Academic literature on the topic 'Vegetables from school gardens'
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Journal articles on the topic "Vegetables from school gardens"
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Rochmiyati, Siti, Didi Supriadi, Agustinus Eko Susetyo, and Abdul Rahim. "Tamansiswa's Spirit Through the Nutritious Garden to Supports the Adiwiyata School Program at Tamansiswa Middle School & Vocational School." IMPACTS: International Journal of Empowerment and Community Services 2, no. 1 (2023): 49–55. http://dx.doi.org/10.30738/impacts.v2i1.16062.
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Purpose A comfortable and safe educational environment is necessary for learning. This service aims to develop the Tamansiswa spirit through nutritious gardens in support of the Adiwiyata school program at Tamansiswa Middle School & Vocational School Ngemplak Sleman. Methods – Empowerment and community service activities involving Tamansiswa Ngemplak Sleman Middle School & Vocational School students and Sarjanawiyata Tamansiswa University students. Result and discussions - Tamansiswa Ngemplak Sleman Middle School & Vocational School has some land that is still empty so it can be used as a nutritious garden planted with various fruits, vegetables and medicinal plants. In an effort to support the implementation of the Adiwiyata program at Tamansiswa Ngemplak Sleman Middle School & Vocational School, the UST Abdimas Team held a nutrition garden assistance activity for young Dewantara. Nutritious Gardens is a community-based program as an effort to fulfill the need for fruit, vegetables and medicines by utilizing school grounds and other media. Building awareness and advocacy for school residents in overcoming social problems such as health and the environment, introducing various types of fruit, vegetable and medicinal plants, Providing education on how to plant and care for plants, Utilizing empty yards to increase economic value. The result of the service activities carried out by the service team at Tamansiswa Ngemplak Sleman Middle School and Vocational School is that the school has a nutritious garden as a medium for activities to support the adiwiyata program. Teachers and students gain knowledge about the benefits, how to plant and how to maintain or care for plants, especially fruit plants, vegetables and medicinal plants. In the future, schools are expected to have added economic value from nutritious garden products. Conclusion – Community service activities for nutritious gardens in an effort to support the implementation of the Adiwiyata program can be carried out well. It is hoped that teachers and students will continue this activity so that they can gain knowledge about agriculture and added economic value.
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Runjala, Suneetha, Srividya Rani N, and Shyam Kumara Katta. "Impact of School-based Kitchen Gardening and Nutrition Education on Children's Health and Dietary Habits." Journal of Scientific Research and Reports 31, no. 3 (2025): 398–403. https://doi.org/10.9734/jsrr/2025/v31i32912.
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Over the past 25 years, extensive data on the dietary and nutritional status of rural populations across various Indian states have been collected, conducted by the National Nutrition Monitoring Bureau (NNMB) and the National Institute of Nutrition (NIN), in Hyderabad. These surveys have covered 12 states. The findings reveal that the diets of these rural communities are generally poor and lack essential nutrients. Kitchen or home gardens significantly enhance food security for economically disadvantaged rural families in developing countries. FLD on the establishment of kitchen gardens at schools along with nutrition education is initiated in the Kasthurba Gandhi Balika Vidyalaya school children, who are interested and have unutilized ground, were chosen for the backyard kitchen gardening intervention in the adopted schools. The primary objectives of the study are i) To assess the impact of the school nutrition garden on the micronutrient intake of children, ii) To combat micronutrient deficiency among children, iii) To increase the ability and interest in incorporating healthier foods. In the year 2019-2020, around 100s of Kitchen Garden kits were distributed among schools, in Mydukuru, Khajipeta and Duvvuru mandals of Dr. YSR District, under FLD programme of Dr. YSRHU KVK, Vonipenta. Data on their basic profile was collected, which included information regarding their nutritional assessment, and general information. Statistical analysis was done to calculate the mean values of pre and post-test nutrition education, interviewed consumption patterns, and observed clinical signs and symptoms of the sample and control group. The study revealed that school kitchen gardening in KGBV, BC, and SC welfare girls’ high schools increased the interest in consuming vegetables when compared to the previous situation, and children enjoyed every day evenings in gardening activities like irrigation, weeding and harvesting. Awareness of deficiencies and symptoms through nutrition education. Organized pre and post-tests evaluation with questionnaire dev. Children observed a significant change in themselves on dysmenorrhea (Iron Deficiency Anaemia). In 10 schools, 8th and 9th class students were selected and volunteered students 1000 (each school, N=100) participated in the kitchen garden activities and nutrition education program. However, around 5000 children consumed the produce along with other vegetables from the market, which decreased expenditure on vegetables, increased the availability of varied vegetables and green leafy vegetables in the diet, and led to an increased consumption. After starting the kitchen gardening activity, the production and consumption of vegetables increased by 85% and 90%, and they were conscious about nutrition aspects. It is recommended that the implementation of school nutrition gardens be mandated for high schools, accompanied by the provision of a school garden kit. Furthermore, ensuring community support is essential for the successful integration and sustainability of these nutrition gardens in high schools.
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Jahr, Ernst Håkon. "The beginning of work on school gardens in Norway – Andreas M. Feragen's garden in Holt on Agder." Scripta Neophilologica Posnaniensia 21 (December 15, 2021): 7–13. http://dx.doi.org/10.14746/snp.2021.21.01.
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This paper recounts the beginnings of the School Gardening Movement in Norway, which is now (in 2021) a topic of great interest throughout the country. The famous 19th-century school teacher and reformist Andreas M. Feragen (1818–1912), who retired from his teaching position at the age of 93, was the first to argue, in the late 1850s and early 1860s, for including gardening both as a subject and as a practical activity in primary schools. A widely used reader first published in 1863 included four pieces by Feragen about different types of gardens which would be appropriate for a rural school: the first piece was about the garden in general, the following three described a kitchen garden, a fruit garden, and a flower garden. These four pieces were written in the form of a story about a teacher and his students strolling around the gardens discussing what they saw and how to grow vegetables, fruit trees and fruit bushes, and flowers. Feragen followed up these pieces with an article in the teachers’ journal Den norske Folkeskole [The Norwegian Primary School] in which he argued that basic gardening knowledge ought to be included in the teacher training curriculum. School gardening in Norway started with Feragen’s own gardens surrounding his school in Holt in Agder, clearly the very gardens he described in his pieces in the reader.
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Brady, Patrick, Natoshia Askelson, Grace Ryan, et al. "Measuring Factors Associated with Fruit and Vegetable Consumption in Rural 4th Grade Students." Health Behavior and Policy Review 8, no. 3 (2021): 247–56. http://dx.doi.org/10.14485/hbpr.8.3.6.
