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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.
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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.
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Khalil, Mona, and Carolyn Moore. "The Impact of an After-School Garden Enhanced Education (GENE) on Skin Carotenoids as a Measure of Vegetable Consumption on Diverse, Low-Income Children." Current Developments in Nutrition 6, Supplement_1 (2022): 60. http://dx.doi.org/10.1093/cdn/nzac049.006.
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Abstract Objectives School gardens can have a positive impact on children's preference and intake of vegetables using a multi-component gardening curriculum. Reflection spectroscopy (RS) is a noninvasive method of measuring skin carotenoid levels which correlates with fruit and vegetable intake. The Boys and Girls Clubs of Greater Houston (BGCGH) provide after-school and summer programs for diverse, low-income youth. The purpose of this study was to determine if a new nutrition garden program increased skin carotenoid scores of BGCGH children as a measure of vegetable consumption. Methods Children age 6–13 years participated in a ten-week Garden Enhanced Nutrition Education (GENE) Program adapted from the Texas AgriLife program “Learn, Grow, Eat and Go!”. The GENE curriculum was delivered by a Texas Woman's University (TWU) graduate student. During the fall of 2021, children at two after-school BGCGH clubs participated in the GENE study. The program consisted of hands-on gardening, nutrition instruction, and sampling of vegetables. Measurement of skin carotenoid scores using the Veggie Meter ® served as a marker of vegetable consumption. Skin melanin index was measured utilizing a Konica Minolta 600D spectrophotometer. Outcomes included changes in body height and weight. Wilcoxon signed rank tests compared pre and post GENE Program intervention. Results A total of 30 club members participated in the study. Children self-identified themselves as either Black (54%), Hispanic or Latino (24%), White (20%), or Multiracial (2%). Sex was distributed as 76% female and 24% male. Body mass index averaged 23.2 ± 5.6 at baseline. Height and weight of children increased significantly over the ten-week study. Individual skin carotenoid scores of several children in the treatment group (43%) increased. Group skin carotenoids score averages followed an upward trend (174 ± 55 pre to 192 ± 67 post), but changes were not significant. Melanin index was not correlated with skin carotenoid scores. A total of 49.7 pounds of produce were harvested at the BGCGH clubs over the ten-week study. Conclusions Skin carotenoid scores of ethnically diverse, low-income children increased when children participated in a ten-week garden nutrition program, though statistical significance was not shown. Funding Sources Moore-Khourie Grant.
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Devkota, Govinda Prasad. "Application of Human Urine in Vegetable Production in a School Garden: A Participatory Action Research." Pragyaratna प्रज्ञारत्न 5, no. 1 (2023): 21–32. http://dx.doi.org/10.3126/pragyaratna.v5i1.59268.
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Urine separation toilets are a possible route for achieving maximum recovery and recycling urine nutrients. However, using fresh urine as agricultural fertilizer is problematic and controversial concerning hygiene, storage, distribution, and supply. The intervention of this study was implemented at a public high school in Nepal. This study explores the applicability of urine diversion toilets in the school setting to improve organic vegetable production from the school's Eco-garden and the status of improving sanitation. A urine diversion toilet was constructed, and hardware and software-based participatory interventions were undertaken in the schools' Eco-garden. It was found that the urine diversion toilet is useful in preventing surface water from being polluted and improving students' sanitation and hygiene behavior. When cultivating vegetables using human urine fertilizer and animal fertilizer in different plots of the same area, it is found that human urine as fertilizer increases by 40% more production of the vegetables in comparison with using animal fertilizer. It is concluded that urine-fertilized plots have more vegetables with nutrients than animal fertilizer. Human urine application could be effectively used as a nutrient fertilizer, a new area of scientific research in the research frontier.
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Lubeka, Crippina, Judith Kimiywe, and Hudson Nyambaka. "Impact of school garden on dietary diversity and micronutrient level of pre-school children in Makueni County –Kenya." Research Journal of Food Science and Nutrition 5, no. 4 (2020): 85–97. http://dx.doi.org/10.31248/rjfsn2020.100.
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Pre-school children are more vulnerable to malnutrition. This study sought to assess the effect of school gardens intervention in improving serum zinc, iron, and retinol levels of pre-school children in the early childhood center through diet diversity in Mulala ward, Makueni County, Kenya. A between-group quasi-experimental design study on a sample of 63 children was adopted. The intervention early childhood centres were giving vegetables and animal proteins to children from the school garden as part of the ten o'clock snack of porridge and lunchtime meal of maize and beans for six months while the control early childhood centres had the usual ten o'clock porridge and lunchtime maize and beans meal. Questionnaires were used to collect end line data on demographic, socio-economic, feeding practices, and diet diversity. Blood samples were also collected from the children and blood tests for zinc, iron, and retinol done. Blood tests for serum zinc and iron were analyzed by flame atomic absorption spectrophotometry, serum retinol was assessed by High-Pressure Liquid Chromatography. The mean dietary diversity score of the control and intervention groups was found to be significantly different at post-intervention (p-value = <0.001). A significant and positive correlation between the levels of serum hemoglobin, retinol, zinc and dietary diversity was observed among the intervention population (P-value =0.045, n= 31 R=0.363), (P-value =0.033, n= 31 R=0.384), and (P-value =0.048, n= 31 R=0.358). The study concludes that the use of a variety of green leafy vegetables and small animals in diets of young children; can improve both dietary diversity and micronutrient levels.
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Kononowicz, Wanda, and Katarzyna Gryniewicz-Balińska. "Historical Allotment Gardens in Wrocław - The Need to Protection." Civil And Environmental Engineering Reports 21, no. 2 (2016): 43–52. http://dx.doi.org/10.1515/ceer-2016-0020.
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Abstract Since about the mid-nineteenth century, together with the changing socio-economic situation, different types of allotments appeared in Wrocław. Initially, they were rented gardens, gardens for the poor or for factory workers. At the beginning of the twentieth century, school gardens and the so called Schreber gardens with a large common square were set up as part of Dr. Schreber’s educational health program. In 1914-1918, “war” vegetable gardens were commonly cultivated. In the 1920s allotment gardens began to be systematically introduced to the city plan as permanent, purposefully designed elements of urban greenery. They were often designed together with urban parks, or so called “Folk Parks” of a recreational and sport character. In the 1930s, during the economic crisis, allotments with garden houses were adapted for the unemployed and the homeless to live in. Wrocław allotment gardens have undeniable historical, social, recreational, economic and compositional value. These gardens are a cultural heritage that should be protected. In Western Europe we are witnessing a renaissance of the idea of allotments, while in Poland - a tendency to eliminate them from urban landscapes.
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ARIATI, Putu Eka Pasmidi, Dewa Putu Oka PRASIASA, I. Ketut WIDNYANA, and I. Made Wahyu WIJAYA. "EDUTOURISM AS AN EFFORT TO STRENGTHEN KELAN VILLAGE RESILIENT AND PRO-ENVIRONMENTAL TOURISM VILLAGE." ICCD 6, no. 1 (2024): 560–66. http://dx.doi.org/10.33068/iccd.v6i1.785.
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Kelan Tourism Village is located in Kuta District, Badung Regency, Bali Province, and has the potential for marine tourism and culinary tourism by utilizing sea products in the form of seafood as the main menu. This tourism potential is currently underway, but economically it has not yet had a maximum impact, as a result of the existence of complementary products in the form of vegetables to complement the seafood menu which are still purchased from outside the Kelan Tourism Village, even though the plantation area is still available. Based on these problems, the solution provided is the application of the Biofloc Aquaponics Integrated Urban Farming Model, Drip Irrigation Vegetable Garden Tilapia which is packaged as edutourism, targeting elementary school students, middle school students, tourists/visitors, and the Kelan Tourism Village community. The implementation of the solution shows that there has been an increase in understanding, knowledge and skills of the target groups, namely elementary school students, junior high school students, tourists/visitors and the community regarding Integrated Urban Farming Aquaponics Biofloc, Tilapia Fish Garden Vegetable Drip Irrigation. Apart from that, people involved in culinary tourism also experienced an increase in income, as a result of reduced purchases of complementary products in the form of vegetables that they were able to produce themselves, as well as strengthening environmental conservation.
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Kararo, Matthew J., Kathryn S. Orvis, and Neil A. Knobloch. "Eat Your Way to Better Health: Evaluating a Garden-based Nutrition Program for Youth." HortTechnology 26, no. 5 (2016): 663–68. http://dx.doi.org/10.21273/horttech03225-16.
