcomes highlighted the need for further research on the relationship between micronutrients and cognitive function. The empirical study was therefore designed and undertaken. The results revealed that there were no significant differences between the iron and the MMN supplemented groups for all cognitive tests, with the exception of the vocabulary WPPSI subtest in girls (mean±SD), (MMN, 6.83±2.05; iron 5.78±1.59, p = 0.028) and no significant differences were found for plasma zinc and haemoglobin concentrations between the two groups. Conclusions: The systematic reviews provided novel dose-response estimates between zinc intake-status that could be used either qualitatively or quantitatively with balance studies when setting future zinc recommendations. Following an assessment of the impact of micronutrient supplementation on cognitive and social-emotional development in Peruvian preschool children, it can be concluded that MMN supplements had no long term additional effects on cognitive function compared with iron alone, however the timing of the supplement for maximal potential benefit needs to be explored further.
50
Fili, Linda Phinx. "The effectiveness in the administration of the national school nutrition programme in King Williams Town in the Eastern Cape." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020965.
Full textAbstract:
Health and education are two important aspects of human capital and form the basis of an individual’s economic productivity in any country. In South Africa, hunger and malnutrition continue to hamper the health, quality of life and survival of school going children such that some children drop- out of school due to these socio-economic problems (Tomlinson,2007:2). The introduction of previous School Feeding Schemes to address the question of hunger and poverty within schools was mostly left in the 1980’s and 1990’s to charitable and Non-Governmental Organizations such as Operation Hunger and ITHUBA (Swartz, 2009:38). According to Perlman (1993:14) South Africa’s track record of child deaths was more than double that of any other country of similar income levels worldwide, due to the apartheid government deserting its responsibility of feeding the nation. The White Paper for the Transformation of Health System (1997: 125) had also stated that improving nutrition within the rural schools is an imperative and a sound economic investment which is politically rewarding. Nelson Mandela (1996:8) once said “Our children are our nation’s future. Prospects for development are seriously undermined by the kind of large scale deprivation of children that South Africa has experienced. On the other hand investing in their health, nutrition and education not only improves our children’s quality of life – the gains reverberate into the future generations. ” From April 1994, through the Reconstruction and Development Programme (RDP) the Government of National Unity under the leadership of Dr. Nelson Mandela identified the area of school feeding as a policy prime concern in redressing the imbalances and inequities of the past governments. Another initiative to redress the inequities of the past, was through the programme of Poverty Reduction which manifested itself in lack of income, lack of education and skills, lack of access to services and amenities and lack of ownership of land and housing (Public Service Commission, 2007.