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Objective: Rural youth are more likely to be obese and have poor diets compared to their nonrural peers; therefore, our objective was to understand factors related to healthy eating habits in this population. Methods: We used survey data from 4th graders (N = 995) in a Midwestern state’s rural areas to explore nutrition knowledge, fruit or vegetable (F/V) attitudes, beliefs, preferences, and previous day’s consumption. We produced descriptive statistics, compared attitudes, beliefs, preferences, and consumption for fruits versus vegetables using multilevel linear regression, and used multilevel logistic regression to assess predictors of F/V consumption controlling for sociodemographic factors. Results: Fruit and vegetable consumption was low, with over 10% reporting no fruit consumption and over 20% reporting no vegetable consumption. Students rated fruits higher than vegetables on each variable of interest. Knowledge (OR = 1.2) and liking fruits (OR = 2.2) were associated with fruit consumption. Knowledge (OR = 1.2), liking vegetables (OR = 2.4), and vegetable preferences (OR = 1.4) were associated with vegetable consumption. Conclusions: Schools should implement interventions that increase access and exposure to healthy foods and target knowledge, attitudes around liking F/V, and vegetable preferences for rural youth, such as nutrition education, school gardens, and farm-to-school programs.
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Permana, Deni. "Analisis Dampak Kebijakan Program Kebun Sekolah untuk Mengatasi Kekurangan Gizi pada Anak." ANTASENA: Governance and Innovation Journal 1, no. 2 (2023): 100–107. http://dx.doi.org/10.61332/antasena.v1i2.213.
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The school garden program has been implemented as one of the efforts to address malnutrition among children. This analysis aims to evaluate the impact of the policy on students' nutritional status and its effectiveness in increasing nutritious food intake. The study involved data collection through surveys, interviews, and measurement of nutritional status before and after the implementation of the program. The results of the analysis show that school gardens have a positive impact in improving students' knowledge about nutrition and healthy eating. Students were directly involved in the process of planting and caring for the plants, which contributed to increased consumption of fresh fruits and vegetables. The program also plays a role in reducing the prevalence of malnutrition, with a significant increase in the weight and height of children involved in the school garden. However, the success of the program is influenced by several factors, including support from the school, parental involvement, and accessibility of resources. Constraints included budget limitations and lack of training for educators on how to effectively manage school gardens. To improve the effectiveness of the program, it is recommended that the policy be complemented with adequate training, stable financial support, and integration with the health education curriculum.Overall, school gardens are a promising strategy to address undernutrition
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Selvarani K. and Subathra B. "Nutri-Gardens: A Way to Manage Malnutrition and Ensure Food Security." International Journal of Environment and Climate Change 14, no. 2 (2024): 23–29. http://dx.doi.org/10.9734/ijecc/2024/v14i23916.
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Aims: This opinion article aims to discuss about the origin of Nutri-garden and different designs of Nutri-garden and its major contributions on eradicating malnutrition/under nutrition and ensuring food security and diet diversity in India.
 Origin: Nutri-garden is the advanced form of home/kitchen garden and the recent awareness on importance of Nutri-garden /Poshan Vatikas is created by Union Ministry of Women and Child Development and the Ministry of Ayush, Government of India.
 Nutri-Garden Layout and Model: Generally, circular and rectangle designs are followed in Nutri-garden. Indian Institute of Horticultural Research (IIHR), Bengaluru, preferred rectangular shape Nutri-garden when compared to square shape garden.
 Impacts of Nutri-Garden on Nutritional/Health Disorders: Fruits and vegetable are the important sources of micronutrients needed for disease and disorder free life. Healthier diets can be maintained by consuming fruits and vegetables, the supplementation of macro and micronutrients from fruits and vegetables maintain healthy blood pressure, fiber content in fruits and vegetables reduces blood cholesterol and lowers the risk of heart diseases.
 Nutri-garden Design, Development and Dissemination: For individual family the Nutri-garden can be designed according to the family members requirements and the availability of land. If the garden designed and developed for particular location by KVKs and Research Institutes can be disseminated through various trainings and rural women and Self Help Groups (SHGs).
 Nutri-garden for Self-sustainability under Climate Change: Global development practitioners have attempted to capture the diverse coping mechanisms and adaptive tactics used by the farming community. Kitchen gardening is one such strategy that improves farm-family resilience in the face of climate change
 Conclusion: Nutri-garden is the efficient tool to combat against human malnutrition and health disorders. The low farm yield under climate change can be compensated through increasing number of self sustained Nutri-Gardens. Nutri-Garden shall be maintained also in School campus and public buildings. Nutri-garden ensures the house hold nutritional security and it is the cheapest strategy to maintain human health.
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Nolan, Geralyn A., Amy L. McFarland, Jayne M. Zajicek, and Tina M. Waliczek. "The Effects of Nutrition Education and Gardening on Attitudes, Preferences, and Knowledge of Minority Second to Fifth Graders in the Rio Grande Valley Toward Fruit and Vegetables." HortTechnology 22, no. 3 (2012): 299–304. http://dx.doi.org/10.21273/horttech.22.3.299.
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Child obesity has become a national concern. Obesity in children ages 6–17 years has more than doubled in the past 30 years. Only 20% of children today consume the recommended daily servings of fruit and vegetables. This trend is even more pronounced in minority populations. Past studies have reported a horticulture-based curriculum, including gardening, can improve children’s attitudes toward eating fruit and vegetables. To investigate whether children of a minority population can benefit from gardening combined with a curriculum on nutrition, research was conducted with elementary schools in a primarily Hispanic region of Texas. Elementary school teachers participating in this research agreed to have school gardens and complete all activities in a curriculum on nutrition provided to them through the Texas Agrilife Extension Service. One hundred and forty-one children in the participating schools completed a pre- and posttest evaluating their nutritional knowledge, preference for fruit and vegetables, and snack choices before and after a gardening program supplemented with nutrition education. Differences were detected between pre- and posttest scores for all three variables. After comparing pre- and posttest scores, it was concluded that gardening and nutritional instruction had a positive effect on students’ nutritional knowledge, fruit and vegetable preference (FVP), and snack choices.
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Mouneshwari, Kammar, P. Biradar A., C. Angadi S., and Y. Vidyavathi G. "Impact of School Nutrition Garden on the Nutrient Intake of Children." Asian Journal of Agricultural Extension, Economics & Sociology 18, no. 2 (2017): 1–6. https://doi.org/10.9734/AJAEES/2017/34018.