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Eat Your Way to Better Health (EYWTBH) is a garden-based nutrition education program that was conducted and evaluated for 3 years in Indiana third-grade classrooms. Program participants started and maintained their own school gardens as a part of an authentic experiential learning curriculum designed to reconnect youth with where their food comes from and educate about healthy eating habits. Implementation lasted between 8 and 12 weeks and outcomes were evaluated using pre- and postprogram questionnaires. Results showed that upon completion of the EYWTBH program, youth reported a higher healthy food choice self-efficacy, as well as a higher variety of fruit and vegetable consumption. Relationships among the variables were identified and discussed in the context of improving future school garden nutrition programs.
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Eno, Élen Gomes de Jesus, Renata Raimundo Luna, and Renato Abreu Lima. "Horta na escola: incentivo ao cultivo e a interação com o meio ambiente." Revista Eletrônica em Gestão, Educação e Tecnologia Ambiental 20, no. 1 (2016): 248. http://dx.doi.org/10.5902/2236117019538.
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The garden of medicinal plants and vegetables is a means of encouraging the community to better understand herbal and have a healthy diet, and to establish an environmental education to achieve the collective awareness. The present work aimed to develop pedagogical practices at the State Primary School Father Mario Castagna, in Porto Velho, Rondônia, providing learning about the importance of good nutrition with vegetables without any pesticide and environment preservation. Small vegetables were grown in tires, considering that its raw material is long lasting and with the intention of removing them from the environment, while branched plants planted in prepared soil with compost and black soil, as well as the tires . As a result, we obtained very healthy and beautiful vegetables, and seedlings of medicinal plants survived and are growing rapidly, thus preserving the environment. It is concluded that herbal relating to everyday life and a richer school meals in nutrients and vitamins, so we added benefits to this community, and also the participation and interaction of all keep the project alive in the garden at school.
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Nguyen Ha, Linh, and Luyen Nguyen Thi. "Organization of experiential activities to discover biodiversity in the vegetable garden for preschoolers." Journal of Science Educational Science 67, no. 4A (2022): 247–59. http://dx.doi.org/10.18173/2354-1075.2022-0111.
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In environmental education in general, environmental education for preschool children in particular, the perspective of education in the environment is always upheld. However, the use of space and natural context in preschool as a means of educating children is still limited, especially education on biodiversity in the school's habitat. On the basis of theoretical research, this paper has determined the concept and scope of knowledge about biodiversity suitable for preschool children and proposed how to organize biodiversity discovery activities in vegetable gardens. in preschool. From there, helping preschool teachers can maximize the advantages of the school garden in organizing scientific discovery activities for children.
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Kezelee, Washington, Jae George, Musu M. Mulbah, et al. "Impact of the School Food Environment on Dietary Choices and Body Mass Index Among Adolescents: A Case Study of Secondary Schools in Suakoko District, Bong County, Liberia." American Journal of Development Studies 2, no. 2 (2024): 33–42. http://dx.doi.org/10.54536/ajds.v2i2.3709.
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Adolescence is a critical period for developing lifelong dietary habits, and the school food environment plays a significant role in shaping these behaviors. With increasing rates of obesity and malnutrition among adolescents, understanding the influence of the school food environment is crucial, particularly in sub-Saharan Africa, where traditional diets are transitioning towards more processed, calorie-dense foods. This study aimed to assess the impact of the school food environment on dietary choices and body mass index (BMI) among adolescents in Suakoko District, Bong County, Liberia. A cross-sectional design was employed involving 275 students from 23 randomly selected public and private secondary schools. Data were collected using structured questionnaires, direct observations of the school food environment, and anthropometric measurements. Statistical analysis, including chi-square tests, was conducted to explore the relationships between school food environment, dietary choices, physical activity, and BMI. The results revealed that 64% of the students did not frequently choose fruits and vegetables, with food choices primarily influenced by availability and taste. A significant relationship was found between physical activity and nutritional status (p = 0.017), with regular physical activity being linked to a healthier BMI. However, no significant associations were found between school promotion of healthy eating, nutrition education, or the presence of school gardens, and students’ BMI. In conclusion, although schools play a vital role in shaping dietary habits, this study emphasizes the need for more effective interventions to improve access to nutritious foods and promote physical activity. Addressing the gaps in school infrastructure and enhancing nutrition education could contribute to better health outcomes for adolescents in Liberia.
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Ponomareva, Varvara Vitalievna. "Girls’ boarding schools’ gardens in the Age of Enlightenment." Moscow University Anthropology Bulletin (Vestnik Moskovskogo Universiteta. Seria XXIII. Antropologia), no. 1 (June 2, 2021): 139–50. http://dx.doi.org/10.32521/2074-8132.2021.1.139-150.
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This study, based on a wide range of sources, some of which feature in academia for the first time, using a historical typological method, looks at the introduction of principles of physical education offered to children of the Enlightenment era into daily life of the schools of the Mariinsky Establishment. Throughout the eighteenth century, influential works from scholars such as John Locke and N.I. Novikov highlighted the importance of daily hygiene and healthy routine, cold water hardening, simple balanced diet, lightweight clothing, physical exercise in fresh air and other principles, which only became commonplace in public consciousness much later. Innovative approach to physical education, supported by the Russian state, was integrated into the governmental pedagogical doctrine and implemented in the second half of the eighteenth century in boarding schools and other educational establishments. Discussion. The study focuses on a school garden, examined as a vehicle for a healthy physical upbringing of children and adolescents. The article discusses how with time girls’ boarding schools’ gardens evolved into complexes with tree-lined alleys, winter and summer sports grounds, variety of swimming pools, vegetable and flower beds, galleries and alcoves. By the end of the nineteenth century at least, outside spaces in schools were overseen by doctors, who noted positive effects of prolonged fresh air exercise and swimming on the children
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Kuntariningsih, Apri. "Impact Analysis of School Garden Program to Overcome Malnutrition ofChildren." Jurnal Kesehatan Komunitas 4, no. 1 (2018): 26–32. http://dx.doi.org/10.25311/keskom.vol4.iss1.223.
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The sustainable development goals (SDGs), one of thems ends hunger, achieves food security and improves nutrition, and encourages sustainable agriculture. Lack of fruit and vegetable consumption causes malnutrition. The purpose of this study is to distinguish the root cause of malnutrition and to analyze alternative policy to overcome nutrition improvement for children. This method of this study uses a qualitative approach, where the research was in schoolings in Blitar and Kediri. The subjects of this research are 30 people including: 10 students, 5 teachers, 5 food vendors at school and 10 parents of students. Research findings: lack of nutrition in children, especially children during the growth phase can not be separated from the habits of the children in consuming food. Parents' knowledge of nutrition is lacking, especially attention to what is consumed in the school. School garden is one of the program that can provide fundamental knowledge about nutrition to children. Government policies must be supplementary improved and enhanced by encouraging people to consume fruits and vegetables sufficiently.
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Poston, Suzanne A., Candice A. Shoemaker, and David A. Dzewaltowski. "A Comparison of a Gardening and Nutrition Program with a Standard Nutrition Program in an Out-of-school Setting." HortTechnology 15, no. 3 (2005): 463–67. http://dx.doi.org/10.21273/horttech.15.3.0463.
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After-school time is currently underutilized as a potential setting to promote healthy eating in children. Two programs, a standard nutrition program titled Professor Popcorn (PP) and a gardening and nutrition program using lessons from Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared to investigate their influence on nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruit and vegetables in an out-of-school setting. Third through fifth graders participated in an after summer-school program (n = 11 in PP; n = 7 in JMG), and fourth graders participated in JMG (n = 11) during the fall after school. Knowledge, preference, and self-efficacy measures were obtained at the beginning and end of the program. Neither program improved nutrition knowledge, nor were there any differences between the PP and JMG mean difference scores. The programs did not improve fruit and vegetable preference or fruit and vegetable consumption self-efficacy. There was, however, a change in gardening self-efficacy for the summer JMG group compared with that of the fall JMG group. Gardening self-efficacy of the summer JMG group increased (P < 0.10), whereas that of the fall JMG group decreased (P < 0.05). Further investigations should examine the activities of gardening occurring at different times throughout the growing season, and the role that seasons have on the outcomes due to a garden-enhanced nutrition program. In addition, researchers should examine the amount of classroom time vs. gardening time that is needed to make a garden-enhanced nutrition program more effective in an out-of-school learning setting.
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Alonso Ruiz, Rosa Ana, Eva Sanz Arazuri, Magdalena Sáenz de Jubera Ocón, Mª Ángeles Valdemoros San Emeterio, and Ana Ponce de León Elizondo. "Do Grandparents Contribute to Their Grandchildren’s Learning through Shared Leisure Activities?" Education Sciences 14, no. 1 (2024): 84. http://dx.doi.org/10.3390/educsci14010084.
