Typescript, etc. / Digitized by Kansas State University Libraries

The purpose of the study was to investigate the cost effectiveness of two selected satellite lunch programs in Indiana public schools in order to determine if such sattelite lunch programs have met expectations of savings of money over traditional cafeteria lunch programs.Procedures and MethodologyThe components of the lunch programs investigated included (1) construction costs, (2) equipment costs, (3) labor costs, (4) supply costs, (5) food costs, (6) maintenance costs, (7) repair costs, (8) transportation costs, and (9) administrative costs. The existing satellite lunch programs were compared to projected cafeteria lunch programs for the same populations and for the same time frame. Data was gathered directly from annual reports of the school corporations involved and through interviews with the directors of Food Services; and interview guide sanctioned by a representative of the Nutrition and Foods Division of the Department of Public Instruction of the State of Indiana was used in the data gathering.FindingsLabor costs were found to be the single largest factor in the comparison of the two types of food service programs; other factors affecting the comparison were supply costs, maintenance costs, and administrative costs. Although supply costs and transportation costs were less for the projected cafeteria lunch programs, the difference did not off-set the increased costs of labor, equipment, maintenance, space, and administrative services. In the final analysis, the satellite lunch programs were viewed as having fulfilled the expectation of saving money in both construction and operational costs.Recommendations for Further StudySome of the aspects of the study which were viewed as deserving further study included (1) investigation into a standardized accounting procedure, (2) examination of possibilities for more effective use of surplus commodities, and (3) study of the quality of the food service programs from the viewpoint of the consumers.

Graduation date: 1980

Probably the most frequently quoted statement justifying the provision of school lunch services is that made by former Surgeon-General Thomas Parran some years ago when he said, "We are wasting our money trying to teach children with halt-starved minds and bodies". Medical authorities who are today rejecting as unfit for military service many of the nation's youth because of malnutrition, if asked to make a statement would no doubt express themselves in a similar vein. / Typescript. / "May, 1951." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 59-61).

Thesis (M.S.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Mar. 12, 2010). Thesis advisor: Marsha Spence. Vita. Includes bibliographical references.

Call number: LD2668 .T4 1953 K4 / Master of Science

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

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

A research project submitted to the WITS School of Education, Faculty of Humanities, University of the Witwatersrand in partial fulfilment of the requirements for the degree of Master of Education by combination of coursework and research Johannesburg, 2016 / In an attempt to promote inclusive education, many schools have put strategies in place to ensure that all children access and participate in learning. An inclusive strategy is defined as a practice or something that people do to give meaning to the concept of inclusion (Florian, 2011). Inclusive strategies therefore are about practices that give all children equal opportunities to participate in quality learning by ensuring that barriers to learning and participation are removed. Hunger has been identified as one of the barriers to learning, especially in developing countries (Potterton & Dawjee, 2004) and many schools have introduced school feeding programmes as a strategy to promote education for all children. In this qualitative study, grounded in the interpretive paradigm, the views of principals and teachers are explored to establish how school feeding programmes operate or fail to operate as inclusive strategies in schools. Through the use of semi-structured interviews, the study revealed that although school feeding programmes were viewed as mechanisms that operate as inclusive strategies, there were multiple concerns pertaining to the programmes. The principals’ and teachers’ views revealed that while their school feeding programme promoted the academic and general success of all learners, it also inhibited the academic and general success of some children by promoting the stigmatization of children from low-socio economic backgrounds. The study also revealed major concerns in the administration of the school feeding programmes. With reference to the participants’ views on school feeding programmes, it can be contended that while school feeding programmes serve as inclusive strategies for all children in schools, they also have multiple constraints that could to be addressed as an attempt to improve their effectiveness.