Thesis (M. Tech. (Food and Beverage Management, Dept. of Hospitality and Tourism)--Vaal University of Technology. / Objectives: The aim of this study was to develop and evaluate a nutrition education programme for Setlabotjha Primary School children in order to improve current knowledge. The study included all grade seven learners from two primary schools in one of the poorest areas in the Vaal Triangle. Children form Setlabojha Primary School formed the experimental group, while children from Ekujuleni Primary School formed the control group. Methods: The initial steps involved a baseline survey (Napier 2001 :78), which indicated that malnutrition exists at Setlaboljha Primary School. The baseline survey indicated stunting, wasting, underweight and poor food consumption patterns among the children. A literature survey was conducted, as a result of the findings of malnutrition, poverty and household food insecurity in Eatonside. Pre-tests were undertaken to determine current nutritional knowledge (for both groups) using a nutritional knowledge questionnaire developed by the Medical Research Council. The pre-tests results revealed poor nutritional knowledge and these results were used to develop the nutrition education tool (nutrition education playing cards) based on the South African Food Based Dietary Guidelines. The intervention, which involved the issuing, reading. playing and exchanging of the nutrition education playing cards had taken place over eleven weeks for the experimental group. The control group had received pamphlets and nutrition education lessons. After the intervention had taken place, post-tests were undertaken to compare the difference between the two groups and to determine the effectiveness of the nutrition education programme. Results: In general, the subjects of both groups had a good knowledge regarding sugar, water and salt consumption, as well as 'the key to a healthy way of eating'. Thus the inclusion of fruit and vegetables and variety were in the diet. Poor knowledge was evident in both groups pertaining to pregnancy, the importance of starch in the diet, alcohol consnmption, physical activity, vitamin A-rich foods and the inclusion of pilchards as a calcium-rich source. / NRF and Central Research Committee, VUT.

Thesis (MNutr)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Objectives: To measure the impact on nutrition knowledge; to ascertain the opinions and practices related to nutrition and physical activity, tuck shop visits, and dietary quality of Grade 4 learners; as well as the perceptions on and acceptability of the ‗Fun Food Game‘ (FFG) as nutrition education tool as evaluated in selected Grade 4 learners and educators. Design: A before-after, experimental study with analytical components. Setting: A purposive sample of four schools in the City of Cape Town district of the Western Cape province. Schools A and B in a higher socio-economic area served as intervention school (HIS) and control school (HCS), whereas schools C and D were in a lower socio-economic area and served as intervention school (LIS) and control school (LCS). Subjects: Grade 4 English-speaking boys (n=85), girls (n=90) and Life Orientation educators (n=10). Methods: Pre-tested questionnaires were used to determine change in nutrition knowledge, opinions and practices, both related to nutrition and physical activities in a pre-and post-setting, as well as the perceptions on and acceptability of FFG as a nutrition education (NE) tool for Grade 4 learners and educators. A ‗Dietary Diversity Questionnaire‘ was used to establish the ‗Dietary Diversity Score‘ (DDS), and to note tuck shop visits. Questionnaires were pre-tested in a pilot study. Results: Increased nutrition knowledge and improved opinion on nutrition and physical activities were measured in all schools, but practices related to nutrition and physical activities as well as visits to the tuck shop showed mixed results. In the pre- and post-setting, a DDS of 5 was measured in the HIS and HCS, with a DDS of 5 in the pre- and 6 in the post-setting in the LIS and LCS. Fewer learners had a DDS<4 in the post-setting. Consumption of most food groups and eating breakfast were higher in the post-setting. Bringing lunch boxes to school scored lower in the intervention schools. More tuck shop visits were reported in the LIS and LCS. Most (80% n=8) educators indicated a strong need for NE for themselves. All educators indicated self-learning as a means of familiarising themselves with the content of NE. Sources of nutrition advice included magazines (90% n=9), the Internet (80% n=8) and textbooks (70% n=7). A strong need for NE was expressed by all educators; however, they stated that it should not increase their work load. Educators ‗strongly agreed‘ that the educational nutrition board game FFG can be classified