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Intergenerational leisure can be a tool to stimulate and reinforce the learning of primary school students. The aim of this study was to examine which leisure activities shared by grandparents and their grandchildren are carried out from the perception of intergenerational learning as one of the main reasons for joint practice, and its link with the grandparents’ level of education. An ad hoc questionnaire was administered to 329 students aged 6 to 12 years in the north of Spain, and a descriptive study and inferential analysis of the data were carried out. The leisure activities that students highlight the most as experiences in which they perceive that by sharing them with their grandparents, they learn from them, are board games, artistic activities, caring for plants or gardens and reading. There are only significant differences in the learning perceived by primary school students depending on the level of education of their grandparents in caring for plants or vegetable gardens, as the grandparents of children aged 6 to 12 in the northern part of Spain are more able to teach their grandchildren to care for plants or vegetable gardens when their level of education is primary education. These four activities highlighted by the grandchildren as facilitators of knowledge are very interesting instruments to stimulate and reinforce the education of primary school students, so involving grandparents in their grandchildren’s education and taking advantage of their knowledge and experience, as well as their ability to stimulate their grandchildren, is a good strategy to turn free time into valuable leisure time.
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Shahrin, Tunazzina, Bijoy Kumer Paul, Tauhidul Islam, et al. "Knowledge, Attitude and Practice on Healthy Diet among Mothers Feeding Their Children: An Urban School Based Study in Dhaka, Bangladesh." International Journal of Human and Health Sciences (IJHHS) 6, no. 4 (2022): 398. http://dx.doi.org/10.31344/ijhhs.v6i4.479.
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Background: Research revealed that daily diet of school going children are still inadequate in nutrition with less consumption of fruits and vegetables and higher consumption of junk foods that are rich in fats, salt, and sugar. Those phenomena are related to mothers’ knowledge, attitude, and practice on healthy diet.Objective: To determine knowledge, attitude, and practice on healthy diet among mothers feeding their school going children.Methods: This cross-sectional study was conducted between January and December of 2018 in some randomly selected schools under Dhaka City Corporation, Bangladesh. We adopted convenient sampling technique. A total of 120 mothers participated in this study who had school going children aged between six and eight years. A pretested, semi-structured questionnaire was used for data collection. The participants chose Bangla version for filling up the survey questionnaire. A modified Likert’s scale was used.Results: Among the participants, 70(58.2%) were in 30-35 years and 50(41.8%) were in 36-40 years age group. All the mothers know the importance of feeding healthy food to the child; however, 72.5% could not mention specific description of constituents of a healthy diet. 89.2% of mothers have somehow control over her own food habit. Only 5.8% mothers learned new healthy cuisine in the previous week.54.2% visited market at least once a week, while23.3% mothers did not buy any fruits or vegetables, only 5.8% had grown and eaten from own gardens.14.2% kept their children with them while cooking to show how healthy meal can be prepared.In the previous week, 14.2% of children took no fruits, 34.2% took 0.5 cup amount, 43.3% took one cup, 8.3% took two cups per day, while 12.5% children did not take any vegetables, 31.7% took 0.5 cup, 44.2% took one cup, 11.7% took two cups of vegetables per day. 11.7% children did not take any sugary drinks, 67.5% took one cup, 20.8% took two cups of sugary drinks per day in the previous week. 87.5% children did not visit market for at least once a weekand their mothers did not encourage them to buy any fruit or vegetables. 97.5% mothers did not measure any calories and nutritional status over the week; however, only 2.5% measured at least once. None of the mothers cooked any healthy food at home. Only 17.5% of the mothers had discussion about eating fruits and vegetables. According to the respondents, 65% encouraged their children 21 times healthy feeding practice over the last week, 33.4% had 14-20 times and 1.6% less than 14 times in the previous week.Conclusion:Our study revealed that many mothers cannot define well what constitutes a healthy meal. They hardly cook healthy meal for their children and do not encourage them to eat fruits and vegetables. Most of them do not measure daily calories or show any interest to discuss nutritional topics with others.International Journal of Human and Health Sciences Vol. 06 No. 04 Oct’22 Page: 398-403
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Cushman, Kent, and Crofton Sloan. "Pizza Farm Presents Agriculture to Youth." HortScience 32, no. 4 (1997): 590E—590. http://dx.doi.org/10.21273/hortsci.32.4.590e.
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A circular garden, divided into eight sections or “slices,” was established for the purpose of demonstrating agriculture to youth. Each section of the garden represents a form of agriculture associated with the consumption of pizza. Soybeans were planted to represent oil, wheat to represent flour, vegetables to represent tomato sauce and vegetable toppings, herbs to represent spices, and pine trees to represent paper and cardboard products. A dairy cow, beef cow, and pig were fenced within separate sections to represent cheese, beef, and pork, respectively. The idea originated in Madera, Calif., from Thank-a-farmer, Inc. and was used with permission. The garden is an ongoing cooperative effort between research and extension personnel of Mississippi State University, local county officials, and area schools. The project has garnered support from the Mississippi Cattle Industry Board (start-up and maintenance funds), Heritage Vinyl Products (fencing), D.P. Fence Co. (construction), and Dominoe's Pizza (pizza lunches for the youth). We anticipate at least 1000 school children to visit the “Pizza Farm” each year, and we expect the community to continue to support and take pride in this project.
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Sossamon, Michaela, and Derek Miketinas. "Relationships Between Food Security, Fruit and Vegetable Availability, and Fruit and Vegetable Intake in Elementary Children and Their Parents." Current Developments in Nutrition 4, Supplement_2 (2020): 285. http://dx.doi.org/10.1093/cdn/nzaa043_136.
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Abstract Objectives The purpose of this cross-sectional analysis is to explore baseline findings on the relationships between food security, fruit and vegetable availability, and fruit and vegetable intake in elementary children and their parents before the start of a school-garden program. Methods Third-grade students (n = 154) and their parents were recruited from a Texas elementary school that participates in a school-garden program. Prior to the start of the program, student participants along with one of their parents completed the National Cancer Institute's All-Day Screener to assess fruit, juice, and vegetable intake. Parent participants also completed other validated questionnaires to assess home availability of fruits and vegetables and food security. Regression and ANOVA were used to examine the relationships between food security, fruit and vegetable availability at home, and fruit and vegetable intake in parent and student participants. Results A total of 64 students provided consent, and 39 students (∼58% female), each with one parent (∼97% female), completed the questionnaires. Parents who reported low food security had significantly greater total fruit and vegetable intake (4.7 servings/day) along with their children (6.0 servings/day) compared with parents (2.8 servings/day) and children (3.3 servings/day) with high food security. Fruit availability at home was positively correlated with fruit intake in parents (β = 0.18; P = .0261; R2 = 0.13; ) but not children (P = .8931). No significant associations were found between vegetable availability and vegetable intake in student or parent participants. Conclusions These baseline findings indicate greater fruit and vegetable intake for children and parents with low food security, which may be due to differences in fruit intake rather than vegetable intake. Although greater fruit intake was associated with fruit availability in the home for parents, this association was not observed for children. Funding Sources None.
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BOTOŞINEANU, Cătălin. "Grădinile şcolare ale aşezămintelor primare rurale. Studiu de caz: Inspectoratul şcolar regional Iaşi (1900-1940)." Analele Ştiinţifice ale Universităţii „Alexandru Ioan Cuza” din Iaşi s n Istorie 70 (March 3, 2025): 337. https://doi.org/10.47743/asui-2024-0020.
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This text is part of a series of studies focusing on the extracurricular activities of primary school establishments in modern Romania. Spiru Haret is the one who closely associated students’ activities outside of school hours with absenteeism rates. Romanian rural communities did not fully embrace school despite being mandatory and free. Nearly half a century after Al. I. Cuza’s primary education law, absenteeism exceeded 50% of the total number of school-aged children. How much of the absenteeism was due to students’ families, the school, the teachers’ training, or the lack of teaching materials remains an open matter. The image of a rural student owning a school textbook remained unfamiliar in the countryside. Aware of the rural population’s resistance to schooling, Spiru Haret sought to shift the perception of rural families regarding primary education, which was often seen as a private endeavour, particularly regarding the teaching job as a qualified profession. Extracurricular education, especially practical hours in school gardens and experimental fields, aimed to reduce the potential for such opposition. Lacking primary instructional materials for formalised education, rural students could take care – through extracurricular education – of their own fruit trees or vegetable garden seeds, all provided by the school. At the same time, the rudiments of a small household industry were intended to compensate for the school absences within primary education. Inspection reports from school supervisors and inspectors in Iaşi County painted a specific picture of how the primary school participated in transforming rural realities.
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EKORESTI, Stefani Nawati. "LIFE SKILLS EDUCATION FOR SCHOOL DROP OUTS IN TAMAN SARI, DISTRICT BOGOR REGENCY." DISEMINASI: Jurnal Pengabdian kepada Masyarakat 1, no. 2 (2019): 46. http://dx.doi.org/10.33830/diseminasi.v1i2.951.2019.