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<strong>Aims: </strong>The main objective of the study was to assess the impact of school nutrition garden on the micronutrient intake of children, to combat micronutrient deficiency among children and to increase in ability and interest in incorporating healthier foods. <strong>Sample:</strong> The study was conducted over two year of period at fourteen selected Higher Primary School and High schools of Raichur and Bagalkot taluka covering both public and private schools. The nutrients supplied by the cultivated vegetables were computed using Nutritive Value of Indian Foods [8] using the and were compared with amount of Recommended Dietary Allowance (RDA). <strong>Study Design:</strong> Cross sectional. <strong>Place and Duration of Study:</strong> Raichur and Bagalkot district of Karntaka state during 2015-16 and 2016-17. <strong>Methodology:</strong> Cross sectional design was adopted and schools were selected on the availability of the place, water and willingness of teachers to maintain the garden with the help of children even during the summer holidays. Children and teachers were introduced to the concept of nutrition garden through orientation to balanced diet and importance of micronutrients. Other extension methods like celebration of World Environment Day (June 5), group discussion were also carried out to popularize the importance of nutrients. The vegetable seed kits containing eight varieties of vegetables developed by Indian Institute of Horticulture Research (IIHR) containing staple vegetables were distributed. These vegetables were grown in Kharif and Rabi season. Along with the seed kit, perennials like curry leaf, drumstick, fig and lemon were also supplied to the schools. Later each class of the children was allotted a specific vegetable for cultivation. <strong>Results:</strong> After introduction of nutritional garden, the consumption of fresh vegetables increased in the daily diet which contributed towards the good health. <strong>Conclusion:</strong> It is inferred from these results that school nutrition garden may be made mandatory for high schools with a provision of school garden kit.
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Nolan*, Geralyn, and Jayne Zajicek. "Growing Healthy Children: Can Gardening Improve Fruit and Vegetable Attitudes in Minority Children?" HortScience 39, no. 4 (2004): 844B—844. http://dx.doi.org/10.21273/hortsci.39.4.844b.
Full textAbstract:
Child obesity has become a national concern. Obesity in children ages 6-17 has more than doubled in the past 30 years. Only twenty percent of children today consume the recommended daily servings of fruits and vegetables. This trend is even more pronounced in minority populations. Past studies have reported that horticulture based curriculum, including gardening, can improve children's attitudes toward eating fruits and vegetables. To investigate whether children of a minority population can benefit from gardening supplemented with nutritional curriculum, research was conducted with elementary schools in the Rio Grande Valley of Texas. Elementary school teachers participating in this research agreed to have school gardens and complete all activities in a nutritional curriculum provided to them through the Texas Extension Service. Children in the participating schools completed a pre- and post-test evaluating their attitudes and snack preferences toward fruits and vegetables and their knowledge before and after gardening supplemented with nutritional information. Statistically significant differences were detected between pre- and post-test scores for all three variables. After comparing pre-and post-test scores, it was concluded that gardening with supplemental instruction, had a positive effect on all three variables including students attitudes and snack preferences toward fruits and vegetables and their nutritional knowledge.
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Gao, Gary. "382 The Southwest Ohio Fruit and Vegetable School—A Successful Multi-county Program." HortScience 35, no. 3 (2000): 458D—458. http://dx.doi.org/10.21273/hortsci.35.3.458d.
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Southwest Ohio Fruit and Vegetable School is a regional training program for both commercial growers and amateur gardeners. The program has been sponsored by four county Extension offices in Southwest Ohio and has attracted a total attendance of 571 since 1995. We have offered two concurrent sessions, one for commercial fruit and vegetable growers, and one for amateur gardeners. This combination has proven to be the key factor in the success of the program. Attendees are allowed to move between the commercial and amateur sessions. Many commercial growers brought their spouses along since there were good topics for both of them. Backyard gardeners benefitted from the commercial session since the information was very applicable to their situation. Commercial growers also receive their pesticide recertification credits. Some of the popular topics for the commercial session included: management of diseases, insects, and weeds of fruits and vegetables; production of fresh market tomatoes, green beans, peppers, sweet corn, and pumpkins; production of herbs and specialty crops; production of apples, raspberries, strawberries, and blueberries. Popular topics for the non-commercial session included: growing tree fruits and small fruits in home gardens; raised bed gardening; growing giant pumpkins; nuisance wildlife damage control; growing and using culinary herbs; beneficial insects; and managing garden pests without using conventional insecticides. The Southwest Ohio Fruit and Vegetable School has been a very successful training program and could serve as a good model for other county Extension educators.
Dissertations / Theses on the topic "Vegetables from school gardens"
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Mongwa, Grace Kelebogile. "Effects of vegetables from a school garden, in a school feeding programme, on the school attendance rate and general health of children in a farm school / Grace Kelebogile Mongwa." Thesis, North-West University, 2005. http://hdl.handle.net/10394/1044.
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Background
Poverty in the rural areas often results in people being unable to buy the necessary food
to feed their families and at the end, the children suffer, as they do not get the necessary
foodstuffs needed for their development. Workers living in rural or agricultural
communities do not have adequate access to basic primary health care facilities. Children
need to be immunized and have regular check-ups during their developmental years and
this is often lacking in farming communities. Farm workers and their children are also
often denied access to other Government services. They are often not informed of
services which are available and which will benefit them.
Children attend schools without clean drinking water or proper sanitation, putting them at
risk of disease. Some children travel far to reach the schools. A lack of state-funded
transport from homes hinders access to education in commercial farming areas. Such
exhausting conditions adversely affect the ability of these children to adequately
participate in activities in the classroom. This results in poor performance, nonattendance
or regular absence.
Children from families who are dependent on employment on commercial farms for their
livelihoods are vulnerable due to low education status of their parents/guardians, low pay,
poor working conditions and dependence on the farmer.
Project aim
The main aim of the project was to investigate the effects of a daily vegetable meal on the
health of farm school children.
Objective of the study
The specific objectives of this study were to evaluate the effects of vegetables in the
school feeding programme over a 15 week period on:
the school attendance in the experimental and control schools,
the prevalence of infections,
the occurrence of sores in the school going learners of both the experimental and the
control schools.
Research setting
This study was part of the larger FLAGH (Farm Labour And General Health) programme
that was a follow up of the THUSA study. The FLAGH programme consists of a number
of different projects and studies mainly aimed at improving the nutritional status and
quality of life of black South African farm dwellers in the North-West Province. Two
schools in the Rysmierbult district were selected to participate in this study. One of the
schools was used as a control school and the other school was used as the intervention
(experimental) school. The vegetable garden in the experimental school started in 2003
and in the control school it was started in 2001. In 2004 after the school opened, the
garden in the control school was not functional due to some reasons. Therefore the
school was used as a control school as the learners were not fed vegetables each day.
Subjects
A total number of 109 primary school learners between the ages of 6 and 14 years old
took part in the study. The intervention school enrolment was 70 learners at the
beginning of the study and at week 7 to 15 it was 67, as 3 learners had left school with no
reason. The control school enrolment was 42 learners.
Study design
It was a comparative evaluation intervention study with baseline and end measurements
to assess the effects of vegetable gardens in farm schools to supplement the school
feeding programme. This was a comparison study of two farms schools. The
implementation of vegetable garden projects at schools was one of the interventions
aimed at improving the nutritional status of the children.
