Call number: LD2668 .T4 1984 H434 / Master of Science

No description available.

In the U.S., few children meet federal recommendations for fruit and vegetable consumption, putting them at increased risk for overweight, obesity and several non-communicable diseases. Interventions to increase fruit and vegetable consumption delivered within the school setting are advantageous in that they provide the opportunity to reach many youths in period of life during which key diet-related behaviors are formed that may track into adulthood. The National School Lunch Program (NSLP), a federal food assistance program that serves over 30 million meals daily in over 100,000 schools in the U.S., is one example of an intervention that may increase fruit and vegetable consumption among children. Recent regulatory changes to the program via the 2010 Healthy Hunger-Free Kids Act (HHFKA) require compliance with minimum daily and weekly minimums for fruit and vegetables offered to students at lunch to receive federal reimbursement, which has resulted in increased availability of fruits and vegetables. Although preliminary evaluations of the regulatory changes have documented small increases in consumption, there is interest in identifying other programs and policies to ensure that components are consumed. Yet there is little meta-evidence that critically examines aspects related to the design of school-based intervention studies assessing fruit and vegetable consumption. This dissertation describes a systematic mapping review of the literature and three empirical studies which inform the development of a conceptual evaluation framework for designing studies to measure fruit and vegetable consumption among elementary students in the U.S. within schools participating in the NSLP. A systematic mapping review of the literature technique was used to identify studies conducted among elementary students in grades K-5th within schools in the United States in the period from 2004 to present with the primary outcome fruit and vegetable consumption at the lunch meal. A total of 61 records were included in the review, categorized as either methodological validation studies (n=10) or as studies of factors related to students’ consumption of fruits and vegetables (n=51). Validation studies were conducted with four types of dietary assessment methods within the school lunch setting, all demonstrating moderate accuracy relative to the referent method: weighed plate waste, direct observation, digital photography and self-report instruments. In the studies examining factors related to fruit and vegetable consumption at school lunch, the frequency of methods was as follows: weighed plate waste method (n=21), direct observation (n=14), digital photography methodology (n=12), and self-report (n=4). Most studies utilized cross-sectional (n=15) or quasi-experimental designs (n=24). A socio-ecological framework was used to group 19 environmental factors examined in these studies into 5 clusters of factors: individual, item-specific, meal-specific, cafeteria environment and school-wide/policy. While many factors were explored across studies, relatively few studies accounted for multiple factors in their analyses, leaving room for potential confounding. Three empirical studies were conducted within a larger, cross-sectional evaluation of FoodCorps, a national farm-to-school program that promotes fruit and vegetable consumption in school-aged children. First, this dissertation conducted a validation study to estimate the accuracy of a self-report questionnaire instrument relative to digital photography for measuring fruit and vegetable consumption in elementary students from 23 schools in a five-phase study. High agreement was observed between student reports of fruit and vegetable items on tray and items observed in digital photographs (match rate ranged from 77 to 88% depending on phase), as well as reports of amounts of fruit and vegetable items consumed (ranges from 67 to 83% depending on phase). There were no differences observed in accuracy of reporting between 2nd and 3rd grade students. It can therefore be concluded that a group-administered self-report instrument can be used to measure fruit and vegetable consumption in a school setting among 2nd and 3rd grade students, providing a potentially less costly instrument than existing objective methods. Second, a descriptive study reports intra-class correlation estimates for fruit and vegetable outcomes, quantifying the variation in these outcomes attributable to the school-level that can be used in power calculation for future studies. Using 2,571 before- and after-meal digital photographs collected of students’ lunch trays across 40 days of data collection within 20 schools, the intra-class correlation coefficients (ICC) were estimated via multilevel regression models. The observed ICCs for all fruit and vegetable consumption outcomes ranged from 0.159 (vegetables on tray, continuous) to 0.472 (vegetables on tray, binary). Within each of food item category (fruit, vegetables, or fruit and vegetables combined), the highest ICC was observed for items on tray (binary). A multilevel linear model which included as covariates the percent of students eligible for free/reduced price lunch and the percent of white students was shown to decrease the ICC for each fruit and vegetable outcome variable except fruit on tray (binary). The largest for decrease in ICC was for the outcome fruit and vegetables on tray (in cup equivalents), wherein the model reduced ICC from 0.268 to 0.018, a 93% decrease. The power calculations for cluster randomized controlled trial that can conducted using these ICCs will help to ensure that researchers have adequately powered their studies. Third, select cafeteria environmental factors were examined in a cross-sectional study as they relate to students’ fruit and vegetable consumption at the lunch meal. Using the digital photographs of 2,571 lunch trays from the previous study, the association between fruit and vegetable consumption and several environmental factors was examined. The average consumption of fruit and vegetables was 0.35 cup equivalents (SD=0.31) and 0.24 cup equivalents (SD=0.29), respectively, among students who had them on their tray. When considering students who had a fruit or a vegetable or both on their tray (96% of the sample), the average was 0.45 cup equivalents (SD=0.40). Hierarchical linear models examined environmental variables and fruit and vegetable consumption outcomes: the number of fruit and vegetable items offered (range from 3 to 14 items) was positively associated with vegetable consumption (B=0.021; SE=0.006; P<0.001); noise (rage from 70 DbA to 84 DbA) was negatively associated with fruit consumption (B=-0.012; SE=0.004; P=0.003) and fruit and vegetable consumption (B=-0.017; SE=0.004; P<0.001); recess scheduled before lunch was positively associated with fruit consumption (relative to recess after lunch; B=0.100; SE=0.023; P<0.001) and fruit and vegetable consumption (B=0.096; SE=0.023; P<0.001). Despite cross-sectional evidence of an association, future research is necessary to systematically manipulate these variables to understand their impact. The results from these three studies and the systematic mapping review are used to develop a conceptual evaluation framework that can be used by researchers to improve the quality and design of studies promoting fruit and vegetable consumption among elementary school-aged children in the U.S.