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Taman Sari Sub-District, Bogor Regency has the potential for fertile soil. But these lands have not been tilled properly. Narrow housing conditions, especially for poor people, do not allow residents to plant crops. Causing the lack of consumption of vegetables; which causes residents become easily sick. In addition, there is also a lot of plastic waste, especially bottled drinking water and other things that come from tourists and fishermen who have not been processed. This condition gave rise to the idea to provide life skills training in making vertical gardens, hydroponic plants and waste management. Besides the need for makeup and haircutting skills also needed especially for orphans fostered by Yasayan Usawatun Hasanah. Community Service Activities (PkM) aims to foster community awareness of the cleanliness of the environment and empower citizens to be more creative and entrepreneurial. Therefore, in addition to the types of activities requested by the residents, UPBJJ-UT Bogor will also teach about identifying the economic value of the work done in the form of determining the cost of goods sold / production. This activity was attended by 50 orphans and it ran smoothly and successfully. Now orphans already have life skills that hope can lift their economy.
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EKORESTI, Stefani Nawati. "LIFE SKILLS EDUCATION FOR SCHOOL DROP OUTS IN TAMAN SARI, DISTRICT BOGOR REGENCY." DISEMINASI: Jurnal Pengabdian kepada Masyarakat 1, no. 2 (2019): 46–68. http://dx.doi.org/10.33830/diseminasiabdimas.v1i2.521.
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Taman Sari Sub-District, Bogor Regency has the potential for fertile soil. But these lands have not been tilled properly. Narrow housing conditions, especially for poor people, do not allow residents to plant crops. Causing the lack of consumption of vegetables; which causes residents become easily sick. In addition, there is also a lot of plastic waste, especially bottled drinking water and other things that come from tourists and fishermen who have not been processed. This condition gave rise to the idea to provide life skills training in making vertical gardens, hydroponic plants and waste management. Besides the need for makeup and haircutting skills also needed especially for orphans fostered by Yasayan Usawatun Hasanah. Community Service Activities (PkM) aims to foster community awareness of the cleanliness of the environment and empower citizens to be more creative and entrepreneurial. Therefore, in addition to the types of activities requested by the residents, UPBJJ-UT Bogor will also teach about identifying the economic value of the work done in the form of determining the cost of goods sold / production. This activity was attended by 50 orphans and it ran smoothly and successfully. Now orphans already have life skills that hope can lift their economy.
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Poston*, Suzanne A., and Candice A. Shoemaker. "Preliminary Study of the Impact of an After School Gardening and Nutrition Program on Children's Nutrition Knowledge, Fruit and Vegetable Preference, and Self-efficacy of Gardening and Eating Fruits and Vegetables." HortScience 39, no. 4 (2004): 838A—838. http://dx.doi.org/10.21273/hortsci.39.4.838a.
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Two age appropriate curricula for third through fifth graders, Professor Popcorn (PP) and Junior Master Gardener: Health and Nutrition from the Garden (JMG), were compared for their effectiveness in teaching nutrition knowledge, improving fruit and vegetable preference, and improving self-efficacy in gardening and eating fruits and vegetables as part of an after school learning program. Eighteen third through fifth graders participated in an eight lesson summer program (11 in PP, 7 in JMG), and eleven fourth graders participated in JMG during the fall. Knowledge, preference and self-efficacy measures were obtained at baseline and at the end of the program. There were no significant differences in these variables between the participants in PP and JMG at end-program. One interesting finding, however, was the change in gardening self-efficacy of the summer JMG group compared to the fall JMG group. Gardening self-efficacy of the summer JMG group increased (P = 0.063) while that of the fall JMG group decreased (P = 0.012) from baseline to end-program. Further investigations examining the role seasons have in the outcome of a garden-enhanced nutrition program and the activities of gardening occurring at different times throughout the growing season are suggested. In addition, further research should examine the amount of classroom time versus gardening time that is needed to make a garden-enhanced nutrition program more effective in an after school learning program.
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Sreena, Thekke Veedu, Elezebeth Mathews, Prakash Babu Kodali, and Kavumpurathu Raman Thankappan. "Clustering of noncommunicable disease risk factors among adolescents attending higher secondary schools in Kasaragod District, Kerala, India." Wellcome Open Research 6 (June 11, 2021): 145. http://dx.doi.org/10.12688/wellcomeopenres.16873.1.
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Background: Limited evidence exists on the presence of collective non-communicable disease (NCD) risk factors among adolescents in Kerala, India. We aimed to assess the prevalence and factors associated with multiple NCD risk factors and clustering of these risk factors among adolescents in Kasaragod District, Kerala. Methods: We selected 470 adolescents (mean age 16.6 years, male 53.8%) through multi-stage cluster sampling from higher secondary schools of Kasaragod district. Self-administered questionnaires were used, and anthropometric measurements were taken using standard techniques and protocols. Tobacco use, alcohol consumption, low fruits and vegetable consumption, inadequate physical activity, extra salt intake, overweight, consumption of soft drinks and packed foods were the eight NCD risk factors included. Multinomial logistic regression analysis was done to find out the factors associated with one, two and three or more NCD risk factors. Results: Risk factor clusters with two risk factors (dyads) and three risk factors (triads) were observed in 163 (34.7%) and 102 (21.7%) of the sample, respectively. Adolescents residing in urban areas (odds ratio (OR) = 3.55; 95% confidence interval (CI) = 1.45-8.73), whose father’s education level was lower (OR = 3.54; 95% CI = 1.24-10.10), whose mother’s education was lower (OR= 4.13; 95% CI = 1.27-13.51), who had restrictions on physical activity (OR = 5.41; 95% CI = 1.20-24.30) and who did not have a kitchen garden (an area where fruits and vegetables are grown for domestic use) (OR=4.51;95% CI = 1.44-14.12) were more likely to have three or more NCD risk factors compared to their counterparts. Conclusions: Clustering of NCD risk factors was prevalent in more than half of the adolescents. Efforts are warranted to reduce multiple risk factors, focussing on children of low educated parents and urban residents. Parents of adolescents may be encouraged to have kitchen gardens and not to restrict adolescent’s physical activity.
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Hunter-Adams, Jo. "School Vegetable Gardens As a Site for Reciprocity in Food Systems Research: An Example from Cape Town, South Africa." Community Literacy Journal 14, no. 1 (2019): 65–72. http://dx.doi.org/10.1353/clj.2019.0024.
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Rangel, Carolina Netto, Rebecca Nunn, Fernanda Dysarz, Elizabete Silva, and Alexandre Brasil Fonseca. "Teaching and learning about food and nutrition through science education in Brazilian schools: an intersection of knowledge." Ciência & Saúde Coletiva 19, no. 9 (2014): 3915–24. http://dx.doi.org/10.1590/1413-81232014199.12552013.
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Science teachers are the main professionals in schools who address health-related subjects, though food and nutrition education (FNE) projects are mainly planned by health professionals, especially nutritionists. The objective of this study is to create a transdisciplinary approximation between scientific research fields and practical fields from the analysis of an integrated case study conducted in Brazilian schools. In 2011, 10 days of observation were programmed in six schools in five cities. Semi-structured interviews were carried out with different social actors and data was analyzed using the complex thinking theory and the bricolage method of educational research. Planting of vegetable gardens or projects to improve table manners during mealtimes were identified in the schools. The results describe educational approaches used by science teachers to include FNE in school activities, even when not described in the official curriculum. Health professionals can identify actions to support health education in schools starting with that already undertaken by science teachers. The successful initiatives also involved professionals with practical knowledge and experience of life.
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Gowele, Victoria Flavian, Joyce Kinabo, Theresia Jumbe, Constance Rybak, and Wolfgang Stuetz. "High Prevalence of Stunting and Anaemia Is Associated with Multiple Micronutrient Deficiencies in School Children of Small-Scale Farmers from Chamwino and Kilosa Districts, Tanzania." Nutrients 13, no. 5 (2021): 1576. http://dx.doi.org/10.3390/nu13051576.