Research Methods
Four types of instruments were used in the study namely:
anthropometric measures (height and weight) were used to calculate the Body Mass
Index (BMI) for age and Z-scores (by age) for all the children (Annexure 11),
observation of the occurrence of skin sores and infection (Annexure I),
a structured face-to-face interview for learners (Annexure Ill),
a questionnaire for teachers to get their views towards the vegetable garden project
(Annexure IV).
Results
The school attendance for the control school was throughout the 15 week intervention
period better than the experimental school. Although the anthropometric measurements
of learners at baseline in the experimental school differed statistically significantly from
those in the control school it was of low practical significance (d<0.5). The learners in
the experimental school were more undernourished (Z-score for weight for age: -1.86
and height for age: -1.55) than those in the control school (Z-score for weight for age:
-0.99 and height for age: -1.37). Over the 15 week period the children in the control
school got more undernourished (Z-score for weight for age: -1.34 and height for age: -
1.44) while the nutrition status of the children in the experimental school improved (Z-score
for weight for age: - 1.65 and height for age: - 1.48).
No differences in the occurrence of infections in the children were observed between the
two schools. However, the results on the occurrence of skin sores indicated a highly
significant (p<O.OOI) improvement in the occurrence thereof in the experimental school.
Conclusion
Malnutrition is still a major problem worldwide and especially in Asia and Africa
especially the Sub-Sahara area. There are a number of factors contributing to
malnutrition. The underlying factors include access to food, caring practices, health
services, the environment and lastly the immediate factors include dietary intake and
infection/illness.
From the results of this study it seems as if a vegetable meal can improve the nutrition
status of learners and it can help to reduce the incidence of skin sores in children. The
fact that no improvement in the incidence of infections was measured during this study
by the occurrence of symptoms such as colds, flu, coughs and a running nose was
observed, might be due to the short period of the intervention (15 weeks) and the small
number of children included in the study.
Recommendation
A multifaceted approach is recommended to improve the nutritional status of learners
attending schools in the farming areas. One of these approaches can be to include
vegetables in the daily school meal. The study period was too short (15 weeks) to
determine an explicit outcome, so it would be more appropriate to extend the study to a
longer period.<br>Thesis (M. Consumer Science)--North-West University, Potchefstroom Campus, 2006.
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Delvecchio, Afton Khale. "The Impact of Fruit and Vegetable Education with a School Garden on Kindergardeners' Nutrition Knowledge." OpenSIUC, 2014. https://opensiuc.lib.siu.edu/theses/1477.
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AN ABSTRACT OF THE THESIS OF AFTON KHALE DELVECCHIO, for the Master of Science Degree in Food and Nutrition, presented on November 15, 2013 a Southern Illinois University. TITLE: THE IMPACT OF FRUIT AND VEGETABLE EDUCATION WITH A SCHOOL GARDEN ON KINDERGARTENERS' NUTRITION KNOWLEDGE MAJOR PROFESSOR: Dr. Sylvia Smith, CHE BACKGROUND: Over 12.5 million children and adolescents are obese in the United States (Nowak, Kolouch, Schneyer, & Roberts, 2012). Only 7% of youth are currently consuming the recommended daily amounts of fruits and vegetables (Krebs-Smith & Cook, 1996). Children are required to receive some sort of schooling, thus schools are utilized as a prime location in the United States for nutrition and health education. It has been found that exposure to and knowledge about food items, such as fruits and vegetables, results with increased intake (Ohri-Vachaspati, Turner, & Chaloupka, 2012). OBJECTIVE: The purpose of this study was to determine the effects of a nutrition education intervention with a school garden on kindergarten students' attitude and knowledge about fruits and vegetables. EXPERIMENTAL DESIGN: A five-week quasi-experimental study design was used. Three kindergarten classrooms from the same school participated in the study: a control, an education only, and an education with a garden. A total of 62 kindergarten students made up the convenience sample for this study. The study was conducted during April and May of 2013 at Parrish Elementary School in Carbondale, Illinois. The intervention classrooms experienced a half hour nutrition education intervention twice a week, for five weeks. The intervention lessons were based on the Fresh from the Farm curriculum, specifically for the first grade population. The classroom with the garden had an additional hour throughout the week to work and explore a growing garden. The students were given a Nutrition Knowledge Questionnaire for baseline measurement and again after the five week intervention. The students' attitude was measured using a three-point hedonic scale, while nutrition knowledge was measured using three separate matching exercises: fruits and vegetables to color, nutrients, and body parts. MAIN OUTCOME MEASURE: Independent Variables: Demographics, Nutrition Education Intervention. Dependent Variables: Attitudes to Fruits and Vegetables, Nutrition Knowledge. STATISTICAL ANALYSES PERFORMED: Descriptive statistics were run to evaluate the study's sample. Chi-square test for cross tabulations was used to evaluate the attitude and knowledge of the kindergarten students. RESULTS: Kindergarten students in the garden classroom had a p-value of <0.001 for the nutrient matching portion of the nutrition assessment. In addition, self-identified white students correctly matched nutrient to body part significantly better than self-identified black students, p< 0.05. An association was found between the garden classroom and correctly matching nutrients, p< 0.001. CONCLUSIONS: Positive associations were found with students experiencing a school garden along with a nutrition a nutrition education intervention and their knowledge outcomes. The children in the garden classroom improved from pre-test to post-test, specifically with the nutrition matching portion of the nutrition knowledge. When compared with the education-only and control classrooms, the students in the garden classroom out-performed on the nutrient matching aspect of nutrition knowledge.
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Huynh, Mongkieu Thi. "The Effect of School Policies and Practices and Food Environments on Fruits and Vegetables Selected from Salad Bars among U.S. Elementary Schools." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405340224.
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CALDERONI, MARCO. "DIETARY PATTERNS AND IMPACT OF A NUTRITION EDUCATION INTERVENTION ON DIETARY BEHAVIORS OF MIDDLE SCHOOL STUDENTS FROM MILAN AND ITS PROVINCE: THE 'PROJECT ALIMENTAZIONE'." Doctoral thesis, Università degli Studi di Milano, 2011. http://hdl.handle.net/2434/166931.