Thesis (M. Dev.) --University of Limpopo, 2016 / The purpose of this study was to investigate the challenges in implementing the Nutrition Programme at Khomela Primary School in Vhembe District, Limpopo Province. A qualitative research was conducted using case study research design method. The Non-probability sampling method was done through purposive sampling method to select Grade 6 and 7 learners and convenient sampling method for teachers and parents. Data collection was done using individual unstructured interviews. Data was analysed using qualitative data analysis method. Four groups of respondents participated in the study: learners group (n=10) giving information on the meal preference; teachers (n=8) managing and administering the Nutrition Programme at school level; parents and food handlers (food handlers n=2, parents n=5). The study focused on the following challenges: management, infrastructure, training, motivation, food safety, quality of food, delivery by suppliers and feeding time as the main challenges of the Nutrition Programme. The findings of the study concluded that there was poor involvement of teachers and parents in the Nutrition Programme. The study also concluded that the aim and principles of the Nutrition Programme were not well understood at Khomela Primary School. The participants also made suggestions on how the Nutrition Programme could be improved effectively. The study suggested that the school had to conduct awareness campaigns of learners, teachers and parents indicating the importance of the Nutrition Programme in schools. The study also concluded that the school had to be provided with modern a kitchen and a school dining hall. Despite the challenges, the Nutrition Programme had a positive impact on the school enrolment. To minimise the challenges of the Nutrition Programme, the study recommends that the principal and the School Governing Body draft a School Nutrition Policy which is in line with the Nutrition Programme guidelines. The Nutrition Policy should cover issues such as management and administration of the Nutrition Programme.

The primary research question to be answered from this study was: to what degree have school districts in the County of San Bernardino been able to respond to federal legislation mandating the design and implementation of local school wellness policies. A major finding was that the majority of districts have not yet implemented nutrition and wellness policies.