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Inadequate macro- and micronutrient nutrition and its consequences, such as anaemia, iron and vitamin deficiency, and growth retardation, could particularly affect children of small-scale farmers. In the present cross-sectional study, 666 school children aged 5–10 years from villages of Chamwino and Kilosa districts were studied for associations between nutritional and micronutrient status and dietary intake. The overall prevalence of stunting, underweight, and overweight was 28.1, 14.4, and 5%, while that of anaemia and deficiency of iron (ID), vitamin A (VAD), and zinc (ZnD) was 42.9, 29.3, 24.9, and 32.8%, respectively. Dietary recalls (24h) revealed that, except of iron (74%), only small proportions of children reached the recommended daily micronutrient intakes: 4% for zinc, 19% for vitamin A, and 14–46% for B vitamins. Stunting was highly associated with wasting in both districts and with VAD in Chamwino. Anaemia was predicted by ID, VAD, and ZnD in Chamwino and by elevated infection markers, C-reactive protein (CRP) and α-1 glycoprotein (AGP), in Kilosa. Overall, elevated CRP and/or AGP increased the risk while higher serum carotenoids indicating a diet of more fruit and vegetables reduced the risk of VAD. The significantly lower prevalence of anaemia and ID in Chamwino was related to higher iron and vitamin A intake and the consumption of mainly bulrush millet with dark green leafy vegetables compared to maize or rice with legumes in Kilosa. Nutrition and hygiene education integrated with home and school garden programmes could reduce the multiple burdens of anaemia; micronutrient deficiencies and infections; and, in the long term, the prevalence of stunting.
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CYIZA, JOHN LOVE, and MUGIRANEZA FAUSTIN DR. "INFLUENCE OF SCHOOL FEEDING PROGRAMME ON PUPILS RETENTION RATE IN PUBLIC PRIMARY SCHOOLS IN RWANDA A CASE OF PRIMARY SCHOOLS OF BUGESERA DISTRICT." International Journal of Social Science and Humanities Research 11, no. 4 (2023): 179–90. https://doi.org/10.5281/zenodo.10060354.
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<strong>Abstract:</strong> The research assessed the influence of school feeding programme on pupil retention rates in public primary schools in Rwanda. Specifically, we analysed the implementation of school feeding programme in public primary schools of Bugesera District, evaluated the level of pupil's retention rate in public primary schools of Bugesera District and determined the influence of school feeding programme on pupil's retention rate in public primary schools of Bugesera District. The sample size was 375, including 53 Teachers, 54 students, 3 Head teachers. Primary sources were gathered using questionnaires, interviews, and observation methods to triangulate the data. This study used purposive, stratified, and simple random sampling methods to derive a sample population from the respondents. The study applied both quantitative and qualitative methods complementarily in data collection and analysis. Content analysis helped qualitative data analysis, and quantitative data was presented using the statistical package for social sciences by descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (correlational and regression analysis). For the first objective, results indicated that that 59.3% strongly agreed that The school has frequent discussions on the topic of school food in order to identify problems and devise solutions, 58.3% strongly agreed that The school has made a school feeding committee to ensure quality and safety of food before procurement, when receiving, during storage, cooking and serving, 63.7% that There is a follow up of how the suppliers bring foods on time, , 68.9% agreed that The hygiene of room is ensured before pupils are served the meal,55.6% agreed that The teacher's guide learners to take care of gardens of vegetables in extra curricula activities hours. This indicated there is implementation of school feeding programs. Results on the influence of school feeding programme on pupil's retention rate in public primary schools of Bugesera District indicated that most measures were positively associated with each other. Since the degree of significance was less than 0.05, in conclusion, the study shows that most commonly, school activities such as Food and timing of meal, Food quality and quantity as well as Food nutritional value have the same attitude on pupils' retention rate in public primary schools in Rwanda. The research revealed Increased promotion, High completion rate for both girls and boys as well as High rate of Attractiveness show pupils' retention rate in public primary schools in Rwanda. Finally, the above factors have a positive association with pupils' retention rate in public primary schools in Rwanda since the p-value was less than 0.05. Recommended that Rwandan government should provide enough resources and materials to support the implementation of school feeding programme to all school and encourage the parents to be involve in that programme and The school staff teacher and Headteacher must work to gether to help in smooth implementation of this programme by helping the children and help in preparing a well quality and quantinty food and also mut be given training on how to prepare a diet food.<strong>Keywords:</strong><i> </i>Food, Food nutrition, School feeding, student retention.<strong>Title:</strong> INFLUENCE OF SCHOOL FEEDING PROGRAMME ON PUPILS' RETENTION RATE IN PUBLIC PRIMARY SCHOOLS IN RWANDA A CASE OF PRIMARY SCHOOLS OF BUGESERA DISTRICT<strong>Author:</strong> CYIZA JOHN LOVE, DR. MUGIRANEZA FAUSTIN<strong>International Journal of Social Science and Humanities Research </strong><strong>ISSN 2348-3156 (Print), ISSN 2348-3164 (online)</strong><strong>Vol. 11, Issue 4, October 2023 - December 2023</strong><strong>Page No: 179-190</strong><strong>Research Publish Journals</strong><strong>Website: www.researchpublish.com</strong><strong>Published Date: 01-November-2023</strong><strong>DOI: </strong><strong>https://doi.org/10.5281/zenodo.10060354</strong><strong>Paper Download Link (Source)</strong><strong>https://www.researchpublish.com/papers/influence-of-school-feeding-programme-on-pupils-retention-rate-in-public-primary-schools-in-rwanda-a-case-of-primary-schools-of-bugesera-district</strong>
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Rosmayati, Hasanuddin, and Nini Rahmawati. "UPAYA PENINGKATAN KEMANDIRIAN DAN KEWIRAUSAHAAN SISWA MELALUI PROGRAM SEKOLAH BERKEBUN." ABDIMAS TALENTA: Jurnal Pengabdian Kepada Masyarakat 3, no. 1 (2018): 72–80. http://dx.doi.org/10.32734/abdimastalenta.v3i1.2352.
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OSIS and Production Unit SMKS IT Marinah Al-Hidayah Medan are two elements that work together in the development of SMKS IT Marinah Al-Hidayah Medan. Production Unit which is media for students to develop creativity, interests and talents as well as place students to add experience and income with entrepreneurship. The activities to be carried out are the cultivation of oyster mushrooms, the utilization of mushrooms baglog waste and agricultural waste as compost raw material for use as a medium in vertical agricultural systems. However, the problem faced is the difficulty of supplying good quality oyster mushroom independently and also limited information about the technical culture of oyster mushroom cultivation, baglog waste handling and agricultural waste and utilization of school land for vegetable cultivation by vertikultur method. To help overcome these problems, the community service team of the Faculty of Agriculture USU through the Garden School Program conducts training on producing good quality oyster mushroom seeds by introducing mushroom seed making tools, press baglog and 20 m2 of growing room. Wastes baglog mushrooms and agricultural waste from around the school environment then processed into compost using compost machine. The resulting compost is used as a medium for planting organic vegetables using vertikulture cultivation system. Students are also trained to process a variety of food products made from oyster mushroom so that the shelf life, nutritional content and economic value of oyster mushrooms can be increased so it can be marketed to train to increase self-reliance with entrepreneurship.
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Puri, Avash, and Chiranjivi Adhikari. "Nutritional Status and its Associated Factors among Adolescents." Journal of Health and Allied Sciences 7, no. 1 (2019): 15–26. http://dx.doi.org/10.37107/jhas.18.
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Maintaining energy balance among adolescents is of paramount challenge. Many adolescent boys and girls in developing countries enter either with negative or positive energy balances and both results into diseases and ill health. The study aimed to find the nutritional status and its associated factors in school going adolescents of Lekhnath Municipality of Kaski district of Nepal. Cross-sectional analytical study was conducted in public secondary schools of Lekhnath Municipality among 356 adolescents through cluster random sampling. OMRON body fat analyzer, bathroom scale, stadiometer were used for body fat percentage and BMI calculation. Pretested self-administrable questionnaire was used to assess nutritional factors of adolescents. Frequency tabulation, chi square test, binomial logistic regression and correlation were done for statistical analyses. Prevalence of underweight, overweight, stunting and thinness were found to be 50.6 percent, 11 percent, 2.5 percent and 16.9 percent respectively. According to body fat percentage- 49.4 percent, 32.2 percent and 18.4 percent were lean, normal and obese. Seventy percent of adolescents performed high physical activity followed by 31.7 and 14 percent moderate to low physical activity. Only 3.1 percent of adolescents consumed recommended daily intake of fruits and vegetables. Age, gender, religion, ethnicity, family type and availability of kitchen garden were associated with body mass index. Early adolescent, male, Hindu, students from nuclear families were found more underweight than their counterparts. Underweight is more prevalent than overweight among adolescents. Health promoting programs including kitchen garden and fruits and vegetables intake are recommended.
 Keywords: Nutrition, adolescent, factor, overweight, underweight, developing, physical
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Taniguchi, Tori, Alyson Haslam, Wenjie Sun, Margaret Sisk, Jann Hayman, and Valarie Blue Bird Jernigan. "Impact of a Farm-to-School Nutrition and Gardening Intervention for Native American Families from the FRESH Study: A Randomized Wait-List Controlled Trial." Nutrients 14, no. 13 (2022): 2601. http://dx.doi.org/10.3390/nu14132601.