Full textAbstract:
Childhood obesity prevalence has been rising worldwide in the last few decades
generating concerns about future public health in most developed countries. Latest
children and adolescents dietary patterns changes in Southern European countries
show that healthy Mediterranean lifestyles are being abandoned, especially by young
adolescents. The purpose of the study was two-fold: (1) to investigate the dietary patterns of first and second year middle school students within Milan and its province, (2) to evaluate the impact of the "Project AlimentAzione" nutrition education intervention on dietary behaviors in the intervention group compared to the control group. The “Project AlimentAzione” nutrition education intervention was a large study involving 5 middle schools and 5 to 7 classes in each school, resulting in 29 classes and 644 students. Daily student food and drink frequency was assessed through a 7-
Day Food Record (7-DFR). To investigate the dietary patterns at baseline in the whole sample, intake frequencies by day and by meal episode were analyzed. The intervention
consisted of three 2-hour workshops at school that addressed the following:
(1) Bread and grains; (2) Fruit and vegetables; (3) Balancing energy intake and
energy expenditure through a healthy diet. To study the impact of the nutrition education intervention, daily student food and drink frequency was assessed in the intervention group compared to the control group at school at three time points: Baseline (November 2008), Post-Intervention Assessment (March 2009) and Follow-up
(November 2009). Foods and drinks intake frequency by day at baseline showed that the intake of Grains, grain products and substitutes, Fruit and vegetables, Fish, Legumes, Wholegrain and Water were lower than the recommended intakes for this age population and that the intake of Meat (especially Red meat and Preserved meat products), Sweets products and substitutes (especially Other packaged snacks) and Other beverages (especially Soft drink) were higher than maximum recommended amounts for
this age population. The “Project AlimentAzione” nutrition intervention increased children’s intakes of the categories of Fruit and vegetables, and Grains, grain products and tubers; and
the individual items of Fish and Water. At follow-up, the results were less definitive:
the individual items of Sandwiches, White meat, and Chocolate. This study investigated the dietary patterns of middle school students highlighting the different importance of meal and snacking patterns in middle school students and addressing future intervention strategies. Furthermore, the evaluation of the impact of the “Project AlimentAzione” nutrition education intervention showed its effectiveness
in the promotion of healthier dietary behaviors among middle school students from
Milan and its province. Future interventions among this age population can take advantage
from these findings in the design and the implementation of this complex preventive strategy.
Books on the topic "Vegetables from school gardens"
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Larkcom, Joy. Vegetables from small gardens: A guide to intensive cultivation. 2nd ed. Faber and Faber, 1986.
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Handelsman, Judith F. Gardens from Garbage: How to Grow Plants from Recycled Kitchen Scraps. Millbrook Press, 1993.
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Harris, Marjorie. Thrifty gardening: From the ground up. House of Anansi Press, 2012.
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Jones, Geoff. Metal concentrations in soils and produce from gardens in Flin Flon, Manitoba, 2002. Manitoba Conservation, 2006.
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Donna, Pierce, and P-Patch Cookbook Committee (Seattle, Wash.), eds. The City gardener's cookbook: Totally fresh, mostly vegetarian, decidedly delicious recipes from Seattle's P-Patches. Sasquatch Books, 1994.
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Seton, Susannah. Simple pleasures of the garden: Stories, recipes & crafts from the abundant earth. Conari Press, 1998.
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Seton, Susannah. Every garden is a story: Stories, crafts, and comforts from the garden. Red Wheel/Weiser, 2007.
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Silverstein, Clara. The White House Garden cookbook: Healthy ideas from the first family for your family. Red Rock Press, 2010.
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Silverstein, Clara. A White House garden cookbook: Healthy ideas from the first family for your family. Red Rock Press, 2010.
Find full textBook chapters on the topic "Vegetables from school gardens"
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Manjella, Aurillia, Alessandra Grasso, and Victor Wasike. "African leafy vegetables go back to school." In Agrobiodiversity, School Gardens and Healthy Diets. Routledge, 2020. http://dx.doi.org/10.4324/9780429053788-16.
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Dawe, Peter, Anthea Fawcett, and Torres Webb. "Learning gardens cultivating health and well-being – stories from Australia." In Agrobiodiversity, School Gardens and Healthy Diets. Routledge, 2020. http://dx.doi.org/10.4324/9780429053788-15.
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Calub, Blesilda, Leila S. Africa, and Bessie Burgos. "Parent engagement in sustaining the nutritional gains from School-Plus-Home Gardens Project and school-based feeding programmes in the Philippines." In Agrobiodiversity, School Gardens and Healthy Diets. Routledge, 2020. http://dx.doi.org/10.4324/9780429053788-9.
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Zakky, Mochamad, Heri Suliyanto, Temy Indrayanti, and Rinna Syawal. "Development Model of School Gardens Through Vegetables Go to School (VGtS) Activities for Improving Nutrition of Elementary Age Children in Batang Regency, Central Java Province." In Proceedings of the International Symposium Southeast Asia Vegetable 2021 (SEAVEG 2021). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-028-2_7.
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Kloetzer, Laure, Julia Lorke, Joseph Roche, Yaela Golumbic, Silvia Winter, and Aiki Jõgeva. "Learning in Citizen Science." In The Science of Citizen Science. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-58278-4_15.
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AbstractCitizen science is a promising field for educational practices and research. However, it is also highly heterogeneous, and learning happens in diverse ways, according to project tasks and participants’ activities. Therefore, we adopt a sociocultural view of learning, in which understanding learning requires a close analysis of the situation created both by the project tasks and the dynamics of engagement of the participants (volunteers, scientists, and others). To tackle the complexity of the field, this chapter maps learning in citizen science into six territories, according to where learning might take place: formal education (schools and universities); out-of-school education (science and nature clubs, summer camps, outdoor education, etc.); local and global communities (neighbourhood associations, activist associations, online communities, etc.); families; museums (science museums, art museums, zoos, and botanic gardens); and online citizen science. For each territory, we present key findings from the literature. The chapter also introduces our six personal journeys into the field of learning and citizen science, displaying their variety and the common lessons, challenges, and opportunities. Finally, we present four key tensions arising from citizen science projects in educational settings and look at training different stakeholders as a strategy to overcome some of these tensions.
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Magerski, Elizângela dos Santos Oliveira, Felipe Fontana, and Irene Yukiko Kimura. "Sustainable vegetable garden in the school environment: A STS approach in elementary school." In Frontiers of Knowledge: Multidisciplinary Approaches in Academic Research. Seven Editora, 2024. http://dx.doi.org/10.56238/sevened2024.026-003.
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We will present here the results of a research that aimed to ascertain the pedagogical potential of an educational product linked to the construction of a sustainable vegetable garden with students of the 5th year of Elementary School. This educational product was structured from a STS (Science, Technology and Society) approach in order to develop learning and skills capable of expanding the students' repertoires about Science, Technology and, mainly, about its implications in our society and environment. Our study is qualitative and as a data collection instrument we used a field diary. The data revealed that pedagogical actions – such as those of school gardens – supported by a STS approach contribute to the formation of students who are more critical about food and healthy processes related to human health.
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Aldrich, Richard. "From Leatherhead to Kildare Gardens." In School and Society in Victorian Britain. Routledge, 2012. http://dx.doi.org/10.4324/9780203181362-ch-3.