as ‗Health Promotion‘. Overall, learners indicated that playing FFG was a positive experience. Conclusion: Playing FFG and/or having an increased awareness regarding nutrition and physical activities at schools could have had a positive impact on nutrition knowledge and behaviour that could have resulted in positive behaviour, but no definite conclusion can be made in this regard. Nutrition behaviour was more positively influenced in the lower socio-economic schools. Implementing the Health Promoting Schools concept, where Nutrition Education Programmes form part of a multi-component strategy, is recommended. / AFRIKAANSE OPSOMMING: Doel: Om die impak van voedingskennis, opinies en praktyke verwant aan voeding en fisiese aktiwiteite, snoepiebesoeke asook dieetkwaliteit van Graad 4 leerders te bepaal, sowel as die persepsie en aanvaarbaarheid van ‗Fun Food Game‘ (FFG) as hulpmiddel in voedingsopleiding soos geëvalueer deur geselekteerde Graad 4 leerders en -onderwysers. Ontwerp: ‗n Voor-na, eksperimentele studie met analitiese komponente Omgewing: ‗n Doelbewuste groepskeuse van vier skole. Skole A en B in ‗n meer gegoede area het as intervensie skool (HIS) en kontrole skool (HCS) gedien, terwyl skole C en D in ‗n minder gegoede area as intervensie skool (LIS) en kontrole skool (LCS) gedien het in die Stad Kaapstad distrik van die Westelike Provinsie. Deelnemers: Graad 4 Engelssprekende seuns (n=85), dogters (n=95) en Lewensoriënteringsonderwysers (n=10) Metodes: Voorafgetoetsde vraelyste is gebruik om te bepaal of voedingskennis, opinies en praktyke beide verwant aan voeding en fisiese aktiwiteite, voor en na die studie verander het, asook die persepsie en aanvaarbaarheid van FFG as ‗n hulpmiddel in voedingsopleiding vir geselekteerde Graad 4 leerders en onderwysers. ‗n Dieetdiversiteit Vraelys (‗Dietary Diversity Questionnaire‘ – DDQ) is gebruik om ‗n Dieetdiversiteit Telling (‗Dietary Diversity Score‘ – DDS), sowel as snoepiebesoeke te bepaal. ‗n Loodsstudie is uitgevoer om die vraelyste te toets. Resultate: ‗n Toename in voedingkennis en verbeterde opinies oor voeding en fisiese aktiwiteite is in alle skole gevind, maar praktyke oor voeding en fisiese aktiwiteite, asook snoepiebesoeke het gemengde resultate getoon. In die voor- en na-toetsing is ‗n DDS van 5 in HIS en HCS bepaal, met ‗n DDS van 5 in die voor- en 6 in die na-toetsing in LIS en LCS. Minder leerders het ‗n DDS<4 in die na-toetsing gehad. Inname van die meeste voedselgroepe sowel as ontbyt het in die skole toegeneem. Die bring van kosblikke het in die intervensie skole verminder. Die hoogste frekwensie snoepiebesoeke kom voor by die LIS en LCS. Meeste (80% n=8) onderwysers het ‗n sterk behoefte aan voedingsopleiding vir hulself aangedui. Alle onderwysers dui aan dat die inhoud van voedingskennis deur selfleer verhoog word. Tydskrifte (90%, n=9), Internet (80%, n=8) en handboeke (70%, n=7) word as bronne van voedingsadvies beskryf. ‗n Sterk behoefte vir opvoedkundige voedingsopleiding is deur al die onderwysers aangedui, maar sonder dat dit hul werkslading moet verhoog. Die onderwysers is ―sterk oortuig‖ daarvan dat die opvoedkundige voedingsbordspeletjie FFG, as ―Gesondheidsbevordering‖ geklassifiseer kan word. In die algemeen het leerders dit baie positief ervaar om FFG te speel. Samevatting: Die speel van FFG en/of ‗n groter bewusmaking van voeding en fisiese aktiwiteit wat by die skole plaasgevind het, kon ‗n positiewe impak op voedingskennis en -gedrag gehad het, wat kon lei tot positiewe gedrag, maar geen definitiewe gevolgtrekking kan gemaak word in die verband nie. Voedingsgedrag in die mindergegoede skole is meer positief beïnvloed. Implimentering van die Gesondheidsbevorderende Skole konsep, waar Voedingsopleidingsprogramme deel vorm van ‗n multi-komponent strategie, word aanbeveel.

As tools for dynamic system modelling both conventional methods such as transfer function or state space representation and modern power flow based methods are available. The latter methods do not depend on energy domain, are able to preserve physical system structures, visualize power conversion or coupling or split, identify power losses or storage, run on conventional software and emphasize the relevance of energy as basic principle of known physical domains. Nevertheless common control structures as well as analysis and design tools may still be applied. Furthermore the generalization of power flow methods as pseudo-power flow provides with a universal tool for any dynamic modelling. The phenomenon of power flow constitutes an up to date education methodology. Thus the paper summarizes fundamentals of selected power flow oriented modelling methods, presents a Bond Graph block library for teaching power oriented modelling as compact menu-driven freeware, introduces selected examples and discusses special features.