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Establishing healthy eating habits during childhood is critical to prevent chronic diseases that develop in adulthood. Tribally owned Early Childhood and Education (ECE) programs signify fundamental influence in childhood obesity disparities. A strategy to improve diet is the use of school gardens; however, few studies have used rigorous methods to assess diet and health outcomes. The purpose of this manuscript is to describe results from the six-month Food Resource Equity for Sustainable Health (FRESH) study among Native American families. We aimed to recruit 176 families of children attending Osage Nation ECE programs in four communities. Two communities received the intervention and two served as wait-list controls. Outcomes included change in dietary intake, body mass index, health status, systolic blood pressure (adults only), and food insecurity in children and parents. There were 193 children (n = 106 intervention; n = 87 control) and 170 adults (n = 93 intervention; n = 77 control) enrolled. Vegetable intake significantly increased in intervention children compared to controls for squash (p = 0.0007) and beans (p = 0.0002). Willingness to try scores increased for beans in intervention children (p = 0.049) and tomatoes in both groups (p = 0.01). FRESH is the first study to implement a farm-to-school intervention in rural, tribally owned ECEs. Future interventions that target healthy dietary intake among children should incorporate a comprehensive parent component in order to support healthy eating for all household members.
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ALCANTARA, AL MORANO. "STATUS OF IMPLEMENTATION OF GULAYAN SA PAARALAN PROGRAM (GPP) OF PUBLIC SECONDARY SCHOOLS IN THE DIVISION OF SORSOGON." GPH-International Journal of Agriculture and Research 07, no. 04 (2024): 26–49. https://doi.org/10.5281/zenodo.11178682.
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The Status of the Implementation of the GulayansaPaaralan Program (GPP) of Public Secondary Schools in the Division of Sorsogon was determined through descriptive-evaluative and documentary analysis. Multiple methods were utilized in analyzing implementation based on the policy which includes an online survey as the primary method. Students' interview, Focused Group Discussion (FGD), documentary analysis, and observation were used to validate the results of the survey.Generally, GPP is implemented and sustained within the standard (2.84 General Weighted Mean) which means that it is anchored on the policy guidelines promulgated by DepEd. However, though the program is implemented, there were two (2) objectives found moderately implemented,defined as implemented but lacks sustainability namely, establishing and maintaining the school garden as a ready food basket/source of vegetables in sustaining supplementary feeding (2.52 WM) and showcasing small-scale food production model in schools for households/communities to replicate and purposely to promote family food security (2.83 WM).FGD confirmed problems met such as administrative/management, agricultural/technological, climate change, and socio-economic problems so the schools opted to implement. The topmost problems with the highest frequency and percentage are lack of volunteers (97%), lack of support from the parents/stakeholders (94%), problematic soil/acidic (95%), time constraint teacher overloading (93%), socio-economic (theft/garden distraction), lack of tools, equipment, and machinery (93%), lack of water/irrigation system (91%), and inappropriate time schedule for agriculture subjects (90%). To improve the status of implementation, a highly acceptable (with a rating of 4.45 WM by jurors) GPP Action Plan was prepared to improve implementation.
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Metoyer, Brittni N., Ru-Jye Chuang, MinJae Lee, et al. "Fruit and Vegetable Shopping Behavior and Intake among Low-Income Minority Households with Elementary-Aged Children." Children 10, no. 1 (2022): 82. http://dx.doi.org/10.3390/children10010082.
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Low-income children and families do not meet the recommendations for fruit and vegetable (FV) intake. This study aimed to assess the association between FV shopping behavior and child FV intake through a cross-sectional study design analyzing self-reported surveys (n = 6074) from adult-child dyads of Hispanic/Latino and African American participants enrolled in the Brighter Bites co-op program. Through quantitative mixed effects linear regression models, accounting for school-level clustering and adjusting for covariates, child FV intake was positively associated with shopping for FV at large chain grocery stores (p < 0.001), natural/organic supermarkets (p < 0.001), warehouse club stores (p = 0.002), discount superstores (p < 0.001), small local stores/corner stores (p = 0.038), convenience stores (p = 0.022), ethnic markets (p = 0.002), farmers’ markets/co-op/school farm stands (p < 0.001), and gardens (p = 0.009) among Hispanic/Latinos participants. Among African American participants, there was significant positive association between child FV intake and shopping for FV at natural/organic supermarkets (p < 0.001), discount superstores (p = 0.005), and convenience stores (p = 0.031). The relationship between location and frequency of shopping for FV and child FV intake varied between races. Further research is needed to better understand the influence of cultural and physical environmental factors. Nutrition education programs are vital to encouraging families to make healthier food choices and purchases to improve child FV consumption.
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Farias, Laryssa Roberta Alves, and Sanádia Gama dos Santos. "Horta escolar – prática de educação ambiental e de alimentação saudável para crianças em uma escola da zona rural no município de São Miguel dos Campos/AL." Revista Interseção 2, no. 1 (2021): 161–79. http://dx.doi.org/10.48178/intersecao.v2i1.276.
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RESUMO
 A alimentação escolar é um direito de todos e com o projeto Horta Escolar, promovido pelo programa Mais Educação (2018 a 2019), busca valorizar o meio ambiente, propondo mudanças ao longo do processo educativo com a inserção da prática da Educação Ambiental envolvendo os alunos de uma escola da zona rural do município de Arapiraca/Alagoas. Esse trabalho tem como objetivo analisar e descrever sobre a horta orgânica, aproveitando os espaços inutilizados na área escolar, visando a boa alimentação e práticas de educação ambiental para os alunos. Nessa pesquisa utilizou-se da metodologia de abordagem qualitativa, delineada em um estudo de caso e prática de saberes com os sujeitos envolvidos. Os principais autores que fundamentam o trabalho são: Arroyo (2000), Caldart (2012) e Soares (2017). Os resultados apontam para o desenvolvimento das atividades pedagógicas e ambientais no cultivo de hortaliças na merenda escolar com foco na boa alimentação, saúde e melhoria da qualidade de vida dos discentes.
 Palavras-chave: Horta Orgânica. Meio Ambiente. Educação Alimentar. Escola do Campo.
 
 ABSTRACT
 School meals are everyone's right and the school garden project, promoted by the more education program (2018 at 2019), it seeks to value the environment, proposing changes throughout the educational process with the inclusion of the practice of environmental education involving students from a school in the rural area of the municipality of Arapiraca/Alagoas. This work aims to analyze and describe the organic garden, taking advantage of unused spaces in the school area, aiming at good food and environmental education practices for students. In this research, we used the qualitative approach methodology, outlined in a case study and knowledge practice with the subjects involved. The main authors on which the work is based are: Arroyo (2000), Caldart (2012) and Soares (2017). The results point to the development of pedagogical and environmental activities in the cultivation of vegetables in school meals with a focus on good nutrition, health and improvement of the students' quality of life.
 Keywords: Organic garden. Environment. Nutrition education. Field school.
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Moreira de Oliveira, Maria Sileuda, and Cláudia Fonseca Baldini. "HORTA - CULTURA POPULAR E CIÊNCIA IDENTIFICAÇÃO CIENTÍFICA, PROPRIEDADES E USOS: Uma experiência no ensino integral." Revista Cerrados 15, no. 01 (2020): 214–36. http://dx.doi.org/10.22238/rc24482692v15n12017p214a236.
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A sustentabilidade é uma das preocupações atuais, sendo a produção de hortas um mecanismo útil a ações sustentáveis, como exemplo a reciclagem de produtos e geração de valor econômico. O objetivo geral deste estudo foi atender projetos de vida dos alunos matriculados na disciplina eletiva Horta, Cultura Popular e Ciência da escola estadual de ensino médio pertencente ao Programa de Ensino Integral E.E.Vitor Meireles, situada em Campinas-SP. Objetivos específicos: destacar a importância do uso tradicional e conhecimento científico das ervas medicinais, temperos e hortaliças e identificar cientificamente as espécies produzidas. Procedimentos: 39 alunos participaram do estudo que ocorreu entre agosto e novembro de 2015. Utilizaram-se mudas, materiais de jardinagem, pneus reciclados e garrafas pets. O estudo abrangeu aulas práticas no espaço da horta e teóricas sobre sistemática, fome no Brasil e tipos de solo. Resultados: 100% das espécies cultivadas (35) se desenvolveram, foram identificadas cientificamente e apresentadas em evento de Culminância das disciplinas eletivas no final de 2015. Assim, conclui-se que os objetivos do estudo foram atendidos, ultrapassando os limites da escola na medida em que, a partir dos alunos, familiares destes e a comunidade onde residem podem se sentir incentivados a desenvolver as próprias hortas e delas se beneficiarem.
 Palavras-chave: Educação ambiental; horta; sustentabilidade; plantas medicinais e temperos; identificação científica.
