Thesis (M. Phil.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 83-97). Also available in print.

Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

Thesis (M. Ed.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves [101-115]).

Objective: To systematically review the feasibility and effectiveness of recent school lunch interventions in primary schools and whether they instil positive changes to childhood dietary habits and help prevent obesity. Background: Childhood obesity is a growing concern affecting 42 million children (2010) and increasing daily, and may be linked to adult obesity. Lunch contributes 24% of daily energy, making school lunch interventions monumentally important in reducing consumption of high fat and/or sugar foods, and increasing fruit and vegetable (F&V) intake. Methods: A literature search was conducted for studies with interventions in primary school environments that aimed to alter the consumption of fruits, vegetables, and unhealthy foods high in fat or sugar. Studies were only suitable if they utilized randomized controlled trial (RCT) or cluster RCT designs, and included relevant outcome measures for F&V or macronutrient consumption. Relevant studies published between January 1st 2000 and May 31st 2013 were identified through PubMed, ISI Web of Science, and Cochrane Trials, and bibliographies of relevant studies. Results: Nine studies were included in this systematic review from the US or UK, with varied direct and indirect interventions to alter school lunch nutrition either through F&V or improved macronutrient content. Environmental changes to child attitudes towards F&V, such as verbal encouragement, classroom curriculums and audio-visual stimuli, were significantly effective in all 4 studies, whereas 2 studies with changes to F&V availability without involving students had mixed results. Direct reductions to fat content in school lunches produced significant results in 2 of 4 studies, with increased carbohydrate intake compensating for lower fat, resulting in non-significant total energy changes. One of 3 environmental interventions also had similar trends in macronutrient intake. Total energy change was only significant in 1 of 6 studies. Conclusion: Overall interventions for childhood obesity had moderate success, and most were unable to meet primary dietary goals set out by researchers. Ineffectiveness of interventions may be due to parental influences at home, early childhood dietary habits, disproportionately low SES in study samples, among other factors. Further research on targeting calorie intakes, parental involvement, snack food reduction, and related fields is recommended. / published_or_final_version / Community Medicine / Master / Master of Public Health

This item was digitized as part of the Million Books Project led by Carnegie Mellon University and supported by grants from the National Science Foundation (NSF). Cornell University coordinated the participation of land-grant and agricultural libraries in providing historical agricultural information for the digitization project; the University of Arizona Libraries, the College of Agriculture and Life Sciences, and the Office of Arid Lands Studies collaborated in the selection and provision of material for the digitization project.

This qualitative phenomenological study is one of few that investigate the information-seeking behaviour of younger elementary school children. Recent cognitive research has established that there are considerable and rapid intellectual changes throughout childhood, meaning that studies and/or models outlining the information-seeking experiences of older students and adults might not identify, explain or address the unique information needs of younger elementary school students. The study, conducted over 14 weeks in Winter 2006 with 12 volunteer students from two grade-three classes within a Montreal elementary school sought to answer three research questions: 1) How do grade-three students seek information in support of a class project? 2) What are the barriers faced by grade-three students in seeking and using information? 3) Do any models of information-seeking behaviour in whole or in part inform a model specific to grade-three students? Six different types of data collection techniques were employed: participant observation, interviews with the students, class teacher and parents, questionnaires, self-evaluations, journals, and final projects. The study revealed that students in the earlier grades of elementary school are seeking and using information in both print and digital formats and experiencing difficulties in both media. In print, selection of materials was not straightforward nor was the location of information within them. Difficulties were encountered with the selection criteria and the use of metadata lists. In the digital domain, lack of strategic planning before starting a search, problems in generating search queries, spelling, keyboarding, and extracting information were observed. In addition to these problems, several barriers outside of the students' control were identified that impact on their information seeking on the Web (e.g. search engine design, lack of appropriate sites for young students, inefficient filtering systems) and in print (e.g. out-of- date and/or lack of print reference resources, classification and/or indexing schemes). Information culled from the Internet was rarely read in any depth on-screen; instead, the students printed the material in order to peruse it at a later time, much as they would with a book. The study provides insight into the barriers faced by children when seeking information, how they use information in an educational context, and how they can be helped to better exploit the information resources available to them, as well as a model of information-seeking behaviour specific to grade-three students.

Access to abstract restricted until 07/2015. / Department of Family and Consumer Sciences

There is no abstract available for this dissertation.

Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Dennis Thiessen.

Thesis (M. Phil.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 102-113) Also available in print.