Healthy eating and food away from home expenditures are gaining increasing notoriety within the U.S. These issues are not only a concern for businesses, but governmental policy makers have also shown interest in both increasing nutrition for children and better understanding the behaviors of those consuming food away from home. For this reason, a large amount of research has been devoted to better evaluating the effects of various governmental programs on nutrition, with an equal amount of work detailing which groups are eating away from home. The methodologies employed by past research have varied, as have the results and inferences that have been drawn. For this reason, we incorporated new methodologies, consistent with theory, in order to explain the effects of an important governmental program, National School Lunch Program, on childhood nutrition. We further established consumer profiles and the effects of transactional variables, previous away from home behavior, and decision structure on food away from home expenditures. In regards to the National School Lunch Program we found that meal nutritional quality is not higher for program participants, however, overall intake for most vitamins, minerals, and other dietary components is higher compared to non-participants that attend a school which participates in the program. The reason for increased intake is due to the increased consumption of food for participants, not due to food quality. Furthermore, comparing children that participate in the program to those attending schools that do not participate indicates that both quality and quantity are insignificantly different. Examination of blood levels and healthy eating measures indicates few differences among the treatment groups. Evaluating the effect of transactional variables and previous purchase behavior on food away from home expenditures by meal occasion indicates both play a significant role. Transactional variables consist of factors that are directly related to a meal, e.g. facility type, means of ordering, and age structure of meal participants. The effect of transactional variables is highly dependent on the variable being considered. Previous purchase behavior displays expected results with regards to past participation effects, however, past expenditure effects tended to increase spending on future meals with results being somewhat consistent across large meals. Transactional variables were also evaluated to determine their effect on food away from home expenditures by facility type. A new decision structure chronology was also implemented. Past research has focused on modeling the decision process as either a two or three-step process. The two-step structure is usually defined as the "participation at facility type" and "expenditure level" decisions, whereas the three-step structure is defined by the "participation," "facility type," and "expenditure level" decisions. We, however, propose a change to the three-step decision structure which we believe more adequately defines the decision chronology. We, therefore, model the three-step decision structure in the following order: "participation," "expenditure level," and "facility type." Results showed that both the new decision structure and transactional variables are important to the expenditure amounts and who is eating away from home at each facility type.

Current national dietary policy recommends that half, or three, of the six daily servings of grain foods be consumed as whole grains. However, most American children prefer to consume enriched, refined over whole grains. One way of increasing the consumption of whole grain foods to children is through school meals. Why children and adolescents prefer enriched, refined grains over whole grain foods is thought to be due to product color and texture, but no literature exists that quantifies this, especially within the context of the National School Lunch Program. Information and research is therefore needed to examine and address this issue. Since each school district's child nutrition department determines whether whole grain foods are offered in their schools, we conducted a roundtable discussion with Texas school dietitians to understand their experiences with providing whole grains. A phenomenological analysis of this discussion's transcript exposed how Texas school dietitians balance serving nutritious meals in their cafeterias, while maintaining customer acceptance of the foods. Whether or not students consume whole grains determines if these foods are served again. Input from participants determined which whole grain were foods tested in this study: hamburger buns, sandwich bread, tortillas and spaghetti. Focus groups were conducted with 137 elementary, middle and high school students in our targeted school district. Transcripts of these focus groups revealed the vocabulary students use to characterize their perceptions of whole grain foods tested. Using this vocabulary, consumer acceptance ballots were then developed and tested. Consumer acceptance testing of whole grain foods was conducted during scheduled lunch periods in three different schools. The main objective of this study was to determine at what percent do whole grains contained in grain foods served in school meals become unacceptable to students. Our study determined that a 51% whole grain food product was acceptable to students and a 100% whole grain product was not. Color, taste and texture of a whole grain food can influence its acceptance by these students, but that acceptance is dependent on the percent whole grain content of the food and whether it is made with white or red whole wheat flour.

Thesis (M.S.)--Eastern Illinois University, 2004. / Includes bibliographical references (leaves 67-73).

The National School Lunch Program, established in 1946 under the National School Lunch Act, has grown from a commodity surplus distribution program in its early days, to its current incarnation as a nutrition program for lower income students. This paper addresses the following question, “are particular framing choices influenced by a representatives’ district or individual characteristics, or are party considerations more important in determining framing language?” Certain frameworks may be more effective for creating policy change, and given that framing shapes the way humans conceptualize a problem space, framing should be a deliberate tool used in order to constrain the debate around certain problems. In support of this claim, existing framing literature and literature on human cognition indicates that framing plays a vital role in defining the terms of debate and mobilizing the public around certain issues. However, the actual details of debate shifts and issue framing often become a ‘black box’ in theories of policy change. Content analysis of floor statements made over a 16-year period regarding the National School Lunch Program reveals that policy framing is highly dependent on district characteristics, but that language use itself does not appear to have changed significantly in the time period studied. / text

Thesis (M.S.)--Northwest Missouri State University, 2009. / The full text of the thesis is included in the pdf file. Title from title screen of full text.pdf file (viewed on July 17, 2009) Includes bibliographical references.