 
 VEGETABLE GARDEN: POPULAR CULTURE AND SCIENCE SCIENTIFIC IDENTIFICATION, PROPERTIES AND USES: An experience in integral education 
 Abstract
 Sustainability is one of the current concerns, and gardening is a useful mechanism for sustainable actions, such as recycling products and generating economic value. The general objective was to attend life projects of students enrolled in the elective discipline Horta, Vegetable Garden, Popular Culture and Science of the state high school and belonging to the Program of Integral Education E.E.Vitor Meireles, located in Campinas-SP. Specific objectives: to emphasize the importance of traditional use and scientific knowledge of medicinal herbs, spices and vegetables, and scientifically identify the species produced. Procedures: 39 students participated in the study that occurred between August and November 2015. They used seedlings, gardening materials, recycled tires and pet bottles. The study included practical classes in the garden area and theoretical on systematics, hunger in Brazil and soil types. Results: 100% of the cultivated species (35) developed, being scientifically identified and presented in culmination event of the elective subjects at the end of 2015. Thus, it was concluded that the objectives of the study were met, beyond the limits of the school in the As the students, their families and the community where they live may feel encouraged to develop their gardens and benefit from them. 
 Keywords: Environmental education; gardening; sustainability; medicinal plants and spices; scientific identification.
 
 HUERTA: CULTURA POPULAR Y CIENCIA IDENFITICACIÓN CIENTÍFICA, PROPIEDADES Y USOS: Una experiencia em la enceñanza integral
 Resumen
 La sustentabilidad es una de las preocupaciones actuales, siendo la produción de huertas un mecanismo util para acciónes sustentables, como por ejemplo el reciclaje de produtos y generación de valor económico. El objetivo general de este estudio fue atender los proyectos de vida de los alumnos matriculados en el electiva Huerta, la cultura popular y la ciencia de la escuela secundaria del estado perteneciente al Programa Integral de Educación E.E.Vitor Meireles, que se encuentra en Campinas-SP. Objetivos específicos: destacar la importancia del uso tradicional e conocimiento científico de las hierbas medicinales, condimentos y hortalizas, y identificar cientificamente las especies producidas. Procedimientos: el estudio contó com 39 alumnos y ocurrió entre agosto y noviemrbe de 2015. Fueron utilizadas plântulas, materiales de jardineira, gomas recicladas y botellas de plástico. El estudio abarcó clases practicas em el espácio de la huerta y teóricas sobre sistemática, hambre em Brasil y tipos de suelo. Resultados: 100% de las especies cultivadas (35) se desenvolvieron, las quales fueran identificadas cientificamente y presentadas em el evento de culminación de las disciplinas electivas em 2015. Así se concluyó que los objetivos del estudio fueran cumplidos, ultrapasando los limites de la escuela en la medida en que, a partir de los alumnos, sus familiáres y la comunidad donde residen pueden sentirse incentivados para desarrollar huertas próprias y beneficiarse de ellas.
 Palabras-clave: Educación ambiental; huerta; sustentabilidade; plantas medicínales y condimentos; identificatión científica.
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Reetsch, Kapp, Feger, Schwärzel, and Dornack. "Transforming Degraded Smallholder Farmland into Multi-Functional Land Use Systems: A Case Study From Tanzania." Proceedings 30, no. 1 (2019): 16. http://dx.doi.org/10.3390/proceedings2019030016.
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In our research, we have studied smallholder farmers in degraded farming systems in Northwest Tanzania and have compared them with farm households who were trained in sustainable land management by a local Farmer Field School. Both groups of farmers were affected by severe environmental degradation and poor soil fertility, but trained farmers have transformed degraded farmland into fertile, multi-functional land use systems. In this presentation, we discuss the successes and failures of both groups of farmers and draw conclusions towards restoring degraded land use systems. Farmers without training cannot restore degraded farmland with traditional agricultural management alone and fail to produce enough food, fodder, biofuel, and timber to support the whole family. The reasons for their failure are manifold and include environmental and socio-economic dimensions, e.g., poor management of soils and farm waste, lacking adaptation to climate change, traditional gender roles, and the loss of knowledge and labour in HIV/AIDS-affected households. In comparison, trained farmers change nutrient management by using advanced composting techniques. They also cultivate a greater variety of crops and trees, introduce organic pesticide management, ease manure collection, construct vegetable gardens that are watered by drip irrigation in the dry season, change gender roles and communication structures. The main differences between both groups of farmers occur in food security, health status, education level, marketing, income generation, prosperity, and gender-related responsibilities. However, the full potential of organic farm waste being used as soil fertiliser is not exhausted, as human excreta is not integrated into nutrient management. Farm households who are most vulnerable to food security, e.g., female-headed and HIV/AIDS-affected households, need to get support in strengthening their socio-economic base before transforming the farm management. In conclusion, local Farmer Field Schools significantly contribute to restoring land degradation. To transform smallholder agriculture in Tanzania, a joint partnership with local governmental organisations could help farmers to escape poverty and become food secure (SDG 1 and SDG 2). Similar approaches could support smallholder farmers in East Africa, where they contribute to three-fourth of the agricultural production.
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Dewi, Mustika, Mamat Kandar, and Noor Rahmawati. "PRODUKSI MEDIA TANAM ORGANIK DAN BRIKET ARANG TERBARUKAN SEBAGAI HASIL KONVERSI LIMBAH BAGLOG JAMUR TIRAM." Jurnal Abdi Panca Marga 5, no. 2 (2024): 279–87. https://doi.org/10.51747/abdipancamarga.v5i2.1919.
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ABSTRACT Much baglog waste is produced as a by-product of oyster mushroom cultivation activities carried out by some farmers in Cinanggung village which has not been processed and utilized optimally, thus having a negative impact on the environment. The community service team from the Microbial Biotechnology scientific group, School of Biological Sciences and Technology (KK BM, SITH) Bandung Institute of Technology (ITB) held a community service program in the form of training for the people of Cinanggung Village, Tanjungsari sub-district, Sumedang district, on how to process baglog waste into planting media. organic and renewable charcoal briquettes, and using them as a medium for growing vegetables in the home garden as an effort to increase food security in household capacity. There were 24 participants in this training, involving members of oyster mushroom farming groups and housewives. The training program is preceded by an understanding of the management of cultivated waste, followed by processing the waste into useful products. This training is a manifestation of the concern of SITH ITB lecturers for the residents of the villages around Mount Geulis. The processing of mushroom baglog waste into a plant growing medium and renewable energy in the form of charcoal briquettes is expected to improve the lives of the people of Cinanggung village through the use of plant growing media to support vegetable growing activities in polybags for the yard, at least to be used for family needs to support family food security. It is hoped that this program will make farmers more prosperous and make government programs related to community food security a success, starting from family food security. Keywords: Waste, baglog, oyster mushrooms, fertilizer, briquettes
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Navarrete, Alexander, and Tamara Valencia. "Innovative Strategies for Environmental Education in Educational Institutions." SCT Proceedings in Interdisciplinary Insights and Innovations 3 (January 1, 2025): 432. https://doi.org/10.56294/piii2025432.
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The Ana Paez Educational Unit faced environmental problems derived from the lack of preservation of green spaces and the disconnection of the educational community with its surroundings. With 1,198 students and 72 employees, the institution was located in Latacunga, Ecuador, and experienced difficulties similar to those observed in Argentina during 2023. In both contexts, pollution, poor waste management and deforestation affected the environment. Despite initiatives such as the creation of vegetable gardens and reforestation activities, these actions lacked continuity and maintenance, resulting in the progressive deterioration of green areas.Educational institutions in Ecuador and Argentina showed a low commitment on the part of students and teachers, who prioritized obtaining grades over environmental care. In Argentina, the environmental campaigns promoted in 2023 did not achieve genuine participation, generating situations of abandonment in recreational and green school spaces.Faced with this reality, the Ana Paez Educational Unit designed an innovative campaign that sought to involve the entire educational community. This initiative proposed participatory strategies, artistic practices and the use of technology to promote collective responsibility and the formation of environmentally conscious citizens. The need for inter-institutional collaboration and the support of governmental and non-governmental organizations was emphasized to ensure the success of the actions
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IBAÑEZ, ROGER, Jacob Frederick Velza, Iris Castillo, and Riza Bartolay. "Status of Gulayan Sa Paaralan (School Garden) Program in Public Elementary and Secondary Schools of Cawayan, Masbate, Philippines: Basis for Extension Activities." International Journal of Multidisciplinary: Applied Business and Education Research 3, no. 12 (2022): 2574–88. http://dx.doi.org/10.11594/ijmaber.03.12.11.
