In November 1977 Congress established the Nutrition Education and Training Program (NETP) with the passage of Public Law 95-166. Section 227.37 of the NETP Regulations (1978) mandates that each state establish a plan of action for the use of any federally appropriated funds earmarked for "nutrition education" , and further, the plan should contain a proposal to instruct all students in the state about the nutritional value of foods as well as the relationship between food , nutrition, and health. Section 19 of Public Law 95- 166 stipulates a "needs assessment" as one of the components of NETP and that each state conduct such assessments. The purpose of this study is to furnish the Utah State Office of Education Nutrition Specialist information about the "Licensed Group Day Care Centers" regarding: l. the nutrition concepts taught; 2. the methods and strategies used; 3. the educational level of day care personnel; 4. the State Office of Education Nutrition Specialist's role in day care; 5 . the day care center's cooperation for nutrition inservicing of the faculty; and, 6. the day care center's cooperation with secondary/university training programs. A review of literature indicates that little has been done to evaluate day care programs with regard to "nutrition education". Before the establishment of Public Law 95- 166 Federal and State licensing, guidelines were vague and did not stipulate "education" in their nutrition regulations. Results of a mail survey show that 89 . 1% of the responding centers teach some nutritional concepts. Cooking and tasting experiences, along with pictures and stories, were the main activities used by the centers. The most requested teaching aides we r e puppet and flannel board stories , songs , pictures , and food recipes. This survey shows the majority of the teachers are college educated and have some nutritional training.

A review of the literature dealing with nutrition education established the following: (a) that there is a need for nutrition education at the elementary school level; (b) that elementary teachers do not always have the background or motivation to meet this need for nutrition education; and (c) that new educational methods that are easier to understand and more highly motivating are needed. The Index of Nutritional Quantity (INQ), a nutrient density concept, was developed at Utah State University to answer the need for easily understood and motivating nutrition information. The INQ method of nutrition education has been used and considered successful in actual classroom situations. Up to this time, the INQ method of teaching was introduced to interested individuals and groups by the various members of the INQ research group--a method that is expensive in time and travel expense and lacks consistency. A less expensive, more standardized means of disseminating information about the Index of Nutritional Quality was needed After consideration of the various types of media available, it was decided that a self-instructional, multi-media unit, including a slide-tape and an accompanying workbook, would be a satisfactory teaching module. The module was developed and tested as a part of this study, using both an attitude survey and a didactic pre-and posttest as evaluation instruments. The test statistics were significant to conclude that learning had taken place as a result of exposure to the unit; and that the module was successful as a teaching devise.

Background: Community-based participatory research (CBPR) has been recommended as an effective approach to engage communities in implementing research projects relevant to their needs and interests.  Following this approach, the Dan River Partnership for a Healthy Community was formed to address regional obesity concerns in the Dan River Region, a health disparate area located in south central Virginia and north central North Carolina.  Community gardens were identified as a priority, and the development and implementation of this study continues previous collaborative efforts in evaluating the effectiveness of community gardens within this region. Objectives: The primary aim of this study was to determine if applying the Social Cognitive Theory (SCT) to an adapted curriculum throughout a 10-week gardening and nutrition education intervention would increase youths' willingness to try fruits and vegetables (FV), self-efficacy for eating and asking for FV and gardening, knowledge of nutrition and gardening, and outcome expectations for FV.  Secondary aims were to determine if age groups or attendance rates would positively influence outcome measures and to qualitatively evaluate youths' perceptions about their experiences and opinions about the program. Methods: Utilizing a pre-post design, researchers delivered this program once weekly with 60 minutes of interactive nutrition or gardening education and 30 minutes of experiential gardening.  Questionnaires included validated and novel measures.  Repeated measure ANOVA analyses were used to determine changes in outcome measures.  Post-program interviews were conducted with youth and qualitative data was coded and analyzed. Results: Of the 43 enrolled youth, 42 were African American.  Although willing to try FV did not change significantly, there were significant improvements in self-efficacy for asking for FV from 1.70 (0.34) to 1.83 (0.29) (F=7.07; p=.013) and overall gardening knowledge from 14.53 (3.45) to 15.74 (3.90) (F=7.67; p=.01).  There were also significant improvements in some of the knowledge subcategories for gardening and nutrition, including plant parts and my plate (p<0.05).  Qualitative findings indicated the majority of the participants expressed positive perceptions of the program with the most liked components including food sampling, games and gardening experiences. Discussion and Implications: Our findings demonstrate the feasibility of developing and implementing an adapted theory-driven community gardening and nutrition education program for low socioeconomic youth in public housing.  It implicates the need for future research on youth community gardens using the CBPR approach.  Findings were shared with community partners and future efforts will expand this program. / Master of Science

Objective: To determine the association between the perception of practical advice and the educational messages of the food guides in students of a private university in Peru. Methodology: Cross-sectional study. The population corresponded to undergrads who are from the first to tenth semester of their degrees in a private university of Lima-Peru. The sample was 480 university students who voluntarily agreed to participate in the study. The data were collected in the period from october to november of the year 2019. A questionnaire was applied to collect the perception of university students about the messages of the dietary guidelines and the media where they would like to know information about educational messages. Results: 46.5% correspond to undergrads of the Faculty of Health Sciences. Messages 1, 3, 4, 6, 9 and 11 of the Peruvian GABAS showed an evident statistical association (p <0.05). The media with the highest proportion by which they would like to know educational messages about healthy eating were Television (28.5%), Instagram (27.7%) and Facebook (19.0%). Conclusion: Differentiated advertising should be designed and implemented on television, Instagram and Facebook on healthy eating to contribute to the improvement of the health and nutrition status of Peruvian university students. Arch Latinoam Nutr 2021; 71(1): 36-44. / Revisión por pares

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The Supplemental Nutrition Assistance Program-Education (SNAP-Ed) includes programs and educational curricula that promote healthy behaviors for people receiving nutrition assistance benefits, or eligible for benefits. This study investigated whether information given to children through SNAP-Ed nutrition education programs implemented in schools was taken home to educate parents. After programs were delivered to students by Mississippi State University Extension Service Nutrition Educators, parents (N=302, response rate=43.1%) of elementary students in eight public schools in Jackson, Mississippi, reported changes they made in their households. These changes included eating more fruits and vegetables or trying different fruits and vegetables, and being more physically active (p<0.001). A majority (63.9%) of parents reported that after their children participated in nutrition education programs, their children talked to them about healthy foods, and 73.2% reported their children asked for more fruits, vegetables, milk, or yogurt. Teachers (N=19, response rate=38.0%) rated the SNAP-Ed education programs favorably.

This study evaluated the learning styles of undergraduate students completing selected online and traditional courses relating to food, nutrition, or exercise at the University of Massachusetts, Amherst. Data was collected from 93 students across five courses offered at the University of Massachusetts between Fall 2003 and Spring 2007. Results showed that all four Kolb learning styles were present in both the online and traditional classes. Although not significant assimilators were the most dominant learning style in the online classes and convergers were the most dominant learning style in the traditional classes. Matching a students learning style to an instructors training style had no effect on knowledge, attitude, behavior or satisfaction outcomes, however course format did have an impact on these outcome measures.

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