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Maria dos Santos, Adriana, Mariana Paiva Baracuhy, Dermeval Araújo Furtado, Romulo Wilker Neri de Andrade, Jackson Rômulo de Sousa Leite, and Fabiana Terezinha Leal de Morais. "Installation of Vegetable Based Roof Gardens in Schools From Recyclable Materials: A Study." In Urban Horticulture - Necessity of the Future. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.90721.
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Tcholakian, Hagop. "Past and Present Irrigation Opportunities in Kessab District." In The Culture of Water Use in Armenia from Ancient Times to Our Days. AICA-Armenia, Institute of Contemporary Art, 2024. https://doi.org/10.70459/cm/2024.001.254.
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In the Kessab region, the arable lands and gardens were not irrigated, in difference to vegetable gardens and nurseries. Spring water and rainwater were collected in various basins and from there they were distributed through streams opened on earth, stone and logs. Many did not have vegetable gardens. Some vegetables were grown in pots placed in the yard and irrigation water was brought by shoulder. In the 1970s, electricity became available, which fundamentally changed the possibilities of water use and irrigation. Apple and peach orchards also began to be irrigated. The villager opened artesian wells through his own resources, built his own reservoirs in his land or procured irrigation water for his gardens and vegetable gardens with large cisterns. Now the method of drip irrigation is spreading.
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Wyatt, Andrew R. "Gardens of the Maya." In The Real Business of Ancient Maya Economies. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9780813066295.003.0011.
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Houselot gardens are cultivated spaces located adjacent to households and are commonly used to grow flowers, herbs, vegetables, and fruits. They function as a primary source of a diverse array of food items, including staples, condiments, medicines, and spices; they provide non-food items as well, such as dyes, construction materials, or ornamental plants; and they provide a supply of food that is sold in local and extra-local markets. The diversity of plants and uses make gardens a fundamental element of household subsistence production. This chapter investigates the articulation of Maya gardening practices with economic systems, focusing specifically on how changes in the political economy affects household production. We utilize diachronic data from the Pre-Columbian Maya site of Chan, exploring how household gardening practices were affected in a dynamic political landscape from the Middle Preclassic to the Terminal Classic. These data are contrasted with synchronic data from the contemporary village of Lake Mensabak, a Lacandon Maya community going through rapid social and political disruptions. This chapter demonstrates that although houselot gardens are small-scale and household oriented, they reflect changes and upheavals in local, national, and international political economies.
Conference papers on the topic "Vegetables from school gardens"
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STERIE, Maria Cristina, Gabriela Dalila STOICA, Andreea Daniela GIUCĂ, and Iulia Bianca BOGOS. "AN OVERVIEW OF THE VEGETABLE SECTOR IN ROMANIA." In Competitiveness of Agro-Food and Environmental Economy. Editura ASE, 2023. http://dx.doi.org/10.24818/cafee/2022/11/01.
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The paper analyses the surplus and production in the period 2010-2021 for total vegetables, field-grown vegetables, vegetables grown in glasshouses and greenhouses, vegetables from home gardens and the main vegetable species: potatoes, tomatoes, aubergines, peppers, dried onions, white cabbage. For these, the main statistical indicators were calculated on the basis of areas and yields, that is, standard deviation, coefficient of variation. Romania's place in the European Union in terms of area and production of the crops analysed was also identified. Thus, Romania is at the top of the ranking for the area cultivated with cabbage (19.45 thousand hectares), it ranks 2nd for the area cultivated with aubergines (4.94 thousand hectares) and peppers (10.37 thousand hectares), and 3rd for the area cultivated with tomatoes (18.13 thousand hectares). In terms of production, Romania ranks 3rd for the production of cabbage (548.3 thousand tonnes) and tomatoes (95.86 thousand tonnes). According to the coefficient of variation, for the production of vegetable crops, the variation of the data series is small and the annual rate is negative, except for vegetables grown in glasshouses (4.66%) and peppers (0.19%). For area, the annual rate is negative, except for vegetables grown in glasshouses (4.64%).
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Esenwein, Fred. "“Planetary Reconstruction”: Richard Neutra’s School Lessons from Puerto Rico." In 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.59.
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Puerto Rico, while a U.S. territory, lacked the education, health, and sanitation infrastructure found in the continental United States. Neutra’s task was to design facilities to improve the infrastructure. While the aesthetic of the buildings is considered Modernist architecture, Neutra was very sensitive to the structures of local communities. His school designs were didactic in the way people engaged the architecture by learning about fluid mechanics and sanitation through passive designs and planning. Gardens and agricultural practices were introduced to improve food and nutrition. Education and food reforms required local knowledge even though there is a broader scientific knowledge that understands how these conditions can thrive in a particular locality. Architecturally, Neutra adjusted the Modernist style to perform in tropical Puerto Rico. Having contributed to the development of Puerto Rico and anticipating the economic boom in the U.S., Neutra’s proposal for the American community is one that was developed from the global south meant to conserve local values, and yet it was conceived as a model plan that was independent of a particular location.
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Pangestu, Utami, Yulia Lanti Retno Dewi, and Hanung Prasetya. "Effect of Fruits and Vegetables Intake on Obesity in School-Aged Children: Meta-Analysis." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.03.129.
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ABSTRACT Background: Previous studies suggest that individual and environmental factors were associated lack of vegetable and fruit consumption, which can lead to obesity. Recent studies have indicated the level of vegetable and fruit intake in children aged 2-7 years is particularly low. The purpose of this study was to examine the effect of fruits and vegetables intake on obesity in school-aged children. Subjects and Method: This was meta-analysis and systematic review. The study was conducted by collecting published articles from Google Scholar, PubMed, Research Gate, dan Springer Link databases, from year 2011 to 2019. Keywords used ”Nutrition” OR “Obesity” AND ”Cross sectional”. The inclusion criteria were full text, using English OR Indonesian language, using cross-sectional study design, and reporting adjusted odds ratio. The study population (P) was school-aged children. Intervention (I) was fruits and vegetables intake with comparison (C) malnutrition. The study outcome (O) was obesity. The collected articles were selected by PRISMA flow chart. The quantitative data were analyzed using Revman 5.3. Results: 6 studies from Ethiopia, South Afrika, Nepal, Ghana, Saudi Arabia, reported that low fruits and vegetables intake increased the risk of obesity in school-aged children (aOR= 1.34; 95% CI= 1.06 to 1.70; p<0.001; I2= 92%). Conclusion: Low fruits and vegetables intake increased the risk of obesity in school-aged children. Keywords: obesity, nutrition, fruits and vegetables intake, school-aged children Correspondence: Utami Pangestu. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: utamipangestu@gmail.com. Mobile: 087836021638. DOI: https://doi.org/10.26911/the7thicph.03.129
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Mwangi, Faith, Elizabeth Omondi, and Happiness Oruko. "Enhancing Food Security and Nutrition through Maternal, Infant, And Young Child Nutrition Support Groups: A Case of Kwale County." In 3rd International Nutrition and Dietetics Scientific Conference. KENYA NUTRITIONISTS AND DIETICIANS INSTITUTE, 2023. http://dx.doi.org/10.57039/jnd-conf-abt-2023-m.i.y.c.n.h.p-23.