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The Department of Education implemented gulayan sa paaralan (school garden) to assist the government in reducing malnutrition in the country. DEBESMSCAT-Cawayan Campus assessed the state of gulayan sa paaralan (school garden) of all public schools in Cawayan, Masbate as part of the evaluation technique to establish the suitable and needed extension services to be delivered. The study employed a descriptive research approach and purposive sampling. In the study, a structured survey questionnaire was used to collect data on the status of the gulayan sa paaralan (school garden) program in the schools. Data showed that the gulayan sa paaralan (school garden) initiative had not yet been adequately implemented for a variety of reasons. Schools utilized bolo to prepare the land, which took several months to complete. Planting supplies and other inputs were unavailable at all times, causing the output to be delayed. The lack of Department of Agriculture assistance for inputs, as well as the lack of training/seminars related to the gulayan sa paaralan (school garden) program, are factors that impede the program's implementation and sustainability. Since school heads did not appropriate funding from the MOOE, all coordinators were obliged to pull money from their purses to fund the gulayan sa paaralan (school garden) initiative. Due to low vegetable output, the gulayan sa paaralan (school garden) program in Cawayan public schools does not make a substantial contribution to combating school malnutrition. The implementing agency should explore a holistic strategy for GPP implementation in schools, with close collaboration with related agencies, stakeholders, and religious monitoring of the program should be strictly observed. The capacity of the school heads and coordinators to lead is a key element to the program's success.
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Geller, Karly S., Margaret J. Melbye, Richard R. Rosenkranz, Candice Shoemaker, and David A. Dzewaltowski. "Measuring Elementary-aged Children’s Self-efficacy and Proxy Efficacy for Gardening and Related Health Behaviors." HortTechnology 25, no. 6 (2015): 731–41. http://dx.doi.org/10.21273/horttech.25.6.731.
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After-school garden programs may be an effective setting to reach school-age children to promote nutritious diets and physical activity, while reducing sedentary behavior. The current analyses drew data from Project PLANTS (i.e., promoting lifelong activity and nutrition through schools), an after-school randomized controlled trial focusing on the prevention of obesity among children through garden clubs. The purpose of the current study was to evaluate the psychometric properties of a scale measuring children’s self-efficacy and proxy efficacy within the after-school, gardening context. In addition to children’s garden self-efficacy, measurement scales for gardening, physical activity, and fruit and vegetable proxy efficacy were also examined. Proxy efficacy was defined as children’s confidence that they have the skills and abilities to get their parent to provide behavior-specific opportunities. Participants (N = 969) were fourth grade students (n = 611; age 9.4 years, sd = 0.6; 63% white, 50% female) and fifth grade students (n = 358; age 10.4 years, sd = 0.6; 57% white, 54% female) attending eight elementary schools. Exploratory factor analysis (EFA) (n = 484), confirmatory factor analysis (CFA) (n = 485), multigroup invariance, and tests to examine the sensitivity in detecting expected mean differences determined scale construct and criterion validity. The measurement model included five constructs: garden self-efficacy (seven items), garden barrier self-efficacy (four items), parent-directed proxy efficacy for physical activity opportunities (six items), fruit and vegetable availability (seven items), and opportunities to garden (four items). The five-factor model fit the data well [comparative fit index (CFI) = 0.958], demonstrating factor determinacy coefficients ≥0.940. Tests of invariance (equal form, factor loadings, and indicator intercepts) were acceptable between genders [change in CFI (ΔCFI) = 0.000], fourth and fifth graders (ΔCFI = 0.000), and normal and overweight/obese weight status children (ΔCFI = 0.000). Females had greater garden self-efficacy, garden barrier self-efficacy, garden proxy efficacy, and fruit and vegetable proxy efficacy. The current measurement model demonstrated good factorial validity, confirming the unbiased generalizability across gender, grade level, and body mass index subgroups. Further validation is suggested in additional populations and across time points.
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Mubashir, Maira, Romaina Iqbal, and Sabahat Naz. "Seeds of change: fostering nutritional education through school kitchen gardens." Journal of the Pakistan Medical Association 74, no. 6 (2024): 1206. http://dx.doi.org/10.47391/jpma.11306.
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Dear Sir / Madam Eighty-two percent of adolescents are at risk of developing Non-Communicable Diseases (NCDs) due to physical inactivity and low fruit and vegetable intake Research has consistently shown that vegetable consumption in children is well below recommended amounts. According to a recent study in Karachi, consumption of discretionary food items such as food that is not necessary to fulfil the nutrient requirement and is consumed for enjoyment such as sugar-sweetened beverages was more than vegetable intake in school children. A key aspect of addressing the issue lies in promoting dietary diversification, which is to increase the type of foods consumed to ensure that children receive a wide range of nutrients essential for their growth and development. One effective strategy to promote dietary diversification and increase vegetable intake among school children is the establishment of a school kitchen garden. The concept of school kitchen gardens holds tremendous potential to improve health and well-being in school-going children. Interventions in this area have predominantly been used to influence school-aged children’s knowledge, attitudes, and/or behaviours toward diet and nutrition, particularly in connection to increasing vegetable consumption. School gardens serve as interactive and educational platform for children to learn about different types of vegetables, how they grow, and their nutritional benefits. Children actively engage in planting, tending, and harvesting the produce, which creates a sense of ownership and excitement about consuming what they have cultivated. A recent systematic review has shown promising effects in improving children’s knowledge of food, nutrition, gardening, and science. Acquisition of knowledge is the basis for behavioural. This is a holistic approach that not only educates but also serves to familiarize students with a variety of vegetables, making it more likely for them to include these vegetables in their dietary choices. In conclusion, school kitchen gardens offer an excellent, practical solution that integrates nutrition education into the extra curriculum while ensuring that students are actively consuming nutrient-rich vegetables. As a result, we can potentially witness healthier, more well-informed generations who understand the significance of dietary diversification. By increased exposure to a variety of vegetables through school kitchen gardens, children are not only learning about healthy eating but are also actively engaged in the cultivation and consumption of nutrient-rich produce. ---Continue
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Knapp, Megan B., Megan T. Hall, Adrienne R. Mundorf, Kerrie L. Partridge, and Carolyn C. Johnson. "Perceptions of School-Based Kitchen Garden Programs in Low-Income, African American Communities." Health Promotion Practice 20, no. 5 (2018): 667–74. http://dx.doi.org/10.1177/1524839918782157.
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Introduction. While school-based kitchen garden programs are shown to improve fruit and vegetable consumption and knowledge among children, there has been little research on participant perceptions of these programs, specifically among minority populations that are disproportionately affected by and at high risk for overweight and obesity. This qualitative study examined the perceptions of and values associated with participation in school-based kitchen garden programs implemented through Edible Schoolyard New Orleans in low-income, predominantly African American schools in New Orleans, Louisiana. Method. Qualitative data were collected through semistructured focus group discussions with key stakeholder groups at schools offering Edible Schoolyard New Orleans. Results. A total of 10 focus groups were conducted across 4 middle schools with students ( n = 27), parents ( n = 17), and teachers ( n = 17). Four primary themes emerged during data analysis: development of life skills, food and health, family and community, and experiential and participatory learning. Conclusions. To strengthen the sustainability and potential impact of school-based kitchen garden programs, future intervention strategies should place specific emphasis on the themes that emerged from this study. School-based kitchen garden programs may be a promising strategy to positively influence the individual, social, and physical environmental factors that contribute to overweight and obesity in low-income, African American communities.
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Lineberger, Sarah, and J. M. Zajicek. "498 School Gardens: Do They Affect Children's Food Preferences and Eating Behaviors?" HortScience 34, no. 3 (1999): 531B—531. http://dx.doi.org/10.21273/hortsci.34.3.531b.
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Nutrition plays an important role in the life of a child because of the impact it has on growth, development, and the ability to learn. One part of proper nutrition is consumption of five fruits and vegetables a day. Currently, children eat an average of 2.5 fruits and vegetables a day, which is only half of the recommended servings. Education is needed to help increase consumption. School gardens are one education tool that can provide active hands-on activities in supportive environments. Through gardening, children learn not only what they should eat but also obtain a greater appreciation for how their food is grown. The main goals of this study were to provide teachers with a guide book for teaching nutrition through horticulture activities and school gardens and to test the effect of gardening on food preferences and eating behaviors of children. A curriculum guide, “Nutrition in the Garden”, was developed for teachers to use with their garden containing background information in horticulture and nutrition. Each lesson includes three to four related activities that can be completed with a garden or in the classroom. A pretest/posttest instrument developed by Tom Baranowski, Professor of Behavioral Science, Univ. of Texas MD Anderson Cancer Center, was used to determine students' attitudes toward fruits and vegetables. A 24-hour recall food journal was used to determine eating behaviors. Results examine the effects of school gardens on nutritional attitudes and behaviors.