As tools for dynamic system modelling both conventional methods such as transfer function or state space representation and modern power flow based methods are available. The latter methods do not depend on energy domain, are able to preserve physical system structures, visualize power conversion or coupling or split, identify power losses or storage, run on conventional software and emphasize the relevance of energy as basic principle of known physical domains. Nevertheless common control structures as well as analysis and design tools may still be applied. Furthermore the generalization of power flow methods as pseudo-power flow provides with a universal tool for any dynamic modelling. The phenomenon of power flow constitutes an up to date education methodology. Thus the paper summarizes fundamentals of selected power flow oriented modelling methods, presents a Bond Graph block library for teaching power oriented modelling as compact menu-driven freeware, introduces selected examples and discusses special features.:1. Introduction 2. Fundamentals 2A. Fundamentals of BG Modelling 2.B. Fundamentals of POG Modelling 2C. Fundamentals of EMR Modelling 3. Systematization 4. Block library 4A. Simulink add-on BG Block Library 4B. Menu-Driven Customization 4C. Application Hints 5. Examples 5A. Lift a Load 5B. Solenoid 5C. Filter and Chopper 6. Special features 7. Conclusions References [1] till [25]

Made available in DSpace on 2016-04-18T21:31:39Z (GMT). No. of bitstreams: 2 Lucia Pereira Pires Cavalsan1.pdf: 1236801 bytes, checksum: d5f9307b2e714907312158ee3d8e536b (MD5) Lucia Pereira Pires Cavalsan2.pdf: 3366088 bytes, checksum: fafe849f7eff1e2654774111d92d1e9d (MD5) Previous issue date: 2008-02-21 / Instituto Presbiteriano Mackenzie / The research has the goal of analyzing the contributions of the television newspaper information in the lesson to establish inter relation among pupils having knowledge of different nature. By the daily use of television newspaper information it was possible to teach-in-context and analyze what television newspaper information may offer to enlarge and make the pupils information be always up to date, regarding local, national and international context. It was also possible to identify and to describe how pupils have utilized those received informations, how they have related them to the subject they have learned in the school and, finally, how they have done to take all those informations to their families. As the research is considered a kind of ex-post-facto research, having a quality nature, we have considered as data source, those answers given by the pupils using questionnaires , with the objective of knowing both the child and his family habit regarding television use. By using both individual and group interviews it has been possible to analyze the project contribution to each one of the pupils and how they have used this experience given by the television newspaper information. Finally using their parent interview results it has been possible to analyze the results of this project in the family day. This subject is of great importance, because it enables the school context to become integrated to the local, national and international informations. It gives the pupils rise both to the research and the interest of getting informations and knowledge which may also be shared with the family, allowing them, both the pupils and their family, to improve their self-esteem each day. Using what Shulman, Shoenfeld, Aebli, Forquin, Freire, Piaget, have told about this subject I have analyzed the school practice of the television newspaper information project through two basic processes as follows: how the teachers learn the teaching-in-context process and the pupils knowledge construction. With this paper, the pupil, the family, the school, the community or the teacher will have better results because, as Piaget has told (2005 p. 15) that what we want to, is that the teacher stops being just a lecturer and makes the pupils be interested in doing research and making better efforts instead of being fulfilled of giving them ready solutions . / A pesquisa objetiva identificar e analisar contribuições do telejornal na sala de aula para o estabelecimento de inter-relações entre conhecimentos de diferentes naturezas dos alunos. Através da utilização do telejornal diariamente foi possível contextualizar os conteúdos pedagógicos e analisar as contribuições que o telejornal pode oferecer para aumentar e atualizar informações dos alunos acerca do contexto local, nacional e internacional. Foi possível também identificar e descrever como os alunos utilizaram as informações recebidas, como as relacionaram com os conteúdos escolares e finalmente como fizeram para que essas informações chegassem até suas famílias. Tratando-se de uma pesquisa ex-post-facto de natureza qualitativa, foram considerados, como fonte de dados, as respostas oferecidas pelos alunos através de questionários com o objetivo de traçar um perfil quanto ao hábito da criança e sua família em relação ao uso da televisão. Através de entrevistas individuais e coletivas com os alunos foi possível analisar as contribuições do projeto para cada aluno e como eles se manifestaram em relação à experiência fornecida pelo telejornal. Por fim, através de entrevista com os pais foi possível analisar as repercussões do projeto no dia-a-dia familiar. Esta temática é de fundamental importância, pois une conteúdos escolares que se tornam contextualizados através das informações local, nacional e internacional. Desperta no aluno o gosto pela pesquisa e o interesse em adquirir informações e conhecimentos que poderão ser, inclusive, compartilhados com os familiares numa reciprocidade de elevação da autoestima. Apoiado em teóricos como Shulman, Shoenfeld, Aebli, Forquin, Freire e Piaget, analiso a prática pedagógica do Projeto Telejornal através de dois processos básicos que são: processos de aprendizagem da docência e a construção de conhecimentos dos alunos. Com este trabalho, aluno, família, escola, comunidade e professor são beneficiados porque como disse Piaget (2005, p.15) ... o que se deseja é que o professor deixe de ser apenas um conferencista e que estimule a pesquisa e o esforço, ao invés de se contentar com a transmissão de soluções já prontas .