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Background: According to (KDHS 2022), 23% of children under-5 in Kwale County are stunted compared to 18% at national level. This is attributed to knowledge, attitude and practice (KAP) gaps, poor dietary practices, recurrent droughts and poverty. Matuga sub county , one of the four sub counties in Kwale County has stunting rates of 25.2% and underweight rates of 12.7% (SMART Survey 2022).To address this, USAID Stawisha Pwani (USP) project initiated Maternal, Infant, and Young Child Nutrition (MIYCN) support groups in Vyongwani CU , Matuga Subcouty. Objective: This abstract highlight how MIYCN support groups can be used to improve food security. Methodology: USP project trained 25 health workers and 224 community health volunteers (CHVs) on MIYCN. The trainees mapped households to identify pregnant and/or lactating women in Vyongwani CU. The CHVs formed 9 MIYCN support groups each consisting of 15 pregnant and lactating mothers. With the support of the Department of health, each MIYCN group conducted monthly meetings to give mothers health education and economic empowerment mentorships. The project engaged agricultural extension officers and social protection department to impart mothers with skills on bee keeping, gardening, small animal rearing and Income generating activities(IGAs) Findings: The groups enabled timely identification of malnutrition cases and supplementation of Vitamin A and dewormers. 100% of pregnant mothers in the groups attended their Antenatal clinic visits consistently, took Iron Folic acid supplementation and had skilled delivery while 100% of the children whose mothers were in the groups breastfed exclusively for 6 months. The MICYN support groups established a community resource center. The nine groups established two demonstration beehives, three community demonstration kitchen gardens, rabbit farming, poultry and other IGAs. All the 135 mothers replicated kitchen gardens at household level while 67 mothers initiated small scale poultry farming. The women sell surplus fruits, vegetables, honey and eggs harvested from their small gardens. Mothers adopted sun drying as a method of preserving surplus vegetables. Conclusion: Integration of health education and economic empowerment in MIYCN support groups has the potential to contribute to improved food security. Keywords: Malnutrition, Supplementation, Antenatal
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Benlloch-Dualde, Jose V., and Sara Blanc. "eSGarden: a European initiative to incorporate ICT in schools." In CARPE Conference 2019: Horizon Europe and beyond. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/carpe2019.2019.10209.
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Knowledge transfer to the society is undoubtedly one of the main objectives of Universities. However, it is important that these advances reach the youngest, many of them, future university students. Having this in mind, a European project around how incorporating ICT in school gardens was proposed (SCHOOL GARDENS FOR FUTURE CITIZENS, 2018-1-ES01-KA201-050599). In this project, both universities and schools, belonging to five European countries, are collaborating with public and private organizations with social concerns, environmental responsibility and sustainability. School gardens is a broad topic that combine technological needs for managing and control with education in values of environmental sustainability, social inclusion and citizenship, transmission of tradition, and the promotion of digital culture in both girls and boys from the early school stages. These last aspects are aligned with some sustainable development targets (SDGs), such as ensuring healthy lives and promote well-being for all at all ages, inclusive and equitable quality education, gender equality or responsible consumption. A further challenge of the consortium is to extend the proposed approach to other schools throughout Europe with the same interests and impact, considering cultural diversity and climate differences.
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Coman, Ecaterina, Anca Diana Scarlat, and Anca Lautaru. "ROMANIA AND BULGARIA, THE MOST EXPOSED COUNTRIES TO BULLYING AND PUBLIC SHAMING AS MANIPULATION TECHNIQUES FOR COMPLIANCE." In 9th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2022. SGEM WORLD SCIENCE, 2022. http://dx.doi.org/10.35603/sws.iscss.2022/s07.072.
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In the contemporary society there are many discussions about bullying and public shaming, especially about the need to eliminate this harmful phenomenon, but it can be seen that there is bullying and public shaming that affect countries and populations, without synchronizing the approach for the elimination of these phenomena. Romania and Bulgaria are the most exposed countries to what could be defined as bullying and public shaming at the country and population level, especially by presenting them as negative examples, following the annual statistics compiled by Eurostat. One of the reasons why Romania and Bulgaria are again in the last places in the EU is the consumption of daily portions of fruits and vegetables. Eurostat statistics place the two countries in last place in the EU in the consumption of fruit and vegetables, in the interpretation given by the media that took the Eurostat data, but it is, in fact, the consumption behavior that shows the population's refusal to comply to standardization. The two countries are large producers of fruits and vegetables, with a large number of owners of gardens and orchards, and culinary behaviors are based on the consumption of fruits and vegetables, especially from their own production. We have carried out an analysis of documents, at European level, correlated with the campaigns launched in the media, starting with 2014, to demonstrate the links between the need to impose new rules at EU level and the persuasion techniques used to determine the population to comply. We also conducted quantitative research to highlight the perception of public opinion on these topics. Thus, we demonstrated that the fact that Romanians and Bulgarians are on the last two places in these annual statistics shows, in fact, the total failure of standardization, at the level of society, as well as the impossibility to change mentalities in the two traditionalist countries. The role of bullying and public shaming is, in fact, to make the population comply, but even so no other results have been obtained.
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Sari, Indri Kartiko, Diah Mulyawati Utari, and Shigeru Yamamoto. "Weight Management with Daily Consumption of Recommended Vegetable Intake among Overweight Women in Jakarta." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.15.
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ABSTRACT Background: Strengthening health promotion and disease prevention will provide extraordinary benefits. Promoting health and preventing diseases are major investments in reducing the burden of public health services. As part of Gerakan Masyarakat Hidup Sehat (GERMAS), the intake of vegetables and fruits of 250g and 150g is recommended to maintain health through lifestyle improvements from daily eating habits. This study aimed to observe the effect of daily consumption of recommended vegetables intake among overweight women in Jakarta. Subjects and Method: This was an experiment study. Twenty overweight women aged 55-year-old was selected for this study. The dependent variables were body weight, body mass index (BMI), and energy intake. The independent variable was vegetables consumption. 400 g vegetables were added into their daily meals for three weeks. Body weight and BMI were measured using weight scale. Energy intake were measured by the 3-day food records over 24-hour recall. Mean difference of body weight, body mass index, and energy intake before and after treatment were analyzed by t-test. Results: Women body weight (kg) after treatment (Mean=62; SD=6) was lower than before (Mean=64; SD=6.4) and it was statistically significant (p=0.001). BMI (kg/m2) after treatment (Mean=28.4; SD=2.4) was lower than before (Mean=29.3; SD=2.5) and it was statistically significant (p=0.001). Energy intake (kcal) after treatment (Mean=1,608; SD=130) was lower than before (Mean=2,080; SD=302) and it was statistically significant (p=0.001). Conclusion: Vegetables intake is commended intake of vegetables and fruits can help weight management in overweight women by reducing energy intake and increasing fiber intake. Keywords: weight management, vegetable intake, overweight, BMI, overweight Correspondence: Indri Kartiko Sari. Graduate School of Human Life Science, Jumonji University. Saitama, Japan. Email: indri.kartiko@yahoo.com. Phone: +6285691068652 DOI: https://doi.org/10.26911/the7thicph.04.15
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Makau, Wambui Kogi, and Sophia Ngala. "Dietary Diversity and Micronutrient Adequacy Among Women of Reproductive Age in Kericho County." In 3rd International Nutrition and Dietetics Scientific Conference. KENYA NUTRITIONISTS AND DIETICIANS INSTITUTE, 2023. http://dx.doi.org/10.57039/jnd-conf-abt-2023-m.i.y.c.n.h.p-30.
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Women of reproductive age (WRA) are mostly vulnerable to low dietary diversity and micronutrient malnutrition due to their reproductive role. There is, however, limited data on the current situation in Kericho County. This study was aimed at determining the dietary diversity and micronutrient adequacy among women of reproductive age from kitchen gardening households in Kericho County. A cross-sectional study involving 193 WRA (15-49 years) was conducted in September and October, 2018, in Kericho County. A semi-structured questionnaire was used to collect data on sociodemographic and socioeconomic characteristics, and kitchen gardening. Minimum Dietary Diversity-Women (MDD-W), 24-hour dietary recall and Food Frequency Questionnaires were used on dietary intake and diversity data. All the respondents consumed starchy staples with a high proportion consuming dairy (99.5%) and dark green leafy vegetables (92.2%) whereas nuts and seeds were the least consumed (6.7%). The mean Dietary diversity score (DDS) was 5.3±1.4 with 72% of women consuming at least five groups out of ten recommended by food and agriculture organization (FAO) and FHI 360. Kitchen gardens’ size and number of crops grown had a positive significant contribution to dietary diversity (p=0.000).The mean adequacy ratio (MAR) for Vitamin A, iron and zinc was obtained as 89.9% with Vitamin A nutrient adequacy ratio (NAR) being the lowest (46.35%). A positive association was obtained between NAR for Vitamin A(r=0.499), iron (r=0.528) and zinc (r=0.569), and dietary diversity scores. A more diversified diet increased the chances of micronutrient adequacy. Slightly less than three quarters of women were micronutrient adequate due to attainment of recommended food groups. Hence, majority of WRA in Kericho County meet the recommended dietary diversity and micronutrient adequacy except for Vitamin A. There’s need to encourage households to dedicate larger share of their lands to kitchen gardening and have a diversity in their gardens and diet. Keywords: Minimum Dietary Diversity-Women, Nutrient Adequacy Ratio, Mean Adequacy Ratio, Micronutrient Adequacy.
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Cunha, Wéltima Teixeira. "Microbiological analysis of salads eaten raw in the cafeteria of an Educational Institution." In VI Seven International Multidisciplinary Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/sevenvimulti2024-055.
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The National School Feeding Program (PNAE) is a Brazilian public policy that aims to ensure adequate nutrition for basic education students in public and philanthropic schools. Implemented since 1955, the PNAE's main objective is to meet the nutritional needs of students during school, contributing to their development, learning and academic performance. However, concern about the quality of vegetables eaten raw, which are essential for a healthy diet, is relevant due to the risks of contamination by pathogenic microorganisms, which can occur at various stages from production to consumption. The study described here specifically analyzes raw salads consumed by students, evaluating microbiological aspects to ensure food safety in the Vitória da Conquista campus cafeteria, using total and thermotolerant coliform counting methods
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Indriani, Frida, Pawito Pawito, and Eti Poncorini Pamungkasari. "Factors Affecting Healthy Behavior among Primary School Children: Application of Health Belief Model." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.02.63.
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Background: Schools can be an effective institution for developing healthy practices in children. Children in primary schooling age can learn and get used to specific healthy behaviors, such as washing hands, brushing teeth, eating vegetables, etc. This study aimed to determine factors affecting healthy behavior among primary school children using Helth Belief Model. Subjects and Method: A cross-sectional study was conducted at 25 primary schools in Nganjuk, East Java, from August to December 2019. A sample of 200 primary school students aged 6-12 years was selected by stratified random sampling. The dependent variable was healthy behavior. The independent variables were perceived susceptibility, perceived seriousness, perceived benefit, cues to action, and self-efficacy. The data were collected by questionnaire and analyzed by a multiple linear regression run on Stata 13. Results: Healthy behavior in primary school students was improved by high perceived susceptibility (b= 1.11; 95% CI= 0.36 to 1.85; p= 0.004), high perceived seriousness (b= 0.66; 95% CI= -0.06 to 1.38; p= 0.075), strong perceived benefit (b= 0.64; 95% CI= -0.86 to 1.36; p= 0.084), cues to action (b= 0.98; 95% CI= 0.26 to 1.71; p= 0.008), and strong self-efficacy (b= 1.4; 95% CI= 0.74 to 2.20; p<0.001). Conclusion: Healthy behavior in primary school students is improved by high perceived susceptibility, high perceived seriousness, strong perceived benefit, cues to action, and strong self-efficacy. Keywords: clean and healthy behavior, health belief model Correspondence: Frida Indriani. Masters Program in Public Health, Universitas Sebelas Maret. Jl. Ir. Sutami 36A, Surakarta 57126, Central Java, Indonesia. Email: nersfrida15@gmail.com. Mobile: 082226327646 DOI: https://doi.org/10.26911/the7thicph.02.63
Reports on the topic "Vegetables from school gardens"
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Sierra, Ricardo, and Inder J. Ruprah. Mothers Are Right: Eat Your Vegetables And Keep Away From The Girls (Boys): Bullying Victimization Profile in the Caribbean. Inter-American Development Bank, 2014. http://dx.doi.org/10.18235/0008446.
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About 29 percent of teenagers are bullied at school in the Caribbean. Victims of bullying are more lonely, sleep less, and have fewer friends than do their nonbullied peers. Although victims of bullying eat more frequently at fast food restaurants, they also experience more periods of hunger than do nonbullied children. Acting out with the goal of being considered a "cool" teenager does not work; even if adolescents frequently smoke cigarettes, bullies may still intimidate and harass them. The opposite is true for virgins. Good parenting can, however, make a difference in preventing a child from being a victim of bullying. Growing international evidence has shown that school-based programs can reduce the prevalence of bullying and that bullying has long-term negative consequences into adult life (for both